Yesterday I discovered that I had discovered a new productivity tool: Procrastination laddering.
First a bit of background. I am an INFP personality type, that means that I always juggle more balls than I can manage, at least it feels that way. I work as a research scientist, I'm a father of four so you can imagine that I'm quite busy. Even so (and in character :), I have set a (wild, hairy) target for myself: To (eventually) learn enough physics to have some form of comprehension of quantum field theory (and String theory ;). Now, in order to that I have to both brush up college math, and learn a lot of new math and physics. All this in addition to my regular duties at work in family.
So how do I do that, and get some progression? Well: I have a list of stuff I need to learn and relearn (basic calculus, linear algebra, differential equations, topology, physics this and physics that ....). The list is long and daunting, and the method I'm currently using is that I always have two topics that I'm focusing on. One quite hairy, one less hairy. The thing is that I'm also a terrible procrastinator, but in this case my propensity to procrastinate can be turned into a effective motivator: I procrastinate by substituting what I feel i should (the really hairy stuff) by something I feel that I want to do right now (the less hairy stuff). When I eventually catch up with the really hairy stuff through more or less steady progress on the less hairy stuff I just set a new really hairy learning target that I can continue my procrastination while still making progress.
It works for me and I call it "procrastination laddering" :-)


Checking Lumber Squareness
Woodworkers are all more-or-less obsessed with squareness. They have to be. Even small variances from dead-on 90 degrees tend to turn up as ugly gaps, lids that don’t fit, wonky cabinets - you name it. Consequently, most spend a fair amount of time checking angles for accuracy.
So, what's the best way to check whether an angle is truly 90 degrees? For a small piece of squared-up stock or a small frame or box construction, a reliable try square, engineer square, or combination square is perfectly adequate. If you're convinced that the square you're using can be trusted, just hold it up to the corner or corners in question and check for gaps.
To check the overall squareness of large pieces of material and large rectangular constructions, measuring cross-corners comparing the measurements is the more reliable choice. If you're not familiar with the method, it's a simple two-part procedure:
First, make sure that the opposing edges of the shape are parallel. To do that, simply measure the length of each of its four sides. You should come up with two sets of identical measurements. If you don't, you're not dealing with a true rectangle, and at least two of the corners are something other than 90 degrees.
If the length of the sides checks out, move on to step two: Measure diagonally from the tip of one corner to the other in the two possible directions and compare the results. If the two measurements the same – assuming all four sides are straight – all four corners have to be 90 degrees.
Nothin' to it. And here's a tip to make matters even easier: Treat yourself to a Square Check for Tape Measures. This clever device attaches to the end of a standard tape measure with a magnet and fits over the corner of whatever it is you're measuring. You'll completely side-step the one unpleasant quirk of the whole cross-corners square-checking business: the annoying tendency of the tab-end of the tape measure to slip off the corner just when you're about to take a reading.


srchscore - determine quality of string match
int srchscore (big,small);
Srchscore takes two strings, and gives you back a number which
tries to capture the idea of "how well" they match each other. The
integer returned is in the range from 0 to the square of the length
of small, with a higher score indicating a better match.
The match is determined by
taking consecutive substrings of small
which match substrings of big, squaring the length of each such
substring, then imposing a penalty for not-quite-exactly-matching
corresponding substrings. These scores are added up to determine
the final score.
strcmp(3), stlmatch(3), stabsearch(3)
13-Nov-86 Andi Swimmer (andi) at Carnegie-Mellon University
Revised for 4.3.
23-Jan-80 Steven Shafer (sas) at
Patterned after Dave McKeown’s matching function.


This is an excerpt of a data set from a manuscript I’ve been working on.
The box shows where half the data live, with a line dividing the boxes marking the median. The small black square in the mean, and the little crosses show highest and lowest data points.
When I submitted the manuscript, I didn’t do any statistical analysis of the data. One reviewer asked me to to a statistical analysis. It was a perfectly reasonable request that I should have anticipated. The reviewer didn’t see the same plot that I have above and didn’t know the data as well as I do.
But it got me thinking. John Vokey, one of my undergraduate professors at the University of Lethbridge,used to refer to some differences as “significant by the IOT test.” IOT was an acronym for “Inter Ocular Test.” In other words, the difference was so bloody obvious that it hit you right between the eyes.
“If the mean for one group is up here with only a little variation, and the mean for the other group is down here with this much variation, what do you need a test for? Why not just say they’re different?”
I didn’t do an analysis because I thought there was no point. In the data above, there is no overlap between the two sets at all. Do you need a statistical test to tell you that those two data sets are different?
It is easy enough to do a simple t-test on the data above.
But does adding the test and p value tell you anything more, or different, than the plot alone? Or is including the p value a statistical “fig leaf”?
Do your thoughts about analysis change when I plot the raw data next to the box plot?
Now you can see more clearly that the sample size is small. But even then, when there is no overlap in the data sets, is there any test or condition that will say those two are not statistically different?


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Beyond the fact that polyhedral dice are just cool, the objective of the Adventure System was for the die range from d4 to d12 and the use of Advantage and Disadvantage to “feel” right. Meaning, does a character’s advancement from a d4 to a d8 feel meaningful? Does a character with Strength d8 seem stronger than a character with a Strength d4? Is having Advantage or Disadvantage clearly impacting outcomes?
Well, the answer to all of those questions is a definitive yes. For most players the “feel” of it is all that matters. From a game design perspective, however, and for those who like math or statistics, here is how it all works out in the Adventure System.
Reading the Table
The Polyhedral Probabilities table provides the percent chance of getting the specified result or greater (across the top) with a certain die type (down the side) and how Disadvantage (Dis) and Advantage (Adv) affects that chance. The table provides the chances of getting a Critical Failure (a natural 1) or getting a success against the standard Difficulty Numbers (DN) of 4, 8, and 12. It accounts for a die needing to max to achieve the result. For example, a character with d6 skill has a 50.0% chance of getting a 4 or more on a standard check. If they have Advantage, their chance improves to 75.0%. If they have Disadvantage, it drops to 25.0%. If that character attempted a heroic task (DN 12) their chance of success drop to 2.9%.
What Does It All Mean
The dice mechanics and probabilities deliver on the “feel” we intended as the objective of the Adventure System. Here are some examples of exactly how that happens behind the scenes.
Untrained Skill Use: Unless the referee rules otherwise, a character is able to use a skill untrained at a d2 (rules lingo for a d4 with Disadvantage) in the Adventure System. Envision if you will, a dwarf (Notice d2; untrained), a rogue (Notice d4), and an elf (Notice d8) are travelling through goblin infested woods. The referee calls for a Notice check (DN 4) to spot a band of goblins. The dwarf only has a 6.3% chance of noticing the goblins while the rogue has 25% chance and the elf a 62.5% chance. This demonstrates how even the short five die step range from d4 to d12 results in markedly different chances of success that will stand out in play or “feel” right. Overtime, the elf is going seem far more perceptive than the dwarf.
Critical Failure: Another key element of skill use, particularly untrained, is the chance of a Critical Failure that prevents the use of Fate to alter the result. Often, an untrained character is simply hoping not to get a Critical Failure. Presuming they need a 4 to succeed, as long as they don’t get a 1, they have an 83.3% chance of getting a 2 or move on their Fate die if they choose to spend Fate and have a Spirit d6. Unfortunately, an untrained character has a 43.8% chance of getting a Critical Failure. Compared to our dwarf, the rogue has a 25% chance of a critical failure, but the elf’s chance is half that at 12.5%.
Opposed Checks: Since the DN of an opposed check is the opponent’s passive skill, the probabilities provide a powerful differentiating tool. Let us imagine, after a successful adventure, the drunken rogue decides to challenge the dwarf to an arm wrestling contest. The rogue is Strength d4 and the dwarf Strength d8. The rogue’s DN is a 5 (passive of the dwarf’s d8) and the dwarf’s DN is a 3 (passive of the rogue’s d4). Well, neither of these numbers is on the chart, but the rogue only has a 25% chance of getting a 5 or greater, while the dwarf has a 75% chance of getting a 3 or greater. Only if they both succeed on their check does the higher result number win. In this case, the rogue will average a 2.5 while the dwarf will average a 4.5. The dwarf has a significantly better chance on average of winning the contest. The referee might also decide that the character must accumulate three successes to win making the contest more interesting and – maybe – a bit more back and forth. In this case, it would more likely result in the dwarf dominating the contest.
Character Improvement: All of these numbers also feed into the noticeable change in probabilities as a character improves. Let us say our dwarf has a falling out with his companions and decides to take to thieving requiring him to improve his Notice. Right from the start, moving from 43.8% chance of a Critical Failure and a 6.3% chance of success (against a 4) when untrained to a 25% chance of a Critical Failure and success at Notice d4 is going to very clear progress. That continues when the dwarf advances to Notice d6 and the chance of a Critical Failure drops to a 16.7% and the chance of success jumps up to 50%.
Here is the Math
Calculating the probability on a single die works like this:
Probability = number of desired outcomes ÷ number of possible outcomes
For example, when the dwarf needed a 3 or better in the arm wrestling contest, there are six desired outcomes (3, 4, 5, 6, 7, 8) out of 8: 6 ÷ 8 = .75 or 75%
Calculating Advantage or Disadvantage essentially uses the same method by combining the two dice. The easy part is determining the number of possible outcomes by multiplying the number of sides on each die. For example, there are 4 x 4 or 16 possible outcomes when rolling a d4 with Advantage or Disadvantage. Unfortunately, calculating the number of desired outcomes is a bit more work. For example, the chance of a Critical Failure on a d4 with Disadvantage has 7 potential desired outcomes (1-1, 1-2, 1-3, 1-4, 2-1, 3-1, 4-1): 7 ÷ 16 = .438 or 43.8%
If a max die is required to succeed, we need to combine the two independent die rolls together:
Probability = probability of outcome one × probability of outcome two
For example, to succeed against DN 8 with a d6, first you need to roll a 6 and then you need to roll at least a 2 on the second die: (1 ÷ 6 = .167) x (5 ÷ 6 = .833) = .139 or 13.9%
Ultimately, I am just glad this all shakes out and feels right in the Adventure System. My muse and the limited part of my brain that can do math don’t always play well together…


Coincidences occur by chance far more often than we think plausible. It is very common for we mortals to overestimate the randomness of random, if you see what I mean. When people are asked to write a stream of random numbers they generally write down fewer repeating numbers (e.g. a six immediately followed by another six) than occur in a typical real random sequence. Most people too often chose the next number to be deliberately different from the previous one. This is because people think of having numbers repeating in a random sequence as a coincidence and underestimate its likelihood. Such “coincidence” groupings of numbers happen by chance far more often than people think.
It is the same with chance meetings. You are more likely to bump into someone you know at a foreign airport than you might imagine – purely by chance. The human mind tends to see patterns where none exist. Our brains evolved such a foible because pattern matching is useful when trying to discern the pattern of a predator hiding in long grass. A false alarm is much less costly than not spotting that sneaky beast with huge teeth and an appetite to match.
That is why we see faces in curtains and clouds and why many of us believe that coincidences are somehow supernatural when they happen to us. Once a fortnight on average someone somewhere in Britain has a dreams that their best friend died, only to learn the next day that it really did happen. This is purely by chance. There are millions of dreams dreamt each night, and many deaths each day. Combine the two and you see that such coincidences are inevitable by chance alone. But if it happened to YOU, what would be your interpretation of such a freaky happening? Would you consider it a meaningless chance happening or a tragic premonition? Someone experiences that every fortnight or so.
Back to the Digital Clock Coincidence! One morning an email landed in my metaphorical lap that contained this riddle:
“I was wondering if maybe you can give me an idea of why, every time I look at the digital clock, I always see for example 12:34 as in 1 2 3 4 , also 13:13 or 15:15 , 11:11 and so on. Is there any coincidence or are the numbers significant in anyway or am I totally just reacting over nothing!”
It’s a great question! (I remember being obsessed with the display of my digital watch when I was a kid). One possibility is that a pattern (like 11:11) is always more memorable than a non-pattern (like 14:53). So we end up cumulatively remembering the patterns and forgetting the non-patterns and over time we think to ourselves how weird it is that we tend to see patterns all the time!
There may be another effect here too. I conjecture that if you look at the clock at random then the digits are far more likely to contain a pattern then we imagine. This is because a higher proportion of possible combinations of times contain a pattern than we think. This effect is magnified because for digital time displays low digits are much more common than high numbers. (Hours digits only count up to 23 and minutes digits only count to 59). Indeed this effect is borne out by the examples in that email. Notice how in all of the examples – 12:34, 13:13, 15:15, 11;11 – the digits are small: there are many 1’s but not a single 6, 7, 8 or 9. If most of the time the digital display features only small digits, then patterns are much more likely to occur.
There could be an even weirder effect at play here. We have many body clocks of different shapes and sizes, ranging from timing circuits within our brains to molecular clocks in each cell of our bodies. There is at least one autistic person known to science that can tell you the time accurate to within a second, let alone a minute! So it is possible the brain can decipher time better than we think, and in a few of us, the brain might subconsciously trigger a peek at a clock at exactly the “right” moment. to see a “coincidence”.
Food for thought!


When some incoming Freshmen try to start the Fall 2017 Freshman Math Placement Exam in ALEKS, they may see a prompt for a course code. If this happens, please do the following:
Clear out the existing code in the 2 small boxes.
Enter this code instead:
Box 1: N43FY
Box 2: CWNVL
If this is your 2nd, 3rd, or 4th attempt, you will need a proctor. For details on this, please contact the Mathematical Sciences department directly at 765-285-8640.


Connect with Maths Day Friday March 18, 2016, 9:00am to 4:30pm
Join online for 24 sessions of free professional learning themed by the Connect with Maths communities.
National Number Day Friday 5th February 2016
World Maths Day is observed on the 1st Wednesday of March (2.3.2016) each year and again in October (15.10.2016)
Pi Day is celebrated on March 14th (3/14) around the world
National Teachers' day May (3.5.2016)
National Mathematics Day August (date TBC)
Access AAMT for activities and PD www.aamt.edu.au
QAMT Townsville Conference usually Month of May William Ross SHS (not being held in 2016)
Australian Maths Competition 28th July 2016 Run by the Australian Maths Trust
Townsville Year 10 Maths Camp Mid August
Contact Robyn Johnson firstname.lastname@example.org
National Literacy & Numeracy Week 29 Aug - 4 Sept 2016
Reach for the Stars, a numeracy event for primary & middle school students, contact AAMT
World Teachers' Day October (5.10.2016)
The National Mathematics Summer School (NMSS) is a program for the discovery and development of mathematically gifted and talented students from all over Australia. NMSS is aimed at students completing Year 11, but others are included from time to time. Approximately 60 students attend each year. Potential participants can be suggested to the relevant State/Territory selector for consideration. Michael Bulmer is the Qld selector [email@example.com]. Potential candidates can also apply for a sponsorship to help cover travel costs.


history of the Mathematics Department of the Faculty of Education, University of Toronto (1907-1972). by Irwin Kam Download PDF EPUB FB2
The University of Toronto Department of Mathematics is an academic department within the Faculty of Arts and Science at the University of is located at the University's main campus at the Bahen Centre for Information Technology.
The University of Toronto was ranked first in Canada for Mathematics in by the QS World University Rankings, the Times Higher Education World Location: 40 St. George Street, Toronto, Ontario, Canada.
The aim of this Department is to provide multi-disciplinary training and research in the field of mathematics education, science education, physical and health education, mathematics education with ICT and science education with ICT.
The department has 13 teaching staff. At the undergraduate level, the Department collaborates with the Faculty. We wish to acknowledge this land on which the University of Toronto operates. For thousands of years it has been the traditional land of the Huron-Wendat, the.
A gift to the Faculty of Education is an investment in the future of K education in Alberta. You can fund new educational research, provide new learning experiences for our pre-service teachers, build new spaces, or give the gift of post-secondary University of Toronto book to a student who would otherwise not have the means to pursue a degree.
Welcome to the Tri-Campus Department of Mathematics at the University of Toronto News: Robert Haslhofer shares Andre Aisenstadt Prize. Askold Khovanskii has been elected to the Royal Society of Canada NSERC Vanier Winner - Clovis Hamel Ascanio.
Duncan Dauvergne to receive the CMS Doctoral Prize. The Faculty of Education strives for the education of practitioners and researchers who will demonstrate autonomous thinking and the ability to critically examine issues of educational importance, and is committed to promote and facilitate the acquisition of those fundamental skills through the programs offered by the University.
The University of Toronto (U of T or UToronto) is a public research university in Toronto, Ontario, Canada, located on the grounds that surround Queen's was founded by royal charter in as King's College, the oldest university in the province of Ontario.
Originally controlled by the Church of England, the university assumed its present name in upon becoming a secular institution. The University of Waterloo acknowledges that much of our work takes place on the traditional territory of the Neutral, Anishinaabeg and Haudenosaunee peoples.
Our main campus is situated on the Haldimand Tract, the land promised to the Six Nations that includes six miles on each side of the Grand River.
The UCPS opened in Sept. as the first university training school in the country and will soon become a large 3-form entry school. As well as striving to be a brilliant primary school, it aspires to contribute to deep professional learning through building a research-informed culture and supports Initial Teacher Education to inspire future.
The following is a partial list of University of Toronto faculty, including current, former, emeritus, and deceased faculty, and administrators at University of Toronto. To avoid redundancy, alumni who hold or have held faculty positions in the University of Toronto are placed on the list of alumni, and do not appear on this list of faculty.
Educator, published scholar, and popularizer of mathematics education, Egan Chernoff has made outstanding contributions to the research, advancement, and promotion of teaching and learning math. Chernoff graduated from the University of British Columbia with a Bachelor of Education in Department of History RoomSidney Smith Hall St.
George St. Toronto, ON M5S 3G3; ; Email Us. Due to COVID, the Department of Mathematics and Statistics is closed to on-site visits and all summer and fall courses except Math are delivered online. For further information, visit York's Path Forward / Jeanne Manery Fisher was the first woman to achieve professorial status in the Department.
In she graduated from the Biological and Medical Sciences course given by the Department of Biochemistry at the University of Toronto and after obtaining her Ph.D.
in Physiology, and post graduate studies in the United States, she returned to the Department in Toronto in Mathematics And this remains true today as it plays a fundamental role in information and communication technologies. With depth and rigor, mathematics provides an outstanding foundation for further study in any area of academic inquiry, and myriad possible career paths, including, for example, engineering, finance, biotechnology.
Mathematics education and promotion of mathematics have been on the agenda of the Fields Institute since its inception. The Centre for Mathematics Education (CME) is devoted to a transformative research in mathematics education and, by extension, STEM education.
There is no better way to learn and appreciate what mathematics offers and to raise future mathematicians and scientists than. Welcome to the Faculty of Education Reinventing education for a diverse complex world As one of the top Faculties of Education in the country, we provide an inspiring and empowering environment for students to cultivate their interests, actively contribute to the evolution of education and become powerful catalysts for change.
The Department of Mathematics offers opportunities for research—leading to the Master of Science and Doctor of Philosophy degrees—in the fields of pure mathematics and applied y areas of research include, but are not limited to, real and complex analysis, ordinary and partial differential equations, harmonic analysis, nonlinear analysis, several complex.
Find equivalent requirements for Canadian high school systems, US high school system, International Baccalaureate, British-Patterned Education, French-Patterned Education, CAPE, and other international high school systems.
Department of Statistical Sciences 9th Floor, Ontario Power Building University Ave., Toronto, ON M5G 1Z5; ; Email Us. Welcome to the Department of Mathematics In its more than year history, the Department of Mathematics has solidified its standing as a major player in the nationwide arena of mathematical research and academic scholarship.
Currently, the department boasts more than undergraduate majors, 40 graduate students, and more than 50 faculty, of which about one. Millianne Lehmann received her M.A. in Mathematics from San Francisco State University in and joined the USF faculty Her areas of interest include mathematics education and technology-assisted instruction in mathematics.
Alexander Rennet, Assistant Professor, Teaching Stream & Mathematics Faculty Advisor. Office: DH Email: @ Phone Teaching Stream & Computer Science Faculty Advisor. Office: DH Email: [email protected] Phone: Close Menu. Back. Message from the Chair Return to The University. Applied mathematics uses mathematics together with other fields such as physics, biology, chemistry or economics to make discoveries about the way the world works.
It is also a desirable prerequisite for almost any area of learning since it can serve as an extremely effective tool for training in logical reasoning. Redeemer’s Bachelor of Education offers graduates the opportunity to teach in a wide variety of schools, including Public, Catholic, and independent Christian schools.
The Bachelor of Education degree program has different deadlines and program requirements than Redeemer’s undergraduate programs. Department of Mathematics Machray Hall, Dysart Road University of Manitoba, Winnipeg, MB R3T 2N2 Canada Phone: Fax: Faculty of Education at the University of Johannesburg.
The University of Toronto will be closed starting Wednesday, Decem and will re-open Monday, January 4, Faculty of Arts & Science winter term undergraduate & graduate courses will begin on Janu MA and PhD applications for the –22 academic year are now closed.
The department mounts an active program to develop and maintain connections outside the university. Faculty members play key roles in the development of Ontario curriculum, and are active in the Fields Mathematics Education Forum, which brings together high school teachers and university faculty (and was, in fact, started by the department).
Nipissing University’s Computer Science and Mathematics department hosts a series of research seminars, presented by students, faculty and visiting scholars. Math Circles The Department of Computer Science and Mathematics at Nipissing University invites students from Grades to participate in Math Circles.
Brew, Christine, Faculty of Education, Nipissing University, North Bay, Ontario, Canada, P1B 8L7, telephone extensionemail [email protected] and Faculty of Education, La Trobe University, Victoria, Australia, Secondary Mathematics Education.
Female faculty and students from the department join women from computer science monthly for a ladies' lunch. The cost of the lunch is funded through grants and the department in an effort to promote women in our STEM fields.
The Dordt University Math Challenge is a great opportunity for high school.Full Professor Room: STM Office: ext. Work E-mail: [email protected]


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Hello Year 4, I hope you're all doing ok and keeping busy with school work and fun things! Remember there will be work set on this page every day - a piece of English, Maths and Topic.
Maths - using the Maths Mastery Autumn Scheme below, complete 2 pages of work linked to an objective (the fluency, reasoning and problem solving page per objective.)
MyMaths - I have set an additional 5 tasks online via the MyMaths website for you to complete per week. I will be able to see your scores and will try leave feedback to you regularly!
English - This week your English work will be linked with either reading or spelling.
Topic - This week your topic will either be PE, Art or RE.
Don't forget you can email me on - Year_4@lexden.essex.sch.uk - to show me any pictures of work you've been completing or would like to share with me. I will check the email regularly so look out for my reply!


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a thesaurus of MATLAB instructions
appendices of mathematical concepts utilized in numerical tools.
Designed as a textual content for a primary direction in programming and set of rules layout, in addition to in numerical tools classes, the ebook might be of profit to quite a lot of scholars from arithmetic and engineering, to commerce.
Read or Download An Introduction to Programming and Numerical Methods in MATLAB PDF
Similar software: systems: scientific computing books
Das Werk umfasst die modernen Methoden der digitalen Bildverarbeitung. Dabei wird Wert gelegt auf Verfahren zur Entzerrung von Bildern, der Farbbildverarbeitung, der Problemlösung mit Algorithmenketten, der Beleuchtung, der Optik zur Bilderfassung und auf Bildverarbeitungssysteme mit mehreren Kameras.
This publication publications the reader in the course of the electric engineering ideas that may be utilized to organic structures and are for this reason vital to biomedical reviews. the fundamental engineering suggestions that underlie biomedical structures, scientific units, biocontrol, and biosignal research are defined intimately.
Das Buch behandelt die Theorie der Signale und (linearen) Systeme sowie ihrerAnwendungen. Nach einer Einführung anhand von Beispielen aus den verschiedenen Anwendungsgebieten werden die Grundtechniken zur Beschreibung zeitkontinuierlicher linearer zeitinvarianter Systeme und deren Wirkung auf Signale diskutiert.
This glorious ebook represents the ultimate a part of three-volumes concerning MATLAB-based functions in nearly each department of science.
The publication contains 3 parts,
the first one is dedicated to mathematical tools within the technologies through the use of MATLAB,
the moment is dedicated to MATLAB purposes of basic curiosity and
the 3rd one discusses MATLAB for tutorial purposes.
This choice of prime quality articles, refers to a wide variety fields and will be used for technology in addition to for varied academic purposes.
Section 1 Mathematical equipment within the utilized Sciences
1 Simulation of Piecewise Hybrid Dynamical platforms in Matlab
2 powerful regulate of disbursed Parameter platforms with Demonstration in Casting know-how and MATLAB/5imulink/DPS Blockset software program Support
3 Fouling in warmth Exchangers
4 optimum strategy to Matrix Riccati Equation - For Kalman filter out Implementation
5 Numerical Simulation of the Frank-Kamenetskii PDE: GPU vs. CPU Computing
6 Fuzzv Analytical community procedure Implementation with Matlab
7 Fractal size Estimation tools for Biomedical Images
3 MATLAB Aided alternative Replication
9 Convolution Kernel for quick CPU/GPU Computation of 2D/3D Isotropic Gradients on a Square/Cubic Lattice
Section 2 MATLAB basic Applications
10 MATLAB/Simulink-Based Grid strength Inverter for Renewable strength resources Integration
11 Model-Based Simulation of an clever Microprocessor-Based Standalone sunlight monitoring System
12 Micro-Robot Management
13 Micro-Robot Management
Section three MATLAB for academic Purposes
14 schooling of destiny complicated Matlab Users
15 utilizing MATLAB within the instructing and studying of Semiconductor gadget Fundamentals
16 An Interactive device for Servo structures Learning
17 Illustrating remarkable results of recent Physics with Numerical Simulations carried out within the Classroom
18 The MatLabTM software program software for electric Engineering Simulations and tool System
19 utilizing a Low Complexity Numeric regimen for fixing Electromagnetic brief Simulations
with TOC BookMarkLinks
- Signal Processing Toolbox. For Use with MATLAB. User's Guide
- Digital Signal Processing for Medical Imaging Using Matlab
- Experiments with MATLAB
- Advanced Mathematics and Mechanics Applications Using MATLAB, Third Edition
- MATLAB Guide to Finite Elements: An Interactive Approach
- Partial Differential Equations: An Introduction With Mathematica and Maple, Second Edition
Extra resources for An Introduction to Programming and Numerical Methods in MATLAB
3, y(x) = sin(x) at x = 30◦ , f (x) = tan−1 (x) at x = 1, √ g(x) = sin cos−1 (x) at x = 3 . 2 Calculate the value of the function y(x) = |x| sin x2 for values of x = π/3 and π/6 (use the MATLAB command abs(x) to calculate |x|). 3 Calculate the quantities sin(π/2), cos(π/3), tan 60◦ and ln(x + √ x2 + 1) where x = 1/2 and x = 1. Calculate the expression x/((x2 + 1) sin x) where x = π/4 and x = π/2. 8 Tasks 25 of rationals you may well have left the format as rat, so go back to the default by typing format).
We provide the solution to this example as a commented code: ✬ ✩ % Firstly set up the points at which the polynomial % is to be evaluated x = 1:6; % % % c Enter the coefficients of the cubic (note that these are entered starting with the coefficient of the highest power first = [1 3 -1 -1]; % Now perform the evaluation using polyval y = polyval(c,x) ✫ ✪ Note that in this short piece of code everything after the % is treated by MATLAB as a comment and so is ignored. It is good practice to provide brief, but meaningful, comments at important points within your code.
Filenames also have the same restrictions which we met earlier for variable names (see page 4). m extension. If you are in any doubt whether something is a MATLAB command use either the command help or the command which in combination with the ﬁlename, for instance help load or which load for the MATLAB command load. You should consider creating a directory for your MATLAB work. For instance on a Unix machine the sequence of commands (at the Unix prompt) ✗ ✔ mkdir Matlab_Files cd Matlab_Files matlab ✖ ✕ will create a directory (which obviously only needs to be done once), the second command changes your working directory to Matlab Files and the third command invokes MATLAB (to check that you are in the correct directory use the command pwd to ‘print working directory’).
An Introduction to Programming and Numerical Methods in MATLAB by S.R. Otto BSc, PhD, J.P. Denier BSc (Hons), PhD (auth.)


Shield wielder +10% Health
Celtic moustache +12% Health BONUS: +15% Health (while heavy machine guns equipped)
Medic Jacket +12% Health (Will talk about passive below)
U.F Pants +12% Health
Skill tree +15% Health
This equals 76%, but Medic Jacket also gives 30% damage reduction when you have Medikit equipped. To calculate how much health this would be equivalent to, we have to do the following. Think about it this way, if it was 50% DMG reduction, it would be the same as you having double your health.
In the case of 30% DMG reduction, we have to do 100/((100-30)/100) which equals 142, meaning 42% extra health. If we add these up, it's 76% + 42% = 118% TOTAL HEALTH!


Workshop Description: REVIEW and REINFORCE your student’s math skills in this dynamic and engaging class. Improve math mastery through games, manipulatives, and practical application.
- Simple addition and subtraction
- Simple multiplication and division
- Complex multiplication
- Place Value
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- Units of measurement
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- Graphs and Grids
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Math mastery while HAVING A BLAST!
Location: Project Room
Grades: 2nd – 3rd
Dates & Times: 6 week course. Fridays, 9:00 – 10:15 am, Sept. 22nd – Oct 27th
Course Cost: $95 per student. Includes all materials.
Instructor Name: Catrina Herrick
How to Register: Contact Catrina directly to register via email or phone: email@example.com or call 907-315-2645


A WebQuest for 11-12th Grade Mathematicians
What is a mathematician? What
like? How have some
mathematicians struggled to reach their goals?
During this project your
will research a historical mathematician and give a report to the class
on the life and times of your subject.
Your team will investigate an individual who has gained a doctorate in mathematics. Such a degree is called a Ph.D. and requires several years of intense and advanced study of mathematics. A doctoral candidate completes a culminating research project, called a thesis, which is presented to a critical panel of math professors.One particularly rich source of information about historical mathematicians is the Mathematicians of the African Diaspora web site maintained by The Mathematics Department of The State University of New York at Buffalo.
Go to the contents page and click on A Modern History of Black Mathematicians. Read the introduction paragraph the first 5-10 entries. Click on each entry and briefly scan the type of information available on the mathematicians.
Each team will produce and deliver a PowerPoint presentation with at least the following five slides:
Click here for a basic PowerPoint tutorial and guide. [No actual PowerPoint guide available]
Next, your group will select a subject mathematician to study. You make pick one from the list below or use the biographer's web references above. The suggested research topics come from the researcher's work and can be used by your group's mathematician.
Other mathematicians may have no documented area of research or their thesis may be difficult to decipher as in "Asymptotics of determinants of Toeplitz operators on the sphere." In that case, the job of the group's mathematician starts with trying to get some meaning out of part of that math jargon. She or he could choose the topic Asymptote, or Determinant (or suggest a different subject mathematician).
Keep your slides simple. Too much
information can be worse than too little. Each slide should contain a
few key points.
As a team your group will make
decisions based on what will make a good overall presentation on your
subject mathematician. Don't stop at the first web site or two, dig
a little to get better explanations or content.
In some cases the historian, biographer
or mathematics researcher won't come up with much useful information
that directly pertains to the subject mathematician. Use your
imagination to make a relevant presentation. The biographer can discuss
mathematicians in general, the historian can pick a topic related the
history of mathematics the general part of the world the subject is
Look for the "Search" button on most
every web site. That can lead you to specific information by using the
name of a person or places as a search string.
Your score for this unit will be the sum of these team and individual scores.
Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score
At the end of this WebQuest you will have researched
information on the web and created a well organized team presentation.
You have will have gained understanding of what a mathematician does
and who mathematicians are.
The amount of information from just the Mathematicians of
the African Diaspora web site may seem
overwhelming at first. However, as you start to do online research,
finding specific information on your subject mathematician may be
difficult, despite the vastness of the web.
Web Page and
Lesson Design by
Web Page and
Lesson Design by


Inverness CA 94937
Chia-Chiao Lin is Institute Professor Emeritus at MIT, having served as Institute Professor from 1966 to 1987. He joined the MIT faculty in 1947 as associate professor of mathematics, and became a full professor in 1953. He was twice a member of the Institute for Advanced Study at Princeton and also held positions at the Jet Propulsion Laboratory and at Brown University. After 1962 his main research focus was astrophysical research, specifically the development of the density wave theory of galactic spirals.
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Multi-way data arises in many applications such as electroencephalography classification, face recognition, text mining and hyperspectral data analysis. Tensor decomposition has been commonly used to find the hidden factors and elicit the intrinsic structures of the multi-way data. This paper considers sparse nonnegative Tucker decomposition (NTD), which is to decompose a given tensor into the product of a core tensor and several factor matrices with sparsity and nonnegativity constraints. An alternating proximal gradient method is applied to solve the problem. The algorithm is then modified to sparse NTD with missing values. Per-iteration cost of the algorithm is estimated scalable about the data size, and global convergence is established under fairly loose conditions. Numerical experiments on both synthetic and real world data demonstrate its superiority over a few state-of-the-art methods for (sparse) NTD from partial and/or full observations. The MATLAB code along with demos are accessible from the author’s homepage.
Bibliographical noteFunding Information:
This work is partly supported by ARL and ARO grant W911NF-09-1-0383 and AFOSR FA9550-10-C-0108. The author would like to thank three anonymous referees, the technical editor and the associate editor for their very valuable comments and suggestions. Also, the author would like to thank Prof. Wotao Yin for his valuable discussions and Anh Huy Phan for sharing the code of HALS.
© 2014, Springer-Verlag Berlin Heidelberg and Mathematical Optimization Society.
- Alternating proximal gradient method
- Non-convex optimization
- Sparse nonnegative Tucker decomposition
- Sparse optimization


Foundations of Data Science
Data Science along with Artificial Intelligence (AI) and its various components such as Statistical Learning (SL), Machine Learning (ML) and Deep Learning Algorithms (DL) are recognized as main drivers of organizational value creation. According to Dr Jim Gray, Data Science is the fourth paradigm which drives innovative solutions to organizational problems.
The course will start with basic concepts in probability such as joint and conditional probabilities. It will discuss the implementation of these concepts in ML algorithms for Market Basket Analysis and Recommender Systems. After covering basic probability concepts, the course will move on to random variables, discrete and continuous probability distributions, sampling, estimation and central limit theorem.
An important step in ML model building is feature selection to avoid overfitting and underfitting. ML models such as regression and logistic regression use hypothesis testing to select features. The course will include discussions on various hypothesis tests and how they are used in feature selection. Every ML model has an optimization stage, either to fine-tune the feature weights, or to find an optimal set of features. Discussions will include important optimization techniques, and algorithms such as Gradient Descent, that play an important role in AI and ML model development. Data must be represented in a matrix for AI and ML model development. Matrix operations such as matrix inverse and multiplication are elementary steps in model development. These fundamental concepts in linear algebra will be discussed.
At the end of this course, participants will be able to:
- Describe the role of probability theory, optimization, and linear algebra in the field of Artificial Intelligence
- Define probability distributions such as binomial and normal and their applications in ML model development
- Conduct hypothesis tests such as Z test and t-test and how that is used in ML model development
- Explain optimization and linear algebra concepts and their applications in ML and AI
- Conduct hypothesis testing, optimization, and linear algebra using Excel
Those interested in learning foundations of Data Science need to enrol for the course at https://www.edx.org/course/foundations-of-data-science
The course went live on 15th March 2021.


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Home Q–Q plots can be used to compare collections of data, or theoretical distributions. The use of Q–Q plots to compare two samples of data can be viewed as a non-parametric approach to comparing their underlying distributions. A Q–Q plot is generally a more powerful approach to do this than the common technique of comparing histograms of the ...
qq.plot: Quantile-Comparison Plots (car) qqline: adds a line to a normal quantile-quantile plot which passes through the first and third quartiles (stats) qqnorm: is a generic function the default method of which produces a normal QQ plot of the values in y (stats) reg.line: Plot Regression Line (car) scatterplot.matrix: Scatterplot Matrices (car)
meta forestplot— Forest plots 3 Syntax meta forestplot column list if in, options column list is a list of column names given by col. In the Meta-Analysis Control Panel, the columns can be speciﬁed on the Forest plot tab of the Forest plot pane. options Description Main random (remethod) random-effects meta-analysis common (cefemethod)
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I'd like to plot multiple lines in R for this dataset: (x = Year, y = Value) School_ID Year Value A 1998 5 B 1998 10 C 1999 15 A 2000 7 B 2005 15 Each school has data for different years. I'd like to have one line for each school.


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Are you ready for homeschooling your kids and need some good math curriculum options? Here’s a quick guide to help you get started!
by Tess DiNapoli | Tess DiNapoli is an artist, freelance writer, and content strategist. She has a passion for yoga and often writes about health and wellness, but she also enjoys covering the fashion industry and world of fitness.
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Homeschooling is a challenging yet gratifying endeavor for parents. As a homeschooling family, you can take learning at your child’s pace, move quickly through lessons they grasp, and circle back to areas they struggle with. You’re always up to date on your child’s academics and can provide a personalized learning approach they can never get in a traditional classroom. Plus, you don’t need to worry about missing work due to family vacations or trips – you’re in charge of what your child learns and when.
Yet, with all these benefits, teaching is challenging no matter who is doing the lessons. That’s where quality curriculum comes in to help. With the right curriculum for your child, you can relieve anxiety around lesson planning and if you’re introducing concepts in the “right way.”
Choosing a Math Curriculum for Your Child
As you start looking for a math curriculum, remember there is no one size fits all “perfect” curriculum. Each child and family is different, and your goal is to find the best math curriculum for your child and your family. As a parent who cares about their child and their education, you can’t go wrong if you consider your child’s and your family’s needs.
When looking for a homeschool math curriculum, there are a few factors to consider, including:
- Your child’s age and grade level
- Your child’s learning style (visual, auditory, tactile, etc.)
- Your child’s current feelings about math
- Your confidence in teaching math and how much support you need
- Your budget for workbooks, teacher’s guides, and manipulatives
With these factors in mind, there are a few common programs to consider as you start your search.
Horizons Math is known for its “spiral learning” technique. With this technique, students are introduced to a new concept and then work on problems that increase in difficulty and focus on that concept. After days or weeks of focus on the idea, they move on to the next. However, the initial topic is continually brought back with new concepts, in a sense “spiraling” through the lessons.
The spiral technique builds confidence because students see an idea they have mastered in a new concept, helping them feel more sure about understanding the new topic. Focusing on diving deep into a concept means progress in new areas may go slow, but the goal is mastery, not speed. Each Horizons Math comes with workbooks, a teacher’s handbook, and worksheets. One of Horizons Math’s most significant benefits is that manipulatives are not required. Instead of purchasing items, the program suggests items in your home to use for lessons.
If you have a visual or kinesthetic learner in your household, RightStart Math is a great program to use. Its hands-on approach focuses on visualization over counting and emphasizes understanding place value. The key component of RightStart Math is its AL Abacus. This two-sided abacus is designed to help your child recognize quantities. Along with the AL Abacus, many pictorial representations help your child learn facts, yet the goal remains to establish deep understanding rather than memorization. RightStart employs the same spiral learning as Horizons Math.
RightStart is known for being relatively easy to teach, so if you’re anxious about teaching, this may be a good program for you. While it has many great options, they do increase the costs, making RightStart one of the more pricey homeschool math programs.
Singapore MOE Math (the Primary Mathematics series)
Primary Mathematics is a specific series that teaches the Singapore MOE Math method. Singapore MOE Math is a specific teaching strategy that, true to its name, came from Singapore. This method focuses on mental math and is excellent for logically-minded, sequential learners. Known for teaching strong concept mastery, Singapore Math uses world problems to build skills and help students take concepts off the page and into the real world.
The hallmark of Singapore Math is its three-step “CPA” – concrete, picture, abstract – method. Students are introduced to concepts with physical items, then through pictures, and finally via abstract representations like numbers or tally marks. This method is highly effective and is consistently ranked as one of the top teaching curriculums.
This method also focuses on mental math and is known for its “all-in-one” textbook/workbook. Called “worktext,” the workbook/textbook combo also replaces a teacher’s guide. Not much hands-on teaching is required for you as a parent, and there is a strong focus on concept mastery. Like Horizons Math, Math Mammoth teaches each new concept deeply to ensure understanding before moving on to the next topic. Mental math is also a big part of the Math Mammoth curriculum.
Math Mammoth is ideal for visual learners as it uses pictures and diagrams to teach. There is a strong emphasis on building number sense, a skill that benefits your child throughout their life. Lastly, if you’re looking for a more budget-friendly homeschool math program, Math Mammoth is the best choice.
This hands-on program is driven by concepts and student understanding. Math-U-See uses a three-step approach to concepts with “Build It – Write It – Say It.” With this approach, your child will first depict the concept with manipulatives, then will write out problems numerically, and finally will explain how the problem should be solved. This multi-sensory, mastery-driven method is excellent for students who struggle with math as it helps them attack new concepts from multiple angles.
Remember – there is no “perfect” math program; it’s about what’s perfect for you and your family. After researching, select three to four programs that seem to fit your needs and do a deep dive. Talk to other homeschooling parents, read reviews, and, if possible, get some sample lessons to see how they play out in your household.
Once you find the right program, give yourself and your child space to adapt as needed. Remember that you may need to change or alter your program for different children or as your child grows. The goal is to provide your child with the tools that work best for them to learn and thrive. If you focus on that, you can’t go wrong. Happy teaching!


The Monkey Cage: Choices in graphing parallel time series
Earlier this week I posted the following chart:
Economist Andrew Gelman took at look at this and explored alternative presentations of the data here is what he came up with:
Then I thought of plotting the incomes over time (all these income values are inflation-adjusted, of course):
I like this one a lot. In particular, it shows that the drop from 2000-2010 is really a drop since 2007. (Although I suppose Cowen would argue that the drop was really happening earlier and it was just that the economy was doing a Wiley E. Coyote, standing in midair and not actually going into freefall until people realized they had gone off the edge of the cliff).
Still, even the time-trends graph is not quite a replacement for the original bar plot which shows so much drama. I think my recommended solution is to give the bar plot for the initial impression and then follow up immediately with the time-trends graph, which shows the big picture much more clearly.


Jean-Philippe Pellet’s Personal Pages
Wizzy Education Technologies SA
Chemin de la Venoge 11
1024 Ecublens (VD), Switzerland
Phone: +41 21 311 70 00
I’m the co-founder of Wizzy Education Technologies. We develop educational software for elementary and secondary schools pupils in Switzerland (age 5–15).
In 2010, I finished a Ph.D. at the IBM Zurich Research Lab, in the Data Analytics group of the Math & Computational Sciences department. Academically, I was affiliated to the Machine Learning group of the Swiss Institute of Technology in Zurich. The work I did was about causal data analysis; feel free to check out my publications if you’re interested.
Copyright © 2006-2011 by J.-P. Pellet. All Rights Reserved.


|Description of Centre:
||The Centre for Mathematical Sciences (CMS) is an interdisciplinary centre that promotes fundamental research in mathematics and applies mathematical methods to solve problems in computational sciences, physical sciences, biological sciences, engineering and finance, leading to deeper understanding of mathematical theory and improved application of mathematics in the said areas.
The goals of the research centre are stated as follows:
- To bring together mathematicians and researchers from theoretical mathematics, computational sciences, physical sciences, life sciences, engineering and finance backgrounds to tackle fundamental problems requiring significant mathematical input.
- To train outstanding young mathematicians to carry out research in their chosen field of mathematics and/or in interdisciplinary fields of research.
- To provide a platform for the young and/or experienced researchers to interact on issues/research related to emerging areas of mathematics and their applications in other disciplines
- To act as a resource centre for the Malaysian mathematics research and/or education communities
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Sleepy Freud of Warriors blog Golden State of Mind came up with this handy spectral pie chart for each team’s probability to land a certain pick in tonight’s lottery. The above reflects that the Wizards have the best “odds” to slip one spot and get the sixth pick, a 34.4% chance. “Great.”
But hey, at least the worst-case scenario all the pessimists keep gunning for (slipping to 8th) is that tiny gray sliver of 0.4%.
The Wizards have a 21.4% chance of landing one of the top two coveted picks (presumably John Wall or Evan Turner) — 10.3% to get No. 1; 11.1% to get No. 2.
There’s a 23.8% chance the Wiz will stand pat at five, a 12% chance of picking third and an 8.3% chance of slipping to seventh.


Today, December 10th, Google Doodles celebrates the birthday of British mathematician and computer scientist Lady Ada Lovelace, born in 1815. She is the fifth woman honored with a Google Doodle in the United States in 2012 — making this the most gender-diverse year in the history of the Doodles. Still, that diversity is sorely lacking: at this point, late in 2012, women have made up only 19% of the Doodles shown in this country. The brilliant Lady Ada Lovelace is extremely deserving of this honor, and perhaps might inspire the Doodles team to make a stronger commitment to including women in this series.
Lovelace is best known for her mathematical work following Charles Babbage’s theoretical proposal of an Analytical Engine and for her production of early algorithms that could be processed by such a mechanical computational device. Her notes, explanations, and development of methods for using a computer drove this field forward, as Ada deeply and perceptively understood the proposed analytical engine and the ideas behind it.
Lovelace was also able to predict that computers would be able to do more than complete simple calculations, and would be useful broadly in any fields, including the arts, where concepts could be abstracted and operated upon. This work has earned her recognition as the world’s first computer programmer. The Doodle honoring her shows her contributions to computing and the overhaul in our culture that followed the development of these tools. She also predicted that computers would one day be able to compose music — represented in the Doodle as well. Unfortunately, Lovelace only lived to the age of 36, and her contributions to the field were cut short.
Lovelace’s legacy also includes her widespread fame in the computing community, plus the annual celebration of Ada Lovelace Day and the Ada Initiative. These efforts focus on increasing the participation of and opportunities for women in technology, science, engineering, and mathematics. As we’ve shown here at Speaking Up, these efforts are needed for women’s accomplishments and talents to get the attention they deserve.


5 Blind Boys of Alabama
As a math teacher, I see a wide range of people, with a wide variety of mathematical and linguistic skills. At the community college, I see the whole gamut of people with their educational handicaps, their strengths and weaknesses. At the end of a term, I am used to all their peculiar quirks and have had 3 months to work on the rough spots and I like to think that they have somewhat learned to work with the problems and I often see improvement. This truly glorious fact, the great reward of teaching is what makes the beginning of the next term such a shock. I find people that can’t multiply, have no idea how to add and subtract fractions, don’t know how to do long division, can’t write English outside of the absolutely stupid “text-speak” that pollutes our linguistic world today and find myself frustrated and tense. Most of the time, I feel that I’m extremely bad at math, even though I have 1.5 master’s degrees in the subject and teach it. My situation, however, is not dire. There’s are. I do my best to make it better and I like to think that I make a difference in someone’s life, even though the shock of reality bites me in the ass more often than I like.
I’m a special ed teacher and, because we have full inclusion now, I am called upon to “push in” to math classes w/ my students to give them extra support (come to think of it, of a 9 period day, 1 period for lunch, 1 period for prep, I am in math for 4 periods). Let’s just say I am a touch more “user friendly” than the actual math teacher, so the other kids in the class come to me for help, too. (Also, I should add, I will actually get off my ass and walk to a student in need, rather than sitting behind me desk playing on the computer) It is amazing to see 8th graders who can’t add and who are terrified of long division. I do the “Dad, Mom, Brother, Sister” method with them and it works for a surprising number of them. You are getting the students that I am seeing now…many of them go home and get no help from the parents, either because the parents don’t know the math or just plain aren’t around. As I tell them, math is something you ONLY get by practicing and you HAVE to know your times tables.
I ran out this summer and got “highly qualified” in math (i.e. took two classes, on line, from WCC) because I imagine that I will be “pushing in” to math classes for most of my teaching life.
It’s a disaster and it goes all the way down to kids’ first exposures to math. Parents hate it, tell their kids they don’t need it, and top that off with teachers who can’t even add and subtract fractions and it’s no surprise that the US is in the economic mess it’s in.
If people really understood how to calculate their home loans, they might not have been prey to unscrupulous lenders.
American society is anti-intellectual, distrustful of knowledge and largely, while clamoring for “good” schools, unaware as to how the educational process works.
It’s like fighting an uphill battle in the community colleges. Some really try, others have no clue and don’t see the merit, yet wonder why they can’t get jobs.
Sorry, that was a hand flailing rant.


Faculty of Science
Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.
Descriptive statistics, scatter plots, correlation, line of best fit. Elementary probability theory. Confidence intervals and hypothesis tests using normal, t and binomial distributions. Use of computer software. Formal treatment of statistical analyses and the role of probability in statistical inference.
On completion of this unit students will be able to:
Examination (3 hours): 70%
Assignments, laboratory exercises and tests: 30%.
Three 1-hour lectures and one 2-hour support class per week
See also Unit timetable information
SCI1020, VCE Mathematical methods 3 and 4, or equivalent international qualifications listed in the Unit Guide.


Manager (Data Analytics and Research)
Haoyu is the Manager, Data Analytics and Research at the Chandler Institute of Governance. His research primarily focuses on enhancing the design and methodology of the Chandler Good Government Index. He also develops advanced data analysis programmes to automate workflows and generate insights.
Before joining the team, Haoyu acquired his PhD degree in Physics at Nanyang Technological University, where he accumulated extensive experience in mathematical modelling, data analysis, and programming. Haoyu also holds a Bachelor of Science in Physics with a second major in Applied Mathematics at Nanyang Technological University.


Bolyai was educated by his father, famed mathematician Farkas (Wolfgang) Bolyai, in Marosvásárhely and by the time he was 13 had mastered calculus and other forms of analytical mechanics. Bolyai also was an accomplished violinist and was an accomplished linguist speaking nine foreign languages including Chinese and Tibetan. He received military training and studied at the Imperial Engineering Academy in Vienna from 1818 to 1822. Immediately after this he joined the army engineering corps in which he spent 11 years. In 1820 he began to work in a direction that ultimately led him to a non-Euclidean geometry. In 1823, after vain attempts to prove the Euclidean parallel postulate (Given any straight line and a point not on it, there “exists one and only one straight line which passes” through that point and never intersects the first line), he developed his system by assuming that a geometry could be constructed without the parallel postulate. Although his theory of absolute space opened new horizons in mathematics, physics, and even in philosophy it was only published as an appendix to his father’s book on mathematics.
A Magyar Ház szombatonként és vasárnaponként 12 és 16 óra között tart nyitva.
Látogasson meg minket, hogy találkozzon magyar honfitársaival és vendégeinkkel a világ minden részéről.
Szeretne házigazda lenni, vendégeinket kávéval és házi süteményekkel fogadni?
Válasszon ki egy szombatot vagy vasárnapot és jelentkezzen a firstname.lastname@example.org címen. A gondnok már fél 12-kor ott lesz és segít.


With Star Math, one test provides essential insights to help all students get on track for math success: which students are struggling, the specific skills and subskills they’re struggling with, and resources and practice activities to remedy those skill gaps. Star Assessments – Overview - Educators trust Renaissance software solutions for K12 assessment, reading and math practice to increase student growth and mastery. STAR 360 Assessments - Getting Started with a sneak peak by Rhonda Schroeder This newsletter was created with Smore, an online tool for creating beautiful. STAR 360 Measures Student Growth, Math & Reading Fall: September 3 – September 13 Winter: January 8 – January 17 Spring: May 4 – May 15: Star360 Parent Guide Star360 Parent Guide Español: Grades K: KIDS Kindergarten Individual Development Survey October 12 – November 5 February 13 – February 27 May 23 – June 7. Renaissance Star 360 Testing. What is RenStar Testing? RenStar testing helps guide students to greater reading growth utilizing assessments that are fast,. and practice with state-specific insights and resources to guide students on the optimal path to reading and math proficiency.
Welcome to Renaissance Place Real Time Centralized Account Management Screen. You can use your Active Directory Username and Password to get into Renaissance Place Real Time. Renaissance Place ID is a unique identifier that provides a shortcut to your Renaissance Place site. Where can I use it? Renaissance Place ID can be used during setup of Accelerated Reader on iPad®, iPhone®, or iPod touch® and during setup of STAR Reading, STAR Math, STAR Early Literacy, and STAR Reading Spanish on iPad®. Assessment Instrument Information. school and by class with in the school - STAR Math provides an estimate of the students' mastery of standards by aligning them to the same 1400-point difficulty scale used to report STAR scores. Standardized Testing and Reporting - STAR Sample Test Questions. To view sample released test questions, you must enter a response in all the fields below Grade Level, Subject, and Performance Level. When all fields are complete, select Submit. STAR Reading <492 492-629 630-845 >845 STAR Math <647 647-709 710-766 >766 Kindergarten Scaled Scores Early Emergent Late Emergent Transitional Probable Early Literacy 300-487 488-674 675-774 775-900 from 300-900. STAR Reading and STAR Math scores range from 0-1400. STAR Reading STAR Math.
Math 360: The real numbers D. DeTurck University of Pennsylvania August 31, 2017 D. DeTurck Math 360 001 2017C: Real numbers 1/26. 02/12/2019 · STAR 360 Product Information and Reviews: A comprehensive assessment and student achievement data solution for schools and districts. Includes STAR. STAR Reading and STAR Math scaled scores range from 0–1400. STAR Early Literacy scaled scores range from 300–900. STAR offers educators a variety of scores and reports. Some STAR scores compare your child’s performance to a specific criteria or to a standard criterion-referenced scores. Star 360 includes three computer-adaptive tests: Star Reading, Star Math and Star Early Literacy, as well as Star Custom, a formative test and skills probe. Renaissance Star Reading. Released in 1996, Star Reading is a cloud-based assessment of the reading achievement of students in grades K–12. The STAR Math test is a 12-minute test that provides an approximate measure of student math levels. The STAR Early Literacy test is a 10-minute test that provides feedback for pre-kindergarten through third grade students. How STAR assessments are used in schools varies from district to district.
Kindergarten Math - Starfall. engaging lessons and professional support. © The Australian Association of Mathematics Teachers AAMT Inc.
MATH 360 HOMEWORK 2 due to Feb 6 1. Show that 1 is not a limit of the sequence xn = −1n. 5 pts 2. The sequence xn is deﬁned by the recurrence xn1 = xn. 26/07/2017 · WISCONSIN RAPIDS, Wis., July 26, 2017 /PRNewswire/ -- Renaissance ®, the leader in pre-K-12 learning analytics, has announced that its Renaissance Star 360 ® assessment suite has been approved as a K-2 assessment by the Arkansas Department of Education ADE. Student may use the link below to test on books they have read. Testing may only occur during school hours. Any testing done during off hours will not count.
About the Scores Reported on the STAR Tests Stanford 9 Stanford 9 scores are reported for the subjects tested at each grade level: reading, written expression, mathematics, spelling, for grades 2 through 8; reading, writing, mathematics, science, social science, for grades 9 through 11. STAR Augmentation California Content Standards. My name is Anton and I explain science, math or other complicated topics using simulations, video games and easy to understand words. This channel's focus is. Star 360. Star Rentals 360 degree approach to customer service ensures the highest level of satisfaction regardless of the size of the job. Unlike our competitors, Star Rentals offers a complete product and service bundle that encompasses equipment for rent, equipment for.
The Standardized Test for the Assessment of Reading, or STAR, are standardized tests that are taken by students using a computer. There are also STAR tests for math and early literacy as well as reading. STAR testing can be used in grades 1 through 12 to monitor student reading and math achievement. Star 360® is a district assessment used in kindergarten through grade 12. It is a computer-adaptive test used to screen students three times per year in the areas of early literacy, reading, and math. It is also used for progress monitoring of students who receive academic interventions. Schools determine when students will screen during the. Jogo Soccer Match 2015. Ajude seu time a vencer este desafio de futebol. Use as teclas WASD para mover o jogador, a barra de espaços para fazer passes e a tecla CTRL para chutar. 23/10/2018 · From the earliest years, children begin building foundational skills that will help them solve complex math problems. They develop spatial reasoning as they play with blocks, understand concepts like “more” and “less” at snack time or the dinner table, and begin to categorize by attributes as they group their stuffed animals.
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New Delhi, 15th October 2022: Say goodbye to math phobia. The global Mathematics Competition is finally in India. Matific, the multiple award-winning global math platform, is organising one of the biggest online math competitions for primary school students (KG-6 grade) in India—Matific Math League 2022—between November 23 and December 6.
Millions of students from over 20 countries participate in the Matific Math League every year. This year, students from thousands of schools in India will participate in this competition. There will be exclusive rewards for the top 100 schools. The League is a fun-filled online mathematics competition for primary school children (KG – 6 grade). All schools across India can register to compete. Registration is free.
The Matific platform is completely aligned with every school board across India: CBSE, ICSE, IGCSE, IB, Cambridge and state, making every school eligible to participate. Weak pedagogy, insufficient teaching tools and boring teaching methods often fail to attract children to mathematics, leading to dislike and even fear of the subject. This is about to change with Matific, which gamifies and makes math fun for children across the world, catering to 120+ countries in 40+ languages. With the twin focus of developing conceptual understanding as well as love for math, Matific offers a rigorous pedagogy combined with interactive activities. This blended learning reduces learning loss and math anxiety and boosts children’s confidence and performance.
The Matific Math League 2022 takes this a step forward. A unique opportunity, the League is a great way to introduce children to mathematical challenges and motivate them to develop their love for math, having fun all the way.
The Matific Math League believes in the principle of an everlasting bond between children and numbers. It is not simply about winning; it’s also about instilling love for math in the minds of our children. It’s the spirit and passion for mathematics, which should win at the end of the day.
Commenting on the same, Sahil Kapoor, Chief Business Officer at Matific, stated: “Our goal is to provide children across the world with an experience of mathematics of the most exceptional kind. While a conceptual understanding is imperative, there’s an equal focus on the experience to be fun and engaging. Thus, we are delighted to enter India, the land of infinity. We welcome every child and every school in India to participate in this prestigious international League.”
For free registration, visit: matific.com/mml
23 November-6 December 2022
Winners will be announced on 10 December 2022.
First place: Gold trophy along with vouchers worth Rs. 150,000
Second place: Silver trophy along with vouchers worth Rs. 100,000
Third place: Bronze trophy along with vouchers worth Rs. 50,000
All students will be awarded certificates, and the top 3 students from the top 100 schools will receive a special Matific gift.
If you have any objection to this press release content, kindly contact email@example.com to notify us. We will respond and rectify the situation in the next 24 hours.


At BHMS our goal for students is to see themselves as strong problem solvers who can employ critical thinking to apply mathematical concepts and skills in a variety of situations. From baking a cake to standardized tests, students learn to use math as a practical tool to serve their needs.
We know that students build their knowledge through a hands-on approach to math. They move from concrete experiences with manipulatives to applying abstract algorithms at every level in order to deepen their knowledge.
- In Preschool students begin with sensorial materials that introduce the vocabulary of basic mathematical concepts, such as large/small, more/less and greater than/smaller than, as well as numbers. Math is about relationships, and the concrete materials give children a kinesthetic experience of quantity, introduce the concept of number, and help children gain an understanding of the relationship between the two.
- In Lower Elementary students use the Montessori materials to develop their understanding of the four basic operations – addition, subtraction, multiplication & division – and record their work in standard ways until they have internalized the formulae and can recall number facts automatically.
- In Upper Elementary students continue to use manipulatives to support their learning, which is increasingly focused upon fractions, decimals and percents. Automaticity with number facts is essential to efficient and accurate problem solving at this level.
- In Middle School students continue to develop more abstract mathematical thinking, e.g., algebra, and apply their math skills in practical ways, such as running a pizza business.
We know that the road to abstraction is an uneven path on which students develop at different rates. The three-year age cycle allows a student to learn at his/her own pace.
We believe that teachers are guides for students. They pose questions and model their thinking process in small group activity, whole group and one-on-one instruction. This practice is a powerful and motivating tool for learning that addresses the needs of both struggling and proficient students.
We know that professional development and keeping abreast of research in the teaching of math is necessary to inform teacher practice and the success of student math outcomes.
We recognize that social relationships are important in building understanding and solving problems – talk illustrates one’s thinking and generates new ideas. One student’s half- formed thought can become a teammate’s eloquent solution. Therefore we provide opportunities for students to work together in all programs.
We recognize that 21st century math involves more than pencil and paper, so we integrate technology into our program. Students use calculators and computers from fourth grade through the Middle School.
We want students to master math skills to serve their needs, therefore we link math to students’ everyday lives to show them its application to their world. From shopping for a meal to making a personal budget, students see math as a useful tool. Our Interdisciplinary Studies program also helps to forge that link. Whether counting beats in a measure, using proportion and shapes to create images, choreographing a sequence of dance steps, or learning iambic pentameter, students learn that math is all around them.


Why start a new topic when you can re-use a topic you started 6 years ago
I could use some advice again, this time for calculating time between two dates -
I'm trying to calculate the difference between the current date and one in the future. I have a Date and Time Picker field for the future date (let's call it 'futureDate'). So in the mathematical calculation field I already tried a number of variations:
(date(sub futureDate now)) (date(sub futureDate current)) (date(sub futureDate today)) (date(sub futureDate now()))
I checked on the php page https://www.php.net/manual/en/function.date.php for these variables, but none worked.
Also, how would I format it in hours/min.? or days?


We can use Excel to calculate mathematics and round numbers down to their integers. This is made possible by the use of the Excel INT function. In this post, we shall examine how we can use the Excel integer function to get the integer part of a number.
Figure 1: Excel INT function
Note that the INT function will only return the integer part of a decimal number. Also, we need to remember that the integer formula will round down a number so that those that are negative numbers will become more negative as seen in cell C9 of figure 1 above.
The integer formula
- Number– this is the number from which you want to get an integer.
The INT function will only round numbers down to the next lowest integer value.


Writer: Minerva Baumann, 575-646-7566, firstname.lastname@example.org
Departments from across New Mexico State University have put together a fun evening of demonstrations and hands-on activities in Science, Technology, Engineering, Arts and Math for students and parents from 5:30-7:30 p.m. on Wednesday, March 8 at Sonoma Elementary School.
“It’s an effort of several departments across the campus to come together and reach out to the Sonoma Express Parent Teacher Organization to give elementary and middle school kids a taste of arts and sciences at NMSU,” said Anne Hubbell, professor of communication studies, and one of the organizers of the event.
NMSU departments involved include psychology, computer science, astronomy, biology, pre-pharmacy, mathematical sciences, chemistry, physics, theatre arts, NMSU’s Arthropod Museum and plant and environmental sciences. The Oñate High School computer sciences group and the New Mexico State Police will also be on hand.
The event will include a visit with the Cat in the Hat, a Star Wars photo booth as well as food trucks.
Parents and students who have questions about the event should email email@example.com.
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