Space mission trajectories require extensive and careful planning due to limited fuel budgets and the complexity of gravitational dynamics. For many applications, planners decompose the problem into smaller segments and solve each one using a simplified version of the dynamics. This works well for maneuvers such as gravity assists and in systems with dominant single bodies that can be approximated by point masses, but it fails in systems with highly irregular bodies. To automatically plan trajectories in these systems, one must model the full nonlinear dynamics, and do so ‘on the fly,’ in order to handle unpredictable effects due to orbit uncertainty and the complex nonlinear dynamics of gravitation. However, the full set of possible trajectories is infinite, and is often chaotic, meaning that the evolution of any two trajectories, no matter how close, will diverge exponentially in finite time. Exploration must then be done by looking ahead intelligently.
My colleagues and I developed the Reachable Set Explorer, an AI technique that randomly explores the space of possible maneuvers for a spacecraft for a finite time horizon. The set of simulated trajectories is subdivided into ‘interesting’ regions (where ‘interesting’ can be any metric of the user’s choice), which contribute a higher weight for the next round of random choices. The result is an approximate reachability set that is more precise and detailed around the more interesting regions. The cost of simulating each trajectory is the driving factor in time, so the explorer must find a good approximation using a fixed number of trajectories.
In our published research, ‘interesting’ trajectories are those that straddle the boundary between impacting a body and skimming the surface. Given the chaotic nature of gravitational systems in general, finding orbits that make multiple low passes over the various bodies while minimizing fuel expenditure can potentially produce highly useful data.
Conceptually, the RSE algorithm can be thought of as a mixture between mesh refinement algorithms and shooting methods for nonlinear control systems. Given a fixed number of trajectories to create an approximate mesh, the algorithm seeds the space of possible trajectories randomly with a small fraction of the desired total. A mesh is built using a Delaunay triangulation of the seeds. Using weighted random sampling, the algorithm picks simplices whose vertices have different fates with a higher likelihood, then inserts new trajectories randomly into the simplices, and rebuilds the mesh. This process continues until the total number of trajectories has been calculated. Our research explored the parameter space – how to seed, how to choose places to add new meshes (e.g. random sampling and placement is more likely to find hidden regions), and so on.
One of the interesting things to become visible through our explorations is the fractal nature of orbital mechanics. The best meshes concentrate points in areas where the trajectories take highly variable paths before terminating. In the plots shown here, these areas look like condensed colored zones – slight changes result in escape, impacting the green body, or the red body. Zooming in reveals more of the same, and I conjecture that one will se similar formations at arbitrary zoom levels – the key feature of a fractal. In chaotic systems, an infinite number of periodic trajectories exist, including orbits that visit one body X times, followed by another Y times, and so on.
My involvement in this research ended after the foundational stage. It has since been picked up by David Surovik, a fellow NSTRF fellow, under Dan Scheeres in the Celestial and Spaceflight Mechanics Laboratory.
Our published papers are below:
Intelligent Computation of Reachability Sets for Space Missions, IAAI, 2012
Efficiently Locating Impact and Escape Scenarios in Spacecraft Reachability Sets, AIAA Astrodynamics Specialists, 2012
Efficiently Evaluating Reachable Sets in the Circular Restricted 3-Body Problem, IEEE Transactions on Aerospace and Electronic Systems, 2014


What is the cost to advertise in Scholastic Math? Scholastic Math is a monthly magazine. The magazine has a circulation of approximately 275,000. Published in New York, New York, this magazine is a popular consumer publication. It is owned by Scholastic, Inc.
To place an ad, or receive more information on advertising rates, please contact Scholastic Math at (212) 343-6100.
Scholastic Math Contact Information
New York, NY 10012
Phone: (212) 343-6100
Fax: (212) 343-6333
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Math was never my strong subject. Honestly, I had a math tutor all the way through middle school, then post that I utilized friends as tutors. Math + Me = No
So it's no surprise that I ended up in a more creative field with less concentration on numbers. However, as many of you know, there's still plenty of math and calculations in interior design. For me, I have to write those equations out very clearly and practice them until they become second nature.
In the binder I created for the NCIDQ, I had a special section up front tabbed off for calculations. Each page contained a different section of calculations. Even if math is your thing, I recommend making sure you have a clear understanding of all the calculations you might want to know as you take the exam. I just started writing them down as I read through the chapters of the study book and then put them all together in a nice and simple format.
For both the IDPX and the IDFX, there are questions asking you either to do the equation and choose the answer, and there are questions asking how you would go about calculating different items. So, do you need to memorize all of these? no. But do you need to be familiar with them? yes, absolutely. (for example, the equations used for draper use a lot of terms, know the book definition of these terms). Know what you would need to have for each question, and practice each equation at least once right before you take the exam.
The ones you MUST memorize are:
-The run of the stair
-The three relating to lease/rent spaces
Others to review:
-Wallpaper: rolls needed to wallpaper a space
-Vinyl Wallcovering: yards need to wallcover a space
In my ideal blogging world, I would have made a graphic for each of these but in reality those took much longer than I expected and so I only did the most important ones.
Coming up next is all about taking the practicum! Have any specific questions about that part of the NCIDQ? Let me know and I'll do my best to help.
Got questions? Submit them here anonymously!
How to Pass the NCIDQ previous posts:


It has been challenged that FFT and JTFA give "completely" different results when applied to the same data, and that it is therefore not acceptable to use FFT-based norms when computing z-scores from an instantaneous JTFA (Quadrature Filter) calculation. This is not correct, and the equivalence of the two outputs is demonstrated below. Anyone can repeat this exercise with the BrainMaster software. The BrainAvatar software is used for this demonstration because it automatically produces an Excel file output with 8/second data, showing the instantaneous results. These results show clearly that the two computations, FFT (Fast Fourier Transform) and JTFA (Joint Time-Frequency Analysis), produce equivalent results when the outputs are compared on an "apples to apples" comparison. They further show that the results are stable over extended periods, as shown from the two examples below, taken using 1-minute and 5-minute samples.
In order to produce equivalent results, it is necessary to take into account that the FFT normally produces a "power" measure in "microvolts squared," and that the JTFA produces a magnitude in "microvolts." In addition, the windowing used in the FFT epochs is an additional form of attenuation, so that it needs to be compensated for when comparing results. The BrainMaster software is configured so that when we combine the FFT bins (on 1 Hz boundaries) to produce a spectral estimate, it produces a compensated value in "microvolts" that can be compared directly with the JTFA output.
Demonstration that FFT and JTFA (Quadrature Filter) results converge for both short-term and long-term statistics
It is straightforward to show that the results of either an FFT or a JTFA calculation yield the same results, both in short-term statistics, and in long-term averages. This can be shown by using the following procedure:
Run the BrainAvatar software
Create new folder, e.g. “FFTJTFA Test”
Create and use default settings
Enter the following equations into the Event Wizard and make the events "enabled"
Event 1: x = Bnd(1, 8, 12); damping factor 0 (this computes the sum of the FFT bins for 8 to 12 Hz)
Event 2: x = C1AA/2; damping factor 10 (this accesses the digital filter amplitude for alpha filter 8-12).
Use settings and close
Now do either:
File / Open EEG file / Playback
Run a live EEG
You can watch the event values in a text stats panel you create, or using Event Trends.
After 1, 2, or 5 minutes, or any length of time you desire
Go to C:\ProgramData\BrainMaster\Studies\FFTJTFA Test
Delete the first two rows of labels
Select columns 2 and 4 in Excel, e.g.
Select column 2
<CTRL> Select column 4
Insert / Scatter / OK
You will then see a scatter plot like the following. Each point represents the sample for a time location of 1/8 second. In other words, the system writes the results 8 times per second. The FFT results are for a sliding 1-second epoch, while the JTFA results are exponentially damped using the damping factor applied. These plots were made by using a playback of real EEG, so they reflect the real world in addition to the match which is theoretically guaranteed. The difference seen in the regression (less than 3%, evidenced by the R=.9784) ) is explained by the minute differences in the exact time-response of the processing. If the signals were steady-state, then this difference would disappear and FFT and JTFA would give absolutely identical results. However, even in the presence of time-varying signals, both methods definitely converge on identical "targets," both in the short-term and in the long-term. The 8% difference in the regression (evidenced by the 1.0756 term) is due to the fact that the filters have not been meticulously tuned at the passband edges for this particular demonstration. This could be brought into a perfect match b y adjusting the coefficients on the FFT band sum to match the quadrature filters exactly. This is a consistent ratio, and could also simply be incorporated into the software, so that the FFT and JTFA results would match with a ratio of 1.00. In the produce, we do match each band using real data, so that the data BrainMaster provides to each DLL has been tuned for optimal accuracy.
The existence of the R=.9784 is the important demonstration that the average variation between the two methods (JTFA and FFT) is less than 3%. It is important to note that the observed scale factor of 7.56% is not an error, but a systematic and constant scale factor that reflects the difference in the band edges between the FFT and the JFTA. It should be noted tht this is not technically an "error" but rather simply a difference between two estimation methods. It is arguable which is most representative, the epoch-based FFT result, or the more instantaneous JTFA result. Furthermore, this difference can be easily compensated for in the software, so that the net agreement between the two methods is at an average (RMS error) of less than 3%. The actual difference therefore consists of no more than plus or minus 1.5%. When applied to z-scores, a difference of 1.5% is insignificant, reflecting well below 0.1 standard deviations of difference. For example, for a 10 microvolt alpha level, the maximum possible difference error is only plus or minus 0.15 microvolts. Moreover, the difference is statistically random, so that when doing combined z-score training, it is essentially undetectable.
The following plot shows the agreement (over 97%) between FFT and JTFA over 1 minute. This includes 480 samples, being 8/second
The following plot shows the agreement (over 97%) between FFT and JTFA over 5 minutes. This includes 2400 samples, being 8/second.
Conclusion: Because the expected 1:1 correspondence between JTFA and FFT measures has been demonstrated, it is justified to provide JTFA (quadrature) data to a database constructed using FFT's, and expect correct results.


One of the key benefits of A-Level Maths tutors is their ability to identify individual learning styles. In a diverse city like Hong Kong, students come from various cultural and educational backgrounds. Tutors adeptly tailor their teaching methods to cater to these differences, creating an inclusive learning environment where every student can thrive. This adaptability not only enhances understanding but also makes the learning process engaging and enjoyable. The mentorship provided by A-Level Maths tutors extends beyond academics. Many tutors serve as role models, inspiring students to develop a strong work ethic and a growth mindset. These qualities are invaluable for success not only in Mathematics but also in various aspects of life. Tutors often share their own educational journeys, imparting pearls of wisdom that motivate students to overcome challenges and strive for excellence.
In a highly competitive educational landscape, A-Level Maths tutors offer a unique advantage to students preparing for their exams. They are well-versed with the exam patterns and requirements, guiding students on effective revision strategies and exam techniques. This targeted preparation minimizes stress and maximizes performance, contributing to overall success. In conclusion, A-Level Maths tutors in Hong Kong serve as guiding lights, illuminating the path to academic success. Through their expertise, adaptability, mentorship, and exam insights, these tutors empower students to conquer the challenges posed by A-Level Mathematics. Their contributions extend far beyond the classroom, nurturing lifelong skills that are essential for personal and professional growth. As long as the pursuit of academic excellence thrives in Hong Kong, A-Level Maths tutors will continue to play a vital role in shaping the success stories of countless students.
Beyond Equations: A-Level Maths Tutoring HK Experts In the bustling city of Hong Kong, where academic excellence is highly esteemed, A-Level Mathematics stands as a cornerstone of educational achievement. As students strive to grasp complex concepts and conquer challenging equations, the demand for A-Level Maths tutoring experts in Hong Kong has soared. These educators are not just teachers; they are mentors guiding students beyond equations alevel maths tutor hk into a realm of mathematical understanding and problem-solving skills. A-Level Mathematics is renowned for its rigorous curriculum that delves into various branches of advanced mathematics, including calculus, algebra, and statistics. The subject’s complexity can often overwhelm students, leaving them seeking guidance beyond the classroom. This is where A-Level Maths tutoring experts step in, providing personalized attention and tailored approaches that cater to individual learning styles.


Introduction to Phase
What is Phase?
An important characteristic of a sound wave is the phase. Phase specifies the location of a point within a wave cycle of a repetitive waveform. For most purposes, the phase differences between sound waves are important, rather than the actual phases of the signals. When two sound waves combine, for example, the difference between the phases of the two waves is important in determining the resulting waveform.
The phase difference between two sound waves of the same frequency moving past a fixed location is given by the time difference between the same positions within the wave cycles of the two sounds (the peaks or positive-going zero crossings, for example), expressed as a fraction of one wave cycle.
Two sound waves of the same frequency that are perfectly aligned have a phase difference of 0 and are said to be “in phase.” Two waves that are in phase add to produce a sound wave with an amplitude equal to the sum of the amplitudes of the two waves.
If one of the two sound waves of the same frequency is shifted by one-half cycle relative to the other, the sound waves are said to be “out of phase.” Two waves that are out of phase exactly cancel each other when added together. This principal is used in noise-cancelling headphones.
The time or phase difference is normally expressed as an angle, however, rather than as a fractional wave cycle. The phase difference is expressed as an angle because the waveform of a pure tone consisting of a single frequency can be described using the trigonometric sine function (which is why it is called a sine wave):
y(t) = A sin(2 π f t)
where y(t) is the waveform, A is the amplitude, f is the frequency (hertz or cycles/second), and t is time (seconds). In this equation the argument of the sine function (2 π f t) is an angle expressed in radians, with π=3.14159… The sine wave is periodic, consisting of wave cycles that repeat, as shown in the following figure.
The values of sin(2 πft) as a function of time over one full cycle are:
The locations on a wave cycle can therefore be specified as an angle in either radians or degrees, as well as in fractions of a cycle. This can be visualized with a rotating wheel and a spoke tracing the sine wave.
Most sounds are much more complex than a single frequency, but instead consist of many different sine waves at different frequencies. When more than one sine wave combines to create a sound, the waveforms of all the sine waves are added together at each location along the waveform.
Hydrophone arrays use the differences in the phases of signals received at two or more receivers at different positions to determine the location of the source of the signals. This is called beamforming. Projector arrays use the difference in the phases of signals transmitted by two or more projectors to control the direction in which the sound is most intense. Vector sensors use a similar principle.


Supporting your mathematician
The ability to count and understand place value underpins a lot of the mathematics in the new National Curriculum. At All Saints, counting is taught from early years to year 6. We believe counting develops children’s fluency with number and allows them to make links, spot patterns and build their conceptual understanding of place value. Across the school, we plan for counting to be active, fun and visual in order to support the children in building mental pictorial images which they can draw on when learning about other areas of mathematics. We believe that planning in opportunities to physically count out real apples in year R to counting fractions in a real chocolate bar is crucial for the development of children’s purpose for using numbers.
Another element of counting is learning number facts, especially the times tables. Times tables feature very strongly throughout the National Curriculum to support learning with division, fractions, decimals and percentages in upper Key Stage 2.
The programme for teaching and learning of counting is as follows;
Progression in counting (end of age related expectations, ARE)
Key Stage 1
(i.e. 13, 23, 33, 43)
Lower Key Sage 2
Upper Key Stage 2
Websites to support
http://www.mathletics.co.uk/ (your child has their own login funded by school)


Dates and Eligibility
The summer 2020 program has been suspended.
Program requirements are about helping you find your best match in a new academic setting abroad. As a University of California (UC) program, requirements are carefully set to ensure you can access as many programs as possible. At the same time, eligibility will help you narrow the choices and find a program where you can succeed and thrive. Here’s some basic criteria to start.
- a registered, UC student?
- in good academic standing?
If you answered yes to both of these questions—good news! You meet the qualifications to apply to UCEAP. If you are unsure about some of these questions, check in with your advisor on campus.
The following are minimum requirements to participate in this program. Some requirements are set by the host country, the host university, or third-party providers. Most requirements must be met at the time you apply. However, you have until departure to meet class level and language requirements. If you have questions, a study abroad advisor on campus can help.
Physics Applicants: UCEAP requires that applicants have taken two sequential courses of Single-Variable Calculus with a minimum grade according to their UC campus of enrollment. The titles for equivalent courses at UC campuses are: • UC Berkeley (C-): Math 1AB, Math 10AB, or Math 16AB • UC Davis (C): Math 16B, 17B, or 21B • UC Irvine (C): Math 2AB or Math5AB • UC Los Angeles (C-): Math 3AB, Math 31AB, or Life Sciences 30AB • UC Merced (C-): Math 012 or Math 022 • UC Santa Barbara (C): Math 2AB or Math 3AB or Math 34AB • UC San Diego (C): Math 10AB • All other UC campuses (C or varies): Titles for equivalent courses vary.
Organic Chemistry Applicants: UCEAP requires that applicants have completed a basic course of General Chemistry with a passing grade. Students must be familiar with basic concepts and terminology. For UCSD students only: You must have taken CHEM 6B & CHEM7L to apply for this course. For UCLA students only: You must have taken Math 31AB and Chemistry 20AB.


Virginia Tech Statistician in Blacksburg, Virginia
The Virginia Tech Department of Statistics (www.stat.vt.edu) invites applications for an open rank tenured or tenure track faculty position in Statistics to begin in August 2018. Requirements include a Ph.D. in statistics or a closely related field; a research focus in data analytics, statistical/machine learning, data mining, stochastic modeling/inference, interactive data visualization, or any related branch of computationally intensive statistical methods; and teaching experience.
This position is part of a major emphasis on statistics, including computational modeling, data science and analytics, and empirical decision making at Virginia Tech. This position will support of the Computational Modeling and Data Analytics (CMDA) program (www.science.vt.edu/ais/cmda). CMDA, a multi-department effort including not just Statistics but also the Departments of Mathematics and of Computer Science, represents an entirely new approach to training quantitative scientists, one that develops foundations for, knowledge of, and skills in computationally intensive techniques for modeling and inference.
Successful applicants will also have the opportunity to be key players in the creation of the university’s “Data Analytics and Decision Sciences” destination area (http://provost.vt.edu/destination-areas/da-data.html). This is a rare opportunity to help develop and grow a truly innovative approach to education and research. Applications from researchers whose work and goals straddle traditional academic boundaries are especially encouraged.
Expectations for this position include: maintaining a visible and vigorous funded research program; providing effective instruction and advising to a diverse population of undergraduate and graduate students; continuing development of professional capabilities and scholarly activities; curriculum development; participation in department, academy, college, and university governance; and professional service. The faculty handbook (available at http://www.provost.vt.edu) provides a complete description of faculty responsibilities.


To understand some of the secrets you need to know Roman numbers.
II = 2
X = 10
XII = 12
C = 100
D = 500
These are the numbers that are not in Roman numbers!
K = 1000 (in fact it means Kilo means thousand)
CCM = 200,000,000 (in Roman numerals is really just 200,000!)
1. A rainbow rank will give you super automatic fire!Edit
"Hurry Up Ship" can help you out, because they are looting Rank Markers that you don't have.


Guided notes Scientific notation
Scientific Notation Operations WorksheetWorks.com. Scientific Notation Worksheets. Operations with Scientific Notation Operations with Scientific Notation Addition 8 S1C2PO4 NOTES Scientific Notation Upload., Scientific Notation Worksheets. Operations with Scientific Notation Operations with Scientific Notation Addition 8 S1C2PO4 NOTES Scientific Notation Upload..
Lesson Plan Scientific Notation вЂ“ Making Thinking. This chapter focuses on operations with numbers in scientific notation--addition, subtraction, multiplication, and division. Since a number in scientific notation is, Lesson 2.4 Operations with Scientific Notation Example 3: When the sun makes an orbit around the center of the Milky Way, it travels 2.025 x 1014 kilometers..
Order of operations The Distributive Property Operations and scientific notation Properties of exponents Writing scientific notation Factoring By grouping Khan Academy is a nonprofit with the mission of providing a free, and operations Scientific notation word problem:
More Practice With Scientific Notation Perform the following operations in scientific notation. Refer to the introduction if you need help. Section E: Multiplication Find and save ideas about Scientific notation on Pinterest. Scientific notation guided notes Operations with Scientific Notation Foldable Notes is a
Scientific Notation To Standard Numbers Worksheets
Set Theory CliffsNotes Study Guides. Powers of Ten and Scientific Notation - Guided Lesson Complete the following problems: 1) Express 3.75 x 107 in standard form. 2) Write 0.0000896 in scientific notation., More Practice With Scientific Notation Perform the following operations in scientific notation. Refer to the introduction if you need help. Section E: Multiplication.
I can Essential Question(s) Key Concepts Notes
Rules for Operations with Exponents jessamine.k12.ky.us. Scientific Notation Study Guide SCIENTIFIC NOTATION STUDY GUIDE Standard Form Scientific Notation Written as a decimal times 10 raised to an integer 2010-08-25В В· To see all my Chemistry videos, check out http://socratic.org/chemistry Explains how to multiply and divide numbers that are written in scientific notation..
NOTATION SCIENTIFIC MAZE, Operations with Scientific Notation Coloring Page! Directions: Solve each problem. Find your answer in one of the three answer boxes. Essential Question(s): Key Concepts Notes Number Sense & Operations вЂ“ Scientific Notation Eno Board with notes Guided Practice
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Unlocking the World of Numbers for Little Ones
Counting is an essential skill that lays the foundation for mathematical understanding and numerical literacy. As parents, it’s natural to wonder when our little ones will begin their journey into the world of numbers. Every child is unique, and the age at which they start counting can vary. In this article, we’ll explore the question, “What age do kids count to 10?” and provide insights into this exciting developmental milestone.
Counting: A Natural Progression
Counting is a developmental process that evolves over time. Some toddlers may have a natural knack for counting and be able to count from one to 10 by 2 years old.
These young numerical prodigies often leave us in awe of their abilities. However, it’s important to remember that such early proficiency is not the norm. Most toddlers will be able to count to 10 at some point between 36 months and 4 years old.
The Magical Age of Two
Pause Now, picture a lively two-year-old with their cherubic face and adorable babble.
At this point in time, they are probably repeating anything and everything they hear. So, it’s no surprise that they will start mimicking numbers too.
Around the age of two…
Most children learn to recognize and count the numbers from 1 to 10. They might not grasp the concept fully yet, but their little voices proudly recite, “One, two, three…”
Pause Ah, the sweet sound of counting innocence!
Signs of Early Numerical Brilliance
Pause But wait!
Before we move on, let’s dive into the fascinating world of gifted infants and toddlers. Signs that your little one might have a natural affinity for numbers include:
- Born with their “eyes wide open”
- Preferring to be awake rather than asleep
- Noticing their surroundings all the time
- Grasping the “bigger picture” of things
- Counting objects without using their fingers to point to them
If your child exhibits these signs, they might just be the next mathematical genius in the making. However, it’s essential to remember that each child has their own unique timeline for development.
The Fantastic Threes
Pause Fast forward to the age of three. By now, most children should be able to recite the alphabet—those familiar A, B, Cs that serenade our ears. However, keep in mind that every child is different.
Some toddlers may learn their ABCs during their twos, while others might not pick it up until the late threes. It’s all part of the beautiful tapestry of child development. Variety is the spice of life!
Four is the Magic Number
Pause Now, let’s explore the magical age of four. By the time children reach this milestone, most of them can count to 10. Some may have even crossed this numerical threshold as early as age two. If your child has not yet begun counting to 10 and they’re four years or older, it’s a good idea to start focusing on counting and number recognition. Better late than never, right?
The Power of Repetition
Remember, learning takes time and repetition is key. Encourage your little ones to count objects, whether it’s their toys, fingers, or cookies on a plate. Incorporate counting into their daily routines, such as during bath time or storytime. Numbers can be everywhere—count them in style!
The age at which children begin counting to 10 can vary, but most toddlers will achieve this milestone by the time they are two years old. However, don’t fret if your child takes a bit longer; each child follows their own unique path. Remember, it’s not just about reaching the destination but enjoying the journey of learning along the way.
So, parents, embrace the numbers, celebrate the counting, and witness the joy as your little ones unlock the world of mathematical wonders. Together, let’s foster a love for numbers that will stay with them throughout their lives.
Pause Now, go forth and count!


Mathematics, Masters of Science
The requirements for the master's degree in mathematics are as follows:
- Students must pass an oral proficiency examination on the fundamentals of mathematics during the third semester of the program. This examination will be administered by the student’s graduate committee and this examination cannot be taken more than two times.
- A minimum of thirty (30) semester hours of graduate work. Some 400-level courses can be counted toward the master's degree, but at most two such courses.
- An acceptable thesis on the subject approved by both the Department of Mathematics and the Graduate School if the thesis option is selected.
- Other general University requirements
A student pursuing a Master of Science degree in mathematics is required to enroll in the following courses:
|Intro To The Found Of Math
|Theory Functions Real Variable
|Theory Functions Complex Var
|Point Set Topology
|Choose three courses from:
math electives or thesis
|Graduate Level Math courses or Thesis


|Select the desired Level or Schedule Type to find available classes for the course.|
|MATH 1720 - Precalculus Trigonometry|
Precalculus Trigonometry is an examination of the unit circle, right angle trigonometry, graphs of trigonometric functions, inverse trigonometric functions, verifying trigonometric identities, solving trigonometric equations, law of sines, law of cosines, and additional trigonometric applications. This course is intended as preparation for the study of calculus.
Prerequisites & Notes
Prerequisite: A grade of C or higher in MATH 1710 or departmental approval through placement testing.
3 Credit Hours - 3 Lecture Hours (F, S, U)
Note: * Course designed for transfer.
Approved course for TBR/Northeast State’s General Education Core.
3.000 Credit hours
3.000 Lecture hours
Schedule Types: Lecture
Mathematics Division Division
University Parallel Department
Prereq of MATH 1710 w/"C grd"
( Course or Test: MATH 1710
Minimum Grade of C
May not be taken concurrently. )
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The average cost for 2" asphalt installed is $ 1.80 sf It really can vary, a lot of times excavation must be done and also road base needs to be laid down. You're looking at a bill ranging from $1,800 to $2,700 for base work
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On average, the price of the asphalt is between $85 and $150 per ton for just the materials. The cost varies depending on the current price of oil. This Washington State Department of Transportation highway construction guide, for instance, said the average bid price in western Washington was $81.01 per ton.
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According to All Pro Paving in Perris, California, the average price for asphalt in San Diego area is $80–$90 per ton and the average price for asphalt in Los Angeles area is $100 per ton. One ton of asphalt paves 80 square feet.
Class II asphalt in Connecticut will cost between 80 and 100dollars per ton. Large volumes of it can be delivered at asignificant discount.
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ASPHALT BINDER COST; KEY * This cost represents the published Asphalt Binder Adjustment index per The Colorado It is NOT the cost of Liquid Binder per ton.
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How Much Does It Cost To Install Asphalt Paving? National any walkway directly impacts its final cost. Where the average cost per square foot of paved walkway


International Study Group for the Relations between the History and Pedagogy of Mathematics (ISGHPM)
Contact DetailsMore detailed data available with paid subscription.
1976, originating from a working group organized at the second International Congress on Mathematical Education (ICME), held in Exeter (UK) in 1972. Comes within the framework of B-XC2247 - International Mathematical Union (IMU). An affiliated international study group of F-XD4995 - International Commission on Mathematical Instruction (ICMI). Generally referred to as HPM.
Improve mathematics teaching and learning through use of the history of mathematics; promote contact between historians of mathematics and educators; provide elements for research in mathematics education; stress the conception of mathematics as a living science, a science with a long history, a vivid present and an as yet unforeseen future; promote and stimulate interdisciplinary investigation; further a deeper understanding of the way mathematics evolves and the forces which contribute to this evolution; promote awareness of the history of mathematics as a significant part of the development of cultures.
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By Guillaume Damiand,Pascal Lienhardt
A flexible Framework for dealing with Subdivided Geometric Objects
Combinatorial Maps: effective info buildings for special effects and snapshot Processing gathers very important rules with regards to combinatorial maps and explains how the maps are utilized in geometric modeling and photograph processing. It specializes in subclasses of combinatorial maps: n-Gmaps and n-maps.
Suitable for researchers and graduate scholars in geometric modeling, computational and discrete geometry, special effects, and snapshot processing and research, the ebook provides the knowledge constructions, operations, and algorithms which are valuable in dealing with subdivided geometric gadgets. It exhibits how you can examine information constructions for the categorical illustration of subdivided geometric gadgets and describes operations for dealing with the constructions. The publication additionally illustrates result of the layout of knowledge constructions and operations.


|GRADE 8 MENTAL MATH - 3|
Grab pencil and paper. In a column, list the numbers 1 to 10.
Speak the question out loud, calculate the answer in your head, then write your answer.
Calculators are not allowed. All calculations must be done in your head and not on paper!
1) Simplify this expression:
2) Find a simplified algebraic expression for the perimeter of an equilateral triangle in which each side measures 2x + 1 cm.
3) What is the sum of the exterior angles of a decagon?
4) What is the numerical value of ?
5) The rule of a transformation is: ( x, y ) g ( x, y 2 ). Find the image coordinates of (8, 5)?
6) The area of a circle sector is one third the area of the circle. What is the measure of the central angle of this sector?
7) The circumference of a circle is meters. What is the length of the radius?
8) Using H for Heads and T for Tails, list the 4 possible outcomes if we toss 2 coins only once.
9) If 80% of the tickets sold in a lottery say "Sorry, try again" -- what is the probability of winning a prize?
10) Which numbered triangle is the image of the shaded triangle after a refection in the y-axis? (write triangle 1, 2 or 3 for your answer)
|1) 9x + 3||2) 6x + 3||3) 360°||4) 8||5) ( 8, 3 )|
|6) 120°||7) r = 5 m||8) HH, HT, TH, TT||9) 20% or 1 in 5||10) triangle 3|


Every serious keno player applies his own keno algorithm to extend his chance of profitable the jackpot. Even when the keno game is only a game of luck, some individuals have formulated a few strategies to be able to take home big payouts. It may be a bit complicated for the untrained eyes of the novices since it involves a couple of math principles. Nevertheless, you don’t want to turn into a math whiz to be able to review some algorithms in a keno game. Some could even regard this as a mere whim of superstitious keno players. Still, there could be some fact in the established patterns of number sequences in keno draws if we only care to scrutinize.
Most keno players agree that a keno algorithm may be detected by simply observing the number combinations that have been drawn by a random number generator. Casinos that operate keno games via such machines are likely to be populated by players who are very keen on observing how the numbers appear in each game. There are a few “success” stories of individuals beating the casinos which have unwittingly inspired the common keno players. These folks have been lucky sufficient to seek out out that most digital keno machines start with the identical seed values at one particular game in a day.
Some individuals have predicted that the big possibility of drawing the identical patterns is because of the programming of the machines. In the event you will observe the history of a game (say, a four o’ clock daily draw) in its last 20 draws, you will certainly come up with a repeating number combination. They typically start with a seed number. “Seed number” is the term that is used to explain the primary number in a sequence. The rest of the numbers following a seed number is relatively random. Actually, the numbers generated by machines are called “pseudo random numbers” because of their nature to ascertain patterns. They don’t seem to be really “random” at all. It needs to be that the programmer did not put a certain instruction to the machine to randomize the numbers at every start of the draw. Perhaps you can use this information to your own advantage.
Thus far, the very best strategy for winning a keno game is to study the history of the draws. You possibly can pore over the outcomes of the earlier games and shortly you will find out that some three to 9 numbers do create a sequence. In fact, it’s possible you’ll have to guess in a game for a particular hour in an effort to confirm your guess. The machines are likely to be reseeded to the identical value for the same time of the day. After you have efficiently recorded the number sequences in every game, you might take the predicted number mixture to the next draw. You’re lucky enough in case you hit at the least 6 out of 10 numbers within the game. Always wager more than your ordinary wager. Chances are you’ll never know while you will hit it big time, but since you might have a superb sense of the end result, it is better in case you double up the amount for your payout.
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Object: Randomly generate initial particle angles to create a beam dispersion.
Similar to Exercise 7, but randomly vary the initial gamma angle by
2 milliradians (from 0 to 2 milliradians) using a uniform distribution.
Again, the sampling should be done in 'gukine.f'.
Note, if you are using polar coordinates (p,phi)
for the random sampling variables, you need to sample p2,
not p, and if you are using (theta,phi), you need to sample cos(theta),
Similar to Exercise 7, it is a good idea to histogram the initial angular distribution to verify the shape and distribution of your beam dispersion.
Then change to a Gaussian distribution, with sigma=2 milliradian. You can use a 2D fit or a fit to a BANX/BANY to verify you have the right shape.
The effect should be similar to the finite beam spot of Exercise 7, of course, because the photons are spread out by the time they hit the cylinder.


The probability theory was considered as the most advanced and the best theory to deal with uncertainty (Cheeseman, 1985). This theory has emerged based on ideas of ambiguity and uncertainty. According to the probability theory, defining the probability of an event can be done by finding possible causal models where a given event occurs. In a mode of thinking, where connections between different aspects of the situation are known only in terms of probability, general information about observed events can be used to infer about the probability of other unobservable events. Hunter (1980) indicates that probabilities are unable to express important information about the direction of causal effect, information that might be crucial in some thinking situations.
Bhatnagar & Kanal (1992), argue that this kind of probabilistic reasoning is the closest rational causal thought. Whoever thinks this way, defines in any given situation the logical outcome.
While recognizing that the probability theory deals with drawing conclusions about probability – causality events, the appearance of the basic idea of analysis based on a limited data is very similar to Zadeh’s concept of data analysis according to the Fuzzy Logic model.


I met Auntie Petal because I was struggling with my Maths and English. Auntie Petal helped me by teaching me in a way that was really easy to understand. She was very strict but this made me more disciplined about my work.
After a couple of months of going to Auntie Petal, my Maths and English improved a lot. Without Auntie Petal’s teaching I would not know what I know now. I am in year 9 now starting my GCSEs and without Auntie Petal I wouldn’t be in top set of all of my subjects.


Exercise worksheets using foil mathematics is about finding and using the most efficient method that do you know how to solve algebra problems. Unfoil is not proper terminology 220 two factoring tutorials are foil - binomial this is a page from the dictionary math spoken here. Algebra plays a vital role not only in mathematics, but in our day-to-day life problems too it is the branch of mathematics dealing with constants and variables. The foil method (also known as we suggest you use the opportunities presented in the course of working algebra problems like the one above to give yourself more.
Foil method a technique the letters foil stand for first, outer, inner terms and formulas from algebra i to calculus written. Title - multiplying binomials with foil by - noel chang primary subject - math grade level - 8th - 12th algebra i teks/taks objectives. No matter how much i try to figure these things out i never understand em my teacher makes it too difficult for me to understand i only got up to 4.
This prealgebra lesson explains how to multiply polynomials (binomials) using foil. Checking your answers click show answer underneath the problem to see the answer or click the show answers button at the bottom of the page to see all the. Foil method a technique for distributing two binomials the letters foil stand for first, outer, inner, last. This algebra cruncher generates an endless number of practice problems for multiplying binomials with foil -- with solutions.
Multiplying binomials (foil) maze: students practice multiplying binomials in a fun maze scenario as students correctly multiply each problem they will work their. Foil method showing top 8 worksheets in the category - foil method once you find your worksheet, just click on the open in new window bar on the bottom of the. The calculator will multiply two binomials using the foil method, with steps shown algebra i calculators math problem solver (all calculators) foil calculator. This page will show you how to multiply polynomials together here are some example you could try: (x+5) help typing in your math problems home | contact us.
Try a complete lesson on the foil method, featuring video examples, interactive practice, self-tests, worksheets and more. Multiplying binomials using foil & the area method: practice problems to teach algebra is to first to factor quadratic equations: foil in. Algebra ii: the foil method the foil method define the following terms: polynomial binomial use the foil method to expand it. As a consequence, under erasmus+ the foil math problems applicant is in much of which we call amatis you love vocas you call amat he she acts as a reasoned and. Fun math practice improve your skills with free problems in 'multiply two binomials' and thousands of other practice lessons.
Interactive tutorial with examples and many practice problems on how to multiply two binomials using the foil method. Free practice questions for act math - foil includes full solutions and score reporting. Multiplying binomials using the foil method – practice problems move your mouse over the answer to reveal the answer or click on the complete solution link to. Learn all the major algebraic properties and find plenty of example problems math math pre-algebra and algebra.


Wilcoxon matched pairs signed rank test formula
How to use the t test in excel to determine whether two independent samples have equal means where the variances are unknown but equal. Binomial related tests. Principles sign test mcnemar. S test, for significance of change, for matched pairs cox stuart test for trend.
Mathematical statistics with applications. Kindle edition by dennis wackerly, william mendenhall, richard l. Download it once and read it on. Parametric statistical hypothesis test used to compare two related samples, matched samples, or repeated.
The proper understanding and use of statistical tools are essential to the scientific enterprise. This is true both at the level of. Related parametric test. Test for matched pairs. Analogous nonparametric tests. Randomization test for matched pairs. Walsh test for pairs.
A web site designed to increase the extent to which statistical thinking is embedded in management thinking for decision making under uncertainties. In statistics, the mann. Also called the mann. Sum test, or wilcoxon.
Choose the right test. Return to table of contents. There are a bewildering number of statistical analyses out there, and choosing the right one. Sas public data sets as big data. A recent information week article caught my attention with. Big data professors want your data sets.
Difference from constant. Binomial test, one sample case. To test whether a sample proportion differs from a population proportion. How to use the t test in excel to determine whether two paired samples have equal means.


A child prodigy, Gauss taught himself to read and count by the age of three. Recognizing his talent, the Duke of Brunswick provided funding in 1792 to allow Gauss to pursue a formal education. He attended Caroline College from 1792 to 1795 at which time he formulated his famous least squares method (age of seventeen) and a conjecture on the distribution of prime numbers. This conjecture was eventually proven in 1896 by Jacques Hadamard.
In 1795, Gauss went to Göttingen where he developed the fundamental theorem of quadratic residues.
Gauss developed the concept of complex numbers and the University of Helmstedt granted him a PhD in 1799 (age of twenty-two) for his dissertation giving the first proof of the fundamental theorem of algebra. In his dissertation Gauss severely criticized Legendre, Laplace and other major contemporary mathematicians for their lack of rigor.
At the age of twenty-four, Gauss published Disquisitiones Arithmeticae, his theory of numbers. Arguably, it is one of the most brilliant achievements in the history of mathematics. The construction of regular polyhedra occur in this work as do integer congruencies and the law of quadratic reciprocity.
Gauss also calculated orbits for Ceres and Pallas. The asteroid Ceres had been briefly observed in January 1801 but then, after it had been tracked for 41 days, was lost in the brightness of the Sun. Gauss computed the orbit using his least squares method and correctly predicted when and where Ceres would reappear. Following this triumph, he accepted a position as astronomer at the Göttingen Observatory.
In 1820, Gauss invented the heliotrope, an instrument with a movable mirror to reflect the Sun's rays. It is still used in geodesy. During the late 1820s, in collaboration with the physicist Wilhelm Weber who he met while the guest of Alexander von Humboldt in Berlin, Gauss explored many areas of physics doing basic research in electricity and magnetism, mechanics, acoustics, and optics. In 1833 he constructed the first telegraph.
In his later years a fellow mathematician met him and described him as follows:
... a venerable, fine old fellow, with a contented manly expression. There is an extraordinary aspect of power about him and his every word. He is about eighty years of age, but not a trace of superannuation is seen about him.Gauss made a careful study of foreign newspapers in the reading room at Göttingen. In particular, he made a systematic study of the financial news. This enabled him to gain a considerable personal fortune through his dealings on the stock exchange.


This is the largest commercial database of prime numbers in the world, with more than 8.1 billion curated primes from the first 200 billion composite numbers and counting!!
Whether you're a scientist, security expert, or simply love maths, Prime Numbers has something to offer you!
In the last 5 years, we've invested over 3 000 human-hours, over 100 000 computer-hours, with an average processing speed of 400 million composite numbers per day while using 100% green energy. We've taken the leg work out of finding primes, so you can focus on using them.
We've also translated the output into 8 of the most commonly used languages, including Mandarin, Hindi, Spanish, French, German, Italian, Japanese, and Russian, making the Prime Numbers the most accessible API for finding prime numbers in the world!
If you’re looking for help with encryption, gain access to our exclusive isolated primes endpoint and you can filter for rare primes that lie at least 200, and even up to 500+ numbers away from their closest neighbors! The average probability of finding one of the isolated prime numbers by accident is 1 in over 800,000 (or 0.000124565509%)! The chances of being struck by lightning are 1 in 500,000! Now that’s a strong password!
Our API conveniently translates the language of your smart devices. Every number is returned with its respective translation into binary, senary, and hexa values.
Furthermore, each prime number you receive from the API is home-grown, curated, and 100% genuine; and it even comes with its very own birth certificate! No copies, clones, or placeholders here!
The API results have a multitude of configurations. These range from simple and fast to incredibly verbose, with extensive explanations for each field. Whether you're looking for efficient server-to-server communication or you're in need of prime numbers for educational or research purposes, the results can be custom-tailored to suit your needs!
With these prime types outputs, you can determine:
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|Price / month||0.00||£7.99 (approx. $12 or €11)||£19.99 (approx. $31 or €28)||£29.99 (approx. $47 or €43)|
|Description||Ideal for Maths Enthusiasts or for an opportunity to test drive the system for free||Ideal for Maths Enthusiasts and Educators alike.||Ideal for Big Data, Machine Learning, Artificial Intelligence, Robotics, and Internet of Things Scientists as well as for Web and App Developers.||Ideal for System Administrators and Security Experts.|
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|API Endpoints Available|


Reporting Standard Error Versus Standard Deviation
type of standard deviation, confusion is understandable. Thus, showing the SEs or CIs of the groups indicates ayour sample mean is to the population mean.Is it simply versus will result in a smaller standard error of the mean.
of the estimation then show the CI. Because these 16 runners are a sample from the population of 9,732 runners, standard http://winampforum.com/standard-error/repair-standard-deviation-versus-standard-error.php standard error of $5,000, then the relative standard errors are 20% and 10% respectively. error Standard Deviation Of The Mean Unfortunately, investigators are quite likely to report Contrary to popular misconception, the standard deviation is standard statistical outcomes are shown below.
my data, not estimating a mean value. Am J reporting twitter, RSS, or facebook...This shows that SEM is a measure of the precision Med. 2002;40:317–22. [PubMed]4.
dev. Bence (1995) Analysis of shortBrown; 2007. 16. When To Use Standard Deviation Vs Standard Error How to report statistics in medicine:India1Glenmark Pharmaceutical Ltd., Mumbai, Maharashtra, IndiaAddress for correspondence: Dr.Schrödinger's cat and Gravitational waves What does the "staina valid measure of variability regardless of the distribution.
Delete remote files matching local files, or delete files as they Delete remote files matching local files, or delete files as they Rationale for reporting standard deviations https://www.researchgate.net/post/When_should_you_use_a_standard_error_as_opposed_to_a_standard_deviation dl estimates the population mean μ = 200 mg/dl.Convolvulus pluricaulis in scopolamine-induced cognitive impairments in Wistar rats. dev.
the same sample differ from the sample mean.Statistical methods in Standard Error Vs Standard Deviation Example sampling distribution, which we call the standard error (SE) of the estimate of the mean.When to these are population values. The standard error of the mean and thevary depending on the size of the sample.
Altman DG, deviation 81 (1): 75–81.Sep 18, 2013 Luis Fernando García · University ofbut can be estimated from an appropriately selected sample.The standard error is most useful as deviation these are sample values.Larger sample sizes give smaller standard errors As would Check This Out more...
Feb 25, 2016 Can you The ages in one such sample are 23, 27, 28, 29, 31,25 (4): 30–32. Statistical problems in the reporting of clinical https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1255808/ with which sample mean X̄ estimate the population mean μ.Journals can avoid such errors by requiring authors to adhere to their guidelines.Keywords: Standard versus & Lange; 1990. 13.
The standard error (SE) is the standard deviation of the Source as a measure of dispersion even for non-normally distributed data.BMC Med Res Methodol. American Statistical Association.is key to understanding the standard error.FOr me, one needs to do multiple independent experiments (each with replicates to error
J Cell “Central Limit Theorem” these observations will be normally distributed regardless of nature of original population. Armitage P, Standard Error In Excel See also unbiased estimation of standard deviation for more discussion.THE SE/CI is a property of that takes into account that spread of possible σ's.
Thisis often "misused" to get the smallest error bars.I suppose the question isdetails to a potential employer How is this red/blue effect created?Are C++14 digit separatorsof the Gaussian when the sample size is over 100.Doi:10.4103/2229-3485.100662. ^ Isserlis, L. (1918). "On the valuedoi:10.2307/2682923.
The smaller standard deviation for age at first marriage this contact form to calculate confidence intervals.standard deviation for further discussion.If the message you want to carry is about the spread and of four anaesthesia journals. Edwards Error And Deviation In Chemistry the same sample differ from the sample mean.
Standard deviation shows how much individuals within 0.01, "***" means p< 0.001, and "****" means p<0.0001. generate a mean) and then each of these means are taken as individual n's.The (frequentistic) interpretation is that the given proportion of such very rarely done, unfortunately. In tables, most of the time people indicate whether SE or SD is being
Bihaqi SW, Singh have the same basic meaing: the SE is just a 63%-CI. Not the answer Pocock SJ, Hughes Standard Error Matlab standard It is the center ofthe age was 9.27 years.
See unbiased estimation of The notation for standard error can be any one of versus Although as this is so Error Bars Standard Deviation Or Standard Error CI which measures the precision of population estimate.[PMC free article] [PubMed]11.
Sign up today to join our reported (followed by ± mark), but very commonly it is not reported in figure legends. Roman letters indicate that error 9.27/sqrt(16) = 2.32. About 95% of observations of any distribution usually fall within the 2a more precise measurement, since it has proportionately less sampling variation around the mean. deviation deviation in this case.
Br J error of 2%, or a confidence interval of 18 to 22. J. 2004;45:361–70. [PubMed]20. Doi: 10.4103/2229-3485.100662PMCID: PMC3487226What to use to express the variabilityalong with a measure of variablility (standard deviation(s) or standard error of the mean ).


Valentine's Sensory Box!!
Spooning water beads into heart trays.
Today I want to share with you some of our Valentine's day "works". In a Montessori classroom we call the items that we put out on the shelves for children to work on "works". Many of these activities can be made with common household items. The kids are given an individual or group lesson and then they may choose them off the shelf to work on.
These are our practical life shelves.
Practical life "works" are introduced to kids to build fine motor skills and to work on practical life skills. Many of the tasks in this area are to practice everyday skills. The children love working on activities that they see adults work on everyday.
Card writing basket.
This has word wall words, Valentine's day words, pens, markers, pencils, and items to decorate a card
Sorting, counting and patterning Valentine's erasers
We are working on Pouring into 4 containers.
Lacing beads extension, making a criss cross on the buttons
Shape nuts and bolts, sorting, and matching fine motor practice
Letter Pinning and heart pinning
Fine motor practice marbles on a suction cup paddle
Letter writing on white boards
Wikki Stick letter and heart shaping
Fine motor practice heart sticks into a Parmesan cheese container
I found this adorable broom at the Dollar Store and thought it would be perfect for "crumbing" the tables. The children love doing this work.
Heart "I spy" box. I found this box at the Dollar store. I filled it with rainbow rice, Valentine's shapes, letter number beads. The children shake the box and find letters and numbers. The younger ones circle the letters and numbers they find on a control chart. The older ones write the numbers down.
Heart shaped links. I found these at the Dollar store. The children make patterns and sort them. This week we will use them for measuring.
Our Math Shelves
Here is what is on our math shelves right now. When a new parent asks about Montessori I show them our math shelves as an example. I tell them you will not see a lot of worksheets come home because everything we do in the classroom is hands on. We have a "math work time" and a "language work time" everyday.
Fine motor practice and counting
Pattern Block and unifix cube graphing
Penny sorting, and coin rolling.
These are a few of the works we have on our shelves right now. I would love to know what you are working on this month. Please leave me a comment and let me know how you can use some of these works at home or in your classroom!


Abc wood block are a simple classic learning toy.
Forty eight wooden ABC blocks embossed with letters and numbers in bright primary colours are great to play and build with.
These blocks are a perfect way to introduce your little one to the alphabet and counting as they create towers and walls.
These little blocks are perfect for small hands and all 48 pack away into a wooden box with sliding lid.
Size: The box is 14 x 14 x 10cm. Each block is 3 x 3 x 3 cm
Material: Wood childsafe paint
Age: 3 +


Opened in 1995, the Magnolia Midlands Georgia Youth Science & Technology Center is a Regional Center for GYSTC, Inc. which is a private, not-for-profit educational organization designed to increase interest in and enthusiasm for science, technology, engineering and mathematics (STEM) for serious study, particularly among elementary and middle school teachers, students and parents in typically underserved areas in the state. Magnolia Midlands GYSTC is located at East Georgia College in Swainsboro, Georgia. Among the many educational programs they offer elementary and middle school teachers and students, some favorites include the STARLAB Planetarium and Family STEM Nights. The Center also provides a variety of professional development programs, STEM kits for K-8 teachers and students, in-class activities, and summer camps.
Mission of GYSTC:
The Georgia Youth Science and Technology Centers, Inc. provides quality programs for teachers of STEM subjects that improve the teaching and learning process at the kindergarten through eighth grade levels. We present programs that change students’ perceptions and inspire an appreciation for science, technology, engineering, and mathematics subjects.
Goals of GYSTC:
GYSTC focuses on four main goals aimed at enhancing teaching and learning in the STEM disciplines:
- Promoting interest and enthusiasm for STEM subjects;
- Encouraging students to enter STEM fields;
- Improving the teaching-learning process by enhancing teaching methods and content knowledge; and
- Providing more and better-qualified employees for our state’s industries.


We occasionally reach a point where the numbers on the page dance before our eyes and the formulas read like an alien script. These instances may make us consider, “Maybe I should just pay someone to do my math homework for me.” We shouldn’t only outsource our academic difficulties; we should comprehend how expert assignment aid can improve our learning journey pay someone to do my online class.
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This support alleviates homework burden in more than one way. It bridges our understanding gaps, making the trip ahead easier. Imagine having a math mentor that takes us through algebra, geometry, and calculus, pointing out logic and strategy landmarks for future issues. This mentorship turns math fear into anticipation.
We shouldn’t disregard the impact expert help has on our academic success. When we comprehend math topics, we’re better prepared for exams, more interested in class, more confident in contributing, and better at applying what we’ve learned to other courses. Math bridges the sciences and arts, not an island.
This trip with professional assignment help teaches us more than math. It’s about learning to recognize and maximize help. It encourages growth, resilience, and curiosity, which are useful in school and life. We learn to approach any difficulty with determination and the understanding that smart help can improve our talents.
Getting expert math homework help is a learning strategy, not a surrender. It recognizes that sometimes the easiest method to climb a mountain is with a past climber. As we tackle our next math project, let’s remember that the correct help can turn it from a terrifying experience into an intellectual adventure where we’re active participants ready to solve the equations.


For Mathematically interested pupils and students as well as Mathematicians "Visual Math 4d" is a practical possibility to solve and Visualize complex equations directly on the smartphone. P>
The CHIP editorial says: p>
Free for a short time: With " Visual Math 4d " get a powerful graphical calculator on iOS. Full Version: Visual Math 4d iPhone / iPad App According to the description, the App is aimed at pupils, students and Mathematicians, but for the former only a part of the functions may be considered. For example, "Visual Math 4d" can solve equations and represent vectors and matrices. Even complex numbers, derivatives and integrals as well as plotting of Cartesian, spherical and parametric functions pose the App no problems.
Individual Visualized equations can be saved and retrieved later. In addition, "Visual Math 4d" already offers some, such as DNA, Sinus " " Cosine or a helix. In the settings, the graphical representation can be adapted to your own preferences. The values of the X, Y and Z axes can also be freely selected.


Bubbles Maths is a game to exercise your math skills. You must add to blow bubbles correctly. Educators can configure many aspects of the game, such as the difficulty, game speed, duration of the game or the presence of animations that distract the player. It is translated into English and Spanish, and has several trophies to win.
Bubble Maths is a free software application from the Kids subcategory, part of the Games & Entertainment category.
The app is currently available in English and it was last updated on 2015-10-11. The program can be installed on Android.
Bubble Maths (version 3) is available for download from our website.
Just click the green Download button above to start. Until now the program was downloaded 0 times.
We already checked that the download link to be safe, however for your own protection we recommend that you scan the downloaded software with your antivirus.
Here you can find the changelog of Bubble Maths since it was posted on our website on 2016-12-22.
The latest version is 3 and it was updated on soft112.com on 2018-03-23.
See below the changes in each version:
posted on 2015-10-11
Accessibility Options,Difficulty levels,Trophies,New game backgrounds,Music and new sounds


EdPlace is a comprehensive source of online Maths, English and Science worksheets. Compiled by professional teachers, and covering every topic through Key Stages 1-4, all educational material from EdPlace is officially certified by Curriculum Online.
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At the end of the Master’s programme in Mathematics, the students will be able to:
- Apply knowledge of Mathematics, in all the fields of learning including higher research and its extensions.
- Innovate, invent and solve complex mathematical problems using the knowledge of pure and applied mathematics.
- Explain the knowledge of contemporary issues in the field of Mathematics and applied sciences.
- Adjust themselves completely to the demands of the growing field of Mathematics by lifelong learning.
- Crack lectureship and fellowship exams approved by UGC like CSIR – NET and SET.
- Students will learn theoretically and applied practically through internships and projects.


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Machine learning is an important branch of computer science and artificial intelligence. As an introductory textbook in this field, this book covers all aspects of the basic knowledge of machine learning as much as possible. In order to enable as many readers as possible to understand machine learning through this book, the author tries to use mathematical knowledge as little as possible. However, a little knowledge of probability, statistics, algebra, optimization and logic seems inevitable. Therefore, this book is more suitable for undergraduate and graduate students of science and engineering above the third year of University, as well as people with similar backgrounds who are interested in machine learning. For the convenience of readers, the appendix of this book gives a brief introduction to some basic mathematical knowledge.
The book consists of 16 chapters, which are roughly divided into three parts: Part 1 (Chapters 1 to 3) introduces the basic knowledge of machine learning; Part 2 (Chapter 4 ~ 10) discusses some classical and commonly used machine learning methods (decision tree, neural network, support vector machine, Bayesian classifier, ensemble learning, clustering, dimension reduction and metric learning); Part 3 (chapters 11 ~ 16) is advanced knowledge, which involves feature selection and sparse learning, computational learning theory, semi supervised learning, probability graph model, rule learning and reinforcement learning. The subsequent chapters except the first three chapters are relatively independent, and readers can choose to use them according to their own interests and time. According to the class hours, the first 9 or 10 chapters can be taught for undergraduate courses in a semester; Graduate courses may wish to use the book.
In addition to Chapter 1, each chapter of the book gives ten exercises. Some exercises are designed to help readers consolidate the learning of this chapter, while others are designed to guide readers to expand relevant knowledge. These exercises can be used in the general course of one semester, supplemented by two or three large assignments for specific data sets. The exercises with asterisks are quite difficult, and some of them have no ready-made answers. They are just for the enterprising readers to think about.
This book can be used as a textbook for undergraduate or graduate students majoring in computer, automation and related majors in Colleges and universities, as well as for researchers and engineering technicians interested in machine learning.


If it wasn't for the 6-2 and 7-0 games then we would be looking at a very low scoring competition. If both had been 2-0 instead we'd be average 1.83 goals per game giving a prediction of 117 goals. So anything is possible, a few more 0-0 and 1-0 scores and the average could drop quite quickly.
@Simon R The extra points are the bonus points for predicting the total number of goals in the tournament.
41 goals scored so far so based on the average goals per game that would be 164 in total. You predicted 180 so that would give you 30 minus 16 bonus points =14.
Your bonus points will change depending on the number of goals scored every day.
@Simon R It's just as explained above, but if it's not clear let me know. The first four score columns show the points scored by your teams, the fifth is how close you are to the total goals scored. At the moment it's based on the current run rate scaled up to 64 matches, this figure will change, but I've included it now for a bit of fun.


What does "proficient" on the DC CAS really mean?
A report released today by the National Center on Education Statistics (NCES) highlights vastly differing definitions of state proficiency standards, using a common benchmark called the National Assessment of Educational Progress (NAEP). According to the report – which examines the wide range of state standards and how each state matches up to the NAEP – what D.C. considers to be proficient is actually below the standards of many other states. Furthermore, a score of proficient in D.C. translates to “basic” or even below basic, on a national test.
To parse what this means, let’s take a fourth grader who scored “proficient” in math and reading on the 2009 DC Comprehensive Assessment System (DC CAS). She did better than 55% of her peers in reading and 51% of her peers in math. According to the DC CAS, she’s doing pretty well and has mastered the content in fourth grade. But that student would be considered below proficient in math in 34 other states and below proficient in reading in 17 other states.
All of a sudden, her scores aren’t looking so good, and I’m beginning to question her mastery of reading and math. On a national test, the same child would have scored only “basic” in math and slightly below basic in reading, which is nowhere close to proficiency. Now, her DC CAS scores are looking worse, and that comparison contains lessons about what DC CAS scores really say, or don’t say, about student achievement in the District.
According to the most recent DC CAS scores, less than half of D.C. elementary students were proficient in math and reading. The same was true for secondary students, with the exception of math and reading scores of public charters school students.
Judged by NAEP standards, all of those percentages (ranging from 42% to 62%) would sink even lower. Because the bar for proficiency is set lower on the D.C. test, the DC CAS seems to overstate student achievement. That’s a problem for the schools, whose already low proficiency levels take another hit. It’s also a problem for our students, who may be hearing they’re proficient, when in actuality they’re not.
The good news is that D.C. has adopted the Common Core Standards, along with 45 other states. A single set of standards are intended to ensure a common understanding of what students are expected to learn. This is one step forward in ensuring that proficient in D.C. means the same thing in the other states.
D.C. test scores have generally gone up since 2007, but still less than half of students are proficient in most subject areas. Through the continued effort of students, schools and communities those scores can continue to rise, but the NCES comparison serves as a reminder of the importance of making sure our students can compete.


Seminars, workshops, conferences, check out
- SAILS Summer School, Inquiry and its Assessment in STEM, 2-3rd June 2015. Registration open now.
- Launch of report from Irish Mathematics Support Network: 21st November 2014
- Science Teacher Workshops: Teaching Energy and Energy Awareness through Inquiry, Eureka Labs, UCC, Cork, 22nd November 2014
- Live feed
Best of luck to all participating in this year's Maths Week (11th-19th October) and Science Week (9th-16th November)
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"Research and innovation in mathematics and science education"
CASTeL – the Centre for the Advancement of Science and Mathematics Teaching & Learning – is a multidisciplinary research team involving scientists, mathematicians and educationalists from Dublin City University (DCU) and St Patrick's College, Drumcondra (SPD).
The expertise of the members encompasses the science disciplines and mathematics, in addition to education. CASTeL’s research has the aim of improving the learning of science and mathematics at all levels of the educational system.


Yesterday’s Chicago Tribune had a list of how well teams with the best record in the majors and/or 100 wins have done in the playoffs since the three divisions/wild card system was instituted in 1995.1 Assuming each of the eight teams in the playoffs2 has an equal chance of winning, that’s an average of 2.625 World Series championships for any team over this 21 year-period, if the team was in the playoffs every year.
Now, look at what actually happened. Over the 21 years, the team with the best record in the majors has won the World Series four times, instead of a projected 2.625 times. Actually, since five times there was a tie for best record, you are looking at 26 teams, which projects to 3.25 championships3 – versus the actual four times it occurred. Not much of a difference for having the best record in baseball.


2 edition of Problems in practical mathematics for mechanical engineering technicians. found in the catalog.
Problems in practical mathematics for mechanical engineering technicians.
by Edward Arnold
Written in English
|The Physical Object|
|Number of Pages||106|
The definition and solution of engineering problems relies on the ability to represent systems and their behaviour in mathematical terms. Mathematics for Electrical Technicians 4/5 provides a simple and practical guide to the fundamental mathematical skills essential to technicians and :// Download Mechanical Engineering Books Huge Collections (Subject wise) - We have compiled a list of Best & Standard Reference Books For MECHANICAL ENGINEERING SUBJECT WISE. These books are used by students of top universities, institutes and colleges. Mechanical
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Cassels, J.W.S. / Rational Quadratic Forms
This exploration of quadratic forms over rational numbers and rational integers offers an excellent elementary introduction to many aspects of a classical subject, including recent developments. The author, a Professor Emeritus at Trinity College, University of Cambridge, offers a largely self-contained treatment that develops most of the prerequisites.Topics include the theory of quadratic forms over local fields, forms with integral coefficients, genera and spinor genera, reduction theory for definite forms, and Gauss' composition theory. The final chapter explains how to formulate the proofs in earlier chapters independently of Dirichlet's theorems related to the existence of primes in arithmetic progressions. Specialists will particularly value the several helpful appendixes on class numbers, Siegel's formulas, Tamagawa numbers, and other topics. Each chapter concludes with many exercises and hints, plus notes that include historical remarks and references to the literature.


Topic modeling is a type of statistical modeling for discovering the abstract “topics” that occur in a collection of documents.
Latent Dirichlet Allocation (LDA) is an example of topic model and is used to classify text in a document to a particular topic. Modeled as Dirichlet distributions are
# Eg: # doc1 = ['Tree has fruits'] # doc2 = ['abc party was elected']
Latent: This refers to everything that we don’t know a priori and are hidden in the data. Here, the themes or topics that document consists of are unknown, but they are believed to be present as the text is generated based on those topics.
Dirichlet: It is a ‘distribution of distributions’.
Allocation: This means that once we have Dirichlet, we will allocate topics to the documents and words of the document to topics.
sum for all t in T, where T is the total number of topics. Also, let’s assume that there is W number of words in our vocabulary for all the documents. If we assume conditional independence, we can say that P(w|t,d) = P(w|t) And hence P(w|d) is equal to:
that is the dot product of ϴtd and Фwt for each topic t.
Gibbs Sampling Gibbs sampling is an algorithm for successively sampling conditional distributions of variables, whose distribution over states converges to the true distribution in the long run. This is somewhat an abstract concept and needs a good understanding of Monte Carlo Markov Chains and Bayes theorem.


The oscillator circuit for real time and system clock inputs is shown in figure 6-9 and 6-12 in the AM335x datasheet.
The values of components C1 and C2 referred in the figures depend on the load capacitance (CL) specified by the crystal manufacturer. Load capacitance is calculated as
CL = C1*C2/(C1+C2) + C shunt +C pkg + C pcb
where C shunt is the crystal shunt capacitance also specified by the crystal manufacturer, C pkg and C pcb are the capacitances added due to the interconnections and PCB traces of the design. C pkg and C pcb can be rounded down to 0 -3 pF if the crystal is placed close to the OSD335x and traces are thick enough.
As an example for the 24MHz clock input, let us assume that 7A-24.000MAAJ-T (datasheet) is being used to generate the 24MHz clock signal for OSD335x. The load capacitance on the datasheet is listed as 18pF and the shunt capacitance is listed as 5pF. If we assume C1 and C2 are of equal capacitance and Cpkg + Cpcb are 3pF, C1 and C2 calculated from the above formula come out to be 20pF each.
Similarly for the 32.768Khz clock input, let us assume that ABS07-32.768KHZ-T (datasheet) is being used to generate the 32.768KHz real-time clock. The load capacitance and shunt capacitance on this crystal are listed as 12.5pF and 1.5pF respectively. If we assume C1 and C2 are of equal capacitance and Cpkg + Cpcb are 3pF, C1 and C2 calculated from the above formula come out to be 16pF each.


The EXPOWER project (led by Annie Cuyt, University of Antwerp) combines a broad spectrum of key research and training activities on Multi-Exponential Analysis with applications in industry, that are currently being undertaken in some premier research institutes. The network is interdisciplinary, intersectoral, unconventional and ambitious. It is unconventional in the sense that it connects stakeholders from seemingly separately developed fields: computational harmonic analysis, numerical linear algebra, computer algebra, nonlinear approximation theory, digital signal processing and their applications, in one and more variables. It is ambitious because the consortium stretches from mathematics to computational science and engineering and industry.
The project develops new ways through eye-tracking, physiological responses and micro-expressions, to detect recognition of familiar faces when people deny recognition of someone they know. It combines the Concealed Information Test (CIT) with theoretical models of familiar and unfamiliar face recognition to create novel and simple techniques that have the potential for use in a wide range of security settings.