Masters Degree in Applied. Mathematics from East China Normal University
Bachelor of Education (BED)-(Honours) Mathematics and Chemistry from Egerton University
Certificate in special needs education( secondary option)
Professional Achievements & Experience:
George has been teaching for the past 12 years. He has attended college board training on AP Calculus teaching and Evaluation. He was the Head of mathematics department before moving to China. He has been teaching AP calculus in China for the last 5 years. George is an approved reader of AP Calculus by the college board.
Approach to Teaching & Learning:
Teaching provides me with an opportunity for continual learning and growth. It gives me pleasure to see my students progress well. I believe in inquiry-based teaching and learning.
Teaching and learning, playing hockey, swimming and socializing


$297.00 $247.00---> now $147.00 $397.00---->now $297.00
Do the math, purchased separately = $681.00
Get all 3 of the following courses under a Generous Discount
You can receive all 3 for an even lower price by applying the
121212 code before checking out! Click on the link below and try it!
FINAL PRICE ....FOR ALL 3 is only $349.00
Don't forget: Apply 121212 code, receive an extra discount!
Please note: Craig has informed me that the price of the Kit and Kaboodle goes up in the New Year!
FREE EXTRA BONUS from me: Invest in above, I'll receive notice from Craig and you will receive an hour of FREE coaching from me!
PS If not for you...maybe your club has the budget to buy all 3 at this currently reduced price or any of the above resources for loan to members?
Individual Speech Coaching or Group Instruction


The 1-2 semester program called Pre-Engineering in Architecture (General Course) precedes the Integrated MSc Program. It is designed to develop the skills of students from abroad so they will be at no disadvantage in meeting the Faculty’s exacting educational standards. Students are introduced to various aspects of the profession they have selected, and they concentrate on studying English and basic technical subjects such as mathematics and freehand drawing. Successful fulfilment of the program is equal to a successful placement test. The partial fulfilment of the program doesn’t replace the Placement Test. Students who successfully pass the placement test can start the Integrated MSc Program.
The current study programs are available here:
The previous study programs are available in the Bulletins


Are you looking for the correct answer to the question “If two random variables are uncorrelated:”? If that’s the case, you don’t have to worry anymore. Azanswer team is here with the right answer to your question. Please check below to know the answer.
If two random variables are uncorrelated:
A) their correlation coefficient cannot be calculated
B) their correlation coefficient is zero
C) their correlation coefficient depends on the covariance
D) All of the above are incorrect.
The above question If two random variables are uncorrelated:, Was part of Insurance MCQs & Answers. I hope you got the correct answer to your question. Have a great time ahead.


By Lee Roberts
Helping kids with science, technology, engineering and mathematics subjects and related educational programs is something the U.S. Army Corps of Engineers Nashville District is doing in partnership with Middle Tennessee schools. Now it is preparing to host STEM teachers for an externship program that will help them shape curriculum to include applied skills in the classroom.
Project-based learning is important to integrating STEM education according to Diana Laboy-Rush from Learning.com. She said it is critical to pay attention to the extent of teacher knowledge and to support teachers throughout the project process in order for students to fully engage in the project topic.
See the below video for more information about how the Corps is supporting STEM students, its relationship with the Middle Tennessee STEM Innovation Hub, and efforts to provide teachers access to Corps resources and expertise.
Studies show curriculum should promote hands-on experiences that expose students and teachers to how STEM subjects are applied.
Vicki Metzgar, director of the Middle Tennessee STEM Innovation Hub, said the Corps is well suited to partner with STEM teachers through externships because ot the wide variety of career fields employed by the federal agency.
“The opportunities are endless in the Corps,” Metzgar said. “We really want our teachers to understand the kinds of variety of jobs that you have going on here at the Corps so they can take back those real world experiences to their classroom.”
The Corps plans to host Middle Tennessee STEM teachers in June 2013.
For more information about contacting the Nashville District about STEM opportunities and partnerships, go to the organization’s website and use the online contact form.


Why this course??
Combinatorial analysis problems are often faced with in operations research and management science. Besides, many practical problems exist in real life cases. Therefore, formulating and building related models has upmost attention. Industrial engineering students can have sufficient level of theoretical side of mathematical modeling and solution algorithms by the department’s specific courses. Formulating and building combinatorial models require study real life cases, work on practical applications, use solver packages, etc., which are actually not covered by current department courses. This course is expected to fill this gap.
The aim of this cour se is to develop better skills in understanding, formulating and building combinatoria l models. The student will
- be able to count properly
- have an understanding of combinatorial modeling in problem solving
- have skills in combinatorial analysis of the results
- be able to solve basic combinatorial optimization problems


#zk5NzkxNmRm donald trim calculus for engineers 4th edition pdf
Calculus for engineers : Trim, Donald W : Free Download, Borrow, and Streaming : Internet Archive. 5 mai 2022 · Calculus for engineers. by. Trim, Donald W. Publication date. 1998. Topics. Calculus, Engineering mathematics, Calcul infinitésimal, Mathématiques de l'ingénieur, calculus. Publisher. Calculus for Engineers, 4th Edition (1) - Free ebook download as PDF File (.pdf), Text File (.txt) or read book online for free. Consequently the sum function has the period m. (2π/α) = n. (2π/β). 15 fCalculus FUNCTIONS AND LIMITS Chapter 1 Example 1.1 : The periods of the individual functions of the sum function y = sin x + sin 2x are 2π and π and their ratio is 2π/ (π)=2. The given function therefore has period 2π . Calculus for Engineers, Donald Trim, 4th Edition View PDF analysis-techniques-using-acl-pdf-book.pdf. Student Solutions Manual -- Calculus for Engineers: Donald Trim: 9780132413299: Books - Amazon.ca. View PDF Calculus For Engineers Donald Trim Download Zip 70f81b9cb2. The.Hipster.Handbook.pdf.rarAuthorMessagecaijaiPosts: 19Join date: 2013. 21 janv. 2023 · calculus for engineers 4th edition donald trim trim is a great prof and can teach calculus very well when hes standing in front of you but his text isnt as good as henecessary in the math world but this is a book for engineers calculus for engineers trim pdf download wordpress calculus for engineers donald trim solutions pdfcalculus. Openlibrary_edition OL18690246M Openlibrary_work OL9318634W Page_number_confidence 92.22 Pages 1210 Partner Innodata Pdf_module_version 0.0.17 Ppi 360 Rcs_key 24143 Republisher_date 20211120211256 Republisher_operator firstname.lastname@example.org;email@example.com Republisher_time 679 Scandate 20211118144247. 5 mai 2022 · Openlibrary_edition OL10093578M Openlibrary_work OL7950618W Page_number_confidence 90.37 Pages 1466 Partner Innodata Pdf_module_version 0.0.18 Ppi 360 Rcs_key 24143 Republisher_date 20220504144340 Republisher_operator firstname.lastname@example.org Republisher_time 542 Scandate 20220503072313 Scanner station39.cebu.archive.org. Of. Donald W. Trim. Department of Mathematics. The University of Manitoba. Winnipeg, Manitoba, Canada, R3T 2N2. Email: email@example.com Personal Data | Books. Trim. Book. Calculus for Engineers. Add to My Books. Documents (114) Students (67). Calculus For Engineers Donald Trim. Calculus for Engineers (4th Edition) 4th Edition by Donald Trim (Author) 3.5 out of 5 stars 11 ratings. View PDF Calculus. 11. Ruric Wheeler. Brief Calculus A Graphing Calculus. 18. George E. Simmons. Calculus with Analytic Geometry Donald Trim. Calculus. View PDF Oct 10, 2019 â€” Text: Donald. Product is a digital download (PDF or Document format). can find calculus for engineers donald trim solutions. Other ebooks & PDF you can access on our library : View PDF Solutions Manual -- Calculus for Engineers: Donald Trim: 9780132413299: Books Calculus for Engineers (4th Edition) Hardcover. Donald Trim. 3. View PDF. 22 avr. 2023 · Calculus for Engineers 4th Edition [PDF] Info: Title: Calculus for Engineers and Student Solutions Manual Pages: 1120 Author: Donald Trim Year: 2009 Subjects: Category: Publisher: Pearson Education Canada ISBN: 0132470578 Description: Files: Calculus for Engineers 4th. Welcome to the Text Enrichment Site for Donald Trim’s Calculus for Engineers, Fourth Edition. This site serves as a resource for both students and instructors using our textbook. Click on a link below to access additional reference material for this text. Calculus for Engineers (4th Edition) 4th. Edition by Donald Trim (Author) 3.5 out of 5 stars 12 ratings. ISBN-13:. View PDF Analytic Geometry is an instructor's manual on calculus with analytic Instructor's Solutions Manual for Single-variable Calculus-Donald W. Trim 1992. View PDF Calculus For Engineers Donald Trim. 22 avr. 2023 · Calculus for Engineers 4th Edition [PDF] Info: Title: Calculus for Engineers and Student Solutions Manual Pages: 1120 Author: Donald Trim Year: 2009 Subjects: Category: Publisher: Pearson Education Canada ISBN: 0132470578 Description: Files: Calculus for Engineers 4th Edition.pdf (122.36 MB) NitroFlare Link (s) Code:. Student solutions manual : Trim, Donald W : Free Download, Borrow, and Streaming : Internet Archive. Calculus for engineers. Student solutions manual. by. Calculus for Engineers: Author: Donald W. Trim: Edition: 4, illustrated: Publisher: Pearson Prentice Hall, 2008: ISBN: 0131577131, 9780131577138: Length: 1119 pages : Export Citation: BiBTeX. 21 janv. 2023 · Calculus For Engineers 4th Edition Pdf Trim Solutions Rar DOWNLOAD. Test Bank for Calculus for Engineers, 4/E – Donald Trim This Item is NOT a text book, it is an test bank or solution manual, this item is Test Bank for Calculus for Engineers, 4/E – Donald Trim. Bonnes affaires sur les calculus mathematiques dans livres sur Amazon. Petits prix sur calculus mathematiques. Livraison gratuite (voir cond.). Calculus for Engineers. Welcome to the Text Enrichment Site for Donald Trim’s Calculus for Engineers, Fourth Edition. This site serves as a resource for both students and instructors using our textbook. Click on a link below to access additional reference material for this text. Instructors, visit our online catalogue at http://vig.pearsoned. 23 mars 2007 · Calculus for Engineers. Hardcover – March 23 2007. Using an early transcendental approach, Trim emphasizes practical applications, many of which are drawn from various engineering fields. Students begin with basic practice drills and then progress to problems that require the integration of information learned in previous chapters. Calculus for engineers. 1. Plane Analytic Geometry and Functions. -- 2. Limits and Continuity. -- 3. Differentiation. -- 4. Applications of Differentiation. 31 déc. 2014 · The calculus for engineers by Perry, John, 1850-1920. Publication date [pref. 1897] Topics Calculus Publisher London, E. Arnold Collection cdl; americana Digitizing sponsor MSN Contributor University of California Libraries Language Engli. 4 févr. 2008 · The calculus for engineers by Perry, John, 1850-1920. Publication date 1897 Topics Calculus Publisher London, E. Arnold Collection americana Digitizing sponsor Google Book from the collections of University of Michigan Language English. B. Pdf_module_version 0.0.20 Ppi 300 Rcs_key 24143 Republisher_date 20201111164359 Republisher_operator firstname.lastname@example.org Republisher_time 1050 Scandate 20201110184752 Scanner station50.cebu.archive.org Scanningcenter cebu Scribe3_search_catalog isbn Scribe3_search_id 0137857004 Tts_version 4.2-initial-97-g35291955.


Excel is a powerful spreadsheet program that can be used for various tasks, offering features like formulas and batch data processing. One of the useful features it provides is the ability to calculate the number of days between two dates. This can be incredibly handy when tracking progress in projects or managing timelines for events. How do you calculate the number of days between two dates? Using this simple formula makes it much easier to find out how many days there are between any two dates without manually counting each unit of time – so, if you ever need assistance in quickly determining time spans or end dates without having to do a lot of math, Excel’s DAYS function can be helpful!
Finding the Number of Days Between Two Dates
In #Excel, the formula used to find the number of days between two dates is the DAYS function.
- To calculate the days in between, for example, I’m using my birthdate as the start date, and today’s date as the end date.
Let’s find the total number of days between these two dates.
- In the Excel cell where you want to display the total days, you can write the following formula: =DAYS(end_date, start_date)
Explaining the Excel Formula; after the “=” sign, we write the DAYS function (for the English formula), opening parentheses to first select the Excel cell that contains the end date. In our example image, it’s cell D3. Then, we insert a semicolon between them and select the cell that contains the start date, which is D2 in our example image.
When we press the Enter key, the total number of days between these two specified dates will appear.


Try our staking rewards calculator for NULS and calculate the rewards you can earnIf you're curious about how much you will earn from staking NULS (NULS), check out our crypto staking calculator. Simply enter in the amount of NULS you want to stake and the calculator will show you how much staking rewards you can expect to earn per day, per week, per month or in the long term. It's a great way to get an idea of the potential rewards available from staking NULS.
How much can I earn by staking NULS
If you stake $1,000 worth of NULS at a rate of 0.46% during 12 months, You will have $1,005. Nice, huh!


Enumerative combinatorics deals with finite sets and their cardinalities. In other words, a typical problem of enumerative combinatorics is to find the number of ways a certain pattern can be formed. In the first part of our course we will be dealing with elementary combinatorial objects and notions: permutations, combinations, compositions, Fibonacci and Catalan numbers etc. In the second part of the course we introduce the notion of generating functions and use it to study recurrence relations and partition numbers.
The course is mostly self-contained. However, some acquaintance with basic linear algebra and analysis (including Taylor series expansion) may be very helpful.
Who is this class for: This course is primarily aimed at the Master of Science students of Mathematics department. Students are expected to have knowledge of one-semester courses of advanced calculus and linear algebra.
ENROLL IN COURSE


Monday, April 16, 2012
This is a fun game that we used to teach Bella her Addition facts and now we are bringing it back for 5 year old Jacob. You use the same rules that you use for the game war, except you use addition cards. The person with the highest answer wins the round.
(For those who have never played War. Deal out all of the cards to the players. I would recommend 3 or less players. Then each player flips one card from the top of their pile. The person with the highest card wins that set of cards, they take the cards played and place them on the bottom of their pile of cards. You repeat this until someone runs out of cards or Mom just gets tired of it.)
In this round, two of us had the same highest answer. At this point you have to do a play off. Each player lays down two cards, face down. Then one more face up, the highest answer on the last card flipped is the winner of the entire group of cards.
Just a couple of pictures of my goofballs sucking on suckers while we play the game.
You will love this game, you will see their math skills improve so quickly and they don’t know they are learning. When we first started playing this we used homemade flash cards, then we found a set at a garage sale. I am not really that cheap it just worked out that way. You can get them in the Target $1 section also. Have Fun!!!


After solving a couple clues, you might notice that each of these words are typically associated with a number between 1 and 6– like the Three Musketeers, One Direction, etc. Here is the answer to the grid. The number at the end of each row is the sum of the numbers you should get, to help verify your numbers.
|2 cents||1 punch man||1 direction||2 fridas||6 pack||12|
|1 up||5 spice||6 persimmons||4 loko||2 factor authentication||18|
|4 seasons||4 horsemen||6 flags||2 bits||5 nights at freddy’s||21|
|5 weekdays||6 degrees||4 gospels||3 wise monkeys||1 password||19|
|3 musketeers||3 bears||2 towers||3 amigos||3 stooges||14|
Since there are 5 numbers, we want to use EFF’s long wordlist, which is meant for use with 5 dice.
21126 corner 15642 city 44625 pope 56431 stooge 33233 guy
At which point we should “do it again”!
4 corners (four corners of the world) 2 cities (a tale of two cities) 2 popes (recent TV show) 3 stooges (old vaudeville comedy group) 5 guys (fast food chain)
The sum of which is 16, the number at the bottom of the page.
The word corresponding to 42235 on this list is


As a consistency check: an explicit calculation using these expressions leads to the sign predicted by Main Conjecture 6. We should therefore not separate these three terms. This motivates the following definition. The proof is similar to that of Proposition 6. The degenerate cases can be done similarly. In this section, we explain where the sign in Main Conjecture 6. The argument is a variation on [ 39 , Sect.
Examples 6. In this section, we prove Main Conjecture 6.
Pandharipande and Thomas need two conjectures for their argument [ 47 , Conj. We need completely similar analogs of their conjectures in our setting. The second will be described below. The analog of the second conjecture of Pandharipande and Thomas [ 47 , Conj. Their definition and equations 45 and 46 hold under the assumptions of Conjecture 6.
Suppose the setting is as in Conjecture 6. See Examples 6. We would like to thank K. Behrend, J. Bryan, J. Manschot, D. Maulik, and R. Thomas for useful discussions. We would also like to thank the anonymous referees whose comments led to an immense improvement of the exposition, e. Sign In. Advanced Search.
Article Navigation. Close mobile search navigation Article Navigation. Volume Article Contents.
Part I: Classical. Part II: Virtual. Oxford Academic. Google Scholar. Martijn Kool. Correspondence to be sent to: e-mail: m. Benjamin Young. Cite Citation. Permissions Icon Permissions. See [ 24 ] for the construction of the moduli space and its history. In this article, we do not consider strictly semi-stable sheaves so this moduli space may be non-compact.
In this case, the moduli space is compact. When the moduli space is compact, this leads to a virtual cycle, which can be used to define deformation invariants.
Its degree is known as a Donaldson—Thomas DT invariant. Equivariant torsion free sheaves are much harder to enumerate than equivariant reflexive sheaves. This can be viewed as the degree 0 part of rank 2 DT theory on smooth toric 3-folds.
Mentioned to us by Maulik and Manschot. Note that unlike the rank 1 case, there are no signs in this formula essentially because rank 2 is even. The following is strong evidence for Conjecture C. This formula is due to Klyachko [ 28 , 29 ]. Concretely, this works as follows. Let the situation be as in the previous definition. It is not hard to show this is a morphism [ 32 ]. The map 8 is therefore surjective but not injective. It can be made injective as follows. As discussed in the introduction, double duals of members of a flat family of torsion free sheaves do not need to form a flat family.
These data are represented by Figure 1. Open in new tab Download slide. We start with some definitions. Analogous to Definition 2. In Definition 2. The following generating function was introduced in Remark 2. Geometric proof. The geometric proof proceeds as follows. We first realize the left hand sides of Theorems 2. Proposition 2. Combining 17 , Prop. This problem is discussed in [ 10 , Ch. Theorem 3. Using formula 17 , Proposition 2. By the proof of [Kol, Thm. Consider the short exact sequence of Lemma 4.
Verschoren, electronic resource Resource Information. The item Compatibility, stability, and sheaves, J. Verschoren, electronic resource represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University Of Pikeville. This item is available to borrow from 1 library branch. Creator Bueso, J.
Contributor Jara, P. Language eng. Publication New York, Marcel Dekker, c Extent xiv, p. Isbn Label Compatibility, stability, and sheaves Title Compatibility, stability, and sheaves Statement of responsibility J. Verschoren Creator Bueso, J. Verschoren, A. Label Compatibility, stability, and sheaves, J. Verschoren, electronic resource Instantiates Compatibility, stability, and sheaves Publication New York, Marcel Dekker, c Bibliography note Includes bibliographical references p.
Preliminaries: There are lots of variations on the settings in which we define sheaves. I am concerned with the details linking the general definition below to the Grothendieck topology it generates; particularly, the assertion that sheaves with respect to a coverage are the same as sheaves with respect to the generated Grothendieck coverage. Descent can be phrased concisely in terms of subfunctors of Yoneda embeddings.
What is not clear to me is how, "One can then show that for every coverage, there is a unique Grothendieck coverage having the same sheaves. Sign up to join this community.
VTLS Chameleon iPortal Communication Error Occurred.
The best answers are voted up and rise to the top. Home Questions Tags Users Unanswered.
Why are sheaves of a coverage the same as those on its generated Grothendieck coverage? Ask Question. Asked 1 year, 5 months ago.


History of the Department
A BRIEF HISTORY OF THE DEPARTMENT OF MATHEMATICS AND COMPUTER SCIENCE AT THE UNIVERSITY OF THE SOUTH by W.M. Priestley, continued
In 1989 the Gaston Swindell Bruton Chair in Mathematics was established in his memory by alumni and friends. On this occasion at the invitation of the Mathematics Department, short talks were given in his honor by John Wilson and Thomas Greville. Wilson was then the most recent Sewanee graduate to earn a doctorate in mathematics, and Greville, as noted below, was the first. Since its inception, the successive holders of the Bruton chair have been Stephen Puckette, James Cross, Sherwood Ebey, and William Priestley.
During the early years of Bruton's tenure, Thomas N. E. Greville, Class of 1930, became the first Sewanee graduate to attain a Ph.D. degree in mathematics (University of Michigan in 1933). Over a long career, mainly spent at Wisconsin-Madison, Greville was to write many articles on combinatorics, probability and matrix algebra, most of which were related to population issues connected with actuarial science. Greville played a large role in undertaking the U. S. Census on at least one occasion, and the Greville name is still well known in actuarial circles, being attached to one of the fundamental methods he discovered and defended in connection with the interpretation of data. Greville's selected papers were bound and published in 1989. In 2003, five years after his death, there appeared a second edition of the book he wrote with Adi Ben-Israel on the theory and applications of generalized inverses.
Despite Tom Greville's example from the Class of 1930, no other Sewanee alumnus was to attain a doctorate in mathematics until the Class of 1949, which included Thomas W. Mullikin and Stephen E. Puckette. Mullikin received his Ph.D. degree from Harvard in 1954; Puckette received his from Yale in 1957 after first earning a master's degree in forestry. A perhaps decisive influence during this period was Robert Hooke, a Princeton Ph.D. and a great admirer of Bruton's, who had joined Sewanee's faculty to bring much-needed expertise in modern mathematics. One gathers from a remark made by Tom Greville that Bruton had had no one to “talk shop with” for most of his early teaching career.
It is thus no wonder that the great changes taking place within mathematics in the first half of the twentieth century had been largely overlooked at Sewanee. For example, although we now would find it difficult to believe that a serious modern student of mathematics could be ignorant of groups, fields, and rings, Puckette remarked more than once that when he entered Yale he didn't even know what a ring was.
Unfortunately, Hooke soon left Sewanee to become chief statistician for the Westinghouse Corporation. The costly medical attention needed by a family member had forced him to seek more lucrative employment. Hooke later published a short and witty paperback book entitled How to tell the Liars from the Statisticians, which became widely known.
Despite Hooke's departure, a remarkable upsurge in mathematical activity at Sewanee followed Puckette's return in 1956 to join a department including Bruton, James T. Cross, and Sandy McLeod. A string of seven consecutive graduating classes (1959-1965) produced fourteen Sewanee mathematics majors who eventually received doctorates, during a time when the total enrollment in the college was about six hundred. One of these was Harry Mullikin, the aforementioned Thomas's youngest brother. (The Mullikin brothers were Tom, Dick, and Harry.) Harry taught at Pomona College for many years, served as Chair, and won the Pomona teaching award several times. Of these fourteen alumni, two returned to teach in the Mathematics Department: Laurence R. Alvarez, Class of 1959, after earning a degree at Yale, joined the Sewanee faculty in 1964, retiring in 2005; William M. Priestley, Class of 1962, joined the Sewanee faculty in 1967 and later completed his degree at Princeton in 1972.
We give here only a quick summary of the history of computing at Sewanee because a document describing this in detail is readily available. In the early 1970's the Department of Mathematics had been asked by the administration to shepherd the development of a fledgling program in computer science, eventually resulting in the hiring of a full-time instructor, Clay C. Ross, Jr., in that discipline in 1973. Marcia S. Clarkson began teaching computer science courses in 1975, and Chris Parrish developed several new computer science courses after his arrival in 1987. The Department was re-named the Department of Mathematics and Computer Science in 1988. In 1997 the College approved a major in computer science. David R. Binger, Class of 1985, was the first alumnus to receive a Ph.D. in computer science (University of Illinois at Urbana-Champaign in 1992).
Following Puckette's departure in 1966 to direct the undergraduate program in mathematics at the University of Kentucky, graduate activity in mathematics among alumni continued at a more modest level. Twenty majors in mathematics or in computer science from the classes of 1969 through 2000 have so far attained doctorates, making a grand total of some forty such alumni through the Sewanee Class of 2000. Yale University and the University of Virginia have each awarded four doctorates in mathematics to Sewanee graduates, more than any other university. The alumni section of the departmental web pages attempts to keep current a complete list of Sewanee mathematics and computer science students who have received a Ph.D.
Puckette was soon to return to Sewanee, but as Dean (1969-1979) rather than as a regular instructor in mathematics. His deanship oversaw the advent of coeducation, and Sara Lynne Stokes, Class of 1972, became the first alumna majoring in mathematics to receive a doctorate, earning a Ph.D. in statistics from the University of North Carolina at Chapel Hill. So far, six alumnae majoring in the department have attained doctorates. The first to do so in computer science was Katharina Probst, Class of 2000, who did her graduate work at Carnegie-Mellon University.
From the mid-1960's until 1990 or so, full-time instructors in mathematics included James T. Cross, William M. Priestley, Sherwood F. Ebey, and Frederick H. Croom. Laurence Alvarez became Coordinator of Program Planning and Budgeting in 1972, and later became Associate Provost in 1989. Stephen Puckette returned as a full-time member of the department in 1980, following a Fulbright professorship in the Ivory Coast. Puckette was Section Lecturer of the Southeastern Section of the Mathematical Association of America (MAA) in 1991, and gave invited plenary lectures at two annual meetings of the Section.
James T. Cross had come to Sewanee with a master's degree from Harvard in applied mathematics, but after his interest turned to pure mathematics he wrote a Ph.D. thesis at the University of Tennessee in number theory. Upon his retirement in 1991 Cross left behind a deftly composed set of notes -- A Do-It-Yourself Course in Number Theory -- that are still used at Sewanee as the sole text in a number theory course taken by advanced undergraduates.
William M. Priestley wrote a textbook, Calculus: An Historical Approach, Springer-Verlag, 1979, that was used for ten years in the two-semester beginning calculus course at Sewanee. After Sewanee's graduation requirements in mathematics were reduced, he wrote a second book, intended for use in a more elementary, one-semester calculus course, emphasizing the place of mathematics within the liberal arts. In 2006 Priestley was given the Distinguished Teaching Award of the Southeastern Section of the MAA.
Sherwood F. Ebey came to Sewanee in 1968 and proved to be an exceptional teacher. Seeing a need for a statistician at Sewanee, Ebey used two sabbatical leaves to re-make himself from an algebraist into a specialist in probability and statistics and even developed a computer science course in analysis of algorithms with appropriate probabilistic underpinnings. In the meantime he had served for two five-year terms as a thoughtful chairman, and he ended his career on the faculty as the first head of the newly developed Center for Teaching. He endowed the annual Ebey Lecture to bring to Sewanee a speaker to give a public talk emphasizing the role of mathematics in current life, together with a second lecture directed to advanced undergraduate majors. A number of prominent speakers have come to Sewanee to give the Ebey lecture, including Gian-Carlo Rota and Paul Halmos.
In 1971 the department was bolstered by the arrival of Frederick Croom, who was to add much-needed strength in topology. Croom published textbooks in algebraic topology and in point-set topology. In 1984 he began serving in the administration, first as Associate Dean and later as Provost, assuming the post originally filled by Gaston Bruton.
Over the years a fair number of mathematics majors have been valedictorians or salutatorians of their graduating classes. One of these, Anne Katherine Jones, who also majored in chemistry, was a 1998 Rhodes Scholar and went on to earn a doctorate in chemistry at Oxford. Sewanee's only other mathematics major to receive a Rhodes Scholarship was Thaddeus G. Holt, Jr., Class of 1951, who read law. On a document furnished by the Dean’s office listing valedictorians and salutatorians since the Class of 1951 there are noted at least 16 students who majored in mathematics. Several of these carried a second major as well, in such subjects as chemistry, economics, English, music, or physics.
The “mathematics requirement” at Sewanee has undergone several modifications over the years. It was perhaps strongest for a time beginning with the class entering in 1957 when all graduating Sewanee students were required to complete two semester-length courses in mathematics. The college catalog then explicitly stated that four years of secondary-school mathematics were generally necessary in order that entering students might expect to fulfill this requirement. It seems safe to say that during this period virtually all graduates would have had at least one semester of calculus, a subject that demands considerable secondary-school preparation. During this time graduating students had to complete as well a foreign language through the third-year level, four semesters of English, two semesters of history, and two semesters of either physics, chemistry, or biology -- not to mention additional requirements in social sciences, philosophy, and religion. Over the years the number of such requirements has diminished in almost all liberal arts colleges, and Sewanee has been no exception. Today, in 2008, one semester-length course in mathematics is required of all graduates.
Since 1965 the department has intermittently offered semester-length "faculty" seminars, which in fact often included advanced senior majors receiving credit for independent study. Various members of the faculty have led seminars for interested faculty and students in such topics as differential forms, graph theory, non-standard analysis, catastrophe theory, mathematical foundations of quantum theory, Fourier analysis, difference equations, fractals, history of mathematics, dynamical systems, probability models for computer science, etc.
Fred Croom led perhaps the most notable faculty seminar, developing notes that resulted in his publishing a textbook, Basic Concepts of Algebraic Topology, Springer-Verlag, 1978. Two other faculty members, Priestley and Ross, have also written textbooks for this Springer undergraduate series.
Another successful program, ongoing now for over thirty consecutive years, has been the annual Sewanee-Rhodes-Hendrix Undergraduate Symposium in Mathematics. This is held in Rhodes College, Memphis, every other year, with meetings every fourth year at Sewanee and at Hendrix College in Conway, Arkansas. Usually, three to six undergraduates from each college give brief talks on their research in mathematics. Robert Eslinger, who moved to Hendrix College to teach after being briefly on the faculty at Sewanee, was the prime mover behind the development of this symposium.
The size of the faculty of the Department of Mathematics and Computer Science and of the female/male ratio within it has grown with the college from a staff of two (Bruton and Jervey) to include in 2008 about an equal number of women and men, comprising in all a faculty of about 9.33 full-time equivalents. Emily Puckette is currently serving as Chair of the Department, following Catherine Cavagnaro's tenure, and Lucia Dale directs the computer science program.
Several members of the department have been able to teach only part-time because they have followed Dr. Bruton's example in assuming administrative tasks. These include Stephen Puckette (Dean), Laurence Alvarez (Coordinator of Program Planning and Budgeting, and later Associate Provost), Marcia Clarkson (Director of Administrative Computing, later Director of University Services, and finally, Personnel Director), Clay Ross (Director of Academic Computing), Frederick Croom (Associate Dean, and later Provost), Linda Lankewicz (Provost), and Joel Cunningham (Vice-Chancellor).
Stephen Puckette and Laurence Alvarez also followed Bruton's lead in a second way. For many years they volunteered to coach the canoe team and the women's volleyball team, respectively, and both actively supported philosophy professor Hugh Caldwell’s founding of the Sewanee Ski and Outing Club, which eventually evolved into the current Sewanee Outing Program.


Ms. Kritzman's Kids
Math Chapter 6-9 Fractions
Spelling First Semester Units 1-18
Spelling Unit 3
Spelling Unit 4
Spelling Unit 6 Review Unit
Unit 9 Words with Clusters
Unit 18 REVIEW UNIT
Spelling Second Semester Units
Spelling Unit 22
Spelling Unit 23
Spelling Unit 24 Review of Units 19-23
Unit 26 Words with /ar/
Unit 27 Words with /ir/
Unit 28 Days and Months
Unit 29 Holidays
Unit 30 Review of Units 25-29
Energy Transfer Unit
Science Unit View From Earth
States Of Matter
Social Studies page 2
WEBSITES TO CHECK OUT
Check out our online learning here.
Check out this great reading site.
Our typing tutor website.
Enjoy fun math games here.
Great site for math practice and problem solving.
Go here for Math homework help or games.
Log into Ms. Kritzman's Fantastic 4th Graders class to review important vocabulary and concepts - play games and have fun!
Click here for review games and quizzes! Log into Kritzman4thGrade to enter the online classroom and have fun! Space race is the BEST!
This site mixes Math with fun and games.
Great site for fun Math practice.
Raise the bar organization for parents to help their children succeed!
Practice Language Arts, Science, Social Studies, and Math here.
Create your own unique website with customizable templates.


A periodic signal can be described by a Fourier
decomposition as a Fourier series, i. e. as a sum of
sinusoidal and cosinusoidal oscillations.
By reversing this procedure a periodic signal can be generated by superimposing
sinusoidal and cosinusoidal waves.
The general function is:
The Fourier series of a square wave is
The Fourier series of a saw-toothed wave is
The approximation improves as more oscillations are added.
A sample session would be as follows:
To produce a saw-toothed wave,
in the white box to the right of the word "Sin:" enter a
formula such as 1/x or (-1^(x-1))/x.
The variable "x" will be replaced by the term number, so the
coefficients will have values of 1, 0.5, 0.3333,...
IN ORDER FOR THE PROGRAM TO PARSE AN EXPRESSION, you must
press the "Enter" key instead of leaving the box with the mouse or
You can modify coefficients by using the formula box, the slider
bars, or by entering an expression (such as 0.5 or -1/7) into the white
box by each label.
If your machine is capable of playing sounds, you should also
hear a tone for the waveform you have produced. This may be turned
off by pressing the "Audio Off" button.
You may reset a coefficient to zero by clicking on the label button
with the mouse, thus by clicking on the even numbered coefficients
b2:, b4:, ..., you can produce a square wave.
The applet can store up to 3 different waveforms
(by clicking on Wave1, Wave2, Wave3) which is helpful for comparing different
sequences or different numbers of terms.


World Class Tests were conceived by the Department for Education in London, UK. They cover Mathematics and Problem Solving and are designed to provide a challenging and fun assessment for the most able 8-14 year-old students.
World Class Tests help to identify and challenge able students, requiring them to apply their awareness to solve unfamiliar problems. Students are expected to communicate and explain their solutions.
Students taking World Class Tests should be able to:
- think creatively and logically
- use their thinking skills to solve problems and answer questions that are unfamiliar
- communicate clearly how they think through and solve questions
Each test is component by Paper 1 and Paper 2. Students must take both. Primary Level (Suitable for age 8-11) have 60 minutes for each paper while Secondary Level (Suitable for 12-14) have 75 minutes.
|Professor M.Y. Wong
School of Mathematics Professor at the Hong Kong University of Science and Technology
“By hosting WCT, we have unleashed students’ potentials in mathematics and they have attained a better grasp of the concepts behind. However, students also need to improve on how they express themselves. This is a key element for every student’s growth and learning.”
|Principal Y.N. Au
Ho Lap Secondary School
“It’s not really important if a student receives awards or not in WCT. What matters most is the process of test taking. Stimulating an interest for students in mathematics and logical thinking is already a massive step forward for their academic paths.”
|Professor T.K. Ng
Executive Director of The Hong Kong Academy for Gifted Education
“If students showing potential do not continue to further enhance their abilities, they may gradually lose their touch. Through WCT, students will have more opportunities to further cultivate and nurture their higher thinking abilities. Students should grasp on to every opportunity that arises and rise to the occasion.”
Unlike banal tests, WCT is an enjoyable series of interactive and intellectually stimulating tests. Through our new way of assessment , you can prove your ability in observation, comprehension and organisation.
|Lai Wai Lok
“WCT has helped me to understand my mathematical and problem solving abilities. In the long run, I can better tackle questions in other exams as well.”
|Dorothy Cheng Wai Chung
Student of The Diocesan Girls School of Hong Kong
“I remember a WCT question that asks students to resolve an issue with a limited set of household tools. WCT doesn’t limit to mathematical knowledge but also high level of intuition and flexibility in thinking. You really have to think outside the box. I believe that involving problem solving skill as a part of the learning experience is very helpful and can reap rewards in the long run. Problem solving is an attribute that can assist us in all aspects of life.”
|Chui Tin Chau
“WCT questions are unique. Unlike mathematics in class, this test has truly tested my ability in higher order thinking and analytical skills. Certain real- life scenarios related to daily life were even incorporated in the test; definitely a test worth taking.”
|Victor Lin Shao-yuan
“You can't just memorise a bunch of formulas, because there are no fixed formats or patterns to the questions.”
|Wong Tsz Yan
“WCT is interesting and challenging. It’s different from the mathematical tests in mainland China which require a great deal of memorization of formulas and procedures.”
|Kung Wai Koon
University of Hong Kong
“I remember one of the computer based questions of the tests simulated the growth of a plant. The question asked us to figure out how to grow the tallest plant. This form of questioning was something I have never been exposed to, and it has inspired me to learn.”


I hate math. Always have.
Everything about it.
It reminds me of the bills that need paid, the brain power I do not have, and I really hold it against those who understand and love it.
In fact, way back in high school, after three years of putting up with the math club geeks, a fellow student came along promising a revolution. “We will blow the math club up and make math great again!” was the slogan we adopted.
I was inspired. Math had made me so angry and that anger fueled my desire to be involved. Even though I had no real interest in math, was terrible at it, and certainly didn’t care about its future, I was determined to support my fellow student who was, frankly, amusing in the way he picked on the current leaders of the math club and brought fear to their eyes.
We followed the candidate everywhere and it was a clear the silent majority had really hated math. We were united in our hatred of it. When the math club members tried to point out our candidate had no experience in the subject, we just shouted them down. Who cares after all? We were going to teach the math club a lesson once and for all.
This was beautiful democracy. Students who loved math were outnumbered, we swallowed them up. There was no rational argument that could be made to stop us from busting up the math club.
On election day it was a blowout. Those of us who had never paid much attention to math voted together and ousted all those geeks. We were now firmly in control of the math club. It was quite a victory.
But we learned an important lesson. Despite our win, we still didn’t have any interest in math.
Winning didn’t mean we actually wanted to go to meetings, study the subject or put in the hard work of understanding anything going on. Our involvement in math hadn’t increased in any way.
We had rejected the students who actually knew what they were doing. We certainly underappreciated their skills. Soon it became apparent (though we never really admitted it) that we were in way over our head.
Within months the math geeks got their act together and began impeachment proceedings against their new president. At that point those of us who had supported him didn’t care. It was just more math business after all.
I tell that story because I have often wondered what happened to that student who led us in revolution against the math club. And I often wonder what would have happened had he switched his anger from math to politics and decided to run for president of the United States.


About half a year ago I wrote a post suggesting a way to wake up in about required time. The gist is to drink some water once the first alarm has woken you up. Today I’m writing this small note on another method I’ve used successfully for a while.
The key is to solve a mathematical problem, or a few, before you could snooze the alarm. On Android I can recommend Alarm Clock Xtreme app. In the alarm settings, set
Snooze method and
Dismiss method to
Solve math problems;
Math difficulty level to
Hardest (it’s not really that hard). In
Advanced settings, you can also set
Max number snoozes and
Increase math (quite useful).
There are two benefits I’ve gained from using this method:
Faster waking up.
Faster calculations of such math problems.
ps. I’ve recently seen an even more awesome snoozing idea. You need to scan a QR code, which can be located in your bathroom for example. If you want that, try Sleep as Android.


Gary Schoen is part of the teaching team at Miriam High School, teaching science-focused courses.
Gary Schoen brings to Miriam his extensive teaching experience from Francis Howell, Valley Park, and McCluer High Schools, where he taught all levels of mathematics and digital electronics. He has been an adjunct Professor at St. Louis Community College and the University of Missouri—St. Louis.
Additionally, Mr. Schoen served as Team Lead for Professional Learning Communities a program that encourages peer mentoring and cooperation. His educational expertise includes curriculum and course development and teaching classes for dual-credit in an inclusionary special education setting.
In past positions, Mr. Schoen enjoyed coaching soccer and sponsoring the Outdoor Adventure and Gaming Club. He holds teaching certificates in Mathematics grades 7-12 and General Science grades 7-9. Mr. Schoen holds additional certifications to teach AP Calculus and the Project Lead the Way course: Digital Electronics.
He earned a Bachelor of Science in Secondary Education (emphasis in Mathematics, with related areas of Physics and Computer Science) and a Master of Arts in Mathematics from the University of Missouri—St. Louis.


When I was younger, I was a student at the National Mathematics Summer School (NMSS). We spent most of our time doing two things: mathematics and games. Sometimes it was hard to tell the difference. Certainly, there was one game we played, called Mod 13, where the two mixed in energetic bursts of mental arithmetic and chaotic shouting.
The game is a fun way to learn modular arithmetic, one of the core topics taught at the school. In fact, I believe the game was invented at the school, inspired by the lectures. Here is how to play it.
The game uses a standard 52-card deck. Start by dealing 7 cards to each player. Place the remaining cards face down to form the draw pile.
Flip over the top 2 cards from the draw pile to start the discard pile. From here on, any player with a legal card can discard it from their hand onto the discard pile. Players can play at any time in any order.
A legal card is one for which the number of the card is congruent modulo 13 to the result of one of the allowed arithmetical operations. For this purpose, aces are treated as 1, Jacks as 11, Queens as 12 and Kings as 13 (which, of course, is congurent to 0).
The allowed mathematical operations all operate on the previous 1, 2, or 3 cards in the discard pile. They are as follows:
- Unary operations
- Multiplicative inverse (‘inverse’)
- Binary operations
- Ternary operations
When you play a card, you must shout out the name of the operation you are using. The standard phrases are shown in the brackets above. For example, if the top two cards are 3 and 7, a possible legal set of moves is as follows (starting with the first two cards):
3 7 10 (sum) 4 (sum) 1 (product) 2 (sum of last 3) 7 (inverse) 2 (inverse) 2 (product of last 3) 4 (product) 6 (AP) 8 (AP) 1 (sum) 5 (GP) 12 (GP) 4 (sum) 7 (QP) 10 (sum of last 3)
*For AP, there’s a limit on how many times it is allowed to be used consecutively. It is as many times as the absolute value of the common difference in the AP. For example, if the top card is 6 and the one below it is 5, then you can place a 7 and shout ‘AP’, but no one can then continue it (because the common difference is 1). Another example is if the top card is 5 and the card below it is 2, then you can place an 8 as an ‘AP’, and it can be continued twice more (the next one is 11 and then 1), but then no more. If the common difference is -1, then you can still only continue the sequence by one card because the absolute value of the common difference is 1.
**A QP can only be played if the sequence being generated is a quadratic progression but not an arithmetic progression (it needs to be a ‘proper’ QP). This is to prevent players from circumventing the AP restriction described above.
If a player makes an error, and someone points it out, then the player must take their card back and also draw an extra card from the draw pile as a penalty.
If there is ever a long pause in the game (~10 sec for experienced players, longer for beginners), it is standard assume that no one has a legal card to play. At that point, everyone draws one penalty card, the current discard pile is set aside, and a new discard pile is started by flipping over the next 2 cards from the draw pile.
The first player to discard all of their cards wins the current round.
A single round of Mod 13 is usually quite short. A full game consists of multiple rounds. The winner of each round starts with one extra card in subsequent rounds, which accumulates with each win. The first player to win a round after starting with 13 cards wins the game.
Tips and variations
If you run out of cards in the draw pile, pause the game to replenish it from the discard pile. Resume the game by drawing the top 2 cards, like at the start of a new round.
You can play this game with any number of players. Simply add more decks of cards until you have enough. You can also have any number of draw piles, simply divide and spread them around so everyone has one within easy reach.
You can vary the length of the game by changing the starting number of cards. For example, starting with 5 cards rather than 7 makes the game longer, since more rounds are required for someone to get to 13 cards. You can also change the target number to be smaller or greater than 13 cards.
You’ll find that it’s easier to do the mental arithmetic if you think of a Queen as -1, a Jack as -2, a 10 as -3, etc.
The game becomes quite chaotic as you increase the number of players and as the players increase in skill. This happened without fail at NMSS. Each round became more and more rapid, making the shuffling and dealing between rounds quite tedious in comparison. To maximise gameplay, we got lazy and invented the NMSS shuffle. This involves flipping all the cards face down and everyone helping to spread them around vigourously. Then everyone simultaenously picks up cards at random to form their hands, and helps to gather the remaining cards to form one or more draw piles.


Cheatham middle school girls attended the T.E.C is for Girls conference, sponsored by Intel, on September 22 at South Mountain Community College. The girls were exposed to technology, engineering, and computer science careers by rotating through a variety of workshops.
Workshops included What Meets the Eye, Exploring Coding, and How a career in STEM will change your life. These workshops allowed the girls to dissect an eye ball, utilize basic coding skills, build a speaker, and explore careers in STEM; Science, Technology, Engineering, and Mathematics. The day ended by participating in activities with professional story tellers who gave the girls the skills to turn any narrative into a story.
This conference was just the beginning of an ongoing relationship between Cheatham, South Mountain Community College, and Intel. A club will be started at Cheatham and led by Ms. Shanine Turner to continue these experiences. The same group of girls who attended the conference will meet at least two more times during the school year to celebrate their successes.


The Annual Percentage Yield (APY) tells you the amount of interest your money can earn after compounding for a year. With Acorns, you can make sure your money is always working for you. Just as the money in your Acorns Invest account has the opportunity to grow over time, the money in your Mighty Oak Checking and Emergency Fund accounts will grow as it earns interest.
You may be familiar with the interest you pay to lenders when you take out a loan (also known as an annual percentage rate, or APR). Interest can go the other way, too. When you have money in a bank account that offers APY, you receive interest on the amount you deposit.
APY factors in compounding interest as well. Your money compounds when you earn interest on money that’s already earned interest. Pay attention to the compounding period on any account — interest can compound daily, weekly, monthly, or even yearly. Our Acorns Checking and Emergency Fund APY both accrue interest daily and pay out interest monthly. Try out our compound interest calculator yourself to learn more about how compounding works!


This compilation contains 25 of the best quotes related to mathematics. So this idea that anyone could be an engineer, a mathematician, or whatever, was something that I had grown up with and thought was really normal. 19. 18. The truth has never been of any real value to any human being - it is a symbol for mathematicians and philosophers to pursue. Which ones are you particularly fond of? For example, the philosophers who were interested in logic were probably rather logical for mathematicians. Enjoy! Nature never uses prime numbers. A collection of favorite funny math quotes for teachers and classrooms. More Biographies of Women Mathematicians - Biographies of famous mathematicians … Mathematics is the art of giving the same name to different things.– Henri PoincarÃ©. –, Mathematics is not a contemplative but a creative subject; no one can draw much consolation from it when he has lost the power or the desire to create; and that is apt to happen to a mathematician rather soon. Most students who take math classes aren't going to be mathematicians. — W. J. Mathematics is an art ofÂ humanÂ understanding. Quotations about Math & Numbers Related Quotes Science Statistics Learning Back to School. I wanted to do math and physics, but my father made me do chemistry because he thought there would be no jobs for mathematicians. From Teri Perl, Math Equals: Biographies of Women Mathematicians (Addison Wesley, 1978): In September of 1889 Sonya Kovalevskaya returned to her duties in Stockholm, completely dejected. See more ideas about math quotes, mathematics quotes, math. 6. — David Hilbert, 2. Mathematics is not a careful march down a well-cleared highway, but a journey into a strange wilderness, where the explorers often get lost. Funny Math Sayings and Quotes. If people do not believe that mathematics is simple, it is only because they do not realize how complicated life is. I wanted to do math and physics, but my father made me do chemistry because he thought there would be no jobs for mathematicians. Sign up today! More funny math quotes can be found from our Math Trivia pages. Mathematics is like checkers in being suitable for the young, not too difficult, amusing, and without peril to the state. Sign up today! Miscellaneous Quotes from philosophers of Science / Maths Physicists. Explore the best of Math Quotes, as voted by our community. “Old mathematicians never die; they just become angles.” “Old mathematicians never die; they just become irrational.” “Old mathematicians never die; their second derivative goes to zero.” “Old mathematicians never die; their systems just become unsolvable.” “An engineer thinks that his equations are an approximation to reality. Math Quotes The 10 Best Sayings For Math Lovers . For Israel to retain its amazing position as the largest concentration of high tech after Silicon Valley, we need more engineers and mathematicians. Best mathematics quotes selected by thousands of our users! Standard community wiki rules apply: one quote per post. Mathematicians don't like it when they're associated with mental illness and sort of bristle when you say that they can't get along socially, that they're not good with people. Mathematicians tend to use f for any function. “Life is a math equation. Download free high quality (4K) pictures and wallpapers with Math Quotes. Enjoy our mathematics quotes collection by famous authors, mathematicians and philosophers. – Sofia Kovalevskaya . They remained mathematicians, but largely went their own way. It is the job of bank accountants. — Claude Bragdon, 15. August 30, 2012 Act II Chapter VII: Philosophy of Mathematics, Quotes bernoulli quote, bolyai quote, cantor quote, cayley quote, descartes quote, einstein quote, math quotes, mathematics quotes, poincare quote, pythagoras quote, quotes about math, quotes by mathematicians 5,570 — George Polya. Mathematics, however, is, as it were, its own explanation; this, although it may seem hard to accept, is nevertheless true, for the recognition that a fact is so is the cause upon which we base the proof. They all have their own understanding of how the brain functions and is structured. It would be better for the true physics if there were no mathematicians on earth. — Carl Boyer. Armstrong, 46. — William Thurston, 37, Mathematics, in the common lay view, is a static discipline basedÂ on formulas…But outside the public view, mathematics continuesÂ to grow at a rapid rate…the guide to this growth is not calculationÂ and formulas, but an open ended search for pattern. Mathematics makes a nice distinction between the usually synonymous terms “elementary” and “simple”, with “elementary” taken to mean that not very much mathematical knowledge is needed to read the work and “simple” to mean that not very much mathematical ability is needed to understand it. Mathematicians didn't invent infinity until 1877. An organization wasn't effective unless you had a journal. Hypatia was a scholar at the library in Alexandria in the 4th century CE. Mathematics is a tool for reasoning. I stumbled upon some of these quotes accidentally while reading a calculus text book some 20 years ago. If you liked those then check out our famous math quotes and funny math quotes. Â — Morris Kline, 35. Mathematics is the queen of science. Mathematics is the tool specially suited for dealing with abstract concepts of any kind and there is no limit to its power in this field. A string of recent studies have shown that laughter helps us to learn new things by reducing anxiety and boosting motivation, participation, perception, memory, and attention. Â .Â . Mathematics is an independent world created out of pure intelligence. The greatest problem for mathematicians now is probably the Riemann Hypothesis. I like to move among painters, mathematicians, psychologists, people who can tell me something. It may be true, that men, who are mere mathematicians, have certain specific shortcomings, but that is not the fault of mathematics, for it is equally true of every other exclusive occupation. They thought I was teaching, but I was learning. In reality, however, it is a science which requires a great amount of imagination.” —Sofia Kovalevskaya. A mathematician is an expert in the field of mathematics; a person who is highly skilled and knowledgeable. Below you will find our collection of inspirational, wise, and humorous old mathematics quotes, mathematics sayings, and mathematics proverbs, collected over the years from a variety of sources. Mathematics is concerned with “all possible worlds. But mathematicians do. I have thought about it. Programming is one of the most difficult branches of applied mathematics; the poorer mathematicians had better remain pure mathematicians. Various renowned mathematicians around the world have given quotes to highlight the importance of mathematics in the world. Mathematicians have been hiding and writing messages in the genetic code for a long time, but it's clear they were mathematicians and not biologists because, if you write long messages with the code that the mathematicians developed, it would more than likely lead to new proteins being synthesized with unknown functions. Benjamin Franklin: 'No employment can be managed without arithmetic, no mechanical invention without geometry.' Explore 66 Mathematicians Quotes by authors including Carl Friedrich Gauss, Dominic Cummings, and Andrew Wiles at BrainyQuote. 'Pure mathematicians just love to try unsolved problems - they … Top 7 Math Quotes From The Greatest Mathematicians of All Time. Abel has left mathematicians enough to keep them busy for 500 years. More Biographies of Women Mathematicians - Biographies of famous mathematicians who happen to … “The advancement and perfection of Mathematics are intimately connected with the prosperity of the State” -Napoleon. They're going to be engineers, statisticians - in many ways, that's the more important mission of math education. Mathematics is pure language – the language of science. When you try to prove a theorem, you don’t just list the hypotheses, and then start to reason. See a random quote Mathematics is no more computation than typing is literature.– John Allen Paulos, 13. “It may be appropriate to quote a statement of Poincare, who said (partly in jest no doubt) that there … Mathematics is not only real, but it is the only reality. What you do is trial and error, experimentation, guesswork. Free for students, parents and educators. Mathematicians do not study objects, but relations between objects. Discover and share Famous Mathematician Quotes. We need scientists and mathematicians explaining why they are excited about their subjects but also why they are important for solving social problems, informing political debate and for the economy. There are some mathematicians quotes that can be found which show how important logic and clear reasoning are for this field. that math can be a great source of humor — and humor, it turns out, might even help with those math skills. In mathematics alone each generations adds a new story to the old structure. —Â Benjamin Pierce, 36. Mathematics – the unshaken Foundation of Sciences, and the plentiful FountainÂ of Advantage to human affairs. Supersonics experts held leadership positions in my mother's sorority, and electrical engineers sat on the board of my parents' college alumni associations. 12 quotes about math (Math quotes) Quotes for math teachers, about mathematics for mathematicians So they thought it was impossible that Africans could be using fractal geometry. As part of Maths Insider’s mission to make math cool I’ve pulled the best math quotes from the Twitter stream @Math_Quotes, and used my limited artistic skills to add them to some nice backgrounds (Powerpoint templates in fact!). Some famous quotes often give interesting insights into the vision of mathematics that certain mathematicians have. Mathematics Quotes (1333 quotes) Math Quotes, Maths Quotes, Mathematical Quotes, Mathematick Quotes. Throughout history, there have been many women mathematicians who have made significant contribution to the field. Famous Math Quotes By Mathematicians Philosophers Visionaries Quote by Henri Poincaré Quote by Carl Friedrich Gauss Quote by Archimedes Quote by Andrew Wiles Quote by Felix Klein Quote by G.H. Mathematics is one of the essential emanations of the human spirit — a think to be valued in and for itself like art or poetry. it is a language plus logic. — Newman & Kasner, thematics is an independent world created out of pure intelligence. And also as three-dimensional people - mathematicians, mothers, wives, complicated people, not perfect. Enjoy! As far as I know, only a small minority of mathematicians, even of those with Platonist views, accept the idea that there may be mathematical facts which are true but unknowable. 17 inspirational quotes about math for your classroom. We’re sharing some of the best Math quotes we could find along with some links to help you find out more about the mathematician who said it. National Mathematics Day 2020: Various renowned mathematicians around the world have given quotes to highlight the importance of mathematics in the world. Isaac Newton: 'Truth is ever to be found in the simplicity, and not in the multiplicity and confusion of things.' — A Adler. Mathematics is written for mathematicians. “I'm sorry to say that the subject I most disliked was mathematics. 9. — P. Dirac. — G.H. — Martin Gardner You don't think about all the thousands of people who worked on that capsule and crunched the numbers and were integral in getting that into space. Mathematics is written for mathematicians. Mathematics – the unshaken Foundation of Sciences, and the plentiful FountainÂ. Mathematics is concerned only with the enumeration and comparison of relations. — Girolamo Cardano, 49. Below are the 50 mathematics quotes collected from the time of Euclid up to 21st century. Mathematics is as much an aspect of culture as it is a collection of algorithms. So the more equations you know, the more you can converse with the cosmos. Math History and Biographies (Elementary - Middle School) Includes stories, inventions and biographies. The Internet gives you access to a lot of material, and it's fun to sit and read. 43. It has the unfortunate habit, like a rude dog, of turning its most unfavourable side towards you when you first make contact with it. Mathematicians may flatter themselves that they possess new ideas which mere human language is as yet unable to express. 9. Mathematics is not a book confined within a cover and bound between brazen clasps, whose contents it needs only patience to ransack; it is not a mine, whose treasures may take long to reduce into possession, but which fill only a limited number of veins and lodes; it is not a soil, whose fertility can be exhausted by the yield of successive harvests; it is not a continent or an ocean, whose area can be mapped out and its contour defined: it is limitless as that space which it finds too narrow for its aspirations; its possibilities are as infinite as the worlds which are forever crowding in and multiplying upon the astronomer’s gaze. 26. Mathematics is the supreme judge; from its decisions there is no appeal.–Tobias Dantzig, 12. Mathematicians are always playing tricks on each other. Â — William Woods Worth, 37, Mathematics, in the common lay view, is a static discipline basedÂ, on formulas…But outside the public view, mathematics continuesÂ, to grow at a rapid rate…the guide to this growth is not calculationÂ, and formulas, but an open ended search for pattern. Math History and Biographies (Elementary - Middle School) Includes stories, inventions and biographies. Mathematics is, I believe, the chief source of the belief in eternal and exact truth,Â as well as a sensible intelligible world. In order to gain the most, you have to know how to convert negatives into … — J. Sylvester, 24. What Are The Best Quotes About Mathematics Quora . Updated for 2021. Mathematics is a body of knowledge, but it contains no truths. Nevertheless, there is no mistake which cannot be rectified. — Â K. Shegel, 32. Mathematics is as much an aspect of culture as it is a collection of algorithms. Brian Greene (invited talk at Joint Math Meetings, Washington, DC, Jan. 19, 2000) "For the delay in preparing this article the authors apologize to their readers and to each other." The absurd things math professors say. May 4, 2014 - Famous Math Quotes and Mathematicians. Mathematics is the science which uses easy words for hard ideas.Â — Edward Kasner and James R. Newman, 34. Which ones are you particularly fond of? BrainyQuote has been providing inspirational quotes since 2001 to our worldwide community. Ads. Â — Copernicus. So here are some of the famous math quotes for you. Many mathematicians derive part of their self-esteem by feeling themselves the proud heirs of a long tradition of rational thinking; I am afraid they idealize their cultural ancestors. Standard community wiki rules apply: one quote per post. It'll be made by mathematicians, physicists, computer scientists, figuring out a way to get all that information together. In my school, the brightest boys did math and physics, the less bright did physics and chemistry, and the least bright did biology. Mathematics is a hard thing to love. Artists realise that mathematicians have a way of looking at the world that can make them see things differently. "Mathematics is an activity governed by the same rules imposed upon the symphonies of Beethoven, the paintings of DaVinci, and the poetry of Homer." “The uniform character of mathematics is the essence of science, for mathematics is the foundation of all exact scientific knowledge.” David Hilbert, 1862 – 1943 "Only two things are infinite, the universe and human stupidity, and I'm not sure about the former." 32 quotes have been tagged as mathematicians: G.K. Chesterton: ‘Poets do not go mad; but chess-players do. Mathematics is the science of definiteness, the necessaryÂ vocabulary of those who know. In physics, his works on fluid dynamics and Fourier series is unmatched. Jul 21, 2017 - We have been receiving a lot of requests from our readers to post quotes by famous mathematicians on the blog. 28. Mathematics is, as it were, a sensuous logic, and relates to philosophy as do the arts, music, and plastic art to poetry. Enjoy and do share them with your friends and family! Mathematics Sayings and Quotes. — Richard Feynman, 47.Â Mathematics is not a contemplative but a creative subject; no one can draw much consolation from it when he has lost the power or the desire to create; and that is apt to happen to a mathematician rather soon. Mathematics is a more powerful instrument of knowledgeÂ than any other that has been bequeathed to us by human agency. “Wherever there is number, there is beauty.” -Proclus. Mathematicians are like managers - they want improvement without change. In human relations kindness and lies are worth a thousand truths. White, 40. If you make a mistake at the outset then everything else you build on this false foundation will be wrong as well. I remember having this vague idea that what mathematicians did was that some authority, someone, gave them problems to solve, and they just sort of solved them. These math jokes are proof (get it?) — Bertrand Russell. Guided only by their feeling for symmetry, simplicity, and generality, and an indefinable sense of the fitness of things, creative mathematicians now, as in the past, are inspired by the art of mathematics rather than by any prospect of ultimate usefulness. Mathematics is the cheapest science. See more ideas about math quotes, quotes, mathematician quotes. They are very notable sayings, several of them even analogies for life itself. I worked in a number of high schools in New York, and I wound up at Stuyvesant High School, which is known nationally for producing brilliant scientists and mathematicians, but I had writing classes. "A person who never made a mistake never tried anything new." — Bertrand Russell, 17. A lot of boys in my poker circle are mathematicians who play on probability. Â — Descartes, 33. After preliminary work by a number of other distinguished mathematicians and economists, game theory as a systematic theory started with von Neumann and Morgenstern's book, 'Theory of Games and Economic Behavior,' published in 1944. 8. This site from a Thinkquest team offers concise information and many pictures. Pure mathematicians just love to try unsolved problems - they love a challenge. But the ASL got us together, so we could talk to each other and publish in the same journal. I stumbled upon some of these quotes accidentally while reading a … — Carl Friedrich Gauss, 3. “I think we need more math majors who don't become mathematicians. The greatest mathematicians, as Archimedes, Newton, and Gauss, always united theory and applications in equal measure. 44. “Mathemathics is the queen of the science” – Carl Friedrich Gauss. I don't have that kind of brain, so I rely on instinct. 2. Mathematics is the science which draws necessary conclusions. Let’s see what the masters of the field have to say about mathematics. 23. Therefore I would not have it unknown to Your Holiness, the the only thing which induced me to look for another way of reckoning the movements of the heavenly bodies was that I knew that mathematicians by no means agree in their investigation thereof. — G.H. As I say, there was this movement to try to bring philosophers and mathematicians together into an organization where they would talk to each other. 1. "Since the mathematicians have invaded the theory of relativity, I do not understand it myself any more." Rigour should be a signal to the historian that the maps have been made, and the real explorers have gone elsewhere.Â –– W. S. A, 10. The mathematical sciences particularly exhibit order, symmetry, and limitation; But mathematics is the sister, as well as the servant, of the arts and is touched by the same madness and genius. In my school, the brightest boys did math and physics, the less bright did physics and chemistry, and the least bright did biology.


4603 Coliseum Blvd | Alexandria, LA 71303 | 318.445.8233
The Mathematics Department of Holy Savior Menard offers a rigorous program with the goals of equipping all students with the necessary computational skills and conceptual understanding, fostering independent and creative thought, and empowering students to confidently make clear and concise technical arguments. It is our premier responsibility to provide students with a strong mathematical background upon which they can build their future studies.
JUNIOR HIGH CURRICULUM
Holy Savior Menard students entering Seventh Grade are enrolled in 7th Grade Math and move to Pre-Algebra in the Eighth Grade. Students who meet the necessary criteria may be placed in a 7th Grade Honors course which is an accelerated course that includes Pre-Algebra. Students successfully completing that course with no grade less than a B are placed in Algebra I Honors in the Eighth Grade.
HIGH SCHOOL CURRICULUM
The normal progression for is Algebra I, Geometry, Algebra II, Pre-Calculus. These courses are taught as college preparatory courses and the pace and levels of difficulty are set accordingly. Students in the Honors placement track will take Geometry Honors, Algebra II Honors, Advanced Math Honors/DE (for college credit), and Calculus AP or Statistics Honors/DE.
Students may move into or out of the Honors Curriculum at any point in their studies according to their achievement and need.
Algebra I (1 Credit) Algebra I is the first course in a college-preparatory program. Students will develop skills to solve linear equations and inequalities using one or more variables, to factor polynomials and perform operations in algebraic fractions, to perform simple operations with matrices, and to graph linear equations in the coordinate plane in order to develop general problem solving skills.
Algebra I Honors (1 Credit) The Honors Algebra I course includes the content of Algebra I and also treats linear functions, solving systems of linear equations, radicals, operations with matrices, and solving quadratic equations. If time permits, some of the time is given to introductory probability. Prerequisite: Qualifying standardized test scores and previous year’s math grade (no grade lower than a B).
Geometry (1 Credit) Geometry develops the skills of inductive and deductive reasoning through the study of properties of plane figures. Geometry also applies algebra skills to solve equations related to plane figures. It also requires mastery of two-column deductive proofs. Prerequisite: Algebra I
Geometry Honors (1 Credit) Geometry Honors exceeds the requirements of the regular geometry course. It requires a more in-depth study of complex concepts of polygonal regions and solid figures than those offered in the regular geometry course. Prerequisites: Algebra I or Algebra I Honors, and qualifying standardized test scores, previous year’s math grade (no grade lower than a B).
Algebra II (1 Credit) Algebra II is designed to complete the student’s mastery of the basic algebraic skills learned in Algebra I and to teach the student to use these skills to solve various problems. It introduces complex numbers, masters the functions of matrices and applies matrices in solving linear equations, examines polynomial, quadratic, exponential and logarithmic functions algebraically and graphically. The foundations of trigonometry are introduced. Prerequisites: Algebra I
Algebra II Honors (1 Credit) The course covers the material of Algebra II, but with more emphasis on theory. The student is also introduced to linear programming. Additional selected topics of trigonometry are covered. Calculators are used to solve problems and to aid in the graphing of functions. Prerequisites: Algebra I and qualifying standardized test scores, previous year’s math grade (no grade lower than a B).
Advanced Mathematics - Functions (1 credit) This course is designed to prepare the student for college-level instruction. It covers arithmetic, polynomials, functions and graphs, special products and factoring, rational expressions, systems of linear equations, exponents, radicals, equations, and applications of equations. Prerequisites: Algebra II, ACT composite score of at least 15 and a Math sub-score less than 19.
Advanced Mathematics - Precalculus (1 Credit) The purpose of Advanced Math is to prepare students for college algebra, college trigonometry and Pre-Calculus. The course will begin with an extensive review of Algebra and Analytic Geometry. Topics covered after the review will be conics, matrices, and trigonometry. Prerequisite: Algebra II and Geometry.
Advanced Mathematics - Precalculus Honors (1 Credit) (Dual Enrollment through LSU - Alexandria - Math 1021/1022 - 6 College Credits)
Math 1021- Covers radical expressions; rational exponents; complex numbers; quadratic, absolute value; rational equations; systems of linear equations; inequalities; functions; conics; graphs; inverse, exponential, logarithmic functions; and applications. A graphing calculator is required. Prerequisites: ACT composite score of 19 or greater and a math sub-score of at least 19, or consent of the department.
Math 1022- This course studies solution of right triangles, reduction formulas, functions of multiple angles, trigonometric equations, inverse functions, and complex numbers. Prerequisite: A grade of ―C‖ or better in Math 1021
AP Calculus (1 Credit) AP Calculus consists of work in calculus and related topics, comparable to courses in colleges and universities. Major topics are elementary functions, differential calculus, and integral calculus. Prerequisite: Advanced Mathematics-Precalculus Honors
Honors Probability and Statistics (1 Credit): This course treats basic ideas of probability, sequences and series, handling of numerical data (including displays of quantitative and categorical data), random variables, binomial and normal distributions, sampling, and statistical testing. Students will be introduced to the major concepts and tools used for collecting, analyzing, drawing conclusions from data and determining if conclusions can be applied to a population. They will explore data and anticipate patterns through production of models using probability theory and simulation; and study statistical inference by confirming models.
Prerequisite for Menard: A’s and B’s in four years of high school math
This course has a dual enrollment option for 3 math credits through Louisiana Tech University
Prerequisite for Dual Enrollment: Math ACT of 26 or Credit for Math 101 through LSUA or LaTech


Improving efficiency by mathematical optimization
14.8.2017/Text: Jan Kronqvist
Our society is currently facing a variety of threats and challenges due to global warming and the depletion of our fossil fuel reserves. Many industries in our country are also facing challenges due to increased production costs and global competition. To reduce the environmental impact and simultaneously strengthen our industries’ competitiveness, it is of utter importance that all steps in the production are done as efficiently as possible. To achieve a maximal efficiency in production requires both optimal equipment for all tasks and an optimal utilization of all equipment. Mathematical optimization is a versatile tool that can play a crucial role in improving the efficiency in different industries. It might sound trivial, but significant reductions of harmful emissions can often be achieved by simply doing everything as efficient as possible.
What is mathematical optimization?
Optimization can simply be described as the search for the best possible solution to a given problem. Mathematical optimization uses a mathematical description of the problem, which enables the use of efficient techniques for analyzing and searching the best possible solution the problem.
There is a wide variety of applications, and mathematical optimization can for example be used for obtaining the optimal production schedule that minimizes waste and maximizes utilization of the equipment. Mathematical optimization has also been used to determine the optimal radiation treatment for cancer.
Why is it not more commonly used?
Because, unfortunately it is often very difficult to solve real world optimization problems. Optimization problems usually involve many decisions, and for every yes/no discussion the number of possible solutions doubles. This might not sound too bad, however, a problem containing 260 such decisions actually have more possible solutions than the number of atoms in our universe. Therefore, it is not possible to simply try out all possible solutions; instead we need a more sophisticated way to obtain the optimal solution.
At the moment, there are efficient techniques for solving some specific type of optimization problems. For some type of problems it is even possible to obtain the optimal solution even if the problem contains more than a million decisions. However, many real-world optimization problems are still extremely difficult to solve. For such problems, it might be difficult to find the optimal solution even if the problem only contains a few decisions.
Most techniques that can successfully deal with such difficult optimization problems uses the same basic idea; instead of solving the difficult problem we solve an approximation of the problem. The approximated problem should be such that it has the same optimal solution as the difficult problem, which is the problem we are interested in. Furthermore, the approximated problem should also preferably be easy to solve. How to construct such approximations is still an open research question, which is also the focus of my PhD thesis.
At Carnegie Mellon University, there has been an ongoing research in this field since the early 90’s and many import results has been obtained. Staying at Carnegie Mellon as a visiting researcher, was an important experience for me. During the visit, I was able to get a deeper understanding of some of the most important mathematical theories in optimization. I also learned about several practical optimization applications in different industries. Being at Carnegie Mellon, was greatly beneficial for my research and I could collaborate with several other researchers in the field. Currently I am writing an article based on some of the results I obtained during my research visit, and some results will be presented at conference European Symposium on Computer-Aided Process Engineering.
To summarize, I learned a lot during my stay and got important results for my research. Furthermore, I got to know several researchers for future collaborations. The stay gave me new insights in my field of research and it was also a life experience that I will remember with joy.
Jan Kronqvist is a PhD student in process systems engineering at Åbo Akademi University. His research is focused on developing efficient techniques for finding the best possible solution to certain types of optimization problems. During the spring of 2017, he visited Carnegie Mellon University in Pittsburgh USA as a visiting scholar for six months. The research visit was partially funded by a grant from Tekniikan Edistämissäätiö given in 2016.
Sähkökeraamikomponenttien huoneenlämpötilan valmistusmenetelmä soveltuu myös painettavaan elektroniikkaan
Sähkökeraamikomponenttien huoneenlämpötilan valmistusmenetelmä soveltuu myös painettavaan elektroniikkaan 6.2.2019/Text: Maria Väätäjä Sähkökeraamikomponentteja käytetään lähes kaikissa elektroniikkaa hyödyntävissä laitteissa. Sähkökeraamit ovat kiinteitä epäorgaanisia materiaaleja, jotka eroavat esimerkiksi astioissa käytettävistä keraameista siinä, että niillä on hyödyllisiä sähköisiä ja magneettisia ominaisuuksia. Niiden muokkaus komponenteiksi vaatii perinteisesti korkeita lämpötiloja (yli 1000 °C), jälkityöstöä ja haastavia liitostekniikoita. Nyt kaikki tämä onnistuu … Jatka artikkeliin Sähkökeraamikomponenttien huoneenlämpötilan valmistusmenetelmä soveltuu myös painettavaan elektroniikkaan
Selluloosa venyy moneksi 16.5.2018/Text: Ville Hynninen Mielikuvissa selluloosa on usein yhtä kuin puu ja paperi. Selluloosasta voidaan kuitenkin valmistaa lukuisia erilaisia materiaaleja, joilla on vaihtelevia ja mielenkiintoisia ominaisuuksia, joita harvemmin tulee ajatelleeksi. Tulevaisuudessa selluloosapohjaiset materiaalit voivat korvata monia öljypohjaisia synteettisiä materiaaleja ja tuotteita hyvinkin edistyneissä käyttökohteissa. Pystymetsästä presidentinlinnaan Selluloosa on maapallon yleisin polymeeri, jota puiden … Jatka artikkeliin Selluloosa venyy moneksi
Waste is the future! 14.1.2019 About me I am a doctoral student at Aalto University’s Water and Environmental Engineering department, working in collaboration with The Finnish Environment Institute (SYKE). Last year I received an expenditure grant from the Gasum Gas fund for the first year of research into cultivation of fungal species in biogas wastewater. … Jatka artikkeliin Waste is the future!


Polyhedra Origami (single sheet of paper)
This page is dedicated to origami polyhedra - paper polyhedron models made from a single sheet of paper. These include 3D geometric shapes such as cubes, tetrahedrons, pyramids and more.
Polyhedra made with a single sheet of paper is somewhat more rare and difficult to fold; most are the crease-and-collapse type.
In contrast, origami polyhedra made using many sheets of paper is quite abundant. Click here to read about modular origami and here to get free diagrams.
Diagrams for Single-Sheet Polyhedra
Want more? John Montroll has 3 books dedicated to origami polyhedra made from a single sheet of uncut paper.
Origami Polyhedra Design (book review)
A Constellation of Origami Polyhedra
A Plethora of Polyhedra in Origami
These origami polyhedra designs are freely available on the internet. If you have a model that you would like to share, or if you see your model here and would like it removed, please Contact Us. Diagrams are intended for personal use. Copyright of the models lie with the origami creators and designers. Please contact the designer and/or creator directly for non-private usage of a model and/or artwork.


|Title||Iterative H2-conic controller synthesis|
|Publication Type||Journal Article|
|Year of Publication||2019|
|Authors||LJ Bridgeman, and|
|Journal||International Journal of Robust and Nonlinear Control|
|Pagination||3701 - 3714|
This paper proposes a method to synthesize controllers that minimize an upper bound on the closed-loop H2-norm while imposing desired controller conic bounds. An initial conic controller is synthesized and iteratively improved. Conic sectors can be used to characterize a variety of input-output properties, such as gain, phase, and minimum gain. If such plant properties hold robustly to uncertainty present, then closed-loop stability can be ensured robustly via the Conic Sector Theorem by imposing desired controller conic bounds. Consequently, this paper provides a versatile optimal and robust controller synthesis method. Moreover, it relies only on the solution of convex optimization problems subject to linear matrix inequality constraints, making it readily implementable.
|Short Title||International Journal of Robust and Nonlinear Control|


I was working on some programming projects then I suddenly got stuck at a particular problem that took me a whole day still unable to solve. When simplified, it looks like this:
Consider a tournament where we want to find out the ranking of N contestants. In each competition, M contestants compete with each other at the same time to generate a ranking order. How many such competitions S are required in the tournament to fully rank all contestants given M” title=”N => M”/>?
Did some search online and it turns out that this is an ongoing research problem more officially known as the K-ary sort algorithm, although the it is formulated slightly differently where (which would become regular binary sort) and .
There are a few things that are obvious:
1. Inherently at atomic level, the act of ranking involves comparing 2 contestants, which is a binary case.
2. We do not need every contestant to have had competed with every other contestant. Between 2 contestants, the winner wins every other person that the loser wins and vice versa.
3. We must have information of combination(N, 2) rankings between any 2 contestants.
To be continued…


Dr. Suárez is a trans man from the Texas-México border town of Eagle Pass, Texas. He graduated from Eagle Pass High School-C.C. Winn Campus in 2002 and pursued a Bachelor of Arts degree in Ethnic Studies at The University of Texas at Austin in 2006. In 2007, he received his license as a Texas secondary mathematics teacher (grades 8-12). After several years of teaching, he received a Master of Arts degree in Mathematics Education in 2012. His master's report was titled "Interventions for English Language Learners in the Mathematics Classroom", completed through the UTeach program at The University of Texas at Austin. He is also certified as a Texas Legacy Master Mathematics Grades 8-12 Teacher and was certified as an Advanced Placement Statistics teacher.
Dr. Suárez completed his Ph. D. in Curriculum and Instruction from Texas A&M University in December 2018. His dissertation research consisted of three quantitative studies that examined the relationship between being children of same-sex parents and their developmental, early literacy, and early numeracy outcomes.


Previous state-of-the-art motion planning methods employ a ‘hub and spoke’ approach, using precomputed graphs of a finite number of fixed configurations, which are known to be safe. Motion planning using Graph-of-Convex-Sets (GCS) enables robots to easily adapt to different configurations within precomputed convex regions — allowing the robot to ‘round the corner’ as it makes its motion plans. By blending graph search and convex optimization, GCS can find paths through intricate environments and simultaneously optimize the robot trajectory. Moving precisely across each vertex in large graphs and high-dimensional spaces, GCS had clear potential in robotic motion planning. The team is also exploring applications of GCS trajectory optimization to robot task and motion planning.
Feb 20 2023


Students at Westview Secondary had fun with math during the school’s inaugural Pi Day Carnival last month.
Pi Day is a worldwide celebration of the “mathematical constant π” that takes place annually on March 14 because the date (3/14) matches π’s first three digits.
The Pi Day Carnival at Westview included games as such as pin the tail on the Pi-kachu, pi-neapple bowling, pi-ku poetry challenge, pi button/bracelet-making and the pi memorization challenge.
Westview teacher Susan Sarai, who organized the day with help from several other teachers and students, says the carnival allowed students of all grades to work together and participate in some quirky math events.
“Math is often considered a subject that students struggle with. An event like this allowed students to put aside their anxieties and have fun with math,” she said.
The Pi Trophy for memorizing the most digits of π was awarded to Grade 10 student Zach Chapman, who was able to recall 100 digits.
“The carnival was amazing,” added Sarai. “It would not have been possible with the support of students, staff and admin.”
At Pitt Meadows Secondary, nearly 300 students participated in the school’s Pi Day event, which included pi decorating, scavenger hunts to pi, and pi throwing.
“Our math department organized the event and many of our staff volunteered to assist with overseeing the various activities,” said principal Cheryl Schwarz.
“It was the first time that we held Pi Day activities and it was a huge success. It was an opportunity for students to engage with math by exploring various learning stations. The excitement in the room was contagious!”


Posted by Arvin from IP 188.8.131.52 on September 19, 2015 at 08:10:27:
In Reply to: pharmacology question posted by luther on September 15, 2015 at 13:59:51:
Loading dose = Volume of distribution Vd x desired plasma concentration. Vd = 0.75L/kg x 70kg = 52.5L. Multiply by 2.0 mg/dL which is same as 20.0mg/L (both units must be in liters) This gives 1050mg. Hence answer should be 1000mg, option D.
Post a Followup


Use the quick area or volume calculator to help determine how much product is required for your application. Please note that this calculator only performs single volume or area calculations.
If you are planning to purchase products via our website, please note that each product has an integrated calculator specific to that product. At the time of purchase, the product-specific calculator will precisely calculate the quantity you need at the recommended application depth or area.
Enter the height and width of the rectangular area in feet and the depth in inches.
Enter the diameter of the circle in feet and the depth in inches.
Enter the base and the perpendicular height (see diagrams) of the triangular area in feet and the depth in inches.
If you already know your area in square feet, just enter it and the depth in inches.
Sign up to receive information about our monthly coupon codes and promotions. You'll also receive our expert gardening tips and lawn care advice to keep your landscape beautiful all seasons long.
© 2023 All Seasons Mulch Market & Landscape Supplies. All rights reserved.


The Unit Circle
To use the triangles you have to first know the unit circle. The unit circle is divided up in degrees of 30, 45, 60, and 90. They can also be in radians (which are seen on left) respectively. The unit circle itself with both radians and degrees is below. When using the unit circle you can also get negative angles, to find them you simply go around the circle clockwise starting at the 0 degree line. When doing this it is easiest to pretend that the circle is reversed to find the angle and then put it back the original way to find the answer. The easiest way to learn the unit circle is to memorize the first quadrant, the rest of the angles will come easy after that.
Other important information.
In the unit circle some answers will be negative depending on which quadrant of the unit circle they fall in. The quadrants are one through four going around the circle counter-clockwise. All functions in the first quadrant are positive, in the second sin and csc are positive, in the third tan and cot are positive and in the last cos and sec are positive this can be remembered using the phrase All Students Take Calculus (ASTC). Also for 90 degrees, 180 degrees, 270 degrees and 360 degrees you use them as you would a graph with x and y values using only 1's and 0's. The y value is the same as sin and the x is the same as cos. To find the others you use the formals replacing opposite with y and adjacent with x and hypotenuse with 1.