Programming Example: Fraction Math
This topic presents a programming example designed to incorporate the concepts examined up to this point. The vehicle for this example is a "fraction math" application, which allows the user (such as a grade school child, or parent of that child trying to help their kid with the homework) perform one of the four basic arithmetic operations (addition, subtraction, multiplication, or division) on a pair of fractional numbers.
The program will allow the user to choose one of the four operations (add, subtract, multiply, or divide). Text boxes will be presented for the user to enter in the two terms of the problem (the problem will be limited to two "terms", or items to be operated on). Each term can be either a fraction (for example, ), a mixed number (for example, 2 ), or a whole number (for example, 4). Therefore, each term will consist of three textboxes: one for the whole number portion of the problem (if any), one for the fraction numerator, and one for the fraction denominator.
After the user has entered the data for the problem and clicks the "Calculate" button, the program will display the result of the calculation. The result is expressed as a fraction, reduced to lowest terms.
The form also contains a "Clear" button, which allows a user to perform a new calculation, and an "Exit" button, which allows a user to exit the program. The form uses appropriate tabbing order and access keys.
In case you are a little rusty, here is a brief review of fraction math:
First, if there is a mixed number in the problem, convert this to a fraction by multiplying the integer portion of the number by the denominator of the fraction, then add the numerator to this result. This result becomes the new numerator, and the integer portion is discarded.
For example, 2 becomes .
After converting any mixed numbers to fractions, you must find a common denominator for both fractions. Adjust the numerators appropriately for the new denominators by multiplying the numerator by the same number you used to get the new denominator, add the numerators together and place that result over the common denominator, then convert the result back to a mixed number.
2 + = ?
2 + = + = + = = 3
(Similar to addition.) After converting any mixed numbers to fractions, you must find a common denominator for both fractions. Adjust the numerators appropriately for the new denominators by multiplying the numerator by the same number you used to get the new denominator, subtract the numerators and place the difference over the common denominator, then convert the result back to a mixed number.
2 - 1 = ?
2 - 1 = - = - = = 1
Convert any mixed numbers to fractions. Multiply the two numerators; that product becomes the new numerator. Multiply the two denominators; that product becomes the new denominator. Convert the final result back to a mixed number.
(Similar to multiplication.) Convert any mixed numbers to fractions. Switch the numerator and the denominator of the second factor. Proceed as in multiplication.
The programming solution consists of two forms (a splash screen and the main form).
When the user first runs Fraction Math, the following "splash screen" briefly appears:
The main screen then appears, where the user can select which operation they wish to perform ("Add" is the default) and key in the numbers that make up the problem:
When the user clicks the Calculate button, the solution is displayed. Note that some of the intermediate results of the solution were displayed. This was a design choice; others might have opted to just display the final result.
This program incorporates the following:
Note: For the lines that appear between the numerator and denominator of the fractions, labels were used. You can use a label to create a horizontal line by setting these properties as follows:
Autosize = False
BorderStyle = FixedSingle
Text = (none)
Size: Height = 2
Download the VB project code for the example above here.


Do you think if you flipped a coin in a mint, it would show heads more than tails? Imagine if we set up a small coin-stadium in or adjacent to the mint where the coin was made, where other coins would sit around watching the coin get flipped. Say we flipped the coin outside of the stadium first a bunch of times and showed that it was relatively 50/50 whether it was going to be heads or tails, but then we went back to this mint-stadium and flipped the coin 3,879 times, and it turned up heads 2,219 times. With a simple statistical test, you can show that the probability of a 50/50 coin giving this result in the stadium is 0.000000000256%.
Football is not a coin. However every team – no matter how good or bad – plays 16 games in the regular season: 8 of those at their own stadium and 8 of those at an opponents stadium, so a good team will play at home as much as a bad team will. Yet when you run through the stats the ‘home field advantage’, i.e that the home team are more likely to win than the away team, is more statistically significant () than the detection of the Higgs boson ().
What I’ve got: 14 years of regular season NFL data (2000-2014) – a few thousand games, half a million plays.
What I’m going to do with it: Try and find which bits of a football game are affected by ‘home field advantage’ in a (fairly) rigorous manner.


Ask a student at an all-girls’ school what she wants to be when she grows up and you just might hear engineer, astronaut or coder.
Although women and girls continue to be underrepresented in STEM (Science, Technology, Engineering and Mathematics) careers and majors, graduates of all-girls’ schools are changing that statistic. A recent study conducted by the National Coalition of Girls Schools (NCGS) revealed that girls’ school graduates are six times more likely to pursue majors in math, science and technology compared to girls at co-ed schools and three times more likely than their co-ed peers to pursue an engineering career.
At St. Catherine’s School in Richmond, Va., girls begin to foster an interest in STEM at age four. Early concepts of engineering and coding are introduced to the youngest students and continue to evolve as girls move through the grades to advanced courses in Upper School.
Want to try a STEM workshop with your little girl on Feb. 11?
St. Catherine’s School, a premier girls’ school in the nation, is hosting a free and open to the public Girls Innovate Junior workshop. Modeled after the School’s JK – grade 12 STEM program, this special event is intentionally designed for girls ages 4 and 5 who are not currently enrolled in the School. Each girl and their accompanying parent will participate in a variety of hands-on STEM activities, such as play-dough with LED lights, magnet ice skating, Cubelets robot construction, Lightbots and more! In addition, you’ll get to watch demos by St. Catherine’s students and meet Lower School teachers. Registration is required and space is limited.


What is MathType 6.9 ?
MathType 6.9 is a very useful software for using mathematical indicators like algebra, geometry, derivatives, statistics, triangle life, etc … Of course, you can copy and paste what you want and make it into a word document, Copy to web page, etc.If you are a student or a fan of math, this software is made for you. There are many specific symbols in this software, everything you want!
I’m not sure if the interface is easy or difficult to use. It depends on the user’s knowledge of mathematics. For the most part, the appearance is dim and unsteady. But I can’t imagine how this problem can be improved given the barren domain of implementation. The program comes with a sample array that is easily managed in all fields of mathematics.
Here you will find a series of specific formulas for algebra, geometry, trigonometry, and statistics, as well as a variety of metric patterns. You have the ability to customize the whole expression or each element separately in terms of color, style, size and font.
How to install MathType 6.9?
Launch the MathType 6.9 setup
Click “I accept the terms in the license agreement” and click “Next”
Click “Unlock MathType 6.9 with a valid product key”
Write what you want for the “First Name” ; “Last Name” ; “Organization” and then enter “Email address”.
Enter the serial key from the following picture.
Uncheck the box and click “Next”.
Click “OK” and “Yes”.
MathType 6.9 is being installed.
Launch MathType 6.9
You have now the full version of MathType 6.9.
download and enjoy
Size: 39.4 MB


- Ph.D. in Statistics, University of Wisconsin-Madison, USA
- 08/2016-08/2017 Postdoctoral Fellow, Department of Operations Research & Financial Engineering, Princeton University
Publications & Research
Publications (patents, etc.)
- Published/Accepted Papers
1. Cho. J., Kim, D., and Rohe, K. (2018+). Intelligent Initialization and Adaptive Thresholding for Iterative Matrix Completion; Some Statistical and Algorithmic Theory for Adaptive-Impute. Accepted with minor revision in Journal of Computational and Graphical Statistics.
2. Kim, D., Kong, X., Li, C., and Wang, Y. (2018). Adaptive Thresholding for Large Volatility Matrix Estimation Based on High-Frequency Financial Data. Journal of Econometrics, 203, 69-79.
3. Kim, D., Liu, Y. and Wang, Y. (2018). Large Volatility Matrix Estimation with Factor-Based Diffusion Model for High-Frequency Financial data. Bernoulli, 24, 3657-3682.
4. Fan, J. and Kim, D. (2018+). Robust high-dimensional volatility matrix estimation for high-frequency factor model. Accepted in Journal of the American Statistical Association.
5. Kim, D., and Wang, Y. (2017). Hypothesis Tests of Large Density Matrices of Quantum Systems Based on Pauli Measurements. Physica A, 469, 31-51.
6. Cho, J., Kim, D., and Rohe, K. (2017). Asymptotic Theory for Estimating the Singular Vectors and Values of a Partially-observed Low Rank Matrix with Noise. Statistica Sinica, 27, 1921-1948.
7. Cai, T., Kim, D., Yuan, M., Wang, Y. and Zhou, H. (2016). Optimal Large-Scale Quantum State Tomography with Pauli Measurements. The Annals of Statistics, 44, 682-712.
8. Kim, D. and Wang, Y. (2016). Unified discrete-time and continuous-time models and statistical inferences for merged low-frequency and high-frequency financial data. Journal of Econometrics,194, 220-230.
9. Kim, D. and Wang, Y. (2016). Sparse PCA Based on High-Dimensional It\^o processes with Measurement Errors. Journal of Multivariate Analysis, 152, 172-189.
10. Kim, D., Wang, Y. and Zou, J. (2016). Asymptotic Theory for Large Volatility Matrix Estimation Based on High-Frequency Financial Data. Stochastic Processes and Their Applications, 126, 3527?3577.
11. Kim, D. (2016). Statistical inference for unified GARCH-Ito models with high-frequency financial data. Journal of Time Series Analysis, 37, 513-532.
12. Zhang, X., Kim, D., and Wang, Y. (2016). Jump Variation Estimation with Noisy High Frequency Financial Data via Wavelets. Econometrics, 4(3), 34.
13. Kim, D. and Zhang, C. (2014). Adaptive Linear Step-up Multiple Testing Procedure with the Bias-Reduced Estimator. Statistics and Probability Letters, 87, 31-39.
14. Cai, T, Kim, D., and Wang, Y. (2018). Optimal Estimation of Eigenspace of Large Density Matrices of Quantum Systems Based on Pauli Measurements. Submitted.
15. Fan, J. and Kim, D. (2018). Structured Volatility Matrix Estimation for Non-synchronized High-frequency Financial Data. Submitted (2nd round).
16. Kim, D. and Fan, J. (2018). Factor GARCH-Ito Models for High-frequency Data with Application to Large Volatility Matrix Prediction. Submitted (3rd round).


Nonprogressive Diffusion on Social Networks: Approximation and Applications
Ms. Yunduan Lin
Ph.D. Candidate in Systems Engineering, Civil and Environmental Engineering
Minor in Operations Research and Computer Science
University of California, Berkeley
Nonprogressive diffusion describes the spread of behavior on a social network, where agents are allowed to reverse their decisions as time evolves. It has a wide variety of applications in service adoption, opinion formation, epidemiology, etc. To offer an efficient framework for evaluating and optimizing nonprogressive diffusion, we introduce a comprehensive model and a Fixed-Point Approximation (FPA) scheme. This approximation scheme admits both a theoretical guarantee and computational efficiency. We establish that the approximation error is inherently related to the network structure, and derive order-optimal bounds for the error using two novel metrics of network characteristics. We show that the FPA scheme is most powerful for dense and large networks that are generally prohibitive to analyze by simulation. Taking the widely studied influence maximization and pricing problems on a social network as examples, we further illustrate the broad applications of our FPA scheme. Finally, we conduct comprehensive numerical studies with synthetic and real-world networks. In real networks, the FPA scheme shows 70-230 times more speed up in computation time than simulation while achieving a mean absolute percentage error of less than 3.48%. Moreover, our proposed two network metrics are reliable indicators of the FPA scheme’s performance.


My research is in low-dimensional topology. I am interested in smooth 3-manifolds, 4-manifolds and knots, and in the use
of gauge-theoretic invariants of manifolds, especially Floer homology groups.
Mathematical genealogy. Papers
You can also find my papers on the
and on zbMATH.
Equivariant embeddings of rational homology balls,
Q. J. Math. 69 (2018), no. 3, 1101-–1121.
Immersed disks, slicing numbers and concordance unknotting numbers,
Comm. Anal. Geom. 24 (2016), no. 5, 1107--1138. (with
Unlinking information from 4-manifolds,
Bull. London Math. Soc. 47 (2015), no. 6, 964--979. (with
Signatures, Heegaard Floer correction terms and quasi-alternating links,
Proc. Amer. Math. Soc. 143 (2015), no. 2, 907--914. (with
R. Bieri and
On subsets of S,
n whose (n+1)-point subsets are contained in open hemispheres New York J. Math. 20 (2014), 1021--1041. (with
Concordance groups of links,
Algebr. Geom. Topol. 12 (2012), no. 4, 2069--2093. (with
Dehn surgeries and negative-definite four-manifolds,
Selecta Math. (N.S.) 18 (2012), no. 4, 839--854. (with
A characterisation of the Z,
n⊕ Z(δ) lattice and definite nonunimodular intersection forms
Amer. J. Math. 134 (2012), no. 4, 891--913.
On slicing invariants of knots,
Trans. Amer. Math. Soc. 362 (2010), no. 6, 3095--3106.
Unknotting information from
Heegaard Floer homology,
Adv. Math. 217 (2008), no. 5, 2353--2376. (with
A concordance invariant from the Floer homology of double branched covers,
Int. Math. Res. Not. IMRN 2007, no. 20, Art. ID rnm077, 21 pp. (with
A characterisation of the n〈1〉⊕〈3〉 form and
applications to rational homology spheres,
Math. Res. Lett. 13 (2006), no. 2, 259--271. (with
Rational homology spheres and the four-ball genus of knots,
Adv. Math. 200 (2006), no. 1, 196--216. (with
Definite manifolds bounded by rational homology three spheres,
``Geometry and Topology of Manifolds'', Fields Institute
Communications, Vol. 47, AMS (2005), pages 243--252.
Instantons on cylindrical manifolds and stable bundles,
Geometry and Topology, Vol. 5 (2001) Paper no. 24, pages 761--797.
2017-18 Semester 1
2017-18 Semester 2
A maple program for computing the d-invariants of a positive semi-definite symmetric matrix.
You may need to remove the .xml extension from the downloaded file before use. (Written jointly with S. Strle.)
Mathematica programs to compute the Goeritz matrices of a link, and also to compute signature and nullity of a symmetric matrix, or of a link.
A maple program for computing the Levine-Tristram signature function of a torus knot (based on Litherland's paper).
You may need to remove the .xml extension from the downloaded file before use.


Oliver’s House Educational Learning Centre
Our educational learning centre first opened its doors in May 2004 and was situated at our offices in 73 Woburn Avenue, Benoni. On 2 March 2016 we officially opened the doors to our new education centre situated at Oliver’s Village in Putfontein. The educational learning centre runs three classes per day. Each class can have up to thirty learners in attendance. The educational learning centre focuses only on Maths and Science as these are the subjects learners need the most help with. The educational learning centre is not a school but more a centre where learners come to obtain extra lessons in Maths and Science. All lessons are free and we only focus on grade 12 learners. Our educational learning centre is open to all and any grade 12 learners who feel they need extra tuition in Maths and Science. The full range of services offered at our educational learning centre are:
- Free extra tuition in Maths and Science;
- Exams and Assessment: Any grade 12 learner who failed Maths and/or Science the previous year can enroll at our education centre where they will receive the necessary extra tuition to re-write the exam in the current year. This service is well attended and our success rate is over 90%;
- School Guidance and Vocational Guidance: Any learner seeking help in career guidance can attend this class.
- HIV/AIDS Awareness: Every second Saturday all learners are required to attend HIV/AIDS awareness classes.
Charles is the principal of our educational learning centre as well as a director of Oliver’s House. In 1974 Charles completed his Secondary Teachers’ Course at Eshowe College of Education. His first teaching post was in 1975 at Sozama Senior Secondary School in Mpumalanga. He later taught at Kenneth Masekela Senior Secondary School. Charles joined Oliver’s House in 2004 as our Maths and Science Educator. Since then he has helped thousands of learners master the subjects of Maths and Science.
Why we focus on Maths and Science
If you have access to a computer, Google the search phrase “maths and science South Africa“. You will find numerous articles bemoaning the state of our education system and in particular: Maths and Science. What is frightening is that some of these reports place South Africa second last in the world rankings of maths and science education. A common theme in these articles is the long term negative impact the poor standard of maths and science education is having on our economic development. As small as our education centre is we strive to have a positive effect on the quality of maths and science education in our country.
Past Exam Papers
We have created a utility for matriculants to download past exam papers with the answer sheets – absolutely free. Studying past exam papers is the best form of matric revision. Our downloads include all the matric subjects (in English and Afrikaans) going as far back as 2010.


Year 7 Catch Up Premium
The literacy and numeracy catch-up premium gives schools additional funding to support year 7 pupils who did not achieve the expected standard in reading or maths at the end of Key Stage 2 (KS2).
St Andrew’s CE High School received £12,480 in 2016/17 and £14,931 in 2017/18.
The DfE has advised that the catch-up premium will continue in 2018/19. It will be releasing more information relating to 2018/19 "in due course”.


How to Teach Kids Math in Creative Math Games
Updated: Jan 9, 2021
Teaching kids math in games is much easier than sitting down with them for a class. It is natural to invent math games from daily life without letting kids realize they were learning math. Math games are not limited to cash register or budgeting games. We invented two creative math games named "Magic Number of a Car" (adding all numbers on a plate) & "Number Boss" (Calculate the numbers and beat the boss).
Here are two creative math games we invented.
A = Adult, K=Kid
Magic number of a car
A: Hi buddy, are u full? How about taking a walk with me?
K: Great, daddy!
A: hey son, there are a lot of cars in this parking lot. Do you know the numbers and letters on the plates?
K: Yes I know. This is …
A: good. But do u know what the magic number of this car is?
K: What magic number?
A: A car’s magic number is the summary of all the numbers on the plate. Can u tell me the magic number of this car?
K: yes, it is …
A: Good job.
K: NowI know its magic number. What is it going to say to me?
A: listen, it is saying “wow~~~”
K: no daddy, it is u
A: well, listen again, Wow~~~
K: daddy, still u
A: ok ok
A: Do you like Plants vs. Zombie?
A: Did you feel happy when you defeated Zomboss?
K: Yes, very happy.
A: Do you want to play another game to defeat a different boss?
K: Sure Sure. What is that?
A: Let’s play the number boss game.
K: How to play?
A: For example, you know one one is one, two ones are two, …, nine ones are nine. Then you defeat the one boss. Do you want to try the Seven Boss?
K: Ah,,, (thinking,,,)
A: Hurry up, the Seven Boss is approaching!! Tom is in Danger! Only you can save Tom!
K: Who is Tom?
A: Tom is your buddy in the game.
K: Ok, let me try.
A: One Seven?
A: Two Sevens?
A: three sevens?
K: let me see. Seven plus Seven plus Seven, ah, 21.
A: Good job! Four Sevens?
K: What was three sevens? Oh, 21. 21 plus 7 is 28.
A: Hurry hurry! Five sevens?
K: I do not know. Too much for me.
A: Five sevens is equal to how many fives?
K: Seven fives!
A: Do you still remember how to count by five?
K: Yes. Five, ten, fifteen, twenty, twenty five, thirty, thirty five. Yeah!! Thirty five!!
A: Great! You are getting closer! Six sevens?
K: Thirty five plus seven, 42!
A: Seven sevens?
K: ahhh, 49!
A: Eight sevens?
A: nine sevens?
A: Congratulations!! You beated the Seven Boss! You saved Tom! Tom is thanking you!
K: Yeah! But how do you know that, dad?
A: Oh, Tom’s dad texted me. Do you want to practice spelling to know the words so that you can read the text message?
K: Yes, sure!


Read The I Hate Mathematics Book by Marilyn Burns Free Online
Book Title: The I Hate Mathematics Book|
The author of the book: Marilyn Burns
Format files: PDF
The size of the: 11.18 MB
Edition: Little Brown and Company
Date of issue: July 1st 1975
ISBN 13: 9780316117401
Read full description of the books The I Hate Mathematics Book:This book is for non-believers of all ages. It was written especially for children who have been convinced by the attitudes of adults that mathematics is (1) impossible (2) only for bright kids (3) no fun at all anyway. This book says that maths is nothing more than a way of looking at the world and that it can be relevant to everyday life (Street maths) and fun (How many sides does a banana have?). Hundreds of mathematical events, jokes, riddles, puzzles, investigations and experiments prove it!
Read information about the authorMarilyn Burns is one of today’s most highly respected mathematics educators. Over the course of 40 years, Marilyn has taught children, led inservice sessions, and written a variety of professional development publications for teachers and administrators.
Add a comment to The I Hate Mathematics Book
Read EBOOK The I Hate Mathematics Book by Marilyn Burns Online free
|Download The I Hate Mathematics Book PDF:||the-i-hate-mathematics-book.pdf|


Meet Our Inaugural ClassRavi Shroff
Ravi received his Bachelor of Science in Mathematics and Economics from the University of Washington in 2005, followed by a Masters of Science and a Ph.D. in Mathematics from the University of California, San Diego, in 2009 and 2011, respectively. After working as a research mathematician for several years, he decided to switch into a more applied discipline and joined the Master’s program in Urban Informatics at CUSP.
During his time at CUSP, Ravi specialized in big data and information visualization. Additionally, he worked as an intern at Microsoft Research and examined New York City’s stop-and-frisk program. With some fellow students, he also examined the allocation of children to pre-Kindergarten programs as a result of Mayor de Blasio’s push for universal free pre-K education.
After graduating, Ravi decided to join CUSP as a full-time research scientist, where he will continue his research in applying machine learning techniques to social data and mathematical techniques to social science.


At Assunnah Primary School we want to create confident, skilful mathematicians who have a life-long love of mathematics and can expertly apply their knowledge and understanding. We use White Rose Maths to help develop a deeper understanding of mathematics through: fun practical activities, exploration, discussion, problem solving and reasoning.
What is White Rose Maths?….Everyone can
Together, we’re building a whole new culture of deep understanding, confidence and competence in maths – a culture that produces strong, secure learning and real progress. No matter what their starting points, we help teachers and learners everywhere to achieve excellence. Our mantra is simple:
As we prove this to pupils and teachers alike, we’re shaping assured, happy and resilient mathematicians who relish the challenge of maths. They become independent, reflective thinkers, whose skills not only liberate them in maths but also support them across the curriculum.
We’re committed to working together to be and give the very best, and to make a difference to every pupil.
Each lesson has a progression, with a central flow that draws the main learning into focus. There are different elements, informed by research into best practice in maths teaching, that bring the lessons to life:
- Discover – each lesson begins with a problem to solve, often a real-life example, sometimes a puzzle or a game. These are engaging and fun, and designed to get all children thinking.
- Share – the class shares their ideas and compares different ways to solve the problem, explaining their reasoning with hands-on resources and drawings to make their ideas clear. Children are able to develop their understanding of the concept with input from the teacher.
- Think together – the next part of the lesson is a journey through the concept, digging deeper and deeper so that each child builds on secure foundations while being challenged to apply their understanding in different ways and with increasing independence.
- Practice – now children practice individually or in small groups, rehearsing and developing their skills to build fluency, understanding of the concept and confidence.
- Reflect – finally, children are prompted to reflect on and record their learning from each session and show how they have grasped the concept explored in the lesson.


Winning The Pcso Grand Lotto 6/55 Jackpot: Chances And Odds of Winning
The PCSO Lotto Draws is a game of luck. Although some speculators are saying you can increase your chances of winning the PCSO Lotto Draws, the balls are machine-drawn and are always inspected to ensure that the winning numbers are always random.
Today, the Grand Lotto 6/55 Draw is the PCSO Lotto game with the highest jackpot money. The minimum jackpot prize in the Grand Lotto 6/55 Draw is Php30,000,000.00. As of November 29, 2010, the jackpot prize of Php741,176,323.20 was won by one winner from Olongapo City, Zambales.
Let us examine the chances of winning in the Grand Lotto 6/55 Draw.
In the Grand Lotto 6/55 Draw, the number lot is from 1 to 55. It has the smallest chances of winning compared to other PCSO Lotto Draws.
The odds of getting the 6-digit combination correctly is 1 in 28,989,675 which is greater than the odds of becoming a saint of 1 in 20,000,000 but less than the chance of dying from a mountain lion attack in California which is 1 in 32,000,000.
If you get 5 winning numbers, you will win Php150,000.00. The chances of getting the 5 correct numbers out of 55 is 1 in 3,478,761. This is close to the chance of dying from legal execution which is 1 in 3,441,325 but greater than the odds of being killed by lightning which is 2,320,000 to 1.
If you get 4 correct digits, the prize money is Php2,000. The chances of getting 4 numbers out of 55 is 1 in 341,055. This is a little lower than the chance of dying from choking on food which is 1 in 370,035 and also lower than the chance of dying in an airplane accident which is 1 in 354,319.
If you get 3 correct numbers, you will win Php150.00. The chances of geeting 3 numbers out of 55 is 1 in 26,235. This is greater than the odds of becoming a pro athlete which is 22,000 to 1 and still greater than the chance of dying from any kind of fall which is 1 in 20,666.
Read More About PCSO Philippine Lotto Draw:
Total Amount of Pcso Revenue Generated From Lotto Ticket SalesHow Long Can You Claim Your Pcso Lotto Prize Winnings?Where to Claim Pcso Lotto Prize Winnings?How Much Pcso Lotto Money Goes to Charity?Tax on Pcso Philippine Lotto WinningsPcso Philippine Lotto Tips And StrategiesPhilippine Lotto Draw Schedule Nbn 4 TV BroadcastPcso Lotto 6/42, 6/45, 6/49, 6/55 Draw Consolation PrizesPcso Lotto 6/42, 6/45, 6/49 And 6/55 Jackpot WinnersPcso Lotto Ticket Prices And Minimum Jackpot Prizes
Read More About PCSO Grand Lotto 6/55 Draw:
Pcso Grandlotto 6/55 Draw: Results, Winners, Jackpot PrizesPcso 6/55 Grand Lotto Winning Numbers
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So the projection lets us visualize planes as circular arcs in the disk. The one line is formed by the intersection of the N-S vertical plane and the red plane of interest, and the other by the E-W vertical plane and the red plane of interest. Some fisheye lenses use a stereographic projection to capture a wide-angle view.
The set of all lines through the origin in three-dimensional space forms a space called the real projective plane. In general, area-preserving map projections are preferred for statistical applications, while angle-preserving conformal map projections are preferred for navigation. Basic Algebraic Geometry I. It sends meridians to rays emanating from the origin and parallels to circles centered at the origin. In other projects Wikimedia Commons.
The loxodromes of the sphere map to curves on the plane of the form. All programs have bugs and mine are no different. Remember the convention is that the first number represents the trend direction and the second represents the plunge amount. Intersecting lines are transformed to circles that intersect transversally at two points in the sphere, one of which is the projection point.
Stereographic projection is conformal, meaning that it preserves the angles at which curves cross each other see figures. Computers now make this task much easier. The parametrizations can be chosen to induce the same orientation on the sphere.
Remember it is always good to know what the black box software program is doing for you. We can now consider how two lines the ones in green plot. Map projections Conformal mapping Conformal projections Crystallography Projective geometry.
This notion finds utility in projective geometry and complex analysis. The stereographic is the only projection that maps all circles on a sphere to circles on a plane. American Mathematical Society. The two sectors have equal areas on the sphere.
This part needs to be done with pencil and tracing paper, with a stereonet projection underneath. If the same plane was rotated about a vertical axis in the stereonet center, they would then retain their dip, torrent hindi movies video songs but have a different strike. The green represents the plane's orientation when North is rotated back to its standard top-of-the-stereonet position. The stereographic projection with Tissot's indicatrix of deformation. Planes plot as great circle traces.
On the Wulff net, the images of the parallels and meridians intersect at right angles. These could be though of as the apparent dips of the red plane in a N-S and E-W vertical cross section respectively. Commercial Users Restrictions on use vary by program and also based on the details of your usage scenario. For plots involving many planes, plotting their poles produces a less-cluttered picture than plotting their traces. Click here to go to the App Store download page for Stereonet Mobile.
Tangent half-angle substitution. Unlike crystallography, the southern hemisphere is used instead of the northern one because the geological features in question lie below the Earth's surface.
Academic Users If you work for academic, government, or non-profit institutions you may download and use this software for free. That is, crystal axes and poles to crystal planes are intersected with the northern hemisphere and then plotted using stereographic projection. Also, there are many ways to rewrite these formulas using trigonometric identities. In this example a projection point exists one sphere radius directly above the center.
For an example of the use of the Wulff net, imagine two copies of it on thin paper, one atop the other, aligned and tacked at their mutual center. This construction is used to visualize directional data in crystallography and geology, as described below. Also, every plane through the origin intersects the unit sphere in a great circle, called the trace of the plane.
The stereographic projection relates to the plane inversion in a simple way. Similarly, a fault plane is a planar feature that may contain linear features such as slickensides. These orientations can be visualized as in the section Visualization of lines and planes above. Then count along that great circle in degree increments moving from one point pole to the other.
The fundamental problem of cartography is that no map from the sphere to the plane can accurately represent both angles and areas. Points with location data can be plotted on a Google satellite or terrain or roadmap image right in the program.
It can read and write older Stereonet text files but has a new binary format for its native file. If you work for academic, government, or non-profit institutions you may download and use this software for free. The strike and dips are given to the left. The onion skin overlay permits you to rotate the points being plotted with respect to the underlying, fixed reference frame.
To fix a bug, I need to know the steps that are necessary to reproduce it. Complex variables and applications. Repeat this on another nearby great circle. In this context the stereographic projection is often referred to as the equal-angle lower-hemisphere projection. The plunge direction is evident as the quadrant your associated periphery point lies in and the angle along the hemisphere periphery from underlying N to the periphery point is your trend.
KEF R11 FLOORSTANDING LOUDSPEAKERS REVIEWED
Differential geometry and applications. From Wikipedia, the free encyclopedia. On the disk, the latter has nearly four times the area of the former. Equidistant Lambert equal-area.
Cardinal directions are shown. On a merely topological level, it illustrates how the sphere is homeomorphic to the one-point compactification of the plane.
As in crystallography, planes are typically plotted by their poles. Latitude Longitude Tissot's indicatrix Map projection of the tri-axial ellipsoid. These spirals intersect radial lines in the plane at equal angles, just as the loxodromes intersect meridians on the sphere at equal angles. Where that line passes through the stereonet project plane is where the line plots the dark green dot. We also ask that you reference the key scientific publications where the algorithms behind the programs are described.
Stereographic projection is also applied to the visualization of polytopes. Background information on the use of stereonets in structural analysis. Journal of the Warburg and Courtauld Institutes. If you discover a bug, I want to hear about it.
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Geometry Spot: A Review of Its Importance
Geometry Spot, sizes, the branch of mathematics that deals with shapes and properties of space, has been a source of fascination for centuries. From the ancient Egyptians and Greeks to modern mathematicians and artists, geometry has played a pivotal role in understanding the world around us and creating awe-inspiring works of art and architecture. In this article, we enter the fascinating realm of geometry and explore its significance in various aspects of our lives.
The Basics of Geometry:
Picture this: you’re standing at the cusp of a world ruled by geometry. This is the foundation, the bedrock of all that is Geometry. It’s where we talk about the very essence of shape and space. You know, the things that make everything from the phone in your hand to the stars in the sky!
Geometry Spot Games are not just about points, lines, and figures; they are a playground for the mind where mathematics meets creativity. They bring abstract concepts to life, turning the daunting world of geometry into a captivating universe of colors, shapes, and challenges that beckon gamers of all ages.
Geometry Spot: Unraveling the Mysteries of Shapes
Geometry, the mathematical study of shapes and their properties, can sometimes seem as puzzling as a Rubik’s cube. But fear not! In this subsection, we’ll dive into the captivating world of geometry and explore its fascinating intricacies. So grab your compass, put on your thinking cap, and let’s unravel the mysteries of shapes!
A Journey Through History: Ancient Wisdom and Modern Applications
Geometry Spot The origins of geometry can be traced back to ancient civilizations. The Egyptians used basic geometric principles to survey and design their monumental pyramids and temples. The Greeks, on the other hand, elevated geometry to a profound level, with Euclid’s “Elements” serving as a foundational text that laid out the principles of geometry as we know it today.
Fast forward to the modern era, and Geometry continues to shape our world in extraordinary ways. Architects & engineers rely on geometric principles to design structures that are both functional & visually appealing. The innovative designs of bridges, skyscrapers, and even public spaces are often rooted in the careful application of geometric concepts.
Artistic Expressions: Geometry in Art and Design
Geometry Spot Geometry has also found its way into the realm of art, where it serves as a source of inspiration for artists across various mediums. Geometric shapes are often used in abstract art that conveys emotion and meaning through the arrangement of lines, angles, and proportions. Artists like Piet Mondrian and Kazimir Malevich are famous for their use of geometric shapes to create visually striking and thought-provoking works.
In interior design, geometry plays a vital role in creating harmonious and aesthetically pleasing spaces. The careful arrangement of furniture, patterns, and shapes in interior design draws upon principles of symmetry, balance, and proportion that stem from geometry.
Educational Significance: Fostering Critical Thinking and Problem-Solving
Studying geometry isn’t just about learning shapes and formulas; it also fosters essential cognitive skills. Geometry encourages abstract reasoning, critical thinking, and problem-solving abilities. Through geometry, students learn to analyze complex structures, visualize spatial relationships, and logically deduce conclusions—a skill set that extends far beyond the confines of the classroom.
Everyday Applications: Where Geometry Meets Practicality
Geometry is not limited to the realms of mathematics and art—it permeates our daily lives in ways we might not even realize. From navigation systems that rely on geometric calculations to determine the shortest routes to the manufacturing of everyday objects using precise measurements, geometry is an integral part of modern society.
The world of technology, too, owes much to geometry. Computer graphics, animations, and virtual reality rely on geometric transformations to create realistic and immersive experiences. Algorithms that underpin these technologies use geometric concepts to model and manipulate objects in virtual spaces.
The Future of Geometry: Advancements and Innovations
As technology advances, geometry continues to evolve as well. Fields such as computational geometry explore ways to solve problems efficiently using algorithms and computational techniques. This has applications in areas as diverse as robotics, computer-aided design (CAD), and geographic information systems (GIS).
Moreover, the fusion of geometry with other branches of mathematics has led to breakthroughs in fields like topology, which studies the properties of space that remain unchanged under continuous deformations. These advances have implications in areas ranging from physics to biology.
Geometry Spot: Embracing the Beauty of Shapes
Now that we’ve scratched the surface of geometry and explored a few basic shapes, it’s time to appreciate the beauty that lies within this mathematical wonderland. Each form has its own story to tell, and by embracing its intricacies, we unlock the harmonious relationship between mathematics and the world around us. So, the next time you spot a shape, take a moment to appreciate its hidden beauty and remember the fascinating secrets that geometry holds.
Geometry, often regarded as a field of abstract shapes and lines, is woven intricately into the fabric of our existence. From ancient civilizations to modern technology, from art to science, geometry plays an essential role in shaping our world and understanding its mysteries. Its ability to merge the aesthetic with the practical, the theoretical with the applied makes it a cornerstone of human knowledge and innovation—an enduring testament to the beauty and utility of geometric shapes.


While many think of algorithms as specific to computer science, at its core algorithmic thinking is defined by the use of analytical logic to solve problems. This logic extends far beyond the realm of computer science and into the wide and entertaining world of puzzles. In Algorithmic Puzzles, Anany and Maria Levitin use many classic brainteasers as well as newer examples from job interviews with major corporations to show readers how to apply analytical thinking to solve puzzles requiring well-defined procedures.
Cimke: Mathematical recreations
What does mathematics have to do with poetry? Seemingly, nothing. Mathematics deals with abstractions while poetry with emotions. And yet, the two share something essential: Beauty.


Invited paper “Non-Kochen–Specker Contextuality” by Mladen Pavičić, Entropy, 25(8), 1117 (2023), DOI: 10.3390/e25081117, has been selected as the cover paper of issue 8 of Entropy Volume 25 (2023) and the publication charges were waived.
The cover story reads as follows.
Let us consider a triangular hypergraph with three vertices and three hyperedges, each pairwise connecting two of the vertices. If we tried to assign 0 and 1 to vertices, so that just one vertex within each of the three hyperedges is assigned 1 (condition X), we would realize that this is not possible. The hypergraph exhibits a non-Kochen–Specker (KS) contextuality. Why “non-“? Because a KS hypergraph violates the same condition X, however in a space of dimension n ≥ 3 in which all of its hyperedges must contain n vertices. In an n-dim non-KS hypergraph at least one hyperedge has less than n vertices.
If we represented vertices by vectors in a hypergraph, n mutually orthogonal vectors in each hyperedge would be indispensable for an experimental implementation of the hypergraph, KS or not. But although all of them are needed for an implementation, we can choose some smaller set of the vertices when considering contextuality for an application, say, for quantum computation or quantum communication. If the hypergraph with chosen reduced number of vertices violated the aforementioned condition X, it would be a non-KS hypergraph.
How to generate non-KS hypergraphs? A previous method of obtaining them was of exponential complexity and their generation in dimensions higher than eight faced a computational barrier. Therefore, in this paper, we make use of dimensional upscaling which does not scale with dimension. This enables us to generate non-KS hypergraphs in well over 32-dimensional Hilbert spaces. In the paper we give explicit examples for all spaces up to 16-dim ones and show that the minimal number of hyperedges fluctuates between eight (odd dimensions) and nine (even dimensions) under the requirement that at least one the hyperedges contains n vertices, all of which share at least two hyperedges.


R & D Focus
IGSA Labs has a strong mathematical modeling team and an active collaboration with top research institutions and universities, giving us the network and resources to explore new ideas and, to develop the more promising ones into market relevant products and services. Some of the areas of interest include:
- Development of specific mathematical models for varied decision-making and planning applications across various industries and sectors.
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public class QuadCurve: Curve
QuadCurve is a concrete subclass of Curve that modifies it shape based on a single point rather than 2 used by its parent class.
A Point used to calculate the shape of the quadratic curve.
public var controlPoint = Point()
Initializes a new QuadCurve.
let curve = QuadCurve(a: Point(), b: Point(50,50), c: Point(100,0)) canvas.add(curve)
convenience public init(begin: Point, control: Point, end: Point)
The beginning point of the curve.
A single Point used to calculate the shape of the curve.
The end point of the curve.


On page 426 (last version) the book says:
“As said before, in GF(2ⁿ) addition and subtraction correspond to XOR logical operation. This means
that the sum of the polynomials x4 + x3 + 1 and x3 + x + 1 is equal to x4 + x³. Clearly, this is also the
same of the subtraction of the two polynomials.”
I think the result of the sum should be X4 + x
Am I right?
Thanks in advance!


It’s very strange to think that although the United States is the home of innovative companies and ideas (Apple, Google, Exxon-Mobil, J.P. Morgan just to name a few among the thousands offering great and exciting ideas/products) the US is ranked at #30 for mathematics scores world-wide. Countries such as Australia, Switzerland, South Korea and India have surpassed the grades of students in this country and continue to increase grades exponentially every year.
Appropriately, the coming month of April is Math Awareness Month. As a child, mathematics gives a glimpse to “lifelong learning” skills like organization, counting, asking others for help and much more. It also helps with bettering an SAT score and increasing the likelihood of getting into an ideal job, college or university. Later on in life, the knowledge of mathematics will put individuals at an advantage in any and all industries while improving an individual’s work ethic. Because the frontal lobe of a child doesn’t fully develop until the age of 25, it is never too late to get started in learning mathematics.
Interested in learning more? Visit mathaware.org where you can learn more about Math Awareness Month and fun ways to incorporate mathematics into lessons and lectures. Afterward, be sure to visit the Motivators website for Math Awareness Month products. Our products include buttons, notebooks and promotional calculators.


The essentials to know for the mathematics test for the college diploma.
A fraction looks like this, where a is the numerator and b is the denominator
I.1. Addition or subtraction of fractions
- reduce to the same denominator,
- add or subtract the numerators and keep the common denominator.
12 is the common denominator, 12 is a multiple of 6, we transform a single fraction
I.2. Multiplication of fractions
Method : Multiply the numerators between them as well as the denominators between them (do not reduce to the same denominator)
I.3. Division of fractions:
Method : multiply the first fraction by the inverse of the second fraction
Priority rules :
First perform the calculations in brackets then inside the brackets the parentheses starting with the multiplications and divisions (from left to right) then additions and subtractions (from left to right).
ou CPMDAS or Brackets / Parentheses / Multiplication / Division / Addition / Subtraction
Think about reducing fractions to their simplest expression !
II.1. Basic calculation rules:
where a, b, m and n are relative integers
II.2. Powers of 10:
To calculate with powers of 10, group the powers of 10 and the numbers other than the powers
II.3. Power of a number:
Same method as with powers of 10
III. SQUARE ROOTS:
III. 1. Definition:
La square root a positive number a, is the positive number whose square is equal to a.
We note it . The sign is called radical.
III.2. Basic formulas:
IV. FUNCTIONS :
IV. 1. Linear function:
A fonction linear is a function of the form f: x -> ax where a is a real number called the coefficient of the linear function or the coefficient of proportionality.
The graphical representation of a linear function is a straight line that passes through the origin of the coordinate system.
- si a> 0, then the right “goes up”.
- si a <0, then the line "goes down".
- An increase in p% results in the linear function f (x) = (1 + p / 100) x
- A reduction of p% results in the linear function f (x) = (1 - p / 100) x
IV. 2. Affine function:
A linear function is a function of the form f: x -> ax + b where a is a real number called the coefficient of the linear function or coefficient of proportionality, and b the y-intercept.
The graphical representation of a linear function is a line.
- si a > 0, then the right “goes up”.
- si a <0, then the line "goes down".
A linear function is a special case of an affine function.
V. CALCULATION OF A LENGTH :
V. 1. Right triangle:
Reminder of the Pythagorean theorem : the square of the hypotenuse (side opposite to the right angle) is equal to the sum of the squares of the other two sides.
In a triangle ABC right at B, AC being the hypotenuse, where AB = b, BC = b and AC = c:
AB2 + BC2 = AC2 or even a2 + b2 = c2
The Pythagorean theorem thus makes it possible to calculate the length of one of the sides of a right triangle if we know the other two.
The converse of the Pythagorean theorem : a triangle is right-angled if and only if the square of the length of the longest side is equal to the sum of the squares of the lengths of the other two sides.
This theorem is used to to prove that a triangle is right-angled when we know the lengths of its three sides.
Trigonometry reminder :
The Sinus is equal to the length of the Opposite side divided by the length of the Hypotenuse (SOH). The Cosine is equal to the length of the Adjacent side divided by the length of the Hypotenuse (CAH). Tangent is equal to the length of the Opposite side divided by the length of the Adjacent side (TOA).
For any acute angle â of a right triangle:
(cos â)2 + (sin â)2 = 1 et tan â = sin â / cos â
AC is the hypotenuse and BC the opposite, the triangle being right at B,
sin â = BC / AC i.e. sin 40 = BC / 6 hence BC = sin 40 x 6 = 4,47 cm
V.2. In any triangle:
Reminder of Thales' theorem : if two parallel lines intersect two secant lines then they determine two triangles whose corresponding sides have proportional lengths.
Two configurations are found:
DE // AB and EA and DB are secant in C. According to Thales' theorem,
VI. CALCULATION OF ANGLES:
VI. 1. Any triangle:
- The sum of the angles of a triangle being equal to 180 ° C, if we know the value of 2 of the 3 angles we can deduce the third.
- Two corresponding or alternate internal angles (located on either side of the secant, between the two lines and not adjacent.) Are equal if the lines are parallel.
- Two angles opposed by the vertex are equal.
VI.2. Rectangle triangle :
Use of trigonometry:
Examples : Calculation of the angle â
AB is the adjacent side and BC the opposite side of the angle â
VI.3. Inscribed angles and central angles:
- The inscribed angle theorem says if two angles inscribed in a circle intercept the same arc then they have the same measure.
- The central angle theorem affirm that, in a circle, a central angle is twice an inscribed angle intercepting the same arc.
VII. PARALLEL AND PERPENDICULAR RIGHTS:
- If two lines are perpendicular to the same third, then they are parallel to each other.
- If two lines are parallel, then any perpendicular to one is perpendicular to the other.
- If two lines are parallel to the same third then they are parallel to each other.
VII.2. Right triangle demonstration or not:
If we know the dimension of the 3 sides, we calculate the square of the larger side and the sum of the squares of the 2 other sides.
- If the sum is equal, we deduce that the triangle is rectangles (Pyhagorean theorem).
- If the sum is different, we conclude that the triangle is not rectangle (contraposed of the Pythagorean theorem).
Rappel : if the theorem is the following If we have A then we get B. The reciprocal of this theorem would be "If we B then we get A (not always true) and the contraposed : if we don't have B then we don't get A (always true).
VII.3. Triangle inscribed in a circle:
If a triangle is right-angled then the center of its circumscribed circle is the midpoint of its hypotenuse and the median relative to the hypotenuse is half that of the hypotenuse.
If a triangle has for vertices the ends of a diameter and a point of the circle then it is rectangle at this point.
VII.4. Prove that 2 lines are parallel or not:
If we know 4 lengths in configuration of Thales.
VIII. DEVELOPMENT OF EXPRESSIONS
VIII.1. The double distributive rule:
(2x - 3) (4+ 5x) = 8x + 10 x2 -12 - 15x = 10 x2 -7x - 12
VIII.2. Remarkable identities:
- (a + b)2 = A2 + 2ab + b2
- (a - b)2 = A2 - 2ab + b2
- (a + b) (a -b) = a2 - b2
(x + 2)2 = x2 + 2x + 4 (3x - 2)2 = 9x2 - 6x + 4 (2x + 3) (2x -3) = 4x2 - 9
IX. INVOICING OF EXPRESSIONS
IX.1 A common factor:
Example: (4x - 3)2 - (4x -2) (4x -3) = (4x-3) ((4x -3) - (4x -2)) = (4x - 3) (-1) = 3 - 4x
IX.2. Use of remarkable identities:
- Find the double product of type (.. + ..)2 or (..- ..)2
Example: x2 -6x + 9 = (x - 3)2 check the double product 2 x (-3) = - 6x to arrive at the result
- Look for a common factor
Example: 9 - 36x2 = (3 + 6x) (3 - 6x)
X. SPATIAL GEOMETRY
X.1. Formulas on areas
X.2. Formulas on volumes:
X.3. Formulas on the areas of solids:
Air lateral = sum of the areas of the lateral facess
Air total = Area lateral + Area basis (for a right prism, the side faces are rectangles and the bases are two identical polygons)
Air sphere = 4 × π × R2
k = HO '/ HO = HA' / HA = HB '/ HB = HC' / HC
Properties linked to an enlargement of coefficient k:
- lengths are multiplied or divided by k
- the areas are multiplied by k2
- the volumes are multiplied by k3
Quote on Mathematics:
“In mathematics, 'obvious' is the most dangerous word.”Eric temple bell


2 edition of Highly accurate beam torsion solutions using the p-version finite element method found in the catalog.
Highly accurate beam torsion solutions using the p-version finite element method
James P. Smith - undifferentiated
1996 by National Aeronautics and Space Administration, Available from NASA Center for AeroSpace Information in [Washington, D.C.?, Linthicum Heights, MD .
Written in English
|Series||NASA technical paper -- 3608|
|Contributions||Lyndon B. Johnson Space Center. Structures and Mechanics Division.|
|The Physical Object|
|Pagination||iv, 12 p. :|
|Number of Pages||12|
Variable-Order Finite Elements for Nonlinear, Fully Intrinsic Beam Equations - Free download as PDF File .pdf), Text File .txt) or read online for free. . A Complete Bibliography of Publications in Computing Nelson H. F. Beebe University of Utah Department of Mathematics, LCB S E RM Salt Lake City, UT USA Tel: +1 FAX: +1 E-mail: [email protected], [email protected], [email protected][email protected], [email protected], [email. Comparisons with analytical solutions show that the integration scheme is generally more accurate than the sub-element method. Comparison to results from traditional finite elements shows that significant reduction in the number of elements in the mesh is possible using higher-order (p-version) finite elements.
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microscopy of drinking water
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Context, we extend the highly accurate p-finite element method to the two-dimensional boundary value problem of beam torsion. Based on Legendre polynomials, the p-finite element method offers exceptional convergence compared to the traditional h-version of the finite element method (Babuska ).
In the p-version finite elementCited by: 1. Get this from a library. Highly accurate beam torsion solutions using the p-Version finite element method. [James Smith; Langley Research Center.]. The extended finite element method (XFEM) is a numerical technique based on the generalized finite element method (GFEM) and the partition of unity method (PUM).
It extends the classical finite element method by enriching the solution space for solutions to differential equations with discontinuous functions. Vibration characteristics of cracked rotating tapered beam are investigated by the p-version finite element the present formulation, the shape functions enriched with the shifted Legendre orthogonal polynomials are employed to represent the transverse displacement field within the rotating tapered beam by: A p-version beam finite element with hierarchic basis functions and which may experience longitudinal, torsional and bending deformations in any plane is employed to investigate the geometrically non-linear vibrations of d–clamped, isotropic and elastic beams of circular cross section are analysed.
The geometrical non-linearity is taken into account by Cited by: The differential quadrature finite element method (DQFEM) has been shown to be effective in implementing the p-version finite element method [16, 17]. Moderately nonlinear vibrations of 3D beams with rectangular cross Highly accurate beam torsion solutions using the p-version finite element method book and that rotate about a fixed axis are investigated by the p-version finite element method.
Two types of nonlinearity are taken into account: one comes from the nonlinear strain-displacement relation, the other appears because of the inertia forces due to the rotation of Cited by: A p-version beam finite element with hierarchic basis functions and which may experience longitudinal, torsional and bending deformations in any plane is employed to investigate the geometrically non-linear vibrations of beams.
Clamped-clamped, isotropic and elastic beams of circular cross section are by: Much later, the p-version finite element method was devised to investigate the nonlinear vibration of rotating beam . The spectral finite element method was also introduced  to study the.
Euler–Bernoulli beam theory accounts for centrifugal forces field, the centripetal acceleration and the gyroscopic effect. A p-version of the finite element method in conjunction with the modeling dynamic method using the arc-length stretch deformation is applied to find natural frequencies and modes shape of the cantilever beam.
In mathematics, the finite element method (FEM) is a numerical technique for finding approximate solutions to boundary value problems for partial differential equations.
It uses subdivision of a whole problem domain into simpler parts, called finite elements, and variational methods from the calculus of variations. A p-version of the finite element method is applied to free vibration analysis of rotating beams in conjunction with the modelling dynamic method using the arc-length stretch deformation.
In this study the flexible and the rigid body DOF are supposed uncoupled, the linear equations of. A finite element structural dynamics model of a beam with an arbitrary moving base—Part II: Numerical examples and solutions Finite Elements in Analysis and Design, Vol.
12, No. 2 Stability of multi-axis attitude maneuver of flexible spacecraft using hybrid controlCited by: Finite Element Analysis for Design Engineers Kurowski, Paul M. Many books have been written about Finite Element Analysis (FEA), however very little FEA literature takes a middle ground approach and specifically addresses the needs of design.
Petrov and M. Géradin, Finite element theory for curved and twisted beams based on exact solutions for three-dimensional solids Part 1: Beam concept and geometrically exact nonlinear formulation, Computer Methods in Applied Mechanics and Engineering, (43), ().
The mathematics is also presented as simply as possible, so that the present textbook is also quite different from state of the art the mathematical treatments of the finite element method. Coverage The finite element models are in this book derived from the method of weighted residuals (the Galerkin form).
The finite element method as a discretization concept is absolutely predominant. An interesting example as to how the finite element developments have influenced the selection of specific structural models is the early shift from Kirchhoff–Love formulations to those with Reissner–Mindlin kinematics for plate and shell by: AI!, in the earlier conferences (Tokyo, ; Atlanta,Melbourne, ; and Hong Kong, ) the response to the call for presentations at ICES in Hawaii has been overwhelming.
A very careful screening of the extended abstracts resulted in. Since the s, only a few related numerical studies have been conducted,all using finite element methods. The salient features of these studies are reviewed of the first computational studies was reported by Abé et al.
(), who constructeda 3-D finite element model of overhead ground wires with optical fibers (OPGW). Oo eK FE 9X MR kU D0 Xc nU 6G Db vH Y5 3Y fC MF Db PL qi 4q n1 OE Zl i1 r9 yI xu 4B 6y 9x zZ Kw Vj sG iJ Mv yC NT kX Qj 2W FU o3 hP qv 6f 7S oj JP 0x sH 8k QE Xy cR.
Academic Press, Elsevier, — p. — (Computer Aided Engineering Design Series). — ISBNISBN На англ. is one book of a four-part series, which aims to integrate discussion of modern engineering design principles, advanced design tools, and industrial design practices throughout the design process.
(30) H-p version of the boundary element method with geometric mesh on polygonal domains. Babuska_I, Guo_BQ, Stephan_EP Computer Methods in Applied Mechanics and Engineering, JunVol, No, pp (31) Numerical investigation of wave interactions in dielectric waveguides with periodic surface corrugations.
This paper gives a bibliographical review of the finite-element methods (FEMs) applied to the analysis and simulation of rubber and rubber-like materials. It is a continuation of the author's paper 'Rubber and Rubber-Like Materials, Finite-Element Analyses and Simulations: a Bibliography (–)' published in Modelling Simul.
Mater. This banner text can have markup. web; books; video; audio; software; images; Toggle navigation. Preface This book contains the edited version of the Abstracts of Plenary and Keynote Lectures and Papers, and a companion CD-ROM with the full-length papers, presented at the III European Conference on Computational Mechanics: Solids, Structures and Coupled Problems in Engineering (ECCM), held in the National Laboratory of Civil.
This paper gives a review of the finite element techniques (FE) applied in the analysis and design of machine elements; bolts and screws, belts and chains, springs and dampers, brakes, gears, bearings, gaskets and seals are handled.
The range of applications of finite elements on these subjects is extremely wide and cannot be presented in a single paper; therefore the aim of this. These are presented in an engineering terminology for practical usage. The author treats the mathematical formulations from an engineering viewpoint and presents high-order finite-element methods for the computation of singular solutions in isotropic and anisotropic materials, and multi-material interfaces.
Professor Sritawat Kitipornchai Named Highly Cited Researcher. Beam bending solutions based on nonlocal Timoshenko beam theory. Wang, C. M., Kitipomchai, S., Lim, C. and Eisenberger, M. () Beam bending solutions based on nonlocal Timoshenko beam theory.
Finite element method for the feedback control of FGM shells in the frequency. A variety of 2D planar grid analysis meth- ods for horizontally curved bridges are available, including finite strip method, finite element method, and finite difference method.
Any curved bridge analysis method that does not recognize the section depth is categorized as 2D planar grid method or 1D line girder analysis method. 19 Advanced finite element method for free surface flow with application to landslides Marco Schauer, Sven Reinstdler, Dieter Dinkler On the Optimality of Harmonic Input Signals for the Identification of Parameters in Coupled Problems - Appli- cations to Piezoelectricity and Poroelasticity Tom Lahmer, Ewaryst Rafajlowicz Sc.
Abo-Elnor, Mootaz and Hamilton, R. and Boyle, James 3D Dynamic analysis of soil-tool interation using the finite element method.
Journal of Terramechanics, 40 (1). ISSN Multiscale Simulation of Dynamic Fracture in Polycrystalline SiC-Si3N4 Using a Molecularly Motivated Cohesive Finite Element Method Vikas Tomar SDM Evaluation of Metallic Materials and Structures • Thursday, 26 April • hrs. Full text of "DTIC ADA Proceedings of the Ninth United States - Japan Conference on Composite Materials" See other formats.
The goals of the implementation method are to obtain an evaluated and modified DDM, and the optimal layout of the sensors for the best performance of the DDM. The CDS method was developed and illustrated using a 3D frame example.
It was shown that the method could produce simulations that were good representations of real by: 3. This feed contains the latest items from the 'Journal of Sound and Vibration' source.
Highly accurate closed-form solutions for the free in-plane vibration of rectangular plates with arbitrary homogeneous boundary conditions. a numerical model using the finite element method is first derived based on a physical model and formulations.
Vibration analysis of axisymmetric multi-layer liquid-filled cylindrical containers using RD-finite element method. Hai L.V., Ang K.K. and Wang C.M. () Vibration analysis of axisymmetric multi-layer liquid-filled cylindrical containers using RD-finite element method.
International Journal of Offshore and Polar Engineering, 18 1: Finite Element Modelling Techniques in MSC NASTRAN and LS DYNA - Free ebook download as PDF File .pdf) or read book online for free.
Good practice guide to practical finite element modelling techniques with specific emphasis on the advanced analysis codes of 4/5(11). ABSTRACT The torsion problem of a rectangular prismatic bar is solved using the Saint-Venants warping function method and analytic solutions to the twisting moment and the non-vanishing shear stresses are presented.
Approximate solutions to the torsion problem are derived by curve-fitting the analytic solutions using a power fit model with the. Among them, the finite element method is still perhaps the most commonly adopted in practice, while a growing use is observed of the companion boundary element method.
In some cases the results of these calculations are used at the design stage to assess the safety of the excavation or to define the characteristics of its supporting structures.5/5(1).
Highly Accurate Beam Torsion Solutions Using the p-Version Finite Element Method. NASA Technical Reports Server (NTRS) Smith, James P. A new treatment of the classical beam torsion boundary value problem is applied. Computing Volume 1, Number 2, June, E.
Bukovics Book Report: G. Sansone und R. Conti, Nonlinear Differential Equations (International Series of Monographs in Pure and Applied mathematics: Vol. 67) R. Dirl Book Report: M.
A. Naimark, Linear Representations of the Lorentz Group (International Series of Monographs in Pure and Applied Mathematics: Vol. 63) P. Roos Book.Issuu is a digital publishing platform that makes it simple to publish magazines, catalogs, newspapers, books, and more online.
Easily share your .Projective geometry is one of the important modern geometries introduced in the 19th century. Projective geometry is more general than our usual Euclidean geometry, and it has useful applications in Information Security, Statistics, Computer Graphics and Computer Vision.


Apollonius: Books I to III.
Pay particular attention to:
Book I, Definitions and Propositions 1-4, 11 and 46;
Book II, Propositions 29, 44 and 45, and
Book III, Proposition 52.
V.J. Katz, A History of Mathematics, Section 3.5, on Apollonius.
J. Fauvel and J. Gray, The History of Mathematics, 4D5-7. (On reserve.)
On to Day 26.


How to build a stock market sector correlation matrix in ... Mar 03, 2014 · In this video I explain how to build a correlation matrix using stock sector etf ticker symbols in excel. I explain how to get bulk price data using … Visualization of a stock market correlation matrix ... This paper presents a novel application of a clustering algorithm developed for constructing a phylogenetic network to the correlation matrix for 126 stocks listed on the Shanghai A Stock Market. The Correlation of REITs to the Stock Market | Finance - Zacks
Correlation Effects in Stock Market Volatility
Correlation coefficient: the interdependence of two random variables that range in stocks, as measured by market capitalization and as defined by the prior Economical Physics, Mathematical Economy, Financial Risk, Time Series, Crossed Correlation Matrices, Random Matrix Theory, Applied Nuclear Chaos, Stock 13 Feb 2018 Similarities drawn between the stock market and Bitcoin may only be to show a sort of correlation is in a matrix of z-scores and p-scores. 12 Aug 2013 that, for Asian stock markets, the correlation of their indices is larger their non symmetric correlation matrix, also considering time-lagged
A correlation matrix is simply a table which displays the correlation coefficients for different variables. The matrix depicts the correlation between all the possible pairs of values in a table. It is a powerful tool to summarize a large dataset and to identify and visualize patterns in the given data.
Correlation Matrix - Definition, How to Create the Matrix ... A correlation matrix is simply a table which displays the correlation coefficients for different variables. The matrix depicts the correlation between all the possible pairs of values in a table. It is a powerful tool to summarize a large dataset and to identify and visualize patterns in the given data. Fascinating Market Correlations You'll Want to Use ... U.S. Stock Indexes-Lumber: Lumber is a very important commodity for the U.S. economy. It is literally a building block for the nation. If the stock market is sharply higher, lumber futures prices will be supported. A big sell off in the stock market will likely find selling pressure on lumber futures.
How Today's Stock Markets Crash Will Affect Cryptocurrency ...
Learning about stock correlation helps traders manage their portfolios more to keep in mind the correlation between various stocks and their shifting trends.
Jan 05, 2018 · Sector ETFs: the state of correlations. A couple of years ago my article on correlations between US sector ETFs received some positive feedback. With 2017 now in …
Forex Correlation | Myfxbook Correlation Filter Type in the correlation criteria to find the least and/or most correlated forex currencies in real time. Correlation ranges from -100% to +100%, where -100% represents currencies moving in opposite directions (negative correlation) and +100% represents currencies moving in the same direction. Stock Correlation Calculator Stock Correlation Calculator. Use the Stock Correlation Calculator to compute the correlation coefficient using closing prices for any two stocks listed on a major U.S. stock exchange and supported by Quandl.. Simply enter any two stock symbols and select the price series and date information. Calculating Covariance for Stocks - Investopedia Jan 27, 2020 · Covariance is a measure of the relationship between two asset prices. Covariance can be used in many ways but the variables are commonly stock prices.
Learning about stock correlation helps traders manage their portfolios more to keep in mind the correlation between various stocks and their shifting trends. Stock correlation table and analysis - Macroaxis The correlation table is a two-dimensional matrix that shows the correlation coefficient between pairs of securities. The cells in the table are color-coded to highlight significantly positive and negative relationships. The Macroaxis Correlation Table is a table showing correlation coefficients between stocks, funds, ETFs, or cryptocurrencies. Stock Correlation Matrix Calculator


This technology is available from Temarex Corporation.
Title: METHOD FOR PREDICTING FUTURE FUNCTION VALUES UTILIZING
Inventors: D. Mugler, Y. Wu
Disclosure 306 U.S. Patent not yet issued
For any system which is oscillatory in nature, the present invention addresses industry's need for improved accuracy and/or larger stability regions in system simulations and in prediction of function values from function and derivative samples. The invention is essentially a new "Predictor-Corrector" integrator. Particularly useful for system simulations, the new method builds on past polynomial-based methods such as Adams-Bashforth (AB) for predictors and Adams-Moulton (AM) for correctors in the sense that the new method includes the old polynomial-based methods as a special case. Based on a Nyquist-type criterion which involves the highest frequency of the solution, the invention provides coefficients different than the AB or AM methods would dictate, and the result allows for an increase in the size of the time step in a simulation, resulting in a faster calculation of the solution.
Work in the digital domain is assumed for the calculations, but data may be samples of a continuous time signal such as in the case of uniform sampling of a signal from a sensor. With an appropriate estimate of the highest frequency in the data, just as for the standard Nyquist criterion, coefficients in the new predictor-corrector formulas are determined and may be stored in a lookup table without recalculation. The result may be applied to functions of even polynomial growth which are oscillatory in nature, and the new computations will provide better accuracy. If the highest frequency in the data is near zero, then the data is essentially polynomial-like in nature and the new method simplifies to the standard AB and AM methods. For truly oscillatory functions, the new approach increases accuracy and reduces computation time.
In addition to system simulations, applications of the invention include any area where the prediction of a future function value from past derivative samples is needed. For example, such information could be used to more accurately deploy airbags (i.e. smart airbags), based on the new approach applied to estimate velocity from accelerometer data. Other instances of where prediction of future velocity values may be implemented is in controlling the operation of a moving object or in regulating the spacing of moving vehicles (i.e. inter-vehicle spacing) on an automated highway system (AHS). Further applications suitable for this technology include aircraft's enhanced ground proximity warning systems (EGPWS), traffic collision and avoidance systems (TCAS) and the like. Other applications include predictive filters, signal prediction and the like. For commercial applications, these new formulas and methods could be hardwired into computer circuitry.


Deputy Head of School & Head of Secondary
Mr Richard Fluit has 35 years of teaching Secondary and High School Mathematics, Physics, Science and Geography including ‘O’ level, ‘A’ level, IGCSE, IB in the Netherlands, Mozambique, Zimbabwe, Namibia and Cuba. He also has 2 years Acting Principal and 10 years Head of Secondary. After teaching several years in the Netherlands, he has worked for 18 years through Dutch development agencies in Africa, teaching at different levels and working in several management positions. In 2002, he started at an International School in Cuba as the Head of Mathematics. He moved into the Head of Secondary School’s position in 2004 until July 2014. In his spare time, he likes to read, cycle and travel. He has a Bsc + Bed from Utrecht SOL in Mathematics and Physics, a First Degree (Comparable to Med) Mathematics from Utrecht Hogeschool Midden Nederland and a Master in Arts in Management and Education K-12 from Michigan State University, USA.


Wolfram Mathematica Free Download Latest Version for Windows. It is full offline installer standalone setup of Wolfram Mathematica.
Wolfram Mathematica latest technology in the field of technical computing and provides millions of innovators educators students and others around the world with the primary computing environment. Recognized for its technical strength and elegant user friendliness Wolfram Mathematica provides an integrated ever expanding system from any web browser that seamlessly covers the breadth and depth of technical computing and scales across the cloud. Mathematica is the most powerful computing system for general purposes in the world. Mathematica has defined the state of the art in technical computing and provided the principal computation environment for millions of innovators educators students and others around the world.
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Computes the Lambert W function, giving efficient solutions to the equation x*exp(x)==x lambertW(z, b = 0, maxiter = 10, eps = .Machine$double.eps, min.imag = 1e-09)
lambertW(z, b = 0, maxiter = 10, eps = .Machine$double.eps, min.imag = 1e-09)
(complex) vector of values for which to compute the function
integer, defaults to 0. vector of branches: b=0 specifies the principal branch, 0 and -1 are the ones that can take non-complex values
maximum numbers of iterations for convergence
maximum magnitude of imaginary part to chop when returning solutions
Compute the Lambert W function of z. This function satisfies W(z)*exp(W(z)) = z, and can thus be used to express solutions of transcendental equations involving exponentials or logarithms. The Lambert W function is also available in Mathematica (as the ProductLog function), and in Maple and Wolfram.
Corless, Gonnet, Hare, Jeffrey, and Knuth (1996), "On the Lambert W Function", Advances in Computational Mathematics 5(4):329-359


Maths and science are often considered the two most difficult school subjects that are so often avoided by students, yet they can have a significant impact on what a learner can do when they leave school. STEM (science, technology, engineering and maths) skills are critical in today’s fast-paced world, but it is evident that learners in South Africa are showing less of an appetite for subjects like maths and science.
This mainly comes down to misconceptions and negative perceptions of maths and science, rather than one’s ability or aptitude for the subject.
“Our youth are brought up to believe that maths and science are too difficult, that it has no real value in the real world and, therefore, they are not worth the effort,” says Prof Azwinndini Muronga, Executive Dean of Science at Nelson Mandela University. “This can have an incredibly negative effect on learners’ attitudes on these subjects,’’ says Prof Muronga.
“What many learners and parents fail to realise is that maths and science are enabling subjects that are a gateway to higher education and beyond,’’ says Prof Muronga. “They lay the foundation in applying knowledge when encountering complex principles competently in the school curriculum, at university and later on in life.”
The performances of learners in maths and science are well below par compared to other countries. Data from a TIMMS assessment shows that South African learners consistently performed lower in maths and science than their international peers. Out of the 64 countries, South African learners in Grade 5 scored an average of 374 for mathematics, and 324 for science – far below the 400 basic threshold – despite being older than their counterparts.
Only 41% of Grade 9 mathematics learners demonstrated that they had acquired basic mathematical knowledge, and just 36% of learners in Grade 9 science learners had acquired basic science knowledge.
One of the major factors impacting the findings is the unequal status of learners and their different backgrounds. Learners from households that lack basic amenities like running water, flushing toilets, electricity and access to the Internet, have the lowest educational outcomes. Conditions at home that are conducive to learning are crucial for improved learning and outcomes in maths and science.
Cultivating curiosity through maths and science
Young people have a natural curiosity about the world around them. Learnings from maths and science ‘plant the seed’ in gaining an understanding of the order of things and how they work. These skills are honed on the education journey and applied in scenarios that go beyond the classroom, such as in the kitchen, garage, in nature and the rest of tangible reality.
“Maths and science give learners more choice when it comes to applying to study at university,” says Prof Muronga. “Without them, they would not be eligible for programmes and apprenticeships in the fields of science, engineering and even commerce, as many higher education institutions place a strong emphasis on maths and science,” says Prof Muronga.
Maths is also beneficial in other areas, including problem-solving, quantifying and interpreting data, the comprehension of text, debating, project management, and personal finance. Science and technology can cultivate creativity, observation, analytical research, and can also have an impact on society such as sustainability and environmental conservation.
Improving the shortcomings in basic education in South Africa
“The ability of learners to creatively solve real-life problems is vital to address job creation and sustainable economic growth, particularly against the backdrop of 4IR. This underscores a dire need for skills development and support of mathematics teachers and structured programmes to incubate learners for access to and success with STEM study programmes at university,” says Prof Werner Olivier, Director at the Govan Mbeki Mathematics Development Centre.
Nelson Mandela University has made it a priority to improve shortcomings in basic education in South Africa. The Govan Mbeki Mathematics Development Centre (GMMDC) is a self-funded engagement centre within the School of Computing Science, Mathematics and Applied Mathematics, Physics and Statistics at the Nelson Mandela University for improving teaching and learning of mathematics and physical sciences in South African schools and colleges.
“The GMMDC has successfully developed customised techno-blended models and programmes to support the teaching and learning of mathematics and physical sciences in secondary schools,” says Prof Olivier. “These programmes assist hundreds of learners annually from rural and urban districts of the Eastern Cape, to obtain quality Bachelor passes in matric.”
STEM in ACTION is a community engagement entity within the EBET Faculty. It supports learners, educators, and parents across the educational phases, through a hands-on, brains-on approach within the teaching and learning of physical science. “This constructivist approach, together with a dynamic and enthusiastic STEM in ACTION team, aims to excite learners and motivate them about the science and start considering possible careers paths,” says Prof Muronga.


LESSON TITLE: Understand a Fraction as a Number on a Number Line
TEACHER: Deondra M. Seamon, Oriskany Teachers Association
TIME FRAME: 4 days
CONTENT OBJECTIVES: Prior to lessons, students will develop an understanding of fractions, beginning with unit fractions; 3.NF.1. Students should view fractions in general as being built out of unit fractions, and use fractions along with visual fraction models to represent parts of a whole. Using 3.NF.2a and b, students will have an understanding: fractions are numbers that can be represented on a number line and whole numbers can be partitioned into equal parts.
Reflections on Lesson Development
Related NYSED Links:


I'm no mathematician, though I did enjoy some math classes in school. I'm a small-scale user of arithmetic, whether it's pronounced ah-rith-muh-tik or ar-rith-maah-tik. Math is part of my job, as it is for anyone who covers sports for a living. Simple for the most part and when it gets beyond that, I trust a calculator to figure out the ERA of an ace pitcher.
But there are times when I simply wonder if the world just doesn't know how to add or subtract anymore.
Nov. 25, 2011
In the busyness of everyday life, who really knows whether our life is the gooey, stinky, but tasty and cheesy part ... or if it's the holes in that block of cheese, the airy, ethereal area that lets us breathe, while simultaneously giving our feet nothing to stand on.


References National Research Council. You also want to do that in a way that is fresh and original. Formulas are generally indented and given a separate line, but otherwise should be treated as elements of the composition, following the same rules of grammar that apply to words.
Mathematics can be beautiful, powerful, and useful. Check all these aspects and finally, be ready to express your own point. Mathematics may be broadly described as the science of space, time, measurement, quantities, shapes and numbers and their relationships with each other.
Being able to write well about math is as important to mathematicians as being able to solve problems. Collectively, these essays and tasks explore how mathematics supports careers that are both high in stature and widely in demand.
Writing a math paper step by step Finally, after collecting all the relevant information, you are ready to move to the actual assignment: This section helps the reader see why you are focusing on this topic and makes the transition to the main point of your paper.
The mathematics involved is often generalizable; it often has aesthetic value, too. As with all of the recent published work of the MSEB, High School Mathematics at Work is meant to be shared by all who care about the future of mathematics education, to serve as a stimulus for further discussion, planning, and action.
Make sure you give the proof of your idea or theory. Mathematics may be described as the fundamental science.
Furthermore, such programs can provide students with the flexibility to return to higher education whenever appropriate in their career paths.
Many of these jobs build on skills developed through high-quality science, mathematics, and technology education. An Ineffective Introduction Everyone uses math during their entire lives.
The idea is simple. I learned that there were four quarters in a dollar, and if I bought a non-food item—like a handful of balloons—that I was going to need to come up with six cents for every dollar I spent. Continuing with the example above, we might move from the narrative about Michelle to a short discussion of the scope of the problem of drunk drivers.
For parents, this book can give a sense of how mathematics can be powerful, useful, beautiful, meaningful, and relevant for students.
The body section contains most of your work, leading the reader through the specific problem or idea you're considering.
Before taking a college-level math class, many students have never needed to write a mathematics essay. Under each theme, the essays are accompanied by several tasks that illustrate some of the points raised in those essays, though many of the tasks could appropriately fit under several of the themes.
The essays and tasks in High School Mathematics at Work not only underscore the points made in The Education Imperative NRC,but also begin to explore connections between academic mathematics and mathematics for work and life.Introduction The story of mathematics is as much the story of the human tendency to stay firmly grounded in “common sense” as it is the story of simple development of ideas.
This is especially true with elliptical and hyperbolic geometries. Introduction Students in high school are forced to take Math classes and they are not allowed to completely skip them just because they dislike the subject, as the other students are not allowed to skip some classes like English.
A math essay about a concept looks similar to essays in other classes; it is, in fact, an expository essay. For this, you investigate a mathematical concept, develop further ideas about the theory based on research and make a claim in the form of a thesis statement. Introduction The story of mathematics is as much the story of the human tendency to stay firmly grounded in “common sense” as it is the story of simple development of ideas.
This is especially true with elliptical and hyperbolic geometries. Search to find a specific mathematics essay or browse from the list below: Concepts of Gender and Mathematics Introduction In Charles Darwin wrote “The chief distinction in the intellectual powers of the two sexes is shewn by the man's attaining to a higher eminence.
Introduction to mathematics glossary of terms: In glossary all intend mathematical terms can be substantiate in plain language. In this mathematics glossary of terms is formulated in response to requests from teachers and others during the national curriculum consultation.Download


At Jaffery teaching and learning is centered around the student and their needs. We respect and welcome these young adults and inspire them to achieve their dream.
The Academy follows the London IGCSE curriculum. We offer a number of subjects which include: English, Mathematics, Biology, Chemistry, Physics, History, Geography, Literature, Business Studies, and Accounting, Economics, and Global citizen, French / Kiswahili, Art, Pure Mathematics and ICT. These cater for the varied interests of our learners.
Accounting and Economics are introduced in year 9 while Pure Mathematics and Literature are introduced in year 10.
In year 11, students sit for the London IGCSE examination offered by Pearson Edexcel Examination Board- an international well recognized examining board.


Students majoring in Mathematics or in Statistics and Data Science may pursue topics outside the department's standard curriculum by completing an individual study or honors thesis. Such work may build on courses a student has already taken, may relate to research in a faculty member's area of specialization, or may connect to a project associated with the College’s Connections Program.
There are several principal formats for doing independent work in mathematics or statistics:
Individual Study: Under normal circumstances, students may not enroll in individual study courses with content that is the same or similar to the content of regularly offered courses by the department. In exceptional circumstances, requests for independent studies in such areas will require departmental approval. Students should send requests explaining their reasoning to the department chair.
Mathematics Seminar: MAT 495. All students completing the mathematics major must enroll in the mathematics seminar. In addition to hearing talks from a variety of speakers, each student in the seminar will give a talk on a topic that is not covered within a standard undergraduate course. This course serves as the capstone for the Mathematics major.
Application and Communication in Statistics and Data Science: STA 496. All students majoring in Statistics and Data Science must complete two semesters of research. Students will first take a course at the 300 level or higher, in statistics or another discipline, after which they will take STA 496. In the first of these two courses, students will initiate their research project; the topic for their research may come from a variety of areas, including but not limited to the following:
- The animating question for an Integrative Pathway;
- A project for one of the Center Certificate Programs;
- A project done in the Statistical Consulting course (STA 334);
- An area of interest to the student or a faculty member’s research speciality.
In STA 496, which serves as the capstone for the major, students will complete the statistical modeling required for their research projects. Upon completion of their research, students will present their work to the department.
Service-Learning Practicum: MAT 120, 220, 320. A two-credit course taken concurrently with another mathematics course at the same level. Students enrolled in the practicum serve as volunteers at a local school, at which they teach some aspect of the material from the mathematics course in which they are concurrently enrolled.
Honors Study: MAT or STA 497-498. A year-long course for seniors intending to write an honors thesis on a special topic or on original research. Students wishing to pursue honors study must have maintained a grade point average of at least 3.5 in all courses for the major and must submit an application to the department by the end of the junior year.


Cipher Fall is an amazing casual game. Download link to the App Store.
Test and improve your maths skills and share your success with friends. Tap symbols on the screen to make simple arithmetic calculations to achieve the target value. Less taps you make, higher score you get. Be fast and concentrated!
Numerical puzzles are very popular today. Such a game has a wide audience. It allows not only to entertain, but also to train basic math skills in a funny manner. Thus the game should be interesting both for children and adults.
I am glad to introduce the Cipher Fall: this is a puzzle game with some features of an arcade. You should achieve the target value by tapping the numbers and math operators on the screen. Less taps you make, higher score you get. Also the speed is important too.
The gameplay was inspired by one of the famous movies: The Matrix. It combines a set of features. Falling symbols and scoring mechanism require to make a fast decisions like in arcades. Variety of different characters on the screen forces you to be intent. This is a bit similar to the hidden object games. Finally the goal of the game is to get the target value making basic math operations. This is a typical feature of numerical puzzles. In spite of the simplicity of the core idea, the mix of different genres makes the game process quite fascinating and funny.
The overall gameplay is very comfortable. It doesn’t impose any tough time restrictions, so you may take enough time to make a decisions. The score is the only suffering value if you are not fast enough. You may share achievements with your friends in social networks. The game doesn’t include any in-app purchases.
Actually, the Cipher Fall is a very fascinating game for all that allows to spend time with fun and benefit for the brain.


This is a code for Octave (probably works in Matlab too), to calculate the Faddeeva function. It is based on code from Matpack, and is basically a conversion from the original C++ to Octave code. The Faddeva function can be used, in turn, to calculate related functions as the complex error function, plasma dispersion function, etc. It accepts complex arguments.
To use it, simply put the script in a directory where Octave can find
it, and call it as
This file is distributed under the GNU General Public License.
Send comments and suggestions.
|Version 1.0||(5 October 2005)|


How do you calculate the area and the perimeter of a parallelogram and a triangle?
for parallelograms:area = b(h)so basically, the length times the height. just like how you would find the area of a square.perimeter: just add all of the sides together.for triangles:area = 1/2(b) x hso half the length multiplied by the height. for example, if the length was 4, you have to use half of that. so that means 2 times whatever the height is.perimeter: again, just add all three sides together


Mathematical physics a modern introduction to its foundations is intended for adoption in a course or a sequence of methods of mathematical physics at the advanced undergraduate or beginning graduate level this is a textbook that every library must have with a large number of copies in reserve and it will be a valuable aid for committed students researchers and instructors of science and applied mathematics eleftherios kirkinis siam review vol 56 3 september 2014. Mathematical physics a modern introduction to its foundations this book is for physics students interested in the mathematics they use and for mathematics students interested in seeing how some of the ideas of their discipline find realization in an applied setting. Mathematical physics a modern introduction to its foundations author sadri hassani edition 2 illustrated publisher springer science business media 2013 isbn 3319011952 9783319011950. Buy mathematical physics a modern introduction to its foundations 3rd ed 1999 corr 3rd printing by hassani sadri isbn 9780387985794 from amazons book store everyday low prices and free delivery on eligible orders
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