In summary, reducing costs helps improve the profit margin.
On the other hand, if the expenses are kept fixed at ,000 and sales improve to 0,000, profit margin rises to = 50%.
Net profit is determined by subtracting all the associated expenses, including costs towards raw material, labor, operations, rentals, interest payments, and taxes, from the total revenue generated.
It indicates that over the quarter, the business managed to generate profits worth 20 cents for every dollar worth of sales.
In the context of profit margin calculations, net profit and net income are used interchangeably.
Similarly, sales and revenue are used interchangeably.
To maximize the profit margin which is calculated as , one would look to minimize the result achieved from the division of (Expenses/Net Sales).


Q: My employer pays me at one rate of pay for my regular work, but then pays me minimum wage for travel and attending seminars after-hours. How is my overtime supposed to be calculated?
--Bad at Math (CA)
A: Calculating overtime for an hourly employee who is paid at two separate hourly rates is a fairly complicated analysis and does not come up very often, but hopefully the explanation below makes some sense to you. If you need more help understanding the calculation, please feel free to contact me.
Introduction to the "Regular Rate" (versus the "Base Rate")
An employee's "regular rate" of pay is a legal term for the number used to calculate their "overtime rate" of pay, which is either 1.5 or 2 times the "regular rate," depending on how many hours are worked.
What I call the "base rate" of compensation is the typical rate at which you are paid in a regular day, week or hour of work, whether at an hourly rate, salary, commissions, etc.
Some people get confused by the term "regular rate" and mistake it as a synonym for what I call the "base rate". However, the "regular rate" is only used to calculate the "overtime rate". It really has no other purpose and often bears little resemblance to an employee's actual "regular wages".
In fact, the "regular rate" can often differ greatly from the "base rate," as explained below.
Calculation of "Regular Rate" for Hourly Employees
For hourly employees, the "regular rate" is determined by taking all of the money an employee is paid in any given week and dividing it by the total number of hours worked that week.
The Usual Situation
Hourly employees are usually paid just a straight hourly rate for their "base rate". So, for most hourly employees their "regular rate" is the same as their "base rate".
- Employee is Paid $15 per hour ("base rate")
- ($15/hr X 45 hours=$675)/45=$15 ("regular rate")
For purposes of this example, we will assume that he employee worked 40 regular hours and 5 overtime hours. To calculate overtime pay, the "regular rate" is multiplied by 1.5 to determine the "overtime rate", which in this example would be $22.50.
The most common way to calculate overtime in this situation is to multiply the "base rate" by 40 hours to get the employee's "regular pay" ($600), multiply the "overtime rate" by 5 to get their "overtime pay" ($112.50), and add the two figures together ($712.50) to calculate the wages owed.
However, this is not technically correct, because what the law says is that the employee is entitled to additional "premium pay" for overtime hours worked. So really the way this should be calculated is to multiply the number of hours worked by the "base rate" ($675) and then multiply the 5 overtime hours by the difference between the "overtime rate" and the "regular rate" ($7.50) to determine the additional "premium pay" owed and add the two figures together ($712.50) to calculate the wages owed.
The reason you must subtract the "base rate" from the "overtime rate" is because the employee has already been compensated partially for the overtime hours worked at the "base rate".
While both methods seem to work in this example, the reason the longer version is correct becomes apparent from the next example.
The Complicated Situation
When an employee is paid at two different hourly rates for different tasks, the employer must calculate the "regular rate" using a "weighted average" of the different hourly rates.
Using the same example above, assume that the employee is paid $10 per hour for time spent doing janitorial duties at a retail sales job and that the first 40 hours of the week were spent doing sales work at $15 per hour and the last 5 were spent doing janitorial work.
First, calculate the "regular rate," which is done the same as above--by adding all of the money earned by that employee for the week and dividing it by the number of hours worked:
- [($10/hr X 5 hours=$50)+($15/hr X 40 hours=$600)]/45=$14.44
Second, calculate the "overtime rate" by multiplying the "regular rate" by 1.5 ($21.67). Finally, calculate the "overtime pay" by taking the difference between the "overtime rate" ($21.67) and the "base rate" for the overtime hours ($10.00) and multiply that number ($11.67) by the number of overtime hours worked (5) to determine the additional "premium pay" owed ($58.35).
The total pay for this week should be $708.35.
Again, I know this analysis is complicated, but if you have any questions about whether you are being paid overtime correctly, you should contact an employment law attorney.


Microsoft Imagine Programm
Microsoft Imagine for staff and students at the University of Bern
What is Microsoft Imagine Programm?
"Microsoft Imagine Programm was designed to provide the easiest and most inexpensive way for universities to make the latest Microsoft software available in labs, classrooms, and on student PCs. The Dreamspark is an annual membership program for departments that use technology in support of Science, Technology, Engineering, and Mathematics (STEM) courses. The membership provides a complete, inexpensive solution to keep academic labs, faculty, and students on the leading edge of technology."
The license terms also specify that "... let your staff, faculty, and students use such copies, and make one additional copy on their own computer or other device, but only
(a) to develop, support, conduct, or take the STEM courses, labs, or programs you offer;
(b) in non-commercial STEM research on your behalf; or
(c) to design, develop, test, and demonstrate software programs for the above purposes."


Using a mortgage payment calculator can assist with finding the mortgage finance options and terms that provide an affordable home loan payment.
Using the mortgage payment calculator before shopping for a home and mortgage loan can help narrow the field to homes within your price range.
When using the mortgage payment calculator, enter the loan amount, interest rate, and repayment term
Mortgage Payment Calculator
What will your monthly mortgage payments be?
Determine the monthly payments for a mortgage loan based on the loan amount, mortgage interest rate and loan term.


The workshop aims to take a closer look at the practices of modelling within mathematics and the related natural sciences. How did the concept of »model« and the activity of modelling change between the 19th and the 21st century? How were material, three-dimensional models taken into account? What was their epistemological role? How mathematical modelling was regarded within physics, chemistry and biology?
The workshop will take place on 26.7.2018 and the program is attached.
Please register till the 23rd of July at: firstname.lastname@example.org
Time: Thursday, 26 July 2018, 10:00-17:30
Place: Sophienstraße 22a, 2. Courtyard, second floor, 10178 Berlin
Interdisciplinary Laboratory Image Knowledge Gestaltung
Cluster of Excellence at Humboldt-Universität zu Berlin
Attendance is free and interested participants are welcome!
10.00–10.30 / Michael Friedman and Karin Krauthausen:
Model and Mathematics – Introduction
10.30–11.30 / Arianna Borelli:
The Tension between Modeling and Mathematics in Early Particle Physics
11.30–12.30 / Axel Gelfert:
Thinking With Formalisms: Mathematical Notation and Epistemic Actions
14.00–15.00 / Tilman Sauer:
(De)Visualizing Parallel Transport
15.00–16.00 / Reinhard Ulrich Wendler:
Marmousi-Models and the Limits of Scale
16.30–17.30 / Moritz Epple:
›Analogies‹, ›Interpretations‹, ›Images‹, ›Systems‹, and ›Models‹: Some Remarks on the History of
Abstract Representation in the Mathematical Sciences since the Nineteenth Century


How to Use the Customer Lifetime Value (CLV) Calculator
You only need to enter four numbers – please only type over the numbers in the white cells – the numbers in the orange cells are automatically calculated for you.
To calculate the customer lifetime value, you will need to enter:
- Average customer acquisition costs
- Average customer profit contribution per year
- Average annual customer retention rate
- An appropriate discount rate (normally in the range of 10%-20%)
In the spreadsheet calculation, the customer retention rate is used as an estimate of the probability of receiving future customer cash flows (that is, revenues and costs).


A Magic Cube is consisted of eight smaller cubes and eight hinges arranged in the three dimensions. In total there are 48 square faces (6 square faces per small cube times 8), 24 of which are visible while the rest 24 are hidden. During folding (or unfolding), visible square faces turn hidden and vice-versa. It measures 9.4 cm x 9.4 cm x 9.4 cm, and uses 424 pieces.
See my other two Magic Cubes here on Rebrickable.


I took the SAT a few times. The first was in seventh grade for some sort of nerd camp thing. (I don't remember people telling me that was why I was taking it, I have since found out that was the secret reason. I did score well enough to get an offer from one such camp, however the mail system in my house prevented me from knowing this before the deadline. I found the letter the day after it was due.) As a result I knew I had done okay as a seventh grader so was not particularly stressed as a when we did the PSAT or later when I took the SAT. I retook it to see if I could bump up my math score for one of the colleges I was applying to, and amusingly, got the exact same math score again. (My verbal went up a smidge.)
When I took the GRE eons later, I, at the time, had the option to pay extra to do it on computer. (I think that's the normal way these days.) I never wanted to see another freaking bubble again as long as I lived. I pulled out a test booklet beforehand and discovered that the math stuff looked familiar but strange. Kind of like Latin in that I knew I used to know that, but since I had not needed to compute the area of a triangle in quite some time I stared with some panic at the problem thinking, what the hell? It did come back to me and I did fine on the GRE, but it did reinforce that some of this stuff I had not used in quite some time. Of course, I never would have predicted how commonly I'd be using some of that algebra, so there you go. Maybe the rest of you calculate areas of triangles a lot.
But reading this story of an adult taking the SAT, made me nod and shudder. In addition to the ahem, colorfully worded points the author makes (things like when else will you have to sit for several hours in the same chair doing nothing but answering tests, oh right, not since you were in school), there is also the test section. One of the sections is a test section (so, yes, you are paying to be a guinea pig) leading to the common (at least for me) belief that that one section you totally rocked on must have been the freaking test section. (In fairness, I get the purpose of the test section, but a zillion bubbles later, knowing that some of those bubble didn't even count just sucks.)
Also, now you get sample formulas? Are you kidding me? I mean yay, that is so totally how it should be. (I knew about the calculators. And the essay.)
h/t to the several tweeple who posted this link
Edited for spelling.


Theory behind fibonacci
STEP 1 - what is our goal?
step 2 - write code!
Fibonacci Sequence looks like this:
1, 1, 2, 3, 5, 8, 13, 21, 24
The logic behind this is pretty straightforward
First two numbers are the same but the next number is a sum of the previous 2.
0 + 1 = 1
1+ 1 = 2
1 + 2 = 3
2 + 3 = 5
3 + 5 = 8
5 + 8 = 13
8 + 13 = 21
13 + 21 = 34
Doesn't this look like recursion? It does. If you are asking WHAT the hell is recursion? It is a brilliant question because the first time I got asked that was on an interview. If anyone asks you what is this? Just say answer it is a function that executes itself. Scratching your heads? Analogy is Russian nesting dolls. You have a big wooden doll then you open it, there is another one smaller one, right? of course. you keep going until you get to that tiny one. But you are repeating exactly the same operation (opening the nesting dolls). The only difference is it is going from the biggest to the smallest size until the tiniest one cannot be opened.
Let's write code!!!!
Let's say we have an sequence (1, 1, 2, 3, 5, 8, 13, 21, 34)
and we need an output from function Fibonacci(4) to return 3. Let's say we want to cheat and hardcode this as an array
Your output is 5 not 3.
So we know that the first 2 numbers in Fibonacci sequence are 1 and 1, and you will get 1 and 1 output we need to right away include if condition
The very next thing we need to do some logical thinking. We know that position 1 and 2 which are less than 3 will yield 1, right so we need to add previous two positions.... So our else also includes return because we are not seeking any operations after else.
By the way Here is your console.log
console.log(fibonacci(2)); //0 + 1 + 1
console.log(fibonacci(3)); //2 + 1
console.log(fibonacci(4)); //1 + 3
console.log(fibonacci(5)); //4 + 1
Please DO NOT try to run 50 or anything above that. Your browser will freeze :)
Fibonacci is part of Big O Notation O(2^n)
That is coming up soon!


Teaching the Virginia Standards of Learning
Welcome! This web page is designed for
Kindergarten teachers in Virginia who are looking for Internet
resources and technology integration ideas to use with math.
Integrating Technology and Standards
Suggestions for using technology
to teach the Virginia Standards of Learning
What are other math teachers in Virginia
doing? Visit the Commonwealth
of Knowledge, the first lady's collection of SOL-based lesson
plans. (This link takes you directly to the list of math lesson
plans, organized by SOL.)
Free Activity Page for Kids: Lots of
activities in math and other areas complete with worksheets. Here
are a few samples linked to appropriate standards.
Vicki and Richard Sharp, California State University, Northridge
have assembled lots of links in various
subject areas. The math
page has lots of place to go for lesson
plans, instructional materials, and online resources. A few highlights
aligned to standards are listed below.
- K.8 The student will add and subtract
whole numbers using up to 10 concrete items: Flashcards
from All Math
- K.13 The student will identify representation
of plane geometric figures (circle, triangle, square, and rectangle),
regardless of their position and orientation in space: Print
Sesame Streets pictures to color. They also have number
coloring pages (K.2).
- K.4 The student will investigate and recognize patterns from
counting by fives and tens, using concrete objects and a calculator:
Base 10 Game that lets you drag shapes onto a grid and then
divide them into groups of five and ten.
Math Cat: The Game
Six games: each one focusses on a different standard:
- K.1 The student, given two sets containing 10 or fewer concrete
items, will identify and describe one set as having more, fewer,
or the same number of members as the other set, using the concept
of 1 to 1 correspondence. Game:
More or Less?
- K.2 The student, viven a set containing
nine or fewer items, will tell how many are in the set by counting
the number of items orally and select the corresponding numberal
from a given set. Game:
- K.7 The student will add and subtract
whole numbers using up to 10 concrete items. Game: Add
- K.9 The student will recognize a penny, nickel, dime, and
quarter. Game: What Coin Is It?
- K.13 The student will identify, describe, and make plane
geometric figures. Games: Name the Shapes and
Name the Shapes
Note: You'll need the Shockwave Plugin to play Math Cat.
Copyright © Web Weavers of Williamsburg,
Williamsburg, Virginia 1999
Contact the Webmaster at email@example.com


Welcome! I'm a statistical ecologist, currently lecturing at UCLA. I'm fascinated by the ways variability enters a mechanistic process, changing the patterns that emerge in data. I focus on computational approaches for both frequentist and Bayesian frameworks to account for stochasticity in mechanistic models. I work in both R and Python, with over 11 years of programming experience. I'm also an animal lover with two rescue pups, Maggie and Ruthie. I love baseball, coffee, and baking bread.


The Center for Statistics and Quantitative Infectious Diseases is a joint program of Fred Hutchinson Cancer Research Center in Seattle, Washington, and the University of Florida. Our main interest is in quantitative methodologic developments related to scientific and public health aspects of infectious diseases, including epidemiology, evaluating interventions, immunology, and vaccinology. Our research focuses on prevention and intervention in infectious diseases of global health importance, as well as emerging infectious diseases, such as pandemic influenza. The quantitative methods include statistical, epidemiologic, mathematical modeling, computational biology, and bioinformatic methods. Our group is in the MIDAS network and is partially supported by the National Institute of General Medical Sciences at NIH.


Circles, squares, triangles and rectangles are shapes we learn about all the time in nursery. So why not use these shapes to make a shape picture. Below are some pictures of rockets and the shapes you will need to make them. You might need some help from an adult to cut out the shapes and you can use any odd bits of paper or card lying about the house.
You can try the rockets or make up a picture of your own. You can have lots of fun while practising naming your shapes.
Remember to upload any pictures you do onto your learning journals so that we can see them.


The University of Stanford has attributed Abdon Atangan as one of the Top 2 Scientists in the World. The authorities have termed him one of the country’s best known and applauded scientific workers. He is a Professor of Applied Mathematics at the Institute of Groundwater Studies at the Free State University in Bloemfontein, South Africa. He specializes in applied mathematics.
He was born on October 1, 1985, in Elig-Mfomo, a commune in the Center region of Cameroon. Married to Ernestine Alabaraoye, he did part of his studies in Cameroon at Obala high school and then at the University of Yaoundé 1.
In 2013, he obtained a doctorate in applied mathematics at the Groundwater Studies Institute, University of the Free State, Bloemfontein in South Africa.
At 35, he became the youngest African mathematician to join the Clarivate Web of Science list.
His research interests are methods and applications of partial and ordinary differential equations, fractional differential equations, perturbation methods, asymptotic methods, iterative methods, and groundwater modelling.
Professor Atangana founded fractional calculus with non-local and non-singular kernels popular today in applied mathematics. He is one of the authors of the popular fractional derivative in the sense of Atangana–Baleanu, a derivative widely used in mathematics, named Atangana–Baleanu fractional derivatives.
In 2017, he was the most cited mathematician in the World through his scientific work. In 2019, some studies named Abdon Atangan as one of the World’s most cited mathematicians. He is among the top 1% of scientists on the global list (2019 and 2020) Clarivate Web. He is a fervent defender of research funding in Africa.
In 2020, he was named one of the most quoted mathematicians in the World with interdisciplinary influence. He was the first mathematician to get the TWAS Mohammad A. Hamdan Award awarded by the World Academy of Science. He is a fervent defender of research funding in Africa.
In June 2023, he became the first Unesco-Al Fozan International Award for promoting young scientists in science, technology, engineering and mathematics. This biennial award was created by Unesco in 2021 in partnership with the Al-Fozan Foundation of Saudi Arabia.


In an economy where a unit of labour can produce either 1 unit of x or 4 units of y (or any linear combination of the two) and a unit of capital can produce either 4 units of x or 1 unit of y (or any linear combination of the two). There are 100 units of each means of production. Suppose now that the discovery of new production technologies allowed the production of both x and y by using only one of the two means of production (without a change in their respective productivity).
a) What will be the production possibility curve?
b) What will now be the opportunity cost of producing 50 units of x?
c) Will it change if we produced 90 units of x?


Maths For Kids Age 7-8
England : ks 2 Year 3, United States : 2nd Grade, Scotland : Primary 4
level : easy
Math interactive games for Kids & young learners
Free interactive math games for kids - Includes: Over 3000 math exercises in the form of fun games & interactive quizzes, free printable PDF board games & puzzles, math cartoon tutorials, math video lessons and more.
For children from Northern Ireland, you can also visit these pages :
Maths Primary 3,
Maths Primary 4,
Maths Primary 5,
Maths Primary 6,
Maths Primary 7
(free maths exercises).
Most visited pages : Primary 3 maths exercises
Primary 6 maths exercises
Home : Free Primary mathematics exercise


|LC Classifications||QA75 K65 1971|
|The Physical Object|
|Number of Pages||159|
Condition: Good. Ship out in 2 business day, And Fast shipping, Free Tracking number will be provided after the War of Resistance Against Japan of Guilin Tuzhi this early Edition - Advanced abacus tutorialFour Satisfaction guaranteed,or money back. Seller Inventory # EK ADVANCED ABACUS TECHNIQUES JAPANESE SOROBAN & CHINESE SUAN PAN What's new on these pages Last Update: Thursday, February 6th, THE LEE'S IMPROVED ABACUS The Lee's Abacus - a Demonstration ABACUS: MYSTERY OF THE BEAD The Bead Unbaffled - . Advanced Abacus Japanese Theory and Practice, by Takashi Kojima 7 These and other reckoning devices are believed to have gone out of use as the previously mentioned abacus developed and gained popularity. Now two questions present themselves. One is why this ancient abacus developed in the East to become such an efficient calculating Size: KB. The NOOK Book (eBook) of the Advanced Abacus: Theory and Practice by Takashi Kojima at Barnes & Noble. FREE Shipping on $35 or more! Due to COVID, orders may be : Tuttle Publishing.
Advanced Abacus: Theory and Practice - Ebook written by Takashi Kojima. Read this book using Google Play Books app on your PC, android, iOS devices. Download for offline reading, highlight, bookmark or take notes while you read Advanced Abacus: Theory and Practice.5/5(1). Read "Advanced Abacus Theory and Practice" by Takashi Kojima available from Rakuten Kobo. This handy guide will take abacus users from beginner to master level in a very short time. Though the Japanese abacus m Brand: Tuttle Publishing. Mental Abacus Book 2 focuses on advanced abacus topics, and it is a complete learning package on multiplication and division. Every concept and technique involved is explained thoroughly with Subcategory: Student Tools. Advanced abacus: Japanese theory and practice | Kojima, T | download | B–OK. Download books for free. Find books.
Additional Physical Format: Online version: Kojima, Takashi, Advanced abacus. Rutland, Vt., C.E. Tuttle Co.  (OCoLC) Document Type. Mental Abacus Book 2 focuses on advanced abacus topics, and it is a complete learning package on multiplication and division. Every concept and technique involved is explained thoroughly with plenty of examples and various diagrams. Mental Abacus Book 2 focuses on advanced abacus topics, and it is a complete learning package on multiplication and division. Every concept and technique involved is explained thoroughly with plenty of examples and various diagrams. Book 1 and Book 2, together with the powerful demonstration kit “Abaculator”, comprise a comprehensive guide for abacus ry: EDUCATION. Mental Abacus Book 3: In-depth studies on advanced abacus topics: All kinds of Vedic Maths Tricks (Multiplication) Multiplicative Pithy Formula Tricks: Abacus Decimal Division: Rounding to the nearest hundredth Pitfall: Dealing with Negative Numbers on Abacus: Abaculator auto determines the best rapid calculation method.


|Date Requested:January 12, 2011
Time Requested:04:39 PM
| FUND(S) |
Sources of Revenue
Legislation creates:Neither Program nor Fund
Effect this measure will have on costs and revenues of state government.
|Effect of Proposal||Fiscal Year|
|1. Estmated Total Cost||0||1,708,440||1,708,440|
|Repairs and Alterations||0||0||0|
|2. Estimated Total Revenues||0||0||0|
3. Explanation of above estimates (including long-range effect):
The purpose of this bill is to provide a $5000 annual bonus to advanced placement math and science teachers.
The estimated cost of this proposal to the State for the 2011-12 year is $1,708,440.


Nassim Taleb wrote a provocative article on Edge.Org calling for using the Mean Absolute Deviation in place of the more popular standard deviation as a measure of the variability of a collection of observations. His reasoning is persuasive to me, especially his claim that the standard deviation is widely misapplied and misunderstood.
MySQL (like many RDBMs) has an aggregate function STD() that computes the standard deviation of a collection of observations. I’ve added a MySQL feature request for MAD(), the mean absolute deviation.
Adding this aggregate function to MySQL has the potential to improve science by making it easier to compute and present this measure of variation.
You can compute it with MySQL without the aggregate function, but it’s a little more complex than using STD(). Here’s an example using some weather data, computing the mean average deviation of of temperature month by month.
SELECT a.yearobs, a.station, a.average, a.stdev, AVG(ABS(b.temp - a.average)) meanavgdeviation FROM ( SELECT TRUNC_MONTH(obstime) AS yearobs, station, AVG(temp) AS average, STD(temp) AS stdev FROM obs GROUP BY station, TRUNC_MONTH(obstime) ) AS a JOIN obs AS b ON a.yearobs = TRUNC_MONTH(b.obstime) AND a.station = b.station GROUP BY a.station, TRUNC_MONTH(b.obstime) ORDER BY a.station, TRUNC_MONTH(b.obstime)
It does happen to require two passes over the dataset to compute, where the STD() function doesn’t.
Microsoft Excel has this function: AVEDEV()
PostGreSQL doesn’t have it.


March 14 marks Pi Day. We can’t think of a better way to celebrate it other than a pie from Ginger Corner Market offering special pies to celebrate the coolest mathematical constant around the mathematical constant party. Stop by for one (or more) of the Lavender Lemon Meringue, Strawberry Rhubarb, Boston Cream, Chicken Pot Pie, or Coconut Cream.
Pi Day is awesome, we know, but it’s really just a warming opener to St. Patrick’s Day on March 17. Ginger will be offering several specials from March 17-March 22 to have everyone dancing an Irish jig. Stop by for Irish Stew, Twice Baked Potato, Corned Beef and Cabbage Sandwich. Also available by pre-order will be Irish Soda Bread and Guinness Cake.
Ginger Corner Market
217 South Michigan Ave
Pasadena, CA 91106


The Fibonacci sequence inspired the Dimensions cowl. The Fibonacci sequence or the golden ratio is a series of numbers where the following number is the sum of the previous two numbers 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, etc. When mathematically applied, it creates a perfect spiral where items build perfectly upon themselves.
Looking back on the past year, I have been thinking about my future intentions, and my mind kept wandering to the idea of balance. To achieve balance, you must recognize things are often at odds with each other: light or dark, up or down, rough or soft. This inspired half of the cowl to be smooth with clean lines, and then the other half represents the opposite with opposing colors and textures.
- 6 inches wide x 27 inches long folded / 15 cm wide x 69 cm
Total yardage: 750 yards
- Main Color: 375 yards
- Contrast Color: 375 yards


What is the return value from printf() function?
printf function always returns the number of characters printed. Let us understand this with an example:
printf("%d",printf("%d %d %d", a,a,a));
In this above program the inner printf is first called which prints value of a, three times with space between each value, 10 10 10. Total 5 characters get printed (3 value of 10 and 2 spaces).
As explained earlier the inner printf after printing the values, returns the number of characters printed, 5 which is printed by the outer printf.
The output of the above program is
10 10 10 5
A function always returns a value and printf function returns the number of characters successfully printed.


Evenings MTWR from 4 to 7 pm
At Mathnasium of Stillwater, we specialize in teaching kids math the way that makes sense to them.
We only tutor math and specialize in 1st through 12th grade. Using the time-tested, proprietary Mathnasium Method, we're committed to helping your child catch up, keep up, and get ahead in math.
We are located in Oak Park Heights opposite the Stillwater Area High School, between First State Bank and the UPS Store.


Year 7 Catch-Up Funding
Lady Hawkins’ School
LADY HAWKINS’ SCHOOL
Find out more about the Year 7 Catch-Up Premium
The literacy and numeracy catch-up premium gives state-funded schools, including special schools and alternative provision settings, additional funding to support Year 7 students who did not achieve the expected standard in reading or maths at the end of key stage 2 (KS2).
How much does LHS receive?
Year 7 Catch-Up Spending
Key Areas of Focus
Literacy and numeracy are the two main areas of focus. The premium money is used to target those Year 7’s who have not made the expected progress at the end of KS2.


Maths degree adds up to a rewarding career for Gemma
Former student Gemma Halliwell is celebrating completing her doctorate in mathematics from the University of Sheffield.
Gemma, 28, has studied maths for the past nine years and has gained her doctorate in pure maths, specifically in algebraic topology.
“Maths was my favourite subject from an early age,” said Gemma, “I particularly discovered this interest in pure maths during my time at college.
“Tutors Joe Roache and Phil Benson encouraged me to consider stying maths at university.
“I now work as a data analyst at Sheffield Students’ Union, handling large data sets and looking for changes in student population and engagement.”
Gemma is keen to point out the merits of studying maths at university and how it opens doors to lots of exciting careers.
“People always tell you that you can do anything with a maths degree and I never really understood what they meant because my degree was so abstract rather than training for any particular career, but I think it is the problem solving skills that you develop during a maths degree that makes you very employable.
“You will learn quickly and be able to apply your mathematical ability to all kinds of situations.
“My degree had nothing to do with data analysis, I specialised in algebra and pure maths, but I love my job because it uses problem solving skills and is always challening me in different ways.
“In my current job I use maths to manipulate data, link together data from other tables, calculate fields, such as a given date of birth and test statistical significance on results.”
Gemma is pictured on graduation day with her mum, Julie Halliwell, who is a study adviser at Blackpool Sixth’s Fyi Centre.


Geometry is a branch of mathematics concerned with questions of shape, size, relative position. These include the concepts of points, lines, planes, surfaces, angles, and curves, as well. Disc. These Geometry Worksheets are perfect for learning and practicing various on a coordinate plane worksheets, midpoint formula worksheets, distance formula . Coordinate plane. We use coordinates to describe where something is. In geometry, coordinates say where points are on a grid we call the "coordinate plane".Example Question #1 : Plane Geometry. Two angles are supplementary and have a ratio of 1:4. What is the size of the smaller angle? Possible Answers:.The basic building blocks of geometry math test.. A line, plane, ray, and line segment all have. Answer the following questions using the description above.Symbols. (2 methods!) Simple. Definition. Picture. Line two capital letters with double arrow on top:. plane. One CAPITAL CURSIVE letter : Any three points in the plane as long as they are not on the actual thickness. (Answers next page.) . Plane Geometry is about flat shapes like lines, circles and triangles shapes. Solid Geometry is about three dimensional objects like cubes, prisms, cylinders this enabled the author to squeeze about 2000 problems on plane geometry in. .. ones is not too long; there are no boring and dull long sequences of simple.Mar 27, 2014 . A detailed basic-level explanation of equations of lines and planes in 3-d geometry. I have a lot of unanswered questions which i'm hoping someone will answer! PS: Please don't use any analytic-geometry vectors . Geometry and the circle are presented in this lesson from Math Goodies. Learn geometry and its parts. We will also examine the relationship between the circle and the plane.. . Feedback to your answer is provided in the RESULTS BOX.


This course is offered to master and PhD students by the Graduate Program in Electrical Engineering at UFMG.
The main goal is to introduce Geometric Control Theory to students that not necessarily have the proper mathematical background on Differential Geometry, such as those that have graduated in Electrical Engineering or Control and Automation Engineering at UFMG.
- Nonlinear Control Systems: An Introduction. Alberto Isidori (1989).
- Nonlinear Systems Analysis. Vidyasagar (2002). (Chap. 7 for mathematical foundations).
- Applied Nonlinear Control. Jean-Jacques Slotine e Weiping Li (1991).
- Nonlinear Dynamical Control Systems. Henk Nijmeijer and Arjan Van der Schaft (1996).
- Nonlinear Systems: Analysis, Stability and Control. Shankar Sastry (1999).
- An Introduction to differential Manifolds and Riemannian Geometry. Boothby, William Munger (1975). Academic Press.
- Some modern mathematics for physicists and other outsiders – An Introduction to Algebra, Topology and Functional Analysis. Roman, P. (1975). Pergamon Press Inc.


Start studying German numbers 1-1000. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
The numbers 1 to 100 in German. Find out how to say any number in German up to 9999 Try our games: Crosswords, Bingo, Memory and Word Search.German Numbers to 100. This list contains 53 items, which are the cardinal numbers from 1 to 20, the zero and 32 more numbers up to 100. Once you understood the pattern of the numbers over 20, the rest of the numbers up to 100 are similar and easy to learn.Learning German Numbers. Did you come up with a world-saving algorithm? Take a break from the German numbers and visit the German words page. After that, you can calculate how long it will take you to learn German.There are countless German phrases for you to learn as well. A good understanding of the German numbers will help you learn the German language.
Numbers in German follow a specific pattern. Once you know the trick, it won’t be hard for you to learn German numbers. In German, we count numbers from right to left, unlike in English. German numbers follow the pattern same as in Hindi (Hindi is a language spoken in India). For example: In English, we say 21 as “twenty-one”; i.e. 20 then 1.
Learn how to count in German — complete with audio pronunciation. Learn how to count from zero to a billion in this free beginners German lesson.
Introducing more than 1000 German words, all of them illustrated with lively drawings by Susie Lacome. Words and images are arranged by topic, such as the bedroom, the garden, food, shapes and clothes, and will immediately capture the interest of young readers. Simple questions in English and German allow beginners to explore the language further.
German Numbers Chapter 4 Learn with flashcards, games, and more — for free.
You may know 100 German phrases, but learning how to count to 100 in German is a skill that's easy to overlook. Don't get stuck counting on your fingers.
Translation for 'numbers' in the free English-German dictionary and many other German translations.
Numbers (1-10) Learn German reading, German writing and German speaking with these free words and sentences about the numbers from one to ten. All words and sentences are spoken by real German natives and this helps you in learning the correct pronunciation.
A pack of resources to introduce and practise German numbers up to 20 in both oral and written forms. Includes powerpoint presentations, flashcards, mini-word cards for matching activities, maths symbols to aid the use of German numbers for simple mathematical problems and a handy poster which could also be printed as a reference sheet for pupils.
English to German Numbers 1-100 See below for English to German translations for all numbers 1-100, plus links to pages translating some larger numbers as well. Simply scroll down to read through the translations or use these quick links if you wish to head straight to a certain German numbers list.
It includes translations for all German numbers 1-100 plus links to additional numbers as well. Below you'll find a number of categories with translations from German to English. Either scroll down for the full list, or use these quick translation links to take you straight to the German numbers list of your choice.
This is the German Core 100 List. It contains the most important and most frequently used German words. Start learning German with these words!
A simple, free hand-out worksheet with all of the German Numbers 1-100, with spelling. Click on the image to download the PDF.
Meaning: Drink too much alcohol; Example: I can’t drive, I had one too many.; It takes two to tango. Meaning: You say this when you think that a difficult situation or argument cannot be the fault of one person alone.; Example: Your son blames mine for their fight at school, but it generally takes two to tango.; Idioms and Sayings about Numbers (K, N) Kill two birds with one stone.
Pronouncing German numbers on the other hands get a little bit tricky. German numbers 1 to 10 should be your primary focus when you begin. German numbers after gain a suffix added to the base number. To illustrate what I mean, here are German numbers 1 to 100.


Any number that is multiplied by one equals that number. Likewise any number divided by one also equals that number.
The number one can only be divided by itself and is the only number that cannot be divided by any other.
This means that the number one is not a prime number, although it has been widely considered as a prime number in the past.
A prime number is defined as “a positive integer with exactly two positive divisors: 1 and itself”.
So by this logic one is not a prime number as its only divisor is itself.
One is an identity element in multiplication.
For example, 8 multiplied by 1 equals the same as 1 multiplied by 8 which equals 8.
Because of this mathematicians refer to one as the multiplicative identity (the reflexive identity of multiplication).
There are many different terms for things featuring only one of something.
There are also many things that feature the prefix “uni”, meaning one, at their beginning.
A few common examples of such words are unicycle, uniform, and unicorn.
The number one also represents many different things within numerology, from unity to everything, as well as the beginning and God.
Supplements of the number 1.
There are some things that supplement the number one as something else, rather than its numerical form.
One such example of this would be the way an Ace in a deck of playing cards is the card representing the value of the number one.
However, in French playing cards the Aces are marked with a “1” rather than an “A”.
The number 1 in Rating Schemes.
When used in numerical rating schemes, the number one is either the highest or lowest score.
In Germany and Austria, one is the grade for “very good”.
It is the best of six possible grades in Germany and the best of five in Austria.
In the Netherlands, one is the lowest grade and ten is the highest.
One is also the lowest grade in Poland where six is the highest.
Benford’s Law is a mathematical law, also known as the first digit law, the first digit phenomenon, or leading digit phenomenon.
The law states that in lists of data, the number one occurs with a probability of 30%.
This is much greater than the expected 11.1% (one in nine).
This has proven to be the case within all different types of data compilations from the day’s stock quotations to tennis tournament scores!
A system based upon Benford’s Law was devised by a Dr. Mark Nigrini in order to help crack fraud cases in Brooklyn, New York.
The idea underlying Nigrini’s system said that if the numbers in a tax return more or less match the frequencies and ratios set down by Benford’s Law, then they are probably real.
But if this data were to feature a set of numbers that significantly differ from those predicted within Benford’s Law, the data is most likely fraudulent.


In the C Programming Language, the exp function returns e raised to the power of x.
If exponent is positive, then calculate power normally using x ^ y. Computing x ^ y also makes a 7/20/2015 Mailing Address: ExponentHR 4970 Landmark Place Dallas, Texas 75254. email@example.com 866.612.3200 (Support). Monday through Friday 8:00am to 7:00pm CST 8:00am to 7:00pm CST Description. This function evaluates the parameters' value in Note: The function doesn't return the estimated scale value, A, but the natural logarithm value of A, .
Following that can be a “+” or a “-“. In the C Programming Language, the exp function returns e raised to the power of x. In this blog, we are going to see the calculation power of Exponent Method in C# programming language. We're going to use that the same basic console programs. What is the Exponent Method? An exponent refers to the number of times a number is multiplied by itself. Jun 11, 2020 · You’ll note that the ^ operator (commonly used to denote exponentiation in mathematics) is a Bitwise XOR operation in C++ (covered in lesson O.3 -- Bit manipulation with bitwise operators and bit masks).
Well this is going to obviously be a huge number. Exponents and the exponent rules.
frexp(), frexpf(), frexpl() — Extract mantissa and exponent of the floating-point value. Standards. Standards / Extensions, C or C++, Dependencies
To add to what Evan said: C does not have a built-in operator for exponentiation, because it is not a primitive operation for most CPUs. Thus, it's implemented as a library function. Also, for computing the function e^x, you can use the exp (double), expf (float), and expl (long double) functions.
To do exponents in C++, #include the
Solution. (c) We know that an is called the nth power of a; and is also read as a raised to the power n. The rational 15 Jun 2019 My task is to offset this exponent about value 1022 to have unsigned int. I can't use any arithmetic or bitwise operators. Can you give me some 25 Feb 2020 The exponent of 7 in 100C50 is. check-circle.
To add to what Evan said: C does not have a built-in operator for exponentiation, because it is not a primitive operation for most CPUs. Thus, it's implemented as a library function. Also, for computing the function e^x, you can use the exp (double), expf (float), and expl (long double) functions. In C, a real number (of type float or double) can be expressed with an exponent. For example, -4.619E5 can be used to represent the number -461,900. The exponent component of such a number is indicated by “E” or “e“.
The representation of a signed real number includes an integer portion, a fractional portion, and an exponent. Use floating-point constants to represent floating-point values that cannot be changed. Syntax. floating-point-constant: fractional-constant exponent-part opt floating-suffix opt digit-sequence exponent-part floating-suffix opt exponent definition: 1. a person who supports an idea or belief or performs an activity: 2.autá bez okrajov
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ExponentHR provides outstanding customer service. Throughout our entire implementation process, Exponent kept communication lines flowing and made sure everything stayed on track. Since implementation, Exponent has continued to work closely with us to make sure that we are getting the maximum value from this essential system.
advertisement. Program/Source Code. Here is Lee has also concluded in general that the frequency reuse factor has to be 7 for an 18 db C/I requirement when the path-loss exponent /spl gamma/=4. The fuzzy c-means (FCM) algorithm is one of the most frequently used clustering algorithms. The weighting exponent m is a parameter that greatly influences Any number raised to the power of zero, except zero, equals one. For any numbers a, b, and c, ab x ac = ab+c.


Campus : Ajman Campus
Prof. Dr. Samir B. Hadid is a member of Ajman University since 1999. Professor in Mathematics since 1995, Ph. D. from London University since 1979.I have published (42) Papers in Mathematics and authors of 4 books in Mathematics. In additional to (150) articles in Heritage and cultures and author of one book in "Mosul Heritage" and another book under print. I have been involved on administration, such as:Head of Dept., Faculty Dean in AU and other University, and Vice Chancellor of Al-Ain University in 1998/1999. I have Participated in more than (40) national and international conferences: two of them I was Invited speakers. I teach Mathematics for Engineering and sciences students for about 40 years. Recently I found myself involved in the most widespread definitions of the concepts of Mission, Goals, Objectives and Outcomes of an educational program. I have been using mathematical software in Teaching Mathematics. In particular I use Mathematica and Mat-lab in teaching: Calculus, Differential Equations, and Engineering Mathematics. Since 2010, i formed a research group from 4 international universities, my line of research is Fractional Differential Equations.


Chris Ferrie is an award-winning physicist and Senior Lecturer for Quantum Software and Information at the University of Technology Sydney. He has a Masters in Applied Mathematics, BMath in Mathematical Physics and a PhD in Applied Mathematics. He lives in Australia with his wife and children. Cara Florance has a PhD in Biochemsitry from the University of Colorado Boulder and BS in Chemistry from Iona College. She enjoys cooking, fermenting, and experimenting in the kitchen, and she loves hanging out with her awesome, creative kids.


Hello, my name is Mrs Palumbo and I have the pleasure in leading Maths across the school. I am also the Deputy Head Teacher and a Specialist Leader in Education for Maths.
At New Swannington we aim to give your children the best start in maths and the children have access to a maths curriculum that is broad, balanced, challenging and accessible to all. We also want the children to enjoy maths and we ensure our lessons are innovative and creative. We ensure we always make links in our lessons and build on previous learning through regular flashback work.
We teach the Mastering approach in maths, which means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.
We are pleased to announce that the children in EYFS and Key Stage 1 will be taking part in the Mastering Number Work Group from the Autumn Term in conjunction with the NCTEM and East Midlands South Maths Hub. This is a year long programme aiming at strengthening the understanding of number and fluency with number facts among the children in the first three years of school. We are extremely excited and proud to be taking part in this project.
Please feel free to contact me via the school office if you have any questions about the teaching of maths or would like any further support.


Aryabhata (5th– 6th century AD, Patliputra)
2015 (20’) 2012 (40’)
Aryabhata is the author of several treatises on mathematics and astronomy. Some of the important works are Aryabhatiya and Arya-siddhanta.
Major Contribution to Mathematics:
- Place value system and zero
- Approximation of π (accurate to five significant figures)
- Trigonometry (area of a triangle and the concept of sine as ardha-jya)
- Algebra (summation of series of squares and cubes)
Major Contribution to Astronomy:
- Motions of the solar system (geocentric and heliocentric models of solar system, order of the planets in terms of distance from earth)
- Eclipses (Solar and lunar eclipses against the prevailing cosmogony of pseudo-planetary demons Rahu and Ketu)
- Duration of the year and the day (earth rotation on its own axis)
Varahamihira (6th Century AD, Ujjain)
He was an astronomer, mathematician and also an astrologer. He is considered to be one of the Navaratnas of the court of legendary ruler Yashodharman Vikramaditya of Avanti.
His important works are:
- Pancha-Siddhantika: a treatise on mathematical astronomy, summarizes five earlier astronomical treatises
- Brihat-Samhita: known as the “great compilation”, covers wide ranging subjects of human interest, including astrology, planetary movements, eclipses, rainfall, clouds, architecture, growth of crops, manufacture of perfume, matrimony, domestic relations, gems, pearls, and rituals
- Brihat Jataka: on astrology
- Trigonometric identities (cos2x + sin2x = 1, etc)
- Defined algebraic properties of zero as well as of negative numbers
- A version of what is now known as the Pascal’s triangle
- Covered Reflection and Refraction
Brahmagupta (6th -7th Century, Ujjain)
He was born in modern day Bhinmal, near Jalore in Rajasthan and was the head of the astronomical observatory at Ujjain. His important works are Brahmasphuṭasiddhanta (Extensive Treatise of Brahma) (628), a theoretical treatise, and the Khaṇḍakhadyaka, a more practical text.
- The first to formulate the rules to compute with zero
- Interpolation of sine function
- Observed that the Earth and heaven were spherical and that the Earth is moving
- Gives the idea of Gravitation as the nature of earth (as in the nature of water to flow)
Bhaskaracharya (also Bhaskar II) (12th Century, Ujjain)
He was born near Bijapur (Karnataka) and was the head of an astronomical observatory at Ujjain. His main work Siddhānta Shiromani, (“Crown of treatises”) is divided into 4 parts; Lilavati (dealing with arithmatic), Bijaganita (dealing with algebra), Grahaganita (astronomical calculations) and Goladhyaya (spherical trigonometry).
- Surds (includes evaluating surds)
- Conceived that when a finite number is divided by zero, the result is infinity
- A proof of the Pythagorean theorem
- Computation of sines of angles of 18 and 36 degrees, and the now well known formulae for sin (a+b )and sin (a-b).
- Conceived the differential coefficient and differential calculus and their application to astronomical problems and computations
Srinivasa Ramanujan (1887-1920, Madras)
He received no formal education but stood first in high school examination in the district. Got scholarship for higher studies. He was appointed to the post of clerk where he continued with his research in mathematics. He began a famous partnership with the English Mathematician GH Hardy. He was elected to the Royal Society of London.
The National Mathematics Day is observed every year on 22nd December on his birth anniversary.
Autobiography and Movie: The feature film “The Man Who Knew Infinity” was based on his life.
- He worked on Algebra, Geometry, Trigonometry, Calculus, Number Theory and others
- Ramanujan Number: 1729= 13+123=93+103, smallest to be represented as some of two cubes in two different ways
- Besides his several published works, he left behind many notebooks filled with theorems that are still being studies.
- His mathematical methods are used undersigning better furnaces for smelting metals and splicing telephone cables for communications.


Professor of Computer Science McCulloch
Professors of Mathematics and Computer Science Nunemacher, Wiebe
Professor of Mathematics Schwartz
Professor of Mathematics and Statistics Linder
Associate Professor of Mathematics Jackson
Assistant Professor of Mathematics Pyzza
The department offers majors in computer science and in mathematics. In addition, the mathematics major can be designed to include a concentration in statistics. The department also offers the computer science 3-2 option major for those students planning to pursue a combined-degree pre-engineering program (see Combined Bachelor’s/Professional Degrees for general information on pre-engineering programs).
The department provides a full range of courses for students anticipating graduate work in computer science, mathematics, or statistics. There are also courses available for cognate majors where strong mathematical or computer skills are required. Lastly, the department provides service courses in support of many majors on campus, especially those requiring statistics or calculus.
Majors often take advanced courses in other departments directly complementing their studies in mathematics or computer science. Double majors with mathematics or computer science and a related area, such as economics or physics, are often undertaken. Upon graduation, recent majors have found employment in business, management science, statistical research, computing, actuarial science, environmental research, and teaching. In addition, majors have gained admission to graduate or professional programs in computer science, mathematics,
philosophy, physics, economics, business, law, and medicine. Potential majors and others interested should consult with any member of the department in planning their course work.
Students wishing to concentrate in computer science should contact Professors McCulloch or Wiebe. Those wishing to concentrate in statistics should see Professor Linder. Those wishing to concentrate in secondary education should contact the department, and those wishing to prepare for graduate study in mathematics should contact Professors Jackson, Nunemacher, Schwartz, or Pyzza.
Courses for Non-Majors
The department offers a number of courses specifically as a service to non-majors who seek training in mathematical sciences. These include MATH 105 , a course in elementary probability and statistics that includes computer experience, and which prepares students to read the increasingly quantitative journals of the social and life sciences. Exploring Computer Science (CS 103 ) offers a broad, applications-oriented introduction to computing for students having no prior computing experience. Great Ideas in Mathematics (MATH 104 ) provides an introduction to modern mathematical ideas for students who will study no further mathematics. Precalculus (MATH 108 ) is for students who have a moderate mathematical background but not one sufficient to begin calculus immediately. The calculus courses (MATH 110 , MATH 111 , and MATH 210 ) are recommended for students who wish to continue the study of mathematics in college after a strong high school background. They are particularly important for any of the sciences and economics. Introduction to Computer Science and Programming (CS 110 ) provides a careful entry into the discipline of computer science and teaches programming in a high-level language.
CS 110 , CS 210 , CS 255 , and CS 270 ; CS 360 or CS 380 ; one additional course from CS 320 , CS 340 , CS 350 , CS 355 , CS 360 , CS 370 , CS 380 , or CS 410 ; MATH 110 , MATH 111 , MATH 210 , MATH 250 , and MATH 280 ; PHYS 110 and PHYS 111; PHYS 275 or PHYS 375 (with PHYS 375 recommended); CHEM 110 and CHEM 111 . In addition, successful completion of a major in an engineering discipline different from computer science (with computer engineering being considered a discipline different from computer science) at the engineering school is also a requirement for the B.A. in computer science 3-2 option.
Because of the organization of the engineering program at the California Institute of Technology, students electing to major in computer science 3-2 option cannot elect to complete their 3-2 program by attending the California Institute of Technology.


MAT 121, Differential and Integral Calculus is a 3 credit unit course for students studying towards acquiring a Bachelor of Technology in Mathematics and Statistics and other related disciplines. The course is divided into 5 modules and 11 study units. It will first take a brief review of Function of a real variable, limits and idea of continuity. This course will then go ahead to deal with the derivative, as limit of change and techniques of differentiation. The course went further to deal with Extreme curve sketching, Integration as an inverse of differentiation and method of integration. The course concluded by dealing with definite integrals, application to area and volume.
The course guide therefore gives you an overview of what the course; MAT 121 is all about, the textbooks and other materials to be referenced, what you expect to know in each unit, and how to work through the course materials.
- Teacher: caleb Falode Oluwole


The Weierstrass Institute for Applied Analysis and Stochastics (WIAS) is an institute of the Forschungsverbund Berlin e.V. (FVB). The FVB comprises eight non-university research institutes in Berlin which are funded by the federal and state governments. The research institutes are members of the Leibniz Association.
WIAS invites in the Research Group
”Nonsmooth Variational Problems and Operator Equations”
(Head: Prof. Dr. M. Hintermüller) applications for a
PhD Student Position (f/m/d)
to be filled at the earliest possible date. The position is associated with the research project
"Restricted Mean-Field games: Analysis and Algorithms"
within the DFG Priority Program SPP1962 “Non-smooth systems and complementarity problems with distributed parameters: simulation and multistage optimization“.
The aim of the post is to carry out research in the field of game theory with partial differential equations and application. Furthermore, research results will be published in scientific journals, presented at conferences and a dissertation will be written in the above mentioned main topic.
Prerequisite: A scientifically oriented person with an above-average master's/diploma degree in mathematics with a focus on applied mathematics; knowledge in the field of theory or numerics of partial differential equations and in optimization or game theory. Furthermore, the holder of the position is willing to cooperate with users and subject-related colleagues.
Technical queries should be directed to Prof. Dr. Michael Hintermüller (Michael.Hintermueller@wias-berlin.de). The position is remunerated according to TVöD and is limited to three years.
The Institute aims to increase the proportion of women in this field, so applications from women are particularly welcome. Among equally qualified applicants, disabled candidates will be given preference.
Please upload your complete application documents (motivation letter, detailed CV, certificates, list of MSc courses and grades, copy of the master thesis, reference letter, etc.) via our applicant portal until August 7th, 2020 using the button "Apply online".
We are looking forward to your application!


Mathematics is a vital life skill and accordingly it is our aim at St Paul’s to ensure that children leave our school with an excellent mathematical understanding of the basic concepts of mathematics and the knowledge of how to apply them in real life. Our mathematical journey begins in Reception where we use practical mathematical apparatus to begin to secure their understanding of mathematics. Once they have a good grasp of these concepts, children then begin to find ways of recording what they have found out using practical methods. This can often be using pictures to show what they have learned. The next stage in the process is for the children to begin to use numbers and mathematical symbols to represent their learning. This process of moving from the concrete to the pictorial to the symbolic is repeated all throughout their time at primary school to ensure that new learning is properly embedded. We teach maths each day using a range of resources to support children’s learning. We have Numicon (a colour-coded counting and calculating resource), Base 10 equipment to support the understanding of place value and we have a ‘Visual Calculation Policy’ to support the stages of calculation and strengthen mental skills. We have problem solving investigations each week. We endeavour to chant tables regularly to ensure multiplication table facts are secure. Our ultimate aim is for children to enjoy mathematics and realise its place in their daily lives. As much as possible, maths is taught in a cross curricular fashion, for example completing surveys of the class in science lessons and using the data collected to record their results in many ways. In order to help the children to use mathematics in context, every Friday we have a problem solving day in which teachers allow the children to investigate different mathematical theories and use the skills that they have learned in a real life situation. To ensure that the teaching of mathematics is progressive and uniform we have introduced a visual calculation policy to support the stages of calculation and strengthen mental skills. We ensure that children are confident in each stage of their learning before we introduce more complex material.


Orbithunter v 1.1.1: Framework for Nonlinear Dynamics and Chaos¶
Orbithunter serves as a framework for solving chaotic nonlinear partial differential equations via variational formulation. In other words, equations are posed as boundary value problems (typically with periodic boundary conditions) which manifest as differential algebraic equations.
This is in stark contrast with typical dynamical systems formulation of chaotic systems, which use an initial value problem in time. The argument in favor of orbithunter’s BVP/DAE formulation is that by definition, the hyperbolic dynamical systems under investigation suffer from exponential instabilities. This relegates forecasting and prediction to a finite time window. Orbithunter believes that this is a clear indication that posing the problem as an initial value problem is incorrect; one must create a setting where dynamics no longer take place.
Want a crash course on chaos or a good reference text (not https secure)? Alternatively, if you would like a more traditional approach to computational chaos in fluid dynamics, check out openpipeflow or channelflow 2.0. If you’re looking ahead to the future, the next big thing might be based in Julia.
An object oriented approach of differential algebraic equations.
Vectorized (tensorized really) computations using NumPy broadcasting and tensor operations.
A general-purpose framework for finding, visualizing and manipulating these solutions
High-level access to SciPy API for usage with differential algebraic equations.
New spatiotemporal techniques developed in PhD thesis
Checkout the resources included in the github repository for more help and tutorials!
Oct 01, 2021
- Developer Guide
- Future Changes
- Extra Resources
- Release Log
I’d like to thank the open source projects [Networkx], [NumPy], [SciPy] and many other packages for being great guides of how to setup, document, and structure Python packages, in addition to the great tools they provide.
Thank you to Predrag Cvitanovic for his courses and guidance throughout my PhD thesis, Burak Budanur for being a great source of information and friend, John Gibson, Ashley Willis and many others.


The rate of turn (ROT) is the number of degrees (expressed in degrees per second) of heading change that an aircraft makes. The ROT can be determined by taking the constant of 1,091, multiplying it by the tangent of any bank angle and dividing that product by a given airspeed in knots as illustrated in Figure 4-48. If the airspeed is increased and the ROT desired is to be constant, the angle of bank must be increased, otherwise, the ROT decreases. Likewise, if the airspeed is held constant, an aircraft’s ROT increases if the bank angle is increased. The formula in Figures 4-48 through 4-50 depicts the relationship between bank angle and airspeed as they affect the ROT.
NOTE: All airspeed discussed in this section is true airspeed (TAS).
Airspeed significantly effects an aircraft’s ROT. If airspeed is increased, the ROT is reduced if using the same angle of bank used at the lower speed. Therefore, if airspeed is increased as illustrated in Figure 4-49, it can be inferred that the angle of bank must be increased in order to achieve the same ROT achieved in Figure 4-50.
What does this mean on a practicable side? If a given airspeed and bank angle produces a specific ROT, additional conclusions can be made. Knowing the ROT is a given of degrees of change per second, the number of it takes to travel 360° (a circle) can be determined simple division. For example, if moving at 120 knots with bank angle, the ROT is 5.25° per second and it takes seconds (360° divided by 5.25 = 68.6 seconds) to make complete circle. Likewise, if flying at 240 knots TAS and 30° angle of bank, the ROT is only about 2.63° per and it takes about 137 seconds to complete a 360° Looking at the formula, any increase in airspeed is proportional to the time the aircraft takes to travel
Is this important to understand? Once the ROT is a pilot can determine the distance required to make particular turn which is explained in radius of turn.
Of turn is directly linked to the ROT, which earlier is a function of both bank angle and the bank angle is held constant and the airspeed increased, the radius of the turn changes (increases). A airspeed causes the aircraft to travel through a longer greater speed. An aircraft traveling at 120 knots turn a 360° circle in a tighter radius than an aircraft at 240 knots. In order to compensate for the increase airspeed, the bank angle would need to be increased.
Radius of turn (R) can be computed using a simple the radius of turn is equal to the velocity squared divided by 11.26 times the tangent of the bank angle.


- How many CBM is a 10ft container?
- How many CBM is a pallet?
- How many pallets can fit in a 20ft container?
- How do you measure a 40 foot container?
- How do you calculate dimensions?
- How many CBM is a 20 foot container?
- How many CBM is 1 kg?
- How tall is a fridge in feet?
- How much is 2 cubic feet in square feet?
- How much is .5 cubic feet in square feet?
- What is the formula to calculate CBM?
- How many feet is 4 cubic feet?
- How much is a 40 ft container?
- How is CBM calculated online?
- What is the weight of 20 feet container?
- What fits in a 20-foot container?
- How do you calculate CBM from length width and height?
- How many CBM is a 40ft container?
- How do you convert kg to CBM?
- What mean CBM?
- How do you find the CBM of a carton?
How many CBM is a 10ft container?
16 cubic meters10 foot shipping containers offer 16 cubic meters of space and stack well with other standard size containers..
How many CBM is a pallet?
Pallet to Cubic Meter Conversion TablePalletCubic Meter [m^3]1 pallet0.0401155327 m^32 pallet0.0802310653 m^33 pallet0.120346598 m^35 pallet0.2005776633 m^37 more rows
How many pallets can fit in a 20ft container?
A 20’ft container can hold eleven “Europallets” in one tier or nine to ten standard pallets in one tier while a 40′ container can hold 23-24 “Europallets” in one tier or 20-21 standard pallets in one tier.
How do you measure a 40 foot container?
40 feet standard container loadable volume is approximately 63.48 cubic meter. Roughly a 40 feet container’s width and height are 8 feet and length is 40 feet. It dimensions can slightly vary as per the manufacturer. Tare Weight (Empty weight of container): 3,701 kg.
How do you calculate dimensions?
To calculate dimensional (DIM) weight, multiply the length, width, and height of a package, using the longest point on each side. Then, divide the cubic size of the package in inches by the DIM divisor to calculate the dimensional weight in pounds.
How many CBM is a 20 foot container?
Container Size Tableinterior dimensionscubic capacity20′ OPEN TOP CONTAINERl:5919 mm w:2340 mm h:2286 mm31.6 cbm 1,116 cu.ft40′ OPEN TOP CONTAINERl:12043 mm w:2340 mm h:2272 mm64.0 cbm 2,260 cu.ft20′ FLAT RACK CONTAINERl:5662 mm w:2438 mm h:2327 mm20′ COLLAPSIBLE FLAT RACK CNTRl:5946 mm w:2126 mm h:2233 mm12 more rows
How many CBM is 1 kg?
167 KGEQUIVALENCE : 1 CBM = 167 KG.
How tall is a fridge in feet?
The typical side-by-side refrigerator measures between 30 and 36 inches in width, 67 and 70 inches in height and from 29 to 35 inches in depth. Total volume ranges from 22.5 to 31 cubic feet, with 14.5 to 20 cubic feet in the refrigerator portion. Built-in models may prove a little larger.
How much is 2 cubic feet in square feet?
Cubic feet to Square feet Calculator1 cubic feet =1 ft21 cubic feet2 cubic feet =1.5874 ft22.8284 cubic feet3 cubic feet =2.0801 ft25.1962 cubic feet4 cubic feet =2.5198 ft28 cubic feet5 cubic feet =2.924 ft211.1803 cubic feet25 more rows
How much is .5 cubic feet in square feet?
What is the square feet measurement? Square feet = cubic feet ÷ depth. So: 5 ÷ 0.25 = 20.
What is the formula to calculate CBM?
CBM – cubic meter is calculated by multiplying length, width and height of packages of goods. For example, if the length, height and width of a cargo is 2.3 meters, 1.4meters and 2 meters respectively, the volume of cargo is 2.3 X 1.4 X 2.00 = 6.44 CBM.
How many feet is 4 cubic feet?
1.5874 feetENDMEMO1 cubic feet =1 feet1 feet =2 cubic feet =1.2599 feet2 feet =3 cubic feet =1.4422 feet3 feet =4 cubic feet =1.5874 feet4 feet =5 cubic feet =1.71 feet5 feet =25 more rows
How much is a 40 ft container?
Here’s a ballpark estimate for the price of one-trip containers: 20 Foot Shipping Container: retails at US$3,000. 40 Foot Standard Shipping Container: retails at US $4500. 40 Foot Standard High Cube Container: retails at US $5000.
How is CBM calculated online?
CBM Calculation FormulaLength (in meter) X Width (in meter) X Height (in meter) = Cubic meter (m3)We can define dimensions in Meter, Centimeter, Inch, Feet.
What is the weight of 20 feet container?
20′ dry containerTare weightPayload capacityInternal length2,30025,000 kg5.9 m5,071.5 lbs55,126.9 lbs19.4 ft
What fits in a 20-foot container?
A 20-foot container can hold: 200 full-sized mattresses. 48,000 bananas. 50-60 refrigerators. 400 flat screen TVs.
How do you calculate CBM from length width and height?
Determining cubic metres(CBM) is the first step you should take in determining how to ship your cargo. CBM Calculation Formula : Length (centimeter) x Width (centimeter) x Height (centimeter) / 1,000,000 = Length meter x Width meter x Height meter = Cubic meter (m3) .
How many CBM is a 40ft container?
67 cubic metresWhat is the size of a 40 ft container?Dimensions2.38m x 2.35m x 12mTotal Volume67 cubic metres (cbm)Estimated Loading Volume54-58cbm of cartonsPallets in a 40ft container18 pallets (or 36 if <110cm high and double stacked)
How do you convert kg to CBM?
For quick reference, here is a handy chart converting kg to CBM for ocean freight:1 kg = 0.001 CBM.10 kg = 0.01 CBM.50 kg = 0.05 CBM.100 kg = 0.1 CBM.200 kg = 0.2 CBM.500 kg = 0.5 CBM.1000 kg = 1 CBM.
What mean CBM?
cubic meterCBM (cubic meter) is a measurement of volume one meter wide by one meter long by one meter high. CBM is used to calculate chargeable weight.
How do you find the CBM of a carton?
Multiply the length, width, and height of the carton. For example, say the length is 5.5 meters, the width is 2.5 meters, and the height is 7.0 meters: 5.5 x 2.5 x 7.0 = 96.25, so the CBM is 96.25 cubic meters.


Analytic functions differ from aggregate functions in the sense that they return multiple rows for each group. The group of rows is called a window and is defined by the analytic clause. For each row, a sliding window of rows is defined. The window determines the range of rows used to perform the calculations for the current row.
Oracle provides many Analytic Functions such as
AVG, CORR, COVAR_POP, COVAR_SAMP, COUNT, CUME_DIST, DENSE_RANK, FIRST, FIRST_VALUE, LAG, LAST, LAST_VALUE, LEAD, MAX, MIN, NTILE, PERCENT_RANK, PERCENTILE_CONT, PERCENTILE_DISC, RANK, RATIO_TO_REPORT, STDDEV, STDDEV_POP, STDDEV_SAMP, SUM, VAR_POP, VAR_SAMP, VARIANCE.
The Syntax of analytic functions:
Analytic-Function(Column1,Column2,...) OVER ( [Query-Partition-Clause] [Order-By-Clause] [Windowing-Clause] )
Analytic functions take 0 to 3 arguments.
SELECT ename, deptno, sal, SUM( sal ) OVER ( ORDER BY deptno, ename ) AS Running_Total, SUM( sal ) OVER ( PARTITION BY deptno ORDER BY ename) AS Dept_Total, ROW_NUMBER() OVER ( PARTITION BY deptno ORDER BY ename ) As Sequence_No FROM emp ORDER BY deptno, ename;
The partition clause makes the SUM(sal) be computed within each department, independent of the other groups. The SUM(sal) is 'reset' as the department changes. The ORDER BY ENAME clause sorts the data within each department by ENAME;
The PARTITION BY clause logically breaks a single result set into N groups, according to the criteria set by the partition expressions. The analytic functions are applied to each group independently, they are reset for each group.
The ORDER BY clause specifies how the data is sorted within each group (partition). This will definitely affect the output of the analytic function.
The windowing clause gives us a way to define a sliding or anchored window of data, on which the analytic function will operate, within a group. This clause can be used to have the analytic function compute its value based on any arbitrary sliding or anchored window within a group. The default window is an anchored window that simply starts at the first row of a group and continues to the current row.
Let's look an example with a sliding window within a group and compute the sum of the current row's salary column plus the previous 2 rows in that group. i.e ROW Window clause:
SELECT deptno, ename, sal, SUM( sal ) OVER ( PARTITION BY deptno ORDER BY ename ROWS 2 PRECEDING ) AS Sliding_Total FROM emp ORDER BY deptno, ename;
Now if we look at the Sliding Total value of SMITH it is simply SMITH's salary plus the salary of two preceding rows in the window. [ 800+3000+2975 = 6775 ]
We can set up windows based on two criteria: RANGES of data values or ROWS offset from the current row. It can be said, that the existence of an ORDER BY in an analytic function will add a default window clause of RANGE UNBOUNDED PRECEDING. That says to get all rows in our partition that came before us as specified by the ORDER BY clause.
** Solving Top-N Queries **
Suppose we want to find out the top 3 salaried employee of each department:
SELECT deptno, ename, sal, ROW_NUMBER() OVER ( PARTITION BY deptno ORDER BY sal DESC ) Rnk FROM emp;
This will give us the employee name and salary with ranks based on descending order of salary for each department or the partition/group . Now to get the top 3 highest paid employees for each dept.
SELECT * FROM ( SELECT deptno, ename, sal, ROW_NUMBER() OVER ( PARTITION BY deptno ORDER BY sal DESC ) Rnk FROM emp ) WHERE Rnk <= 3;
The use of a WHERE clause is to get just the first three rows in each partition.
** Solving the problem with DENSE_RANK **
If we look carefully the above output we will observe that the salary of SCOTT and FORD of dept 10 are same. So we are indeed missing the 3rd highest salaried employee of dept 20. Here we will use DENSE_RANK function to compute the rank of a row in an ordered group of rows. The ranks are consecutive integers beginning with 1. The DENSE_RANK function does not skip numbers and will assign the same number to those rows with the same value.
The above query now modified as:
SELECT * FROM ( SELECT deptno, ename, sal, DENSE_RANK() OVER ( PARTITION BY deptno ORDER BY sal DESC ) Rnk FROM emp ) WHERE Rnk <= 3;
and the output is as follows:


Rates of Gloom
Posted by Possum Comitatus on October 25, 2007
It’s equation time!
So how important is the cash rate on the Oppositions primary vote?
We’ve modelled this before over here in terms of the effect a rate change has on the primary votes of major parties and how long it takes for that effect to flow through, but today we’ll take a different approach entirely.
What we’ll do today is make a simple model that can explain the effect (if any) the cash rate level has on the ALP primary vote by taking into account the ALP leadership and any linear time trends that may be floating around in the mix.
So to start with we’ll be using the period from 1999 through to the present, and the basic model we’ll be looking at is:
ALP = the ALP primary vote at time t (where t is the month).
Cash Rate = the RBA cash rate at time t.
Time = a time variable that has a value of 1 in January 1999, 2 in February 1999 etc right through to its current value of 106 in October 2007.
DummyRudd = dummy variable which has a value of 1 for the periods of the Rudd leadership and zero for all other times.
DummyLatham = dummy variable which has a value of 1 for the periods of the Latham leadership and zero for all other times.
So what we are modelling here is how value of the cash rate explains the level of the Oppositions primary vote, but where we also account for the two leadership periods of Latham and Rudd having an effect, as well as allowing for a linear trend to manifest in the vote.
Once we run the regression model, our results come out as:
Which, for the non-geeks can be visualised as this:
[Note: I’ve ignored the autoregressive nature of the polling series so that the results can be better visualised for the non math-geeks here]
The “Fitted Primary Vote” in the graph is our modelled vote based on the regression equation.
So what to make of it?
For every 1 point increase in the cash rate, the ALP primary vote increases by 3.5 points. So if rates were to rise by 0.25 in November, the ALP primary would be expected to rise by 0.9 points, or around 1 point.
It also suggests that the Rudd leadership (or what has happened during the period of the Rudd leadership) has boosted the ALP primary vote by around 8 points, and that Latham boosted the ALP primary vote by about 2.5 points (which is fair enough considering that Latham took over from the dire polling position Crean had created).
All up, our variables explain about 75% of the movement in the ALP primary vote over the period 1999 through to the present.
If we now run the equation again, but this time using the ALP two party preferred vote, remove the time trend variable and use the period from December 2002 through to today (simply because my TPP figures before that are in a database that I’ve stuffed up and need to rebuild 😉 ) we get:
This gives us a visualised model of:
Again, our variables here explain about 75% of the movement in the ALP two-party preferred vote, the cash rate has nearly identical influence on the TPP here as it did to the primary vote in the first equation, Latham again lifted the TPP vote about the same as he lifted the primary, but this time the Rudd leadership has increased the TPP vote only around 3.5%. This is expected as remember the ALP TPP had been growing constantly since the last election, it was their primary vote that got the big boost under Rudd.
So all up, if rates rise by 0.25 points, the ALP can expect their primary vote to increase by about a point, and their two party preferred vote to do likewise.


PDF cheatsheet document covering hyperbolic functions:
- Graph, formula, alternate formulae, domain and range of sinh, cosh, tanh, cosech, sech, coth.
- Graph, logarithmic formula, domain and range of arsinh, arcosh, artanh.
- Important identities.
- Main derivatives and integrals of hyperbolic functions.
- Taylor series of sinh and cosh.
Suitable as a class handout or revision aid. Covers topics for A Level Pure Maths or equivalent.
Teachers - you can share this file, or printed copies of it, with students who you teach.
You will get a PDF cheatsheet covering hyperbolic functions


The University of Sydney's bold move to require its science, commerce, engineering and information technology students to have passed year 12 maths has earned the praise of federal Education Minister Simon Birmingham, who urges other universities to follow suit.
Senator Birmingham said on Thursday he welcomed the university's decision to require that new students in these degrees have passed year 12 maths at the intermediate level, which includes calculus.
"That makes the University of Sydney the first university in NSW with the requirement. It's a concept that I would encourage other institutions to consider," he said.
The university announced in February that it would reverse the trend established over the past two decades to drop maths prerequisites for bachelor degrees and reintroduce them for 62 degrees in science, commerce, engineering and information technology. Students will be required to get at least a level 4 pass in the NSW year 12 mathematics subject or equivalent. The measure will be introduced for students starting in 2019, to give those at school now time to adjust.
Senator Birmingham said he was concerned that there had been a 20 per cent drop in numbers of students studying higher-level maths in year 12 from 2000 to 2013.
The Australian Mathematical Sciences Institute said only 13 per cent of Australian commerce degrees, 14 per cent of science degrees and 59 per cent of engineering degrees require maths as a prerequisite.
Senator Birmingham said making maths a stronger requirement in year 12 study would have a benefit at all levels of schooling. As a result "much more mathematical or scientific accomplishment would be expected through the early years of education", he said.
Chief scientist Alan Finkel endorsed the minister's praise for the University of Sydney's move.
"You can't do engineering without a strong grasp of mathematics – algebra, calculus and matrix manipulation. I'd be delighted if other universities would consider the same kind of approach. It's impressive," he said.
On Thursday Senator Birmingham also said the government would provide a language learning app to 300 pre-schools across the country, which would help young children learn Chinese, Japanese, Indonesian, French and Arabic.
In an expanded trial, the Polyglot app will be available to about 10,000 pre-schoolers and Senator Birmingham said he expected it would help turn the tide on the decline of language study in schools.
He also said the government would put $6 million into developing a similar app to inspire students about science, technology, engineering and mathematics subjects.
Read next: Universities to blame for maths crisis
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NCCER Partners With If I Had A Hammer, Inc., to Expand Access to Math Programs
The National Center for Construction Education and Research (NCCER) and If I Had A Hammer, Inc., have partnered to expand access to the HammerMath® and HammerBuild® programs, aimed to increase math comprehension through engaging applied math education, exercises, and projects.
Statistics show declining math scores amongst secondary students nationwide including a reported 7-point decrease in average test scores during the 2022–2023 school year for 13-year-olds. In addition, the Northwest Evaluation Association has stated math performance among elementary and middle-school students has fallen by 6 to 15 percent below pre-pandemic growth rates.
This partnership aims to shift the downward trend by providing NCCER-accredited high schools with free access to the online HammerMath learning platform and HammerBuild. The HammerBuild is an immersive educational experience where students build a small house in one day while learning the value of applied math, goal setting, teamwork and workforce skills. Once the house is built the first time, it can be taken apart and built again and again, to engage more students and help them better understand math concepts.
Both programs were developed by master carpenter and entrepreneur Perry Wilson. Wilson struggled with dyslexia in school but found success in learning math on the job and has been bringing those practical skills to the classroom for over 30 years.
“I failed the fifth grade and barely made it out of high school due to dyslexia,” said Wilson. “I became a carpenter, and construction changed my life! When I worked with math on the job instead of taking math in the classroom, I got it! It’s also important to me that all students understand the world of opportunities available in the construction industry, from carpenters to drone operators to underwater welding to design; the opportunities are endless.”
Through his company, If I Had A Hammer, Inc., Wilson has already impacted over one million students from K–12, adults, and justice-involved individuals in the United States, Canada and Puerto Rico. His approach was recognized by The New York Times as one of the top new education programs in the country, and a study by the University of Kentucky found that students using HammerMath scored at the 99th percentile in math gains on the National MAP test. Now NCCER wants to bring this success to construction classrooms across the country by offering it with their Core and Carpentry programs.
“The HammerMath system not only makes learning critical math skills more accessible but also encourages young people to explore construction career paths,” said Boyd Worsham, NCCER president and CEO. “Students are the future of our industry, and we are proud to offer this additional learning solution to our accredited high schools at no cost. Every student should know how to read a tape measure—it’s the most universal tool in our industry.”
For updated information about this partnership, click here to sign up.


Mathnasium of Marana | Education
Every day, students around the world attend Mathnasium learning centers to boost their math skills. We are highly specialized; we teach only math. Members usually attend two or three times a week for about an hour. Our goal is to significantly increase your child's math skills, understanding of math concepts, and overall school performance, while building confidence and forging a positive attitude toward the subject.
Our approach is to use sophisticated techniques to determine - with great accuracy - what a student knows and does not know. Next, we tailor a personalized and prescriptive learning program. Each student follows the program with the help of specially trained Mathnasium teachers who provide instruction - and lots of warm encouragement. For proof of progress, we rely on the student's report card, independent tests, and parent testimony, to measure the speed and magnitude of improvement in math skills, numerical thinking, and attitude.
We are opening a second center which will be in Oro Valley, AZ:
Mathnasium of Oro Valley
7862 N. Oracle Road
Oro Valley, AZ 85704
Children come to Mathnasium to exercise their minds. Regardless of grade or skill level, the Mathnasium system starts where students are ready to learn and propels them forward. During the summer, students can take advantage of special "Summer Power Math Workouts" designed to give them an extra boost heading into the new school year. Call today to be part of the fun!


Mavin boss, Michael Collins Ajereh popularly known as Don Jazzy has invited a 15-year-old mathematics champion, Faith Odunsi, to spend a day at Mavin headquarters.
Don Jazzy announced the offer after reacting to a tweet introducing and congratulating Odunsi for her brilliance in Mathematics.
“Congratulations Faith! Seeing this reminds me of how I struggled with maths in Ijanikin! Lol. Will you like to spend a day with the amazing people at Mavin? Maybe you can also teach me some maths when you come. Help me find Faith!” Don Jazzy tweeted.
Don Jazzy is one of Nigeria’s superstars who is a singer and music producer. He was a partner with D’Banj in the Mo’Hits venture until the two went their separate ways after which he founded The Mavins.