March 14, 2008
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Today I was grading the quizzes I gave this week to my Calculus I students on implicit differentiation. The first question asked them to compute dy/dx for the curve ln(xy) + π = y.
There were of course a handful of students who didn't differentiate π correctly, and in a few cases the algebra was too garbled for me to even figure out what they were thinking. But a certain surprising mistake occurred on a few papers: Students used the product rule to differentiate ln(xy), which they treated as the product ln · (xy) involving the symbol ln rather than as an application of the function ln to the argument xy. The results were variations on ln · (y′ · 1) + 1/x · (x y).
How does this happen? Does such a student not understand that the logarithm is a function? Does the student realize it is a function but thinks that the product rule still applies? Is it simply a case of blind symbol manipulation? While we're at it, why is it that some students continually succumb to the temptation of distributing a square root over addition or pulling the 3 out of sin(3x)? As an instructor I get annoyed when calculus students haven't had these unlawful habits corrected, and while grading I am sometimes tempted to scrawl admonishments in big red letters on their papers.
But what is really going to make this stop? How can you really get through to these students to make them understand that the things they write sometimes aren't just wrong but aren't even syntactic?
I don't have a complete answer. Obviously the first step is to help the student to directly confront the mistake they've made, and hopefully drive home the point that it is not valid in general. Toward this end, one semester I issued a violation to students who committed heinous crimes on the midterm exams. (For this idea I credit my fifth grade teacher, who made students write "Consequences" after misbehaving, and one of my high school English teachers, who had a notorious "ugh list" of forbidden words and phrases (like 'thing' and 'very') that earned an automatic F if used in an essay.)
But let's also take some responsibility. I propose that several issues contribute to the problem. (Some are clearly easier to fix than others.)
• Often we abuse notation. For example, sin2x and sin1x are really bad notations for (sin x)2 and arcsin x, and we should never use them in lower division courses. Calculus texts should be cleansed of them as well. These notations aren't widely used until much later courses (when certain sets of functions become objects of study in their own right), so students do not have the context for dealing with them as general notations. Of course mathematicians and instructors can (usually!) figure out what is meant from context, but we shouldn't let our students see that we are careless with notation, because then they think they can do the same.
• One issue with undergraduate mathematics is that many identities do hold! I would like to believe that most people at some point were shown and understood why multiplication distributes over addition (say, for positive integers). But eventually, employing this rule in computation becomes a reflex. My guess is that after so many reflexes are acquired, the act of acquiring a reflex becomes a reflex! Since some students haven't reached the maturity (or willingness) to distinguish the identities that hold from those that do not, perhaps while teaching new identities (even very early on), a substantial emphasis should be placed on the fact that not every nice identity is actually true. There are standards, after all: No one chose to prevent square roots from distributing over addition; it comes intrinsically from the definitions.
• Usually we prove (or at least motivate) identities that will figure prominently in computations. For example, calculus students are shown how to derive the power law (xn)′ = n xn 1 from the definition of differentiation. In other cases (for example, the chain rule), proofs may not be given in lecture, but at least they are addressed by the textbook. However, in some cases we train students to use identities without providing a rigorous explanation. For example, we tell them that it is okay to use differentials as symbolic quantities that can be manipulated as such, so that e.g. dx/dx = 1. Students should not be satisfied with this explanation, and indeed a proper theory of differentials is far beyond the scope of Calculus I. I'm not sure what to do about this; certainly we should emphasize that this notation provides intuition.
• Standard mathematical notation is so "intuitive" that it is heavily ambiguous, and so it requires a lot of extra knowledge/experience/context/guidance in order to figure out what things mean. Perhaps students wouldn't mistake function application for multiplication if we used more discerning notation, where the syntax is a very tangible element. To take this to the extreme, we could use a symbolic notation such as the FullForm notation in Mathematica, in which every expression is of the form head[arg1, arg2, …, argk]. For example, I could have asked to compute
D[y[x], x]for the curve
Equal[Plus[Log[Times[x, y[x]]], Pi], y[x]]. This is too formal for humans, but perhaps it would not be crazy to write ln[xy] + π = y, where the square brackets really mean something different than round brackets. And perhaps if students had been given tasks in elementary school to manipulate formal expressions such as h[a,b,c] according to silly make-believe rules, then there wouldn't be so much confusion about which symbols in an expression are functions (heads) and which are arguments.
For that matter, if students were consistently using Mathematica, even simply as a tool for algebra, then they would very quickly discover that it doesn't perform an "obvious" transformation and would hopefully wonder why.
Here I have of course assumed that all students care about correcting errors in reasoning, that their future work depends on mastering these concepts, and that they will eventually be in my position, trying to understand why a fraction of students in college mathematics courses are still confused about seemingly basic facts. And of course this is not the case, which is also something we should remember.


We have new residents here at the Little Yellow House. They arrived this afternoon. Unfortunately, like me, they seem to be dressed according to the calendar, not the actual outside weather. While I'm personally grateful that we haven't just had a miserable ice storm, I think the new residents might have preferred that particular phenomenon.
The new residents did come from a home further south, so it's possible that they THOUGHT they'd be more comfortable here. In order to try to improve their condition, I'm going to let them live in this particular wing of the mansion.
It's still anybody's guess whether or not they'll make it. We do appreciate the confidence of the kind souls who directed them this way. ;)
I spent the day at a scintillating math curriculum/school improvement meeting. Definitely one of those days that lets you understand how some people can go & live in cabins in the wilds of Montana. (Not me, personally, but some people.) We had to do a LONG math task, and I was able to recall functional notation (!), solving for functions (!!), and graphing said functions (!!!). You're thinking, "how does she use this in social studies training?" *crickets chirping* *tumbleweed rolling* *blank stares*
Happy Tuesday - weird weather & all...


Hm. I'll take a peek. This is what the IntyBASIC manual says about division:
A=A/B Note it does division by repeated substraction (can be slow)
Division by 2/4/8/16 is internally enhanced as logical shift.
Division by 256 is internally optimized.
"can be slow" could be interpreted as "9 subtractions is slower than a single shift". Or it could be horrendously slow when operating with big numbers (think 5 digit). The latter is what I see, when trying to break down a value into its component digits. It can literally take almost a full second to work out the digits in a score once the value gets high enough (tested on code that does nothing but this and printing the result to the screen).
Because I'm a purist I was avoiding any inline ASM, but I'm gonna take a peek at these routines. What I want is completely infeasible otherwise. Thanks!
Also I think that EVERY div/mult by ANY power of 2 should be optimized as a shift by a compiler, but that's just me
Well, it appears IntyBASIC implements general division by repeated subtraction, subtracting the divisor from the dividend repeatedly, like so:
; B = 1
; A = 30000 / B
This particular division would compute 30000/1 as 30000 separate subtracts in a 21 cycle loop. That's 610,000 cycles, and would take 2/3rd of a second. Ouch!
What my PRNUM routine does is repeated subtraction with various powers of 10. The number 99999 would only require 50 "subtract" steps, 10 steps for each digit. My subtraction steps are more costly than 21 cycles each, but still, it manages to get a number on the display pretty quickly, in 100s of cycles, not 100,000s of cycles.
SDK-1600 also includes DIVI and DIVU routines for signed and unsigned division. IntyBASIC is free to use these routines if nanochess wants to pick them up. That 30000/1 divide earlier would execute in about 1200 cycles or less, about 500x faster.
Ironically, I don't have a multiply routine directly in SDK-1600, probably because multiplies are usually by constants, and it's better to reduce those to the minimal sequence of shifts/adds inline than call a library function. Attached is a macro file with multiplies from 1 to 127, and C code that was used to generate it. Anyone is welcome to incorporate this into their code. nanochess: If you want to include this algorithm in IntyBASIC (even this C code), go for it. I'm putting it in the public domain.


3. If 17000 is 100%, so we can write it down as 17000=100%. 4. We know, that x is 1% of the output value, so we can write it down as x=1%. 5. Now we have two simple equations: 1) 17000=100% 2) x=1% where left sides of both of them have the same units, and both right sides have the same units, so we can do something like that: 17000/x=100%/1% 6.
42,400. ORANGE. 778 00146. 9 x 20. 31,000.
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469. 375. 43 x 43. 31 x 31. 25 x 25. 22 x 22. 19 x 19.
If 17000 is 100%, so we can write it down as 17000=100%. 4. We know, that x is 20% of the output value, so we can write it down as x=20%. 5.
The credit application said I was going to finance $12,245 after my down payment. Taken from $17,000 that leaves the so called bank fees at $4,755. 20 x 4.5 Inch Sediment Filters; 20 x 4.5 Inch Pleated Filters; 20 x 4.5 Inch Specialty Filters; Replacement Filters by Media; UltraViolet Water Filtration; Air Filters.
efore you purchase a new space heater, size it to make sure it will have enough British thermal units (BTUs) to heat the room where it will be used. A BTU is the amount of energy needed to heat 1 pound of water 1 degree Fahrenheit.
14 x 25 x 1 Air Filters; 16 x 20 x 1 Air Filters; 16 x 25 x 1 Air Filters; 18 x 25 x 1 Air Filters; 20 x 20 x 1 Air $17,000: 2 feet by 10 feet bump out; $30,000: 4 feet by 10 feet bump out; $30,000: 6.5 feet by 28 feet bump out for a bathroom, on the ground, poured foundation; $5,000: 2-foot bump out in a kitchen (length not provided) on a second story, cantilevered HyperX Impact 16GB (2 x 8GB) DDR4 2133MHz DRAM (Notebook Memory) CL13 1.2V Black SODIMM (260-pin) HX421S13IB2K2/16 (Intel XMP) CAS Latency: 13 Voltage: 1.20V Features: Intel XMP-ready Optimized for Intel's Series 100 and 200 chipsets 100% Factory Tested at Speed Designed to meet JEDEC Free Technical Support 17000.solutions LLC was founded in January 2019 by Rich Hazzard, Executive Director Our mission is to leverage research, community engagement & student empowerment to develop more responsive and effective public schools. Tom, I have a 20′ x 40′ in ground pool that holds between 30,000 and 33,0000 gallons. I live in NY and am looking to extend my pool season from Early May to late September. I have decided to go with a pool heat pump, but I am having a difficult time determining what size I should purchase. Fairfield County Airport covers an area of 159 acres (64 ha) which contains one asphalt paved runway (4/22) measuring 5,003 x 100 ft (1,525 x 30 m).
A shorter way to calculate x out of y. You can easily find 20 is out of 17000, in one step, by simply dividing 20 by 17000, then multiplying the result by 100. So, Jul 09, 2010 Use Alcula's percentage calculator to compute percentages and answer questions such as: How much is 7% of 25000? What percentage of 10000 is 120?
21, $16,552.69, 22 17000-lb Tow Strap features webbing that resist cuts and abrasion Use to recover stuck vehicle 17000 lb break strength For loads up to 5660 lb (safe work load) change from old value (Vold) to new value (Vnew) is equal to the old and new values difference divided by the old value times 100%: 0.2 × 100% = 20% Deals you can't pass up! GIFT CERTIFICATE · Maxtrac. SHOP BY CATEGORY. Accessories · Brake System · Cooling System 128020-Recovery Strap 2" x 20' (17,000 lbs). Regular 134020-Recovery Strap 3" x 20' (27,000 lbs). Regular 140020-Recovery Strap 4" x 20' (37,000 lbs).
Mar 22, 2014 · These fees inflated my loan to $17,000. I had given them $2000 down on the vehicle which left the financed amount at $15,544. The credit application said I was going to finance $12,245 after my down payment. Taken from $17,000 that leaves the so called bank fees at $4,755. 20 x 4.5 Inch Sediment Filters; 20 x 4.5 Inch Pleated Filters; 20 x 4.5 Inch Specialty Filters; Replacement Filters by Media; UltraViolet Water Filtration; Air Filters. Air Filter Finder; Air Filters by Size. 1" Depth Air Filters.
This super duty polyester web tow strap is designed for recovery of a stuck or disabled car, SUV or tration of 100 mg/ml. The mixture was stirred occasionally for 60 min, after which it was centrifuged twice at 17,000 X g for 20 min to remove all traces of charcoal. 3/4” x 20-1/2”, minimum 17,000 RPM. • Belt Articulation Angle Range: 50°. REQUIRED FOR USE. • The inlet air supply should have a moisture separator 17000 x 18 = 306000, three hundred six thousand. 17000 x 19 = 323000, three hundred twenty-three thousand. 17000 x 20 = 340000, three hundred forty dividing the second term by the first, is r = 20/5 = 4. We want the seventh So, $17,000 is the present value of an annuity of 36 monthly payments with interest of .
I was taught that for simple interest you have to do b=prt (balance= principal times interest rate x time). I did the first one with you ($50 at 15% for 20 years) and I By Mateusz Mucha, Piotr Małek and Tibor Pal, PhD candidate It became the central pillar of state fiscal system through the second half of 20th century. At the 17,000. 42,400.privilegios en compras darse de baja
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Designed using state-of-the-art technology and with customers in mind. It will meet your needs and deliver great quality at an affordable cost. Dalši Krok, Прага. 119 likes · 2 talking about this.
% / 100 = 10 / 17000. Cross multiply: % x 17000 = 10 x 100. Divide by 17000 to get the percentage: % = (10 x 100) / 17000 = 0.058823529411765%. A shorter way to calculate x out of y. You can easily find 10 is out of 17000, in one step, by simply dividing 10 by 17000, then multiplying the result by 100. So, 10 is out of 17000 = 10 / 17000 x 100
469. 375. 43 x 43. 31 x 31.
So if you buy an item at $17000 with 20% discounts, you will pay $13600 and get 3400 cashback rewards.


Three students of the University of Wrocław became laureates of the “New Technologies for Girls” program and received scholarships from Intel and the Perspektywy Foundation. Aleksandra Stępniewska and Małgorzata Maciejewska are studying computer science, and Olga Zaborska is a student of mathematics and Individual IT and Mathematical Studies.
This is the seventh scholarship program for young women associating their future with new technologies. Scholarship holders of the “New Technologies for Girls” program will receive a variety of substantive and financial support. They will be supported by mentors – experienced Intel employees.
The winners will receive a scholarship of PLN 12,000, which will cover part of the expenses they incur during their studies. They will also be invited to participate in an internship program in an exciting place – Intel’s research and development center in Gdańsk (Intel’s is the largest R&D center in Europe).


What is memoization?
From our good friend wikipedia:
In computing, memoization or memoisation is an optimization technique used primarily to speed up computer programs by storing the results of expensive function calls and returning the cached result when the same inputs occur again.
Imagine if your web application had a
has_permission method on your user model that was very expensive to calculate. Because of memoization, if that method is called multiple times, we can cache the result. This would mean that the expensive calculation would only be done once. Every subsequent call to the method would just return the cached value. In rails this would look like:
class User < ActiveRecord::Base def has_permission @has_permission ||= expensive_calculation end end
Another way to understand this concept is through the classic fibonacci problem.
This problem can be solved recursively:
def fib(num) return 0 if num == 0 return 1 if num == 1 fib(num - 1) + fib(num - 2) end
Essentially for every fibonacci number we want to calculate, we find out the values of the previous two fibonacci number’s and sum them up. If we map out what happens with something like fib(4), we will notice that we have have a lot of duplicated calculations.
fib(4) fib(3) fib(2) fib(2) fib(1) fib(1) fib(0) fib(1)
So fib(1) is calculated 3 times, and fib(2) is calculated twice. That may not seem like a lot, but imagine if we started with fib(100). (To get an idea, for fib(10), fib(1) is calculated 55 times)
In programming we always want to do as little work as possible. If we calculate a value once, it would be nice if we didn’t have to calculate it again. This is the whole concept of memoization. Before returning
fib(num -1) + fib(num -2) we want to check if
fib(num) has been calculated. If it has been calculated, great, we just return it. If not, we calculate and then save it for future use. Here is a code example:
def fib(num, memo) return 0 if num == 0 return 1 if num == 1 return memo[num] if memo[num] # return the value if we have already # calculated memo[num] result = fib(num - 1, memo) + fib(num - 2, memo) memo[num] = result # store the result! result end
Because of memoization, every fib(num) is only ever calculated once improving the performance of our code.


Based on the mathematics from the letters in your name, or numbers from your birth date, you could understand yourself, others, and the secrets of the cosmos a little easier. It’s all simply a matter of understanding the vibrations of our universe! Or just simple math?
So why is 11. 11. 11 so special? Is the doorway to my future staring me in the face? And
how can you take advantage of this date? Don’t wanna miss out? Read On <<<


University of Colorado Boulder
Emiliano Dall'Anese is an Assistant Professor in the Department of Electrical, Computer, and Energy Engineering at the University of Colorado Boulder, where he is also an affiliate faculty of the Department of Applied Mathematics. He received a Ph.D. in Information Engineering from the Department of Information Engineering, University of Padova, Italy, in 2011. From January 2011 to November 2014, he was a Postdoctoral Associate at the Department of Electrical and Computer Engineering of the University of Minnesota, and from December 2014 to July 2018 he was a Senior Researcher at the National Renewable Energy Laboratory. His research interests span the areas of optimization theory, control, and learning; current research efforts are in the context of online optimization and learning, data-driven control, and optimization of dynamical systems. Theory and algorithms are applied to solve engineering and scientific problems in the domains of networked systems, energy systems, transportation systems, and healthcare. He received the National Science Foundation CAREER Award in 2020.


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EAWF posted a topic in Creation PCUT Cutting Plotter DiscussionHas anyone worked out the mathematical relationship between a cutters jog settings and the X_Scale / Y_Scale settings? There has to be some kind of relationship, and it would be nice to know if the cutter could be calibrated to produce more accurate lengths and widths without having to guess. Thanks in advance for your expert and prompt response.


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Yesterday (8 / 8 / 2022) was the 120th birthday of P.A.M. Dirac. It’s been a long time, “enough time to fit a lot of progress in there”.
In his honour, I proceeded to dust off my QFT and related maths notes from long ago and will attempt to present a modern journey to the Dirac equation and the description of relativistic spin-1/2 particles, from the mathematical formalisms.
Notes will be gradually posted during the week. Full references and additional work will be updated on the final page of this blog post.
Intro Update 2 (17 Aug 2022)
This essay / note will be arranged in a pedagogical order, without much historical burden of the order in which things were discovered. I take this inspiration from schools such as MIT who famously teach quantum mechanics to undergraduates in a similar fashion.
Section 0 will be a mathematical toolbox of the relevant results we will use, such as some group theory basics and Clifford algebra (needed to properly understand Dirac gamma matrices). In Section 1 we will outline the definition and properties of the Lorentz Group, and reach the Klein-Gordon equation for a scalar field. In Section 2 we consider the effects of spin, and work towards the Dirac equation and Dirac Lagrangian, all from first principles.


· Two-Way ANOVA: A statistical test used to determine the effect of two nominal predictor variables on a continuous outcome variable. If we have a two-way classification with rows and : J: columns, with observations : ijk: k =1,. The two way analysis of variance pdf two-way ANOVA not only aims at assessing the main effect of each independent variable but also if there is any interaction between them.
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Two-way ANOVA analysis assumes that the residuals (the differences between the observations and the estimated values) follow a Normal distribution. , m k, and common variance s2. A two-way ANOVA test analyzes the effect of the independent. Sometimes a researcher might want to simultaneously examine the effects of two treatments (where both treatments have nominal-level measurement). On the other hand, two-way ANOVA compares the effect of multiple levels of two factors. Download Two Way Analysis Of Variance books, In statistics, analysis of variance (ANOVA) is a collection of statistical models used to distinguish between an observed. Chapter 7 Analysis of Variance (Anova) 7.
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05 (5%), then the corresponding null hypothesis is rejected, and you accept the alternative hypothesis that there is indeed a difference between groups. A repeated measures two way analysis of variance pdf ANOVA two way analysis of variance pdf is one in which the two way analysis of variance pdf levels of one or more. is no more than two. Although there are many types of analysis of variance, these notes will focus on the simplest type of ANOVA, which is called the one-way analysis of variance. One-Way Analysis of Variance Note: Much of the math here is tedious but straightforward.
6 1 wTWo- y a ANOVA Mdeo l. This video is an introduction to the two-way multivariate analysis of variance (two-way MANOVA) two way analysis of variance pdf including a description of how it is used, its elements, and. factor A does not influence variable Y 2. 05) then the variances in the groups are different (the groups are not homogeneous), and therefore the assumptions for ANOVA are not met.
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In its simplest form, a pdf one-way analysis of variance (ANOVA) is called a t-test. If you set the Type one. Two-Way Analysis of two way analysis of variance pdf Variance Note: Much of the math here is tedious but straightforward. .
) to the two way analysis of variance pdf variability within the groups (how much natural variation is there in our measurements? 6anova— Analysis of variance and covariance Example 4: Two-way factorial ANOVA The classic two-way factorial ANOVA problem, at least as far as computer manuals are concerned, is a two-way ANOVA design fromAﬁﬁ and Azen(1979). Two-Way Analysis of Variance 44.
One estimate is called the mean square error (MSE) and is based on differences among scores within the groups. We have previously compared two populations, testing hypotheses of the form H0: µ1 = µ2 HA: µ1 ≠ µ2. Two-way analysis of variance requires that there are data for each combination two way analysis of variance pdf of the two qualitative two way analysis of variance pdf factors A and B. factor B does not influence variable Y 3. What is the difference between a two way anova and a 2 way an? You can then use this new variable two way analysis of variance pdf in the different distribution plots. You start to wonder, however, if the education level is different among the different teams. A one-way ANOVA evaluates the impact of a sole factor on a sole response variable.
Some Graphs from a Two-Sample T-Test Analysis. Tests of Between-Subjects Effects. This will save the residual values as a new variable in the spreadsheet. Analysis of variance (ANOVA) is a statistical test for detecting differences in group means when there is one parametric dependent variable and one or more independent variables. H0: The means of each column (gender) are equal H1: The mean of at two way analysis of variance pdf least one column (gender) is different 3. Application:This statistic has two applications that can appear very different, but are really just two variations of the same statistical question. ANOVA analyzes the variance or how spread apart the individuals are within each group two way analysis of variance pdf as well as between the different groups.
H0: The means of each row (race) are equal H1: The mean of at least one row (race) is different 2. For example, an experiment might be defined by two parameters, such as treatment and time point. The analysis of variance associated with the one-way model is presented. Fifty-eight patients, each suffering from one of three different diseases, were randomly assigned. two way analysis of variance pdf 1 One-way ANOVA Analysis of Variance for a One-Way Layout procedure for one-way layout Suppose k samples from normal populations with mean m1, m2,. What is the "two way" ANOVA? One-way ANOVA compares three or more levels (conditions) of one factor. H0: There two way analysis of variance pdf is no interaction between the row (race) and column (gender) H1: There is interaction between the row (race) and column (gender) The first two hypotheses are essentially one-way ANOVAs for the row (race) or column (gender) variables.
H 0: µi =µall i=1, 2, K, k H 1. MSE estimates σ2 regardless of. The variations (SS) are best found using technology.
In analysis of variance we compare the variability between the groups (how far two way analysis of variance pdf apart are the means? In statistics, the two-way analysis of variance (ANOVA) is an extension of the one-way ANOVA that examines the influence of two way analysis of variance pdf two different categorical independent variables on one continuous dependent variable. Two-Way Analysis of Variance. The two way analysis of variance pdf factors are called the "row factor" and the two way analysis of variance pdf "column factor" because the data is usually arranged into table format. used as data for a second level or ‘random eﬀects’ analysis.
See full list on people. The values in the margins are the. A t -test can be used to compare the difference between group means in an experimental design. Factorial Analysis of Variance 560-3 © NCSS, LLC. Estimated marginal means. Therefore, it is often preferred to visually evaluate the two way analysis of variance pdf symmetry and peakedness of the distribution of the residuals using the Histogram, Box-and-whisker plot, or Normal plot.
Chapter 16 Two-Way Analysis of Variance. 1 two way analysis of variance pdf Notation Here is a key to symbols you may see as you read through this section. In MANOVA, the number of response variables is increased to two or more. There are three two way analysis of variance pdf sets of hypothesis tests for the Two-Way ANOVA.
What an ANOVA does is examine the amount of variance in the dependent variable and tries to determine from where that variance is coming. In 1918, Ronald Fisher developed a test called the analysis of variance. Multivariate Analysis of Variance Examples: • Marketing manager interested in determining if geographic region has an effect on consumers’ taste preferences, purchase intentions, and attitudes towards product • Political analyst interested in determining if party affiliation and gender have effect on views on a number of issues. the effect of factor A on variable Y does not depend on factor B (i. Three null hypotheses are tested in this procedure: 1.
-> ウルトラセブン 新見 pdf
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Random Number Generators
The means that Real Time Gaming is able to generate arbitrary card mixes is via the usage of an arbitrary number generator. Random number generators are not just made use of in cards video games either. When you are playing Craps online, there is an arbitrary number generator that is creating the outcomes of the dice.
As you could have presumed now it is definitely important genuine Time Gaming to utilize one of the most top quality arbitrary number generator that they potentially can. They have to do this to obtain as near to outright randomness as technically feasible. There is a fair bit of technological information that impact outright randomness and also it is handy for a gamer to recognize a few of the fundamentals on just how randomness is purposefully produced to make sure that they can a lot more totally comprehend just how the video game is played.
There are 2 fundamental kinds of arbitrary number generators that are generally utilized. One of the most typical arbitrary number generator is based upon a mathematical formula and also is usually the most convenient to create. Clearly, the high quality of the arbitrary number generator is based upon exactly how well the mathematical formula is composed and also carried out.
One more typical arbitrary number generation approach is making use of climatic sound, just like the white sound that you could listen to on a radio without terminal. This is clearly harder to re-create on the gaming style, nonetheless, the application is still a sensible one.
There are after that mostly 2 significant worries that a gaming internet site, like Real Time Gaming, need to look at previous to picking an arbitrary number generator that is high top quality sufficient for their requiring gamers; you as well as me. There are several high top quality arbitrary number generators that are mathematically composed that are able to do really well.
An additional really vital factor to consider that Real Time Gaming have to take into consideration prior to picking an arbitrary number generator is that of protection. Any kind of program that can be created can be split as well as consequently can be altered for a gamer without the very best of objectives. Live Gaming comprehends this and also has actually opened their arbitrary number generators to 3rd party screening to minimize our safety worries.
The method that Real Time Gaming is able to create arbitrary card mixes is via the usage of an arbitrary number generator. As you may have thought by currently it is definitely necessary for Real Time Gaming to make use of the most high top quality arbitrary number generator that they perhaps can. There are after that mostly 2 significant worries that a betting web site, like Real Time Gaming, should look at previous to selecting an arbitrary number generator that is high top quality sufficient for their requiring gamers; you as well as me. Genuine Time Gaming comprehends this as well as has actually opened their arbitrary number generators to 3rd event screening to relieve our safety and security problems.


Elliott Waves are visually everywhere and yet only exist when mathematically confirmed with the MACD structure.
Without confirmation, Elliott waves can be relative to small moments of price history and not be relative to larger moves or the trend- not relative to an all inclusive picture of the price motion in this regard.
Some Rules on Elliott Waves:
All wave 1 structures are dependent on wave 2 being maintained. The magnitude of wave 1 is the mathematical key that keeps all internal and parent waves structure intact.
Wave 3 is the strongest of waves and most volatile.
Wave 4 is the most complex of the waves and often the most time consuming.
Wave 5 carries less momentum than wave 3.
I do not follow the SPX relative to an Elliott Wave or have any position in the SPX currently.
If there is anything going on in the SPX right now relative to an Elliott Wave sequence off the recent low, 6/16/11, this would be my take…
The MACD reading for the recent pullback resembles more of an A wave triangle wave 4 than a wave 2, and using the actual price points match price motion fairly accurately for a wave 3 projection.
Wave 2 is entirely possible but the beginning of that count can not be easily viewed.
The chart below shows the SPX at the 15min. time frame with notes on the possible count.
This SPX correction was a bit more extended than projections but was relatively close to maintaining the projected price corrections of parent wave 2 looking at the price projections chart.
The chart below shows the price projections using actual price points of the price zero low on 6/16/11 and possible wave 1 high on 6/17/11.
1266.3 was the projected low that needed to be maintained. Price actually never closed below this price although reached lower.
The closest closing price was actually very accurate in maintaining this wave count so far at 1266.32 according to stockcharts.com. Actual extreme lows of the correction were 1262.87.
This structure, and this low, will need to be maintained if this particular count is to be relevant.
So far after reaching what could be the A wave of a triangle wave 4, SPX has corrected higher possibly now in the B wave of the triangle.
This triangle will obviously continue to be perceived as indecision in the price of the markets but according to the wave count, a break higher is expected all things being equal in this analysis.
These projections could last the next few minutes, a day or a week before new calculations would have to be made.
Elliott waves exist until they don’t exist.
At this time I do not plan on keeping a running count of the Elliott Wave sequence in the SPX. I will monitor the pivotal wave 2 low and the wave 5 high of the given price projections.
Some More Notes on Elliott Waves:
Important to remember that every wave 5 is a wave 3 to a degree. The degree being time frame. This implies that every bullish wave is made up of 5 waves, even wave 3.
Divergence of the MACD only occurs between waves 3 and 5. However, at larger time frames this divergence will not be visible.
Hence the highest peak in MACD will represent the peak of a wave 3 of an Elliott Wave relative to time frame and wave count if a 5 wave sequence is present.
At the said time frame where the MACD peak is highest we will view this peak as a wave 3.
At smaller time frames we will see the divergence of internal waves 3 and 5 in the MACD of parent wave 3, and perhaps the completion of a wave 1 not easily viewed of an even larger time frame.
Wave 4 can correct up to the internal wave 2 low of the anticipated 5 wave sequence. This confirms the magnitude of wave 1 as relevant or irrelevant to the anticipated wave count.


What is Monte Carlo Simulation?
Monte Carlo (MC) Simulation is a mathematical tool that allows users to estimate the solution of complex analytical problems. It is widely used in finance to price complex, and sometimes not-so-complex derivatives. The name comes from the gaming tables of the Monte Carlo Casino, as the technique relies on the generation of random numbers.
“We can replace a large part of mathematical knowledge with a Monte Carlo simulator”
Nassim Taleb, Fooled By Randomness
To get an idea of how the technique works, consider a six sided dice. If you roll the dice, you will get a number in the range 1 to 6. The average of these six numbers is 3.5. This is merely the sum of the six numbers divided by 6 [(1+2+3+4+5+6)/6 = 21/6 = 3.5]. This is in fact the best expectation of the outcome of a roll, before you roll the dice, assuming the dice is not rigged. This can be thought of as the “fair price” of the dice. However how can you tell if the dice IS rigged? The easiest way is to roll the dice many times (10,000 times seems to be the number of choice in finance) and average the answer. If the average is not very close to 3.5, then it is a reasonable assumption that the dice are dodgy, and the price is not “fair”. This is what is done in MC simulation. An instrument is priced many times (10,000…) and the average of the prices is the “price” of the instrument. It should be stressed that when using MC simulation to generate risk numbers, a much greater number of simulations must be taken. This is to ensure that the estimated risk values are not confused with prices estimation errors that are a hallmark of MC simulation prices.


A mathematical sequence consists of a series of numbers, usually starting at 0 or 1, all of which are derived from preceeding ones according to formal rules. In other words, no matter where you are in the sequence you ought to be able to deduce what the following number should be.
One of the most well-known sequences was one derived by the Italian medieval mathematician known today as Fibonacci. In his Liber Abaci, published in 1202, he explained a simple sequence, where every number is the sum of the two numbers preceeding it. So the result is:
1 1 2 3 5 8 13 21 34 ...The fascinating thing about it is that this sequence is actually found in nature with amazing frequency. Fibonacci himself used the cute (pre-Australian cute) example of the multiplication of rabbits in his book. Since then, it's also been found to apply to such varied things as shell spirals, branching plants, flower petals, seeds, pine cones, leaves... It seems almost everywhere you look there is lurking a Fibonacci sequence.
So what does all this have to do with fiber? There are easy ways to use the Fibonacci sequence in designs, both for color and texture. And the results somehow always manage to look pleasing to the human eye, which is probably because the sequence looks so... natural! See for instance this improvised sock - doesn't it look like someone racked her brain to come up with something so sophisticated? And you don't need to use a whole lot of the sequence for the effect to take hold visually - instead of using 3 uniform thin stripes for instance, make the 3rd twice as wide, and see the result...
So let's think of some obvious ways to use the sequence:
a...a aa bbbbb aa bbb aa bb aa b aa b a...aor when both colors work together:
aa bbbbb aa bbb aa bb aa b aa b
aaaaaaaa b aaaaa b aaa bb aa bbb a bbbbb a bbbbbbbb
Here is a Fibonacci rib - a 4x4 ordinary rib is livened up by changing the pattern every Fibonacci number of rows.
aaaa bbbb aaaa bbbb bbbb aaaa bbbb aaaa aaaa bbbb aaaa bbbb bbbb aaaa bbbb aaaa aaaa bbbb aaaa bbbb aaaa bbbb aaaa bbbb bbbb aaaa bbbb aaaa bbbb aaaa bbbb aaaa aaaa bbbb aaaa bbbb aaaa bbbb aaaa bbbb aaaa bbbb aaaa bbbb bbbb aaaa bbbb aaaa bbbb aaaa bbbb aaaa bbbb aaaa bbbb aaaa
And this is a Fibonacci doodle - switch rows every Fibonacci number of rows.
abbbbbbbbbbbbbbbbbbbbbbbb babbbbbbbbbbbbbbbbbbbbbbb bbaabbbbbbbbbbbbbbbbbbbbb bbbbaaabbbbbbbbbbbbbbbbbb bbbbbbbaaaaaabbbbbbbbbbbb bbbbbbbbbbbbbaaaaaaaabbbb
There is nothing original about this, it's all been very well known for a long time, and once your eye gets tuned to it you'll notice uses of the sequence in many designs. But it all works so well to give pleasing designs that there's no reason not to make use of it liberally...
First published: 01/21/03
All rights reserved. © Fuzzy Galore 2002-2006.


Starrett 81967 Tri-Square 18 x 24 x 4 3-Face Granite, Grade AA - Laboratory. Three-Face Granite Tri-Squares provide an excellent, economical way for accurately checking the X-Y-Z axes on CNC machine tools and coordinate measuring machines. Lying in the horizontal position, the X and Y axes can be checked for 90º squareness. With the square in the vertical position, tracing along the vertical edge of the square can check the perpendicularity of the Z axis. Granite tri-squares may also be used in the same manner that steel squares would be used for the direct checking of squareness and straightness.


Advance Program: Grade 2-9
Our summer Advance Program is an 8-week program offered in Denver. Students will meet 3 times per week for Critical Reading, Grammar & Essay Writing, and Mathematics Problem Solving. Take advantage of the summer to enhance your child's problem solving skills in reading, writing and math.
How Does our Reading, Writing, Math Program Work?
Designed to prepare for the upcoming school year, our small group classes (10 students or less) are interactive in learning. Similar to private tutoring, our students will receive personalized attention from our instructors with the benefits of working together with their peers.
Our dynamic program will support a student's ability to excel in critical reading and comprehension, writing composition, and mathematics. Special focus shall be on building vocabulary, thinking critically, collaboration and organization, preparing students to meet the challenges of their next school year.
The ability to read critically is essential for students to develop for success in academia and eventual careers. At Good Morning Education, in addition to reading classical novels, students shall be applying critical reading skills for standardized exams such as PARCC and PSAT. Students will gain strong reading skills by learning how to read effectively, improving their comprehension and analytical skills.
Translate school math to the real world. We focus on math word problem types that are seen on many standardized tests like PARCC, ISEE, SSAT, PSAT, SAT, and ACT. Learn how to apply school math to real world situations. Build math problem solving skills.
Grammar is the foundation of the English language. Students shall master fundamental and intricate grammar rules to become a better writer and speaker.
Build skills on writing: descriptive, expository, persuasive, and analytical essays. Students will translate their learnings onto a wide range of essays and be well prepared for their next academic endeavor.
Vocabulary is extremely important in reading, writing, listening, and speaking. At Good Morning Education, students study over 100 essential vocabulary words and roots every week.
Different Level for Different Student
Our Lower Level students are from grades 2 to 4. With solo reading and group reading, students have various writing exercises like book reports and descriptive essays. For math, students will be learning their new concepts with their own grade-level workbook so that they can master new math concepts. Last must not least, students will be working on a long term project (4 weeks) to build their teamwork skills.
Our Middle Level program is designed for students who are in grades 5 to 7 to get a headstart for their upcoming school year. Students will read many classic novels with in-class discussions and practice critical passages from standardized tests like PARCC. For writing, students will practice a wide range of essays but focus on expository and persuasive essays. For math, students will be learning their new concepts with their own grade-level workbook so that they can master new math concepts. Students will have a long-term project (5 weeks) to build their teamwork skills.
Our upper level program is designed for students who are in grades 8 and 9. Students will read many classic novels with in-class discussions and practice critical passages from standardized tests like PSAT. For writing, students will practice a wide range of essays but focus on persuasive and analytical essays. For math, this group will split to geometry and algebra 2 so that they our students can master their new math subject in 8 weeks. Students will have a long-term project (5 weeks) to build their teamwork skills.
Our Students Have Been Accepted To
Call us at anytime. That's right... any day, anytime.


is pretty neat how it works out. This is amazing CHOCOLATE math!!!!!!!
DON'T CHEAT BY SCROLLING DOWN FIRST!
It only takes about a minute.......
Work this out as you read.
Be sure you don't read the bottom until you've worked it out!
This is not one of those waste of time things, it's fun (& it's about chocolate).
First of all, pick the number of times a week that you would like to have chocolate ....
for more than once but less than 10)
Multiply this number by 2 (Just to be bold)
Add 5. (for Friday Night)
Multiply it by 50 (being a bit stupid)
I'll wait while you get the calculator................
If you have already had your birthday this year add 1751....
If you haven't, add 1750 ..........
Now subtract the four digit year that you were born. (if you remember)
You should have a three digit number The first digit of this was your original number (i.e., how many times you want to have chocolate each week). The next two numbers are your age.
IMPRESSIVE ISN'T IT?
THIS IS THE ONLY YEAR (2001) IT WILL EVER WORK,
SO SPREAD IT AROUND WHILE IT LASTS.


When parents come along to school meetings, EAL team are around to support them. EAL team members speak Arabic, Urdu, Somali, Swahili, Polish, Dari, Farsi, Kurdish, German, Azari and Turkish.
Parents who come along to our Maths and Reading meetings really help their children to learn so much more.
Here are photos of parents and children learning how to use Numicon sets in one of Mrs Wright's maths sessions.
Children love it when their parents get involved in their learning!


2013 Academic Year Seminars
Speaker(s): Dan Cornford
In this talk I will address the issue of how to incorporate prior knowledge in the form of complex computer simulators in Bayesian analysis. I will start by providing a rationale for a Bayesian approach to treating complex (natural) systems. I will introduce the concept of emulation, which is the approximation of computer simulators by statistical models. I will introduce the Managing Uncertainty in Complex Models project and highlight the role that Gaussian processes play in emulation. I will then discuss two particular aspects of emulation, namely the emulation of dynamic and stochastic simulators. I will show what progress has been made, and suggest the remaining open questions and speculate on possible solutions.


You can find more information about my research and projects on https://research.carolin-zoebelein.de and my blog https://Samdney.github.io.
2013/02 - 2013/03 Collatz conjecture, Spending time with papers about the conjecture, Developing of my own proof ideas and writing  Since 2009 Prime numbers, Research on the distribution of primes, their influence on physics and questions of the (in)security of prime number based encryption algorithms.
- Research on the (in)security of encryption algorithms including testing of different prime number based modifications and the influences of the results of my work
- The distribution of primes: In sections representation of prime numbers (see also my work ), Recursive dependencies
- Influence of prime numbers on physics (nice overview of research at )
- Research on known prime number conjectures: Goldbach's conjecture, Twin primes, Legendre's conjecture, Riemann hypothesis
- Properties of the set of integer divisible numbers: Basis changings, Different subgroups, Representation ways (representation theoretical, elementary algebraic and geometrical)
...Content revision - Rest will follow soon!
 About the proof of the Collatz conjecture, Carolin Zöbelein, arXiv: 1303.2073 [math.GM], (Date: v1 - 2013/03/08, v2 - 2013/03/12)  The recursive structure of the distribution of primes, Carolin Zöbelein, arXiv: 1411.2824 [math.GM], (Date: v0.1 - 2014/10/31, v1 - 2014/11/07)  Surprising connections between number theory and physics, Matthew R. Watkins, https://empslocal.ex.ac.uk/people/staff/mrwatkin/zeta/surprising.htm >>


How much do maths teachers earn in South Africa per month?
Secondary Teacher Certification (Grade 9-12) Jobs by Salary
|Mathematics Teacher||Range:R135k – R373k||Average:R239,214|
|Secondary School Teacher||Range:R100k – R346k||Average:R235,319|
|Stock Controller||Range:R58k – R211k||Average:R116,734|
|Data Capturer||Range:R41k – R168k||Average:R97,046|
How much does maths teachers earn in South Africa?
Using data from salary database PayScale, the salary range for primary school teachers in South Africa is between R80,000 and R275,000 with the median sitting at R177,500. For high school teachers, pay increases, ranging between R120,000 and R300,000, with the median sitting at R200,000.
How much do teachers earn in SA Monthly?
Teacher Average Salary
The average salary for a Teacher in SA is R 258 060 gross per year (R 21 510 gross per month), which is 7% lower than the South Africa’s national average salary. Salary Range: a Teacher can expect an average starting salary of R 182 500. The highest salaries can exceed R 618 000.
How much do teachers earn in South Africa 2020?
The average salary of a teacher in South Africa is R32,704 monthly. A teacher can earn as much as R189 per hour, and a whopping average of (or more than) R 392,444 yearly.
What is the salary of maths lecturer?
The highest salary for a Math Lecturer in India is ₹3,08,284 per month. The lowest salary for a Math Lecturer in India is ₹17,500 per month.
How much do Grade R teachers earn?
A mid career Grade R Teacher with 4-9 years of experience earns an average salary of R 7 000, while an experienced Grade R Teacher with 10-20 years of experience makes on average R 7 800. Grade R Teachers with more than 20 years of experience may earn more than R 7 700 per month.
How much do primary teachers earn per month in South Africa?
A mid career Primary School Teacher with 4-9 years of experience earns an average salary of R 17 000, while an experienced Foundation Phase Teacher with 10-20 years of experience makes on average R 23 000. Primary School Teachers with more than 20 years of experience may earn more than R 25 000 per month.
What is the starting salary for a maths teacher?
How much do Maths Teacher jobs pay in different locations?
|South East London||£47,500||£45,860-£57,897|
|South West London||£44,221||£42,500-£47,500|
Do math teachers get paid more?
College-level math teachers tend to earn higher salaries than high school math teachers do. Experienced teachers tend to have higher earnings than new teachers do. Each additional year of teaching experience can boost a public high school teacher’s salary by an average of 2.12 percent. … 17 percent increase in pay.
How much does an average maths teacher earn?
The average Maths teacher salary in London is £28,217.
Where are math teachers paid the most?
Highest paying cities in United States for Mathematics Teachers
- 38 salaries reported. $68,370. per year.
- Houston, TX. 71 salaries reported. $57,170. per year.
- Philadelphia, PA. 47 salaries reported. $53,589. per year.
- Chicago, IL. 60 salaries reported. $51,694. per year.
- Jacksonville, FL. 112 salaries reported. $50,815. per year.
How much does a Grade 1 teacher earn in South Africa?
Elementary Teacher Certification (Grade 1-5) Jobs by Salary
|Elementary School Teacher||Range:R36k – R304k||Average:R176,999|
|Educator||Range:R118k – R309k||Average:R197,126|
|Teacher||Range:R49k – R286k||Average:R190,302|
|Tutor||Range:R24k – R66k||Average:R25,042|
How much do nurses earn in South Africa per month?
The average salary for a Nurse in SA is R 341 620 gross per year (R 28 470 gross per month), which is 21% higher than the South Africa’s national average salary. Salary Range: a Nurse can expect an average starting basic salary of R 144 200. The highest salaries can exceed R 583 500 (excluding benefits and allowances).
What kind of teachers get paid the most?
15 highest-paying teaching jobs
- Library technician. National average salary: $16.12 per hour. …
- Special education teacher. National average salary: $17.00 per hour. …
- Elementary school teacher. …
- English as a second language teacher. …
- Health educator. …
- High school teacher. …
- Guidance counselor. …
- Learning and development coordinator.


The 11th Kapek Kenya mathematical Olympiad KKMO
Mathematics plays an important role in all sectors of the economy and in particular in the artificial intelligence and Machine learning. These are vibrant fields with wide application in manufacturing, health, security and real estate. Strengthening mathematical skills is therefore shows the University of Nairobi’s commitment and support of the Big 4 Agenda launched by the His Excellency President Uhuru Kenyatta.
The 11th Kapek Kenya mathematical Olympiad KKMO is the rebranded Kenya Mathematical Olympiad is a high school competition that aims to select the Kenyan teams to the International Mathematical Olympiad and the Pan African Mathematical Olympiad. This is the 11th edition and the first round is on the 12th of March 2020. The first round is conducted at the schools . The first round consists of the Junior and the Senior category. The top 200 students in the senior category and the top 100 students in the Junior category will be invited for the second round. The Second round will be conducted at the School of Mathematics, University of Nairobi on the 30th of May 2020. The top 40 students in the second round will be invited to participate in the third round on the 20th of June at the school of Mathematics, University of Nairobi. There will be cash awards and medals to be given in the third and final round. Schools participating in the Olympiad will also receive monthly KCSE revision papers and exercises to boost their performance. This is part of the outreach program by the School, of Mathematics, University of Nairobi. The school of Mathematics is based at the The top 6 students in the third round of the KKMO will represent Kenya in the International Mathematical Olympiad in Washington USA in 2021.
Registration is ongoing and the details can be found on the KKMO website. All the information regarding the registration requirements and fee are available on this website. KKMO is organised in partnership with Botosoft Technologies under their KAPEK brand of a combined geometrical set and calculator.
All students who have made it to the IMO or PAMO Kenyan team have excelled in their KCSE exams and obtained grade A- or higher, and most make it to the top 100 students in KCSE. In 2010 Albert Wandui was in the PAMO team to the Ivory Coast and was also the best student countrywide in that years KCSE exam. Charles Onyango of Maranda School was also in the IMO2017 team and he got a full scholarship to Seoul National University to study mathematics and computer science. Cynthia Migika of Alliance Girls’ High School got Kenya’s first silver medal in PAMO 2016 in Senegal.
The type of questions in the olympiad are designed to promote problem solving and analytical skills. They provide an appreciable challenge, provoke thought and the spirit of wonder. Often times the student has the requisite background knowledge but the questions demand application of something different from the memorized concepts and routine techniques in the standard curriculum. It requires creative insight, drawing connections not explicitly given, and seeing things in brilliant ways as well as thinking with both imaginative clarity and logical persistence.
The competition provides an excellent link between the University lecturers, and secondary school teachers and students. It also gives a path for the talented student to explore his or her abilities beyond the standard curriculum as well as new and exciting content for mathematics clubs in high School. Students who participate in Olympiads stand a high Chance of getting scholarships in ivy league and elite universities.


SwissMAP is organizing the conference "Women in Geometry and Topology" that will bring together leading experts and young researchers. Topology is a generalization of analysis and geometry. Topology and Differential Geometry Also, current research is being carried out on topological groups and semi-groups, homogeneity properties of Euclidean sets, and finite-to-one mappings. The Geometry and Topology of Coxeter Groups is a comprehensive and authoritative treatment of Coxeter groups from the viewpoint of geometric group theory.
Geometry and Topology Seminar. Welcome to Topology and Group Theory. Geometry Imagine a surface made of thin, easily stretchable rubber. Geometry and three-manifolds 1. CW complexes are the basic building blocks of spaces. In other words, for any non empty set X, the collection is an indiscrete topology on X, and the space is called the indiscrete topological space or simply an indiscrete space.
Topology geometry layer hierarchy is explained in Topology Geometry Layer Hierarchy. For example, a circle, a triangle and a box have the same topology. Geometric group theory closely interacts with low-dimensional topology, hyperbolic geometry, algebraic topology, computational group theory and differential geometry. Geometry is the study of symmetry and shape.
Differential Geometry and Topology
Tran University of Oklahoma Time and Place. Geometry and topology are important not just in their own right, but as tools for solving many different kinds of mathematical problems. I have created all the pictures on Google Sketchpad. For more information, contact Shaosai Huang.
Metric spaces with symmetries and self-similarities 90 3. The examples here come from two datasets: magnetic resonance images of cerebral arteries and photographic images of fruit fly wings. Torus Games Eight familiar games introduce children age 10 and up to the concept of a finite yet unbounded universe.
His mathematical research is in 3-dimensional geometry and topology.
Geometry - Topology; "What is the difference? For a topologist, all triangles are the same, and they are all the same as a circle. Geometry and Topology Seminar Monday, November 05, at pm to pm The Major in Mathematics. Each of these subjects pro-vides concepts and a natural context for phrasing questions such as those about the design of soccer balls, and some-times for answering them as well.
For example, the surface at the. An edge knows what curve it lies on. The Texas Geometry and Topology Conference is committed to the strengthening and enrichment of the mathematics personnel base. Our research specialises in low-dimensional topology, which includes surfaces, knots, 3-manifolds, and 4-dimensional spaces. Geometric group theory is an active and relatively new area which became a clearly identifiable branch of mathematics in the late s and early s and continues to this day. Topology Seminar, Mon 3. April 23—27, Geometry, Topology and Physics I — 2 — M.
Please go to the Math Meetings conference page. It takes into account developments in the subject matter since This is a week long event with two components: Part I, where basic concepts in geometry and topology will be introduced, followed by Part II, which will be a workshop aimed at more advanced undergraduates. In the area of geometric topology the emphasi. Information about admission on a non-degree basis is here.
KEYSER This time of writing is the hundredth anniversary of the publication of Poincare's first note on topology, which arguably marks the beginning of the subject of algebraic, or "combinatorial," topology. Karoubi generalized it to construct a Chern character for. We have lively and well-attended seminars, and one of our key goals is the cross-pollination of ideas between geometry and topology.
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Complete Graph K12 on Surface of Genus Mapping: Models are always models of something, i. The conference dedicated to the centennial anniversary of Vladimir Abramovich Rokhlin However, I am interested in algebraic geometry though the material treated in Bredon's text is certainly of relative interest to me and find Bredon's "Topology and Geometry" to be a superb treatment of the algebro-topological tools which may have some utility in my future studies Bredon takes a more geometric approach.
It also provides a comprehensive set of geometry test cases, and the TestBuilder GUI application for working with and visualizing geometry and JTS functions. The principal areas of research in geometry involve symplectic, Riemannian, and complex manifolds, with applications to and from combinatorics, classical and quantum physics, ordinary and partial differential equations, and representation theory. DropTopology — Use with caution: Drops a topology schema and deletes its reference from topology. Topology is simply geometry rendered exible. Many systems employ sensors to interpret the environment.
Morse Theory. Besides the scientific program comprising plenary talks and short talks by junior participants, the program will include a round table on the role and challenges of women in mathematics, moderated by journalist Hanna Wick. Florida State University. Top of Page.
Mathematics, Cambridge University, England. Nearly two decades of experience in Internet topology measurement, analysis, modeling, and visualization support our current state-of-the-art results in this area. Two sets of notes by D. Becker and Daniel Henry Gottlieb x1. Role of metrics in geometry and topology 84 3. Despite the similarity in names, those are very different domains - sufficiently different for there not to be any natural order for studying them, for the most part. This page is no longer maintained.
Irfan jamil. It is used in nearly all branches of mathematics in one form or another. Mathematics — Introduction to Topology Winter What is this? This is a collection of topology notes compiled by Math topology students at the University of Michigan in the Winter semester.
- The Living Light.
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Geometry deals with shapes and relative positions and sizes of figures, and properties of space such as curvature. But if we wish, for example, to classify surfaces or knots, we want to think of the objects as rubbery. That is, we allow ourselves to stretch surfaces but not to tear them. Most of these books are in PDF format. Because of this relation, many questions which seem utterly hopeless from a purely topological point of view can be fruitfully studied. Topology is at present less exploited in machine learning, which is also why it is important to make it more available to the machine learning community at large.
Depending on their mathematical interests, students will then be able to take more advanced graduate courses in pure and applied mathematics. So I think it could be important to explain clearly the difference s between these two notions. A Short Course in Differential Geometry and Topology is intended for students of mathematics, mechanics and physics and also provides a use-ful reference text for postgraduates and researchers specialising in modern geometry and its applications.
Groups generated by reflections are ubiquitous in mathematics, and there are classical examples of reflection groups in spherical, Euclidean, and hyperbolic geometry. To apply for financial aid, please fill out the registration form. Posts about Topology and Geometry written by Vivek.
Part III (MMath/MASt)
Suppose that the. Geometry and topology are therefore linked in a natural way to many other fields of mathematics. Many thanks to Seonhwa Kim for preparing these videos. Springer GTM 82,. It also deals with subjects like topological spaces and continuous functions, connectedness, compactness, separation axioms, and selected further topics such as function spaces, metrization theorems, embedding theorems and the fundamental group. Find out more by clicking on the image above. Modern Geometry is a rapidly developing field, which vigorously interacts with other disciplines such as physics, analysis, biology, number theory, to name just a few.
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Tedi C Draghici Associate Professor. Thank you for visiting! This is a website for posting my mathematics. A look at the table of contents of Bredon's "Topology and Geometry" got me to really want to read it I really like the emphasis on the differential side of things. The topics of the conference follow the main areas of research of Rokhlin: Topology, Geometry, and Dynamics. Perhaps someone will develop a whole new direction for mathematics in order to handle the P versus NP question.
We are interested in the computational aspects of the geometry and topology of mathematical objects such as curves and surfaces. PDE Geometric Analysis seminar. More recently, the interests of the group have also included low-dimensional topology, symplectic geometry, the geometric and combinatorial study of discrete groups, and dynamical systems. Submissions describing applications are welcome. Addison-Wesley, This text was used in my first introduction to manifolds as a student.
Nicolaescu, L. World Scientific, Very nice presentation and progression of topics from elementary to advanced.
A Course of Differential Geometry and Topology – Mishchenko, Fomenko | Mir Books
Benjamin, NY, Sternberg, S. Lectures on Differential Geometry.
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Warner, F. Scott Foresman ; reprinted by Springer in hardcover, and again later in softcover. Books in the next group go only briefly through manifold basics, getting to Riemannian geometry very quickly. Richard L. Bishop and Richard J.
Crittenden, Geometry of Manifolds. Academic Press, ; reprinted later by Dover. Noel Hicks, Notes on Differential Geometry. Van Nostrand, Nice, short small pages , and out of print. Books in the next group focus on differential topology, doing little or no geometry. Remember that differential geometry takes place on differentiable manifolds, which are differential-topological objects. Some of the deepest theorems in differential geometry relate geometry to topology, so ideally one should learn both.
Hirsch, M. Milnor, J. University Press of Virginia, later editions published through at least A page gem. Less elementary books. These either assume the reader is already familiar with manifolds, or start with the definition of a manifold but go through the basics too fast to be effective as an introductory text. An excellent reference for the mathematics of general relativity: geometry in the presence of a Lorentz metric indefinite as opposed to a Riemannian metric positive definite.
Bott, R. A beautiful book but presumes familiarity with manifolds. Cheeger, J. Kobayashi, S. A classic reference, considered the bible of differential geometry by some, especially for the material on connections in vol.


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There’s a new battlefield in the culture wars: mathematics.
Last week Texas passed a law that prohibits teaching Critical Number Theory in in all schools through Grade 12. The law defines Critical Number Theory as “math that parents don’t understand, or like.”
Texas Gov. Gregg Abbott stated that Texas will now teach only Freedom Math. “Schools should teach students how to think, not what to think,” he said. “If a student says that two plus two is five, that’s okay because math is an issue of personal freedom. Freedom to choose, even in math, is Texas’ sacred heritage. Remember the Alamo!”
Not to be outdone, Florida Gov. Ron DeSantis proposed that Florida schools teach only Positive Math. “Under Critical Number Theory, students learn about negative numbers, irrational numbers, and even imaginary numbers,” DeSantis said. “This is nonsense. The only irrational and imaginary numbers I know of are the Democrats socialistic tax-and-spend plans. Children should learn to use only positive numbers–numbers such as 1776, 54-40 or fight, and 75 miles an hour. These are American numbers. Patriotic numbers.”
However, the Evangelical wing of the Republican party resists both Abbott’s Freedom Math and DeSantis’ Positive Math. “Math should honor God’s Favored Numbers,” said Dr. Jerimiah Roberts, pastor of the 34,000-member Fellowship Christian Church of Oklahoma City. “God likes three and seven. Three is obvious–The Holy Trinity. But God also loves seven–seven sacraments, seven cardinal virtues, seven days of creation, seven days of Passover, etc. God does not like the number 6 because 666 is the Devil’s number. To please God, we have developed a mathematical system that eliminates the number 6 but quadruples the number of 3s and 7s. We count to ten as follows: 1, 3, 7, 2, 3, 4, 3, 7, 5, 7, 8, 3, 7, 9, 10.”
Rather than enjoying the Republicans’ quarrel, the Democrats are fighting each other. Progressives are demanding that Identity Math supplant the traditional math of the moderates. Under Identity Math, each self-proclaimed Identity Group can adopt its own math, one that reflects its singular culture, traditions, and values.
A manifesto issued by Reps. Ocasio-Cortez, Omar, Pressley, and Tlaib stated:
“Today, we teach the culturally imposed system of Exploitive Math. For most of human history mathematics was a beautiful tapestry of cultures and races. The earliest mathematicians were the Egyptians and the Sumerians. Then Pythagoras (570 – 490 BCE) and Euclid (325 BC – 265 BC), two Gay men, developed math’s basic principles.
“Later, Hypatia (375-415 CE), a Greek Egyptian, Aryabhata (476–550 CE), a Hindu, and Al-Khwarizmi (780 – 850 CE), a Moslem, brought mathematics to its zenith as a diverse and inclusive study. But around 1600 math was captured by European capitalist to calculate probabilities of shipwrecks, rates of return on investments, gains on currency arbitrage, and level payment mortgages–all to exploit peoples and nature.
“Straying from its multicultural legacy, mathematics became White Guys Club. Every important mathematician since 1600—Newton, Leibnitz, Euler, Gauss, Cantor, Riemann, Lagrange, Laplace, etc.—was a White Male. Exploitive Math is analytical, and therefore, by definition, divisive. It places impersonal objectivity above communitarian values and holistic thinking. It exalts symbolic thinking while ignoring the lived experiences of organic communities.
“Exploitive Math, taught in schools today, must be replaced by a rainbow of unique and authentic mathematic systems that are deeply rooted in customs and heritage of each students’ Identity Group. All such cultures, and all such math systems, are equally valid.”
Rep. Pramila Jayapal of Seattle, who chairs the Progressive Congressional Caucus, agrees. “Every Identity Group deserves its own mathematics. Anything less is cultural genocide.” She praised both the Seattle and San Francisco School Boards for allowing students to meet their high school mathematics requirement by demonstrating proficiency in any one of 187 separate Identity Group math traditions.


More of a visual learner? Watch my YouTube video as I go through the data collection and analysis!
Scratch-off lottery tickets are one of the most widely available forms of gambling that you can take part in. These tickets are usually in the price range of about $1 to $30, and allow you to win prizes that range anywhere from a free chance at another lottery ticket, to jackpots in the tens of millions of dollars.
But what is the true value of a lottery ticket? The state lotteries have to be making a profit, but how large of a profit are they actually making? Are tickets worth 99% of the price you pay for them? 85%? What about 50%? Considering the amount of people that play these scratch off lottery games, it’s kind of surprising how this information is not common knowledge.
In this article, we’ll be going over how to calculate the expected value of a lottery ticket, and finding out how large of a return we should expect to see from our purchase.
First of all, we’re going to need some data. In order to calculate the true value of a lottery ticket, we will need each prize, along with the odds of winning that prize. Fortunately for us, many state lotteries provide these detailed odds on their websites. Today we’ll be looking at the value of scratch offs from the California State Lottery.
The PDF below gives us all of the ongoing games and possible prizes to win, which is all that we need in order to calculate the expected value of a ticket. This chart shows the possible prizes and odds of a $30 game called $10,000,000 Bankroll, which we will be using as our example.
The way that we can calculate the true value of this ticket is by finding the value of each individual prize, and then adding all of those values up.
To find the value of the possibility of winning an individual prize, we can use the following formula:
Let’s first calculate how much the chance to win $10,000,000 is worth. We have a 1 in 3,000,000 chance at winning $10,000,000, so $10,000,000 * (1 / 3,000,000) = $3.33. This means that the chance of winning $10,000,000 from this ticket is worth $3.33 on its own.
When we use this formula for all 12 possible prizes we could win from this ticket and add them all up, we get a total value of $23.96. However, this ticket costs $30 to buy, which means that on average, you will only get about 78.9% of your money back. Compared to other methods of gambling, this is an awful return, considering that games such as blackjack and roulette are upwards of 95%.
But, let’s not look at just one ticket, let’s look at all 57 scratch off lottery games that are currently being advertised. First of all, let’s look at the expected return of the ticket, grouped by the ticket’s price:
We can see that as the price of the ticket increases, the % return increases as well. The return is as low as 59.7% for a $1 ticket, and reaches as high as 80.5% return for a $30 ticket.
So does this mean that we should be buying the more expensive tickets, since they have a higher expected return? Absolutely not. With the more expensive tickets, we are losing a lower percentage of the amount we paid, but we are wagering a larger amount, leading us to a higher total expected loss. The chart below shows the expected loss in dollars grouped by the price of the ticket:
We are only expected to lose about $0.40 when buying a $1 ticket, and we are expected to lose nearly $6 when buying a $30 ticket.
The last metric that we will calculate is the overall probability of winning a prize from a ticket. We can do this by simply adding up all of the odds from our table. For example, if we had a 20% chance at winning $5 and a 10% chance at winning $15, we would have a 30% chance at winning either of those two prizes (20% + 10% = 30%).
After adding up all of the probabilities from the $10,000,000 Bankroll game that we were looking at, the overall probability of winning a prize seems to be 35.9%, which means that you have just over a 1 in 3 chance of winning a prize when buying this ticket.
Let’s take a look at the probability of a winning ticket, grouped by the price of the ticket:
We can see that the more expensive tickets have a higher chance at being a winning ticket, while the cheaper tickets have a worse chance. A $1 ticket has a 22% chance of winning any prize, while a $30 ticket has a 36% chance of winning any prize.
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You will almost never see a scratch off lottery ticket with a positive expected return, but I have seen one occasion where this has happened. If you want to learn more, check out my video on the story of Cash Winfall on YouTube.
Hopefully this article allows you to make more informed choices while gambling on scratch off lottery tickets, and if you’d like to take a look at the odds of winning prizes for any given ticket, you can go to CaLottery’s Website and scroll down and click on “See Odds for all Prize Levels for all Active Scratchers Games”.
If you enjoyed this article, feel free to check out some of the other analyses that have been written on MindingTheData.com, or follow us on Instagram @MindingTheData. Also, if you’re interested in something that actually has a positive expected value, check out my posts on Sports Betting or the Yotta Savings App. Thanks for reading 🙂


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Dr. Jeffrey Darrow | 423.869.6420 | [email protected]
The math program at LMU is designed to provide a thorough knowledge of math’s requisite fields — algebra and analysis—and familiarity of the basic tenets of number theory, set theory, and logic. Math majors are afforded individualized attention through small class sizes and capable, dedicated professors.
Accomplished freshmen may start in Calculus II, followed by Calculus III; aspiring mathematicians without sufficient background are required to take Calculus I, and are advised to start in trigonometry. After successful completion of Calculus III, all students encounter a junior-level course in logic and set theory. Students pursuing teacher licensure are required to take junior level courses in discrete math, (modern) geometry, and history of math. Students not pursuing teacher licensure will study differential equations and linear algebra at the junior level and introductory real analysis at the senior level. These students also will have the opportunity to take electives at the junior and senior levels. All math majors take a freshman-level introductory computer programming course, a sophomore-level course in elementary linear algebra, a junior-level calculus-based probability and statistics course, and a senior level course in abstract algebra.
Mathematics has the unique distinction of being applied to virtually every endeavor.
Moreover, many employers seek math graduates whom they trust to learn by reasoning
over a person trained to perform particular tasks. Consequently, a degree in mathematics
can lead to a career in any industry, especially those that employ scientific methods.
Professional employment possibilities for math majors include actuarial training,
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science, numerical analysis, pharmaceuticals, quality control, operations research,
and statistics. Admission into most graduate and professional programs, regardless
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requirements and even undergraduate degrees in the sciences, especially chemistry,
rely on mathematical skills that coincide with the requirements for a mathematics
As you will see in the links below, students can earn their Bachelor of Science Degree in math while also obtaining their initial teacher licensure.