Long long ago, so long ago that only I know how long ago (of course)… the year is… n’t important but the TIME is… indeed. It was after failing at the entrance exam to the most prestegious engineering institutions in India at the Graduate Level (JEE) and before resorting to a state level college. I was just sobbing for the loss when my friend, out of the blue, asked me to define Time. I wasn’t sure why and tried replying with “it is… " and got paused. A lot of thoughts have begun crossing my mind, of the references of the concept that I’ve been using until then, trying to figure out a simple definition. For the next two days, I was just wondering and finally ended up learning that I, perhaps, do not understand the concept. I confessed the same to my friend and he (with a grin) said…
_I’ll rather save that for the later part of this article, meanwhile, try defining it yourself. _
concept : A general idea or understanding of something. TheFreeDictionary
convention : A widely used and accepted device or technique TheFreeDictionary
One day at a college, a professor asks Alice to measure the perimeter of their college compound in centimeters (cm) and soon Alice leaves to find a scale to measure. A while later, noticing that Alice hasn’t returned yet, the professor asks Bob, if he can do it any sooner? Bob says “sure” and startles to the main gate of the campus and starts walking along the compound wall counting the number of steps he has been taking and answers the professor with the count of steps he took to cover the perimeter multiplied by a fair estimate of his foot length (in cms), long before Alice could do.
The difference between the approaches adopted by Alice and Bob, though both hold good, is that Alice just knew the conventions of measurement and so left for finding a scale that is calibrated with those conventions where Bob understood the concept of measurement and that all he needs to do is to gauge the length of the compound wall along it’s stretch against some units. He understands that units could be actually anything, as long as he could convert it to the units of the requirements.
In other words, Bob understands that any standards of measurements have become so because a group of people just agreed upon it. For example, if an Indian talks about distances in kilometers to someone in USA, they’d just ask you back “How long is that in miles?” and vice-versa as the standards of measurements vary. Miles and Kilometers are just two scales calibrated differently and one can adapt to either if one understands concept of length and distance.
I feel that, knowing the conventions alone without actually understanding the concept actually deceives us (happened to me with the concept of time) by giving an illusion that we understand the concept when we actually don’t and we seem to not even bother until we’re questioned by somebody who is important at least for that moment (interviewer). And this is what that is making us learn that the d(x2) / d(x) is 2x but if someone asks “why ?”, most of us are clueless and by the same principle the derivative of the area of a circle with respect to it’s radius is 2 π r. I would leave this for you ponder upon, intuitively.
At the end of the day, understanding one concept (in my case Time) can help understanding many others, appreciate the beauty of them and apply them literally, analogously and metaphorically which can hardly be attainable by just knowing the conventions.
… it is “the gap / duration between any two random events” and it got me pondered again for about the next 2 days, just trying to apply the definition for the events that I’ve come across and deduce the evolution of the concept of Time and its standards. Post which, I went through a couple of days of realisation past sobbing.


I was working on some acceleration tests at Indianapolis with various cars to determine their power curves and stumbled upon an interesting idea. I figured I could estimate the drag coefficient from the cars by capturing some telemetry data. I wanted to remove the aero drag and rolling resistance forces from the data in order to grasp the values of the power to the wheels, and to do that the best approach is to collect speed data as the car coasts down from a high speed. But I realized I could also extract the aero drag values for each car tested.
When you plot the deceleration rate (change in speed/change in time) and curve-fit using Excel, you can estimate the aero drag and rolling resistance force since:
F = m * a
Where m is the mass of the car and acceleration, a, is measured as a function of speed as described above.
With the curve fit providing the first and second order constants, then we can assume the second order constant corresponds to the aero drag since, as any wise-assed NASA engineer will tell you:
Aero drag force, Fdrag = 0.5 * Cd * A *p * v^2
Cd = drag coefficient
A = frontal area of the car (for the Star Mazda, I’m estimating around 1.0 m2)
p= density of air (~1.2 kg/m3)
v = speed (m/s)
My estimates from testing the Star Mazda with the lowest wing settings and applying the formula put the CD in the range of ~0.7 – we’re talking pick-up truck figures here (a Prius is 0.25). But in fact, a little research shows that this value is probably correct or at least close, since CART cars set-up for Indy in the 1980s had CD values around 0.64 and modern F1 cars are 0.7-1.1 depending on the setup.
In addition, I was able to estimate the power of the resistance forces as a function of speed and this contrasted nicely with the power available at the wheels, and the curves intersect pretty close to the observed terminal velocity of 250 kph (155 mph).
So it appears that the importance of downforce greatly outweighs the performance costs incurred by a high drag value. But all this work also points to is the importance of always running at the lowest wing settings you can afford to run while maintaining maximum cornering and control, since any extra wing will simply waste power, speed and fuel. Bear in mind, too, that the importance of the CD decreases as horsepower increases.
Well, this exercise didn’t serve any practical purpose but was just for fun. Yes, this is a sim-geek’s version of fun. There’s lots of error built into the way I did things, but sadly, I am not geekified enough to unscramble everything on these cars. It’s a drag.


Rockwood is committed to the academic and personal success for every student. This includes providing an education with high academic standards and rigor that promotes academic development. It is important for parents to understand the components of math acceleration as educators work to provide the most appropriate math instruction for students and their learning.
What is math acceleration?
Math acceleration moves students through math curriculum at rates that are faster than the typical pace of the curriculum. It matches the level and complexity of math curriculum to the readiness and motivation of the student. Math acceleration is aligned with Rockwood Policy 2535 – Student Academic Acceleration.
What kinds of math instruction are available for students?
Teachers have a variety of methods for math instruction, including:
· Subject-matter acceleration – For part of the school day, students are placed in classrooms with students at a higher grade level for advanced math instruction.
· Classroom differentiation – Students remain in their classroom and teachers use a variety of instructional approaches to modify content and processes in response to the learner’s readiness and academic needs.
How will teachers determine what is appropriate math instruction for my child?
Teachers will use multiple sources to ensure students are receiving challenging math instruction: student performance in the classroom, score on the end-of-course exam, scores on the MAP Terra Nova assessments, and teacher observations.
Who will take an end-of-course exam to determine math acceleration for the coming school year?
All students enrolled in 6th Grade Math and 6th & 7th grade Pre-Algebra.
When will parents be informed if math acceleration is suggested for their child for the 2013-2014 school year?
Parents will be notified by May 6th. If you do not receive a notification, please be assured that your child will be enrolled in the next sequential math course.
Is there an appeal process if I want math acceleration to be reconsidered for my child?
Yes. Parents can complete a Parent Appeal Form by May 15th. Please note that parents have one opportunity to submit an appeal form during the math acceleration process.


The Vedic maths workshops are conducted in schools where presentations are given with numerous examples to ensure enhanced understanding for children. The interactive sessions during the workshop helps in their mental exercise, thus improving the mental arithmetic skills. The workshop ensures that the participants acquaint themselves with the magic of Vedic maths and learn formulas and tricks that help solve complex mathematical problems with ease.
We offer four different types of workshops and talks depending on the audience.
Vedic Mathematics is a super fast way of making all Mathematical Calculations easy and fast. The history of Vedic Mathematics dates back to the golden aged India, where calculations were done mentally. There was perfect coordination of both parts of the brain. In due course of time, mind power and mental calculation reduced. The sages and saints knew the secrets of numbers and they devised a unique system of fast calculations during the Vedic age. Since this system was devised in Vedic age, we call it ‘Vedic Mathematics’.
Get comprehensive, lucid study material during workshop & for later Revision & Exercise.
Deriving enjoyment from the interactive realization of practices and methods During workshops.
Scientific Technique Who Regenerate Left and Right Side Of Brain By Increasing Visualization and Concentration Abilities.
A Scientific Program Who Helps Student to Improve His Academic Performance and Intuitional Abilities.
Highest feedback of an average of over 4.8 on a 5-point scale. which shows the our success of seminar.
High Speed Vedic Mental Mathematics Modus Operandi Which Gives 10- 15 Times Faster Result and Accuracy.
Content's of the workshop will be covered in Workshop.
Mindgrownix Foundation is always inclined and directed towards fabricating the holistic development of the teachers through various workshops in and out of the school. The workshops aim to churn out and refine their learning and teaching abilities in an unprecedented way. These workshops take both academics and recreation into consideration which eventually act as the edifice of empowered learning and teaching.
The workshop is geared at providing students with psychologically relevant tips and tricks to improve their concentration and to get them to attend to anything from studies to hobbies, better.Read More
This Workshop is designed to give a motivation to promote Cyber Security, Cryptography, Digital Money, Secure Protocols, Monitoring Potential Threats and Attacks and implementing Security solutions.Read More
Mindgrownix Foundation offers fun and interactive secondary school science workshops and shows. We strive to encourage the development of scientific attitudes, experimental skills and investigations.Read More
We offer transformational workshops designed to inspire young people to become innovative change makers. The Startup Experience introduces you to the entrepreneurial mindset and provides hands-on training in high impact entrepreneurship.Read More
The Vedic maths workshops are conducted in schools where presentations are given with numerous examples to ensure enhanced understanding for children. The interactive sessions during the workshop helps in their mental exercise,Read More
The Abacus workshop is aimed to help kids in enhancing concentration, memory, speed, accuracy, Visualization, decision making, strategical thinking, and brain development. Our program is designed by experts in the field of child education,Read More


Mathematics is often regarded as the language of the universe, a powerful tool for understanding the world around us. Yet, for many students at University Park, navigating the intricacies of math can be a daunting task. Enter the math tutors in university park tx, the trusted guides on the journey to mathematical mastery.
These tutors are not just instructors; they are mentors, dedicated to empowering students with the skills and confidence needed to excel in mathematics. With a deep understanding of mathematical concepts and a passion for teaching, they transform the daunting into the doable, making even the most complex topics accessible to all.
One of the key strengths of the Math Tutors at University Park is their ability to personalize instruction to meet the diverse needs of their students. Whether it’s algebra, calculus, or geometry, they tailor their approach to each individual, identifying areas of weakness and providing targeted support to foster growth and understanding.
Moreover, these tutors understand that math is more than just numbers and equations; it’s about problem-solving and critical thinking. They engage students in hands-on activities and real-world applications, encouraging them to think creatively and analytically to solve mathematical puzzles and challenges.
But it’s not just about academic achievement; it’s about building confidence and resilience. The Math Tutors at University Park create a supportive learning environment where students feel comfortable asking questions, making mistakes, and taking risks. They instill a growth mindset, teaching students that with perseverance and effort, they can overcome any mathematical hurdle.
What sets these tutors apart is their unwavering commitment to their students’ success. They go above and beyond, providing extra help outside of regular sessions, offering guidance on homework assignments and exam preparation, and serving as mentors and role models for academic and personal growth.
Beyond the classroom, the Math Tutors at University Park inspire a love for mathematics that extends far beyond graduation. They show students that math is not just a subject to be studied, but a tool for understanding the world and solving real-world problems. They cultivate a culture of mathematical curiosity and inquiry, empowering students to become lifelong learners and critical thinkers.
In the realm of mathematical education, University Park’s Math Tutors stand as beacons of excellence, guiding students on the path to mathematical mastery and unlocking the endless possibilities that lie ahead. Through their dedication, expertise, and unwavering support, they inspire students to reach new heights and achieve their fullest potential in mathematics and beyond.


You can calculate tourist arrivals to a destination by knowing the following parameters:
1. Number of hotel rooms
2. Average annual hotel occupancy of the destination
3. Average length of stay
4. Average number of persons per room
You can also look at it the other way around. For example, to achieve 1,000,000 annual visitor arrivals a destination with a 4.0 day average length-of-stay, 70% annual average occupancy, and a 2.0 persons per room will require 8,000 rooms.
Download Visitor Arrivals Calculation


I love statistics and I love watching Super Bowls.
It will in fact be my 23rd consecutive Superbowl that I will be viewing on tv in England.
To celebrate the game and to make the week leading up to the Superbowl a bit more personal to you all I would like you to post answers to twenty questions below in the comments section of this post.
Whilst I cannot promise a cash prize to the most accurate I will do an email interview with the winner and do a post devoted to your favourite NFL team.
So how do you play this quiz – Well it has 10 questions which can be answered YES or NO and then 10 questions which require either names or numbers. All questions are based on Superbowl XLIII between the Arizona Cardinals and the Pittsburgh Steelers.
Round 1 – The YES or NO round (1 point per correct answer)
1) Will Kurt Warner pass for over 250 yards?
2) Will Willie Parker gain over 100 yards rushing?
3) Will Larry Fitzgerald lead all players (both teams) in recieving yards?
4) Will Troy Polamanu get an interception?
5) Will Steelers TE Heath Miller get a touchdown?
6) Will either Kurt Warner or Ben Roethlisberger get a rushing touchdown?
7) Will there be over 50 points scored in total (by both teams combined) in the game?
8) Will Cardinals RB Tim Hightower score a touchdown?
9) Will there be 5 or more sacks (by both teams combined) in the game?
10) Will there be a touchdown (of any type) of 50 yards or longer?
Round 2 – The Name round
11) Who will be the game MVP?
12) Who will be the leading rusher in the game?
13) Who will be the leading receiver in the game by yards?
14) Who will be the leading receiver in the game by catches?
15) Who if anyone will get two (or more) sacks? (you can answer nobody)
Round 3 – The number round
16) How many interceptions will be thrown in the game (total by both teams)?
17) How many total touchdowns will be scored (total by both teams)?
18) Which quarter will feature the most points scored (combined)?
19) How many players will record a sack?
20) What will be the length of the longest field goal kicked?
Good luck – I look forward to the entries below in the comments part of this blog post.


The standard I will be unpacking is the Arizona Kindergarten math standard for the area of Operations and Algebraic Thinking (OA) K.OA.A
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. The specific standard is K.0A.A.1 Represent addition and subtraction concretely. The source of the standard is ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS (December, 2016)
I choose this standard for developing a unit as it is something students will need to know and use for the rest of their lives, whether its counting change at their first job or figuring out how much more money they need to buy something one day, addition and subtraction are fundamental skills that students will use. There is quite a lot of content that will go into this unit allowing it to span 4-5 weeks or longer with may lessons within the unit.
By the end of this unit students will be proficient in addition and subtraction in several different forms. Students will have a concrete understanding of the concepts of addition and subtraction with “result unknown” (Ex-“Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now? 2 +3 = ?”). Students will also have a concrete understanding of “change unknown” (Ex-“Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat? 5 – ? =3”) as well as “start unknown” (Ex- “Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before? ? + 3 =5”)
Students will also be proficient in recognizing important mathematical symbols (+, -, =). These mathematical symbols will be important for students to be able to recognize and differentiate in future application.
In addition to being proficient at recognizing and differentiating mathematical symbols students will also be proficient with mathematical vocabulary like, subtract, add, take away, equation, fluency, subitize, plus, minus and equals.
The unit will have two summative assessments. One assessment will focus on addition skills. The assessment will contain several different forms of addition problems. The other summative assessment will focus on subtraction skills. The assessment will contain several different forms of subtraction problems. Using multiple strategies taught throughout the unit the expectation is that 81% or higher will show mastery.
A formative assessment that will be used during this unit will be teacher observations. So much of kindergarten assessing is done through observations. I will observe each of their progress when they are working with a peer, when we are practicing on white boards as well as playing small group games.
Both of the summative assessments would be given whole group with the teacher reading the directions to each problem aloud with the assessment showing on the over head projector. Students will have time to answer each question as the teacher walks around observing answers. Each assessment will also contain pictures to assist ELL students.
During small group math centers students will get an opportunity to do hands on math. One activity they will do during this unit in small groups to deepen their understanding of subtraction will be a game called “subtraction smash”. Students will each have a laminated 10 frame game board and a container of play doh. Students will pull different subtraction cards that tell them how many play doh balls to make and than how many to smash. At the bottom of the 10-frame board students will practice writing the equation and answering it.
Another activity during small group math centers would be to have students partner up and take turns playing teacher and student with addition and subtraction flashcards. It allows students both an opportunity to answer the question and also verify if the other person is correct. Students could use manipulative for this activity in the early stages.
Lastly students will practice addition using dice adding the numbers on two dice to find a total. Students will be able to have fun with this skill with worksheets called “Roll, Add and Color” where each number answer correlates with a color to complete a picture.
Thank you for reading,
- (2016, December). Arizona Mathematics Standards-Kindergarten. Retrieved January 20, 2018, from https://cms.azed.gov/home/GetDocumentFile?id=58546eb8aadebe13008c1a18


The children made poppies to commemorate Anzac.
Saturday, 25 April 2015
The children made Anzac biscuits at school with the help of Melanie and Suzanne. Altogether the children made 77 biscuits. We talked about how they could divide them against 23 people. The children came up with their ideas such as sharing by giving 1 biscuit out at a time. We thought there must be a faster way to divide. 20 + 20 + 20 = 60. Each person got 3 each. We had 17 left over? We had a problem! What were we going to do with the left over biscuits? Some children thought we could halve them. It was decided that we would give them to the teachers by putting them in the staff room. The children wrapped their biscuits and took them home. Super work Room 11.


A gallery of original fractal artwork created by Justin Brazil for your enjoyment.
Fractals are mathematical equations that exist in between the 2nd and 3rd dimensions. They are infinitely repeating and can be identified by their “self-similar iterating patterns,” which means that no matter how closely you “zoom” into a fractal you will find patterns/shapes that are comprised of many smaller versions of themselves. It’s really a trippy concept, and humans have only been able to begin exploring the fractal dimension with the use of powerful computers – we are some of the only humans in history to interact with fractal mathematics!
Designed for Print
All of these fractals were designed for print, and the originals are over 10 feet in size. Contact Justin if you’d like one of these custom fractals printed and framed for your wall!


The broad motivation of my research is to understand mathematically why neural networks and other machine learning models work so well in practice and to apply those mathematical foundations to make ML a more equitable tool. To that end, my research specifically focuses on the representational capacities of neural networks (see HSSV21 and SC22) and the generalization properties of over-parameterized ML models (see ASH21). I intend to keep working in these spaces, and I also am interested in finding some more applied projects in the intersection of AI and climate.
As an undergraduate, I did a variety of research projects on mathematical modeling, dynamical systems, molecular biology, and ML under the supervision of Bjorn Sandstede, William Fairbrother, and Eli Upfal.
In my "gap year" between Brown and Columbia, I lived in San Francisco as a data scientist at LinkedIn and a software engineering intern at Lumi Labs.
I love teaching. At Brown, I TA'd five computer science and applied math classes: CSCI 190 (accelerated intro to CS), CSCI 220 (discrete math), CSCI 1010 (CS theory), APMA 1360 (intro to dynamical systems), and CSCI 1570 (algorithms), for which I was Head TA. At Columbia, I was a graduate TA for COMS 4252 (computational learning theory) in spring 2021 with Rocco Servedio. I am currently co-teaching a supplemental lab with Sam Deng for Natural and Articifial Neural Networks, which is taught by Christos Papadimitriou and John Morrison. We developed the lab from scratch and all materials are available.
I started the CS Theory Student Seminar at Columbia (which is now coordinated by Shivam Nadimpalli) and coordinated the CS theory retreat for fall 2021 with Tim Randolph. I was a mentor for the Undergrad TCS Student Seminar on ML theory for summer and fall 2021.
I am grateful for funding from an NSF GRFP fellowship, which I received in March 2021.
[SAH22] Clayton Sanford*, Navid Ardeshir*, Daniel Hsu. "Intrinsic dimensionality and generalization properties of the R-norm inductive bias." [arxiv]
[HSSV22] Daniel Hsu*, Clayton Sanford*, Rocco Servedio*, Emmanouil-Vasileios Vlatakis-Gkaragkounis*. "Near-Optimal Statistical Query Lower Bounds for Agnostically Learning Intersections of Halfspaces with Gaussian Marginals." COLT 2022. [arxiv] [NYU seminar slides]
[SC22] Clayton Sanford, Vaggos Chatziafratis. "Expressivity of Neural Networks via Chaotic Itineraries beyond Sharkovsky's Theorem." AISTATS 2022. [arxiv]
[ASH21] Navid Ardeshir*, Clayton Sanford*, Daniel Hsu. "Support vector machines and linear regression coincide with very high-dimensional features." NeurIPS 2021. [paper] [arxiv] [blog post] [reviews] [conference talk] [Brown seminar slides]
[HSSV21] Daniel Hsu*, Clayton Sanford*, Rocco Servedio*, Emmanouil-Vasileios Vlatakis-Gkaragkounis*. "On the Approximation Power of Two-Layer Networks of Random ReLUs." COLT 2021. [paper] [arxiv] [blog post] [conference talks] [Columbia DSI poster session] [MIT and BU seminar slides]
[CRSSCS22] Tracy Chin*, Jacob Ruth*, Clayton Sanford*, Rebecca Santorella*, Paul Carter*, Bjorn Sandstede*. "Enabling equation-free modeling via diffusion maps." Journal of Dynamics and Differential Equations, 2022. [journal] [arxiv]
[Sanford18] Clayton Sanford. "Applying Rademacher-Like Bounds to Combinatorial Samples and Function Selection." Honors Thesis, Brown Department of Computer Science, 2018. [thesis]
[CSF17] Kamil Cygan*, Clayton Sanford*, William Fairbrother. "Spliceman2 - A Computational Web Server That Predicts Sequence Variations in Pre-mRNA Splicing." Bioinformatics 33 (18), 2017. [paper]


Structural analysis consists in the verification of the resistance of the sections of a structure, which requires knowing the distribution of internal forces in the structure. The internal forces of a structure isostatic can be found with the equations of static equilibrium. In an indeterminate structure static equilibrium equations are not enough and must meet geometric conditions under load. The internal forces of a structure can be determined by means of elastic analysis or plastic overall analysis, although the latter serves only when certain conditions are satisfied. The internal forces are calculated using different methods, as you can disregard or not the effect of the deformation in the structure. In the first-order theory, calculations relate to the initial geometry of the structure (small deformations).
The forces acting on the bars vary not just with displacement. In the theory of second-order calculations refer to geometry deformed under load of the structure. The displacements of the structure and its effect on forces in the bars are not negligible. The theory of second order, more generally, is used for all cases without restrictions. If we apply the theory of first order, and structure materials satisfy Hooke’s law, we are in a case of linear calculation, where all movements vary linearly with the applied forces.
In this case, the superposition principle can be applied to tensions, deformations, internal forces and displacements due to different actions. The superposition principle says that displacement due to multiple loads acting simultaneously is equal to the sum of the displacements due to the action of each charge separately. This principle cannot be applied if the material stress-strain relationship is not linear, or if the structure (although the material obeys Hooke’s law) does not behave linearly due to geometry changes caused by the applied loads.


Keep in mind that the pictures above show only the most common case. It is possible for a system of two equations and two unknowns to have no solution (if the two lines are parallel), or for a system of three equations and two unknowns to be solvable (if the three lines intersect at a single point). In general, a system of linear equations may behave differently than expected if the equations are '''[[linear independence|linearly dependent]]''', or if two or more of the equations are '''inconsistent'''.
The equations of a linear system are '''independent''' if none of the equations can be derived algebraically from the others. When the equations are independent, each equation contains new information about the variables, and removing any of the equations increases the size of the solution set. For linear equations, logical independence is the same as [[linear independence]].


Hands of Christ Back to School Program
Hands of Christ Back to School Program for school uniforms and school supplies for the '22-'23 school year.
For our Class of 2023, please use this doc to find the updates and info you need.
Please continue to monitor your scholar for covid symptoms. Keep your child home if they have any of the covid related symptoms or related concerns.
Join us for our virtual Open House event online at your convenience. Videos are recorded.
The Charleston Charter School for Math and Science offers an advanced curriculum in science and mathematics to 6th to 12th grade scholars living in Charleston County.
Our project-based learning model brings math and science to life and provides a hands-on curriculum that utilizes the best of the Lowcountry’s scientific and natural resources.
In addition to core curriculum classes, courses are offered in six career pathways.


Graduates from the Biostatistics Division will be well suited to work as independent researchers within a university setting, and to take a leadership or supervisory role in university research institutes, government departments, hospitals, pharmaceutical/health corporations, and other health agencies such as cancer research units.
Applicants are expected to hold a Master’s degree in biostatistics, statistics, biology, computer science or economics, as well as undergraduate or graduate courses in linear algebra, advanced calculus, probability and mathematical statistics.
Click here for information regarding the application process.
Course Requirements (5.0 FCE)
- All students are required to take the courses listed below. Those who have completed similar courses at the Master’s level, and have achieved at least an A-, may be given an exemption, but would be required to replace these courses with electives.
- Students who have taken their MSc in this department, may have taken some or all of these courses already. In this case their program of study will be designed with consultation of the program director at the time of admission.
Required Courses (4.5 FCE)
|CHL5005H: Professional Skills for Doctoral Students in Public Health
|CHL5208Y: Advanced Laboratory in Statistical Design and Analysis
|CHL5209H: Survival Analysis I
|CHL5210H: Categorical Data Analysis
|CHL5250H: Special Topics in Biostatistics
|CHL5260H: Doctoral Seminar Series in Biostatistics*
|STA2112H: Mathematical Statistics I
|STA2212H: Mathematical Statistics II
Elective Courses (0.5 FCE)
Electives may be taken from other departments such as the Department of Statistical Sciences, Department of Computer Science or other University departments, with permission of the Division Head.
* Students may Achieve Candidacy prior to completion of CHL5260H
PhD students are required to attempt the qualifying exam within the first year of entering the program. The examination, which is usually offered in the late summer, involves both theoretical and practical components, divided into three parts. The theoretical component comprises two in-class exams of 5 hours each, the first (Part I) covering foundations such as probability and mathematical statistics, and the second (Part II) covering biostatistical methodology. The format for the practical component (Part III) is a take-home exam, where the student is given one week to submit a report which summarizes the statistical analysis of at least one dataset.


Before it tackles you
Are you in the 8th grade to 12th grade or even in college and in pre-algebra or algebra 1 and struggling to understand the concepts? We can help you tackle those algebra concepts before they tackle you. Below is a link to the course outline.
- The program is a runs from mid September through early May.
- Tackling Algebra sessions will all be small group sessions so space is limited.
- One-on-One tutoring sessions are available.
Complete this form for more information on signing up your student. Hurry space is very limited no more than 4 students per class.


The geometry of the earth has been discussed, studied, and imagined forever. The ancient Greek philosophers tried to picture a pure geometrical model. But it was largely Sir Issac Newton in the early 18th century who brought the shape of the earth into public awareness: he concluded that the earth was an oblate ellipsoid of revolution - an ellipse wider at the equator than at the poles. This theory was widely investigated. Enlightenment scientists set to the monumental task of measuring the earth.
Newton postulated that planets would be perfect spheres only if they didn't rotate. Rotating planets "flatten out" slightly, but not much. At the equator the diameter of the earth is 7927 miles; at the poles, it is very close to 7900 miles. 27 miles, a difference of 0.0034 is just enough to give mapmakers a headache.
Geodesists study the shape of the earth. Over time, they have created many different models of the earth's shape including both ellipsoid and spherical forms. These forms are perfect geometric constructs, unlike the earth, which is in a state of continual change, but these models have allowed cartographers to examine the world on a human scale.
2000 years ago, Greek scientists trying to understand our universe began to theorize about the shape of the earth and the placement of the stars. They created some of the first Geographic Coordinate Systems (GCS) - ways to specifically identify locations on the earth or in the sky. We're most familiar with the GCS based on the earth as a sphere and the sky as the inside surface of a sphere.
The sky is a sphere? We now know that the sky is limitless space but for purposes of astronomical mapping, the inside of a ball painted with stars is a convenient abstraction. Even the nearest star is so far away that our yearly trip around the sun doesn't change its locations relative to other stars. The planets change positions within a narrow belt of the celestial sphere about 20° above the horizon but only five planets (Mercury, Venus, Mars, Jupiter and Saturn) are visible to ordinary telescopes and their positions are easily plotted on the E/W, N/S grid of the dark celestial sphere.
We delineate the earth and sky with meridians and parallels using angular units of measure to define longitude and latitude. Scientists use several geometrical methods to measure angle - radians and x/y coordinates included - but the most accepted measure is the degree, which divides a full circle into 360 parts. From ancient times the number 360 was considered mystically potent, but it was also practical, since it could be divided by so many numbers into equal parts. A 360° circle can be divided into 2, 3, 4, 5, 6, 8, 9, 10, 12, 18, 24, 36, 45, 90, and 180 equal segments. Fractional locations can be expressed as decimal degrees, as in longitude 73.46° They can also be expressed in the older "circle" subcategories of minutes (minuta, meaning "small part") at 60 per degree, or seconds (secunda, the "second part" or next smallest, the same terms we use on a circular clock) at 60 per minute, as in 73° 27' 36", the same longitude.
Latitude is the angle measured from the earth's center north or south of a given point on the earth's surface - defined by geometric center of the earth's spin axis, the equator, lying at 000° latitude. "Horizontal" east-west lines of latitude are termed parallels, since each line each line of latitude is geometrically parallel to the next. Gainesville's latitude is about 29.7° North, while Durban, South Africa is about 29.9° South. No latitude has a value larger than 90°.
Longitude is the east or west location of a point, measured as an angle from the earth's center east or west of a prime meridian, a given point on the earth's surface at 0 degrees longitude. Over time this point has been identified as Jerusalem, Rome, Paris, Washington, DC, and other significant places, but because of the British Royal Navy's virtual mastery of the world's oceans between the 16th and the 20th centuries, and because of the British Admiralty's exhaustively accurate nautical charts, we measure from the Royal Navy's principal observatory on the Thames River, just below London at Greenwich, 000° longitude. Any line of longitude can be called a meridian because it extends from the geometric center of the earth. All longitudes are east or west of Greenwich, so the longitude of Gainesville is about 84° West, and the longitude of Khatmandu is about 85° East. No longitude has a value greater than 180°. The pure ideas of latitude and longitude are ideal mathematical overlays. Neither latitude nor longitude is an absolutely uniform unit of measure on the changing, impurely geometric earth. But their combination as a gridded network called a graticule is enormously useful. Picture a perfectly spherical grid generally holding a rough, imperfect ball; sometimes the perfect grid lies outside the ball, sometimes under its surface. The graticule has its origin at 000° latitude, 000° longitude - at the intersection of the equator and the prime meridian. We measure other celestial bodies - the moon, planets and even the sun - with a similar graticule. The shape and size of a graticule is defined by the sphere or ellipsoid upon which it is based. Recently, the use of satellites has led to more accurate measurements of the earth's shape and more accurate ellipsoids (there is a tiny thickening of the earth below the equator, a matter of yards and not miles). The most recently developed and widely used is the World Geodetic System of 1984 (WGS84). Another independent measurement commonly used is the Geodetic Reference System of 1980 (GRS80). These spheroids differ slightly but can be assumed to be identical for almost all mapping purposes.
An important element of a GCS is the datum, a base-point for the geometrical system. Since we use a sphere or ellipsoid to approximate the shape of the earth, we need a location point for its center. A datum defines the position of that spheroid relative to the center of the earth. The datum determines the placement of the coordinate system upon the ellipsoid. The datum defines the origin and orientation of lines of latitude and longitude, and is a "starting point" of reference for measuring locations on the surface of the earth. There are two kinds of datum - a geocentric datum is centered on the earth's center of mass, and a local datum is slightly offset to a convenient location in order to accommodate a particular region of study. The North American Datum of 1927 is a local datum used for many US maps. The North American Datum of 1983, however, is a geocentric datum, based on the most up to date measurements of the shape of the earth (WGS84 or GRS80). The High Accuracy Reference Network (HARN) or High Precision Geodetic Network (HPGN) are both names for the same project that is focused on readjusting the NAD83 datum to a higher level of accuracy state by state. This is an even more accurate form of the North American Datum. If you change the datum of map data, the coordinate values of the data also change.
During the time that Sir Issac Newton (and others) brought to the shape of the earth into public light in the early 18th century, topographic surveys of large regions were carried out. Newton's time also gave us calculus and logarithmic math, two crucial mathematical tools. The combination of new mathematical tools, topographic data, and earth measurements led to a cartographic revolution.
Think of all of the purposes that maps serve. They have helped us understand our place in the universe, on the earth, and in our own home towns. They help us understand physical, social and trading relations between different regions. They have been used as tools of politics for governing nations, pressing military campaigns and effecting trade development. They are used to navigate the oceans, skies, and even space. Maps have different scales, show many kinds of topical content and have different purposes. Maps are powerful tools suited for many applications, and focused on many different places.
With any map there is a basic difficulty: Round earth, flat paper. Long ago the Greek scientists of geometry struggled with the problem of depicting the lumpy earth and the celestial sphere on flat surfaces. How could they translate their surroundings into an understandable and useful picture? Imagine that you had to solve a comparable problem: how could you make the skin of a grapefruit lay flat while keeping the surface of the skin intact? There is no perfect solution, only partial answers that benefit special circumstances. Those answers are found in geometry and creative mathematics; this is the art of mathematical cartography.
Knowing that there are many ways to peel a grapefruit, and that there are different ways to serve grapefruit, you most likely realize that there are many different ways to make a map.
Over time, many formulas for depicting three-dimensional ellipsoid earth on flat paper have been created. Each geometric approach is called a map projection, since it geometrically "projects" points from a three-dimensional model onto a flat surface. The objective of a map projection is to express a physical surface in mathematical terms, using geometry and equations.
Think of the blueprint of a building: each three-dimensional point - the corner of a window or the position of a beam's end - is projected onto a flat map of the building. Since most buildings are rectilinear and built on the level, the projection is fairly simple. A mathematical formula is used to determine the mathematics of the distances between the points; on a blueprint this is the scale. 1/4" = 1'-0" is a common scale for room layouts, though the overall site plan may be drawn at 1/50" = 1'-0" or less, and window details may be drawn as large as 3" = 1"-0". Different scales for different purposes. On building blueprints, horizontal points are projected vertically as a plan, and vertical points are projected horizontally as an elevation. We look at the layout of the building from above (plan), and we look at the sides of a building from the side (elevations). No one blueprint will tell us everything about the building. Each blueprint "map" will show us one floor or one wall. The use of the map determines the projection.
Each method of map projections are based on different equations and different spheres or spheroids, in order to serve different purposes. Every map projection is a distortion of the earth in several ways. There is no "perfect" projection. For a particular map or application, the cartographer or data analyst must choose to highlight one set of characteristics at the expense of other characteristics.
To understand these projections a little more, we'll look at the way that they are constructed. Some projections use projective geometry, and are drawn on a flat surface with a t-square and a triangle. These projections are termed "developable." They consist of three basic developable surfaces: a plane above or below the spherical surface; a cone tangent to the spherical surface, and a cylinder wrapped around the spherical surface. Because a plane is a conveniently basic way to depict a compass direction, often called an azimuth, this projection family is called azimuthal (az i MYOOTH ul). The other surfaces give us cylindrical and conic projection families.
There are other, more mathematically inventive projections that cannot be developed by projective geometry. They are classified as azimuthal, cylindrical, or conic on the basis of their appearance or sometimes by the geometrician who devised them. Some complex projections that resemble the developable families but are different enough to be distinguished from them are classed as pseudo-azimuthal, pseudo-cylindrical, and pseudo-conic. They are less complicated to use than to make.
The figure below (coming soon) shows how a map surface is projected from an azimuthal, cylindrical and conic perspective. The plane or azimuthal class is often used for depicting the poles. The cylindrical class is often seen in atlases and other maps portraying the whole world. The conic class is used for mapping earth areas having a greater east-west extent than a north-south extent, like the United States. One important form in the conic class is the polyconic form, which creates a projection using many cones. Tough to imagine but they can do it.
Other special categories of projections include equal-area, conformal, and equidistant projections. Equal area projections are useful when looking at small features; on a map created with this projection each unit of area (a square meter or a square kilometer) at one location of covers a square meter or a square kilometer on every other map location. This sounds like the perfect map, but this type of projection distorts shapes, angles and scales. In conformal projections, large land masses are distorted while small shapes, local scales and relative angles in the large land mass are preserved. Equidistant maps show true scale between one or two points and every other point. Different maps for different purposes.
There are map "fashions." Historically, several different projections have been used to depict the United States. In the early nineteenth century, a simple polyconic projection was used first to map the US coast. Later, the USGS used the polyconic projection to create thousands of topographic quadrangles. This projection was used by the USGS until the 1950's. Other agencies began to use the Mercator cylindrical projection in the early twentieth century. Later in the century, some agencies converted to the Lambert conformal conic projection for maps of the entire country. After the 1950's, USGS quadrangles were based on the conformal State Plane Coordinate System (SPCS), which is not a projection but is based on two different projections depending on the shape of the region it describes. This system is broken down into grid zones. For states extending predominantly east-west, this system uses the Lambert conformal conic projection. For states extending predominantly north-south, the transverse cylindrical Mercator projection was adopted. Another familiar grid system came into use during the same period - the Universal Transverse Mercator (UTM) grid system which extends across the entire world in zones 6 degrees longitude wide. This system, like SPCS, is not a true projection but is based solely on the transverse cylindrical Mercator projection. In 1970, the Albers equal-area conic projection came into use for maps of the entire country.
To add to the complexity of these projections of the earth's surface, one must remember that there are mathematical models of the earth's shape - different spheres and ellipsoids - on which these projections can be based. Many of the earlier US projections were based on the Clarke 1866 ellipsoid. More recently, WGS84 and GRS80 have been used interchangeably. Changing the spheroid of a coordinate system changes all previously measured values. Due to the amount of work it takes to remedy the replacement of an out-of-date spheroid, many maps have not been converted.
As if this weren't enough, projected coordinate systems must have defined projection parameters. Parameters specify the data-point origins and customize projections to the area of interest. You will be delighted to hear that there are two categories of parameters. Linear parameters use projected coordinate system units like false eastings, false northings, and scale factors. Angular parameters use geographic coordinate system units like azimuths, central meridians, central parallels, longitudes and latitudes of origin, center, and standard parallels 1 and 2. These parameters sound confusing but they are the fine-tuning "fudge factors" that smooth out difficulties in a coordinate system. They allow the mapmaker to manipulate projections and their distortions.
What is the best way to depict a round world on a flat map? Now that you have a small basis for understanding how maps are created, you know that this is a trick question. The real question is: What do I want to learn from this mathematical distortion of a roundish, lumpy, untidy world depicted on a clean, flat sheet of paper? Maps for different purposes use different projections. You might even be able to guess, by now, how important it is to define the projection, datum, parameters and ellipsoid of your data.


My 18-month old and I got to review the Neat & Stack Buckets toy by iPlay. This is a great learning toy for a toddler. With this toy, your toddler is building, counting and matching. The buckets have numbers and pictures on the bottom of them so for example, for bucket number 10, which the biggest, there are ten turtles along with the number ten.
My little one loved stacking them up and knocking them over. He was also very intrigued by the pictures and the numbers and would show them to me in excitement. He also loved the shape sorter and it did not take him very long to figure out where each shape went.
This is a wonderful toddler toy. I loved that fact that clean up was easy and it does not take up a lot of room because it the buckets stack into each other. Moreover, the Neat & Stack Buckets toy by iPlay is reasonably priced – around $20 depending on the retailer.
The toy was sent to us for review by Ebeanstalk. Ebeanstalk is a website dedicated to selecting great baby toys and toddler toys. They rely on the opinions and feedback of bloggers and moms around the country to continue selecting great toys to sell. Their team of child experts also helps them pick out learning toys to make sure your child gets the most out of his or her playtime!


Slot online is a computerized version of traditional fruit machines found at casinos and other gambling establishments. They can be played on a desktop, laptop, or mobile device and are available in a wide variety of themes. Players insert cash or, in “ticket-in, ticket-out” machines, a paper ticket with a barcode into a designated slot on the machine and activate it by pressing a lever or button (either physical or on a touchscreen). The reels then spin and stop to rearrange symbols. If the player matches a winning combination, they earn credits according to the paytable. Symbols vary from game to game but typically include classic objects such as fruits, bells, and stylized lucky sevens.
The first thing to know about slot online is that no two slots are the same. Each has its own mathematical characteristics that will determine how likely it is to payout. These are known as RTP (Return to Player) and variance (or volatility). A high RTP does not mean a higher chance of hitting the jackpot, but it will mean that you have a greater chance of hitting smaller wins more frequently.
It is also important to understand how a slot machine works under the hood. A slot machine uses a random number generator (RNG) to select numbers for each spin. The RNG generates thousands of different numbers every second, and the one that is generated at the moment the player presses’spin’ will be associated with a particular outcome on the reels. A mathematical module in the software then translates that number and figures out where the reels should stop.


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Time Central Idea & Lines of Inquiry
Investigation: Which unit of measurement for time came first?
Investigation: How long have I been alive for?
Does the Year Zero exist?
Converting Time Units: What am I?
Measuring Elapsed Time
Is there a Year Zero?
Chance / Probability
Probability Central Idea & Lines of Inquiry
Does luck exist? Intro to probability
Which game to win?
Using Fractions / Decimals / % to Measure Probability
Rock-Paper-Scissors: Is it maths or psychology?
Counter-Intuitive Probability: The Monty Hall Problem
Counter-Intuitive Probability: The Last Banana
Summative Assessment: Probability
Assessment / Student Feedback
PYP Central Ideas / Lines of Inquiry
Lead in to Measuring Time Investigation
Create your own unique website with customizable templates.


Thursday, October 17, 2013
Fractions can be fun!
In room 8 we have been learning about fractions. For home learning we had to draw fractions. Mrs Hood explained to us about the denominator (the number down under) and the numerator (the number on top).
The denominator tells us how many equal parts make the whole. The numerator tells us how many to choose, shade or take. This is a picture of halves, quarters, thirds and a whole.
Hi, this is Briian talking here about my portrait on FRACTIONS! There are 46 equal sized squares making up my picture. I cut out 11-46 for my black hair. I cut out 6-46 for my blue hair clips and my blue shoes. I cut out 2-46 for my pink shoe laces. I cut out 14-46 for my blown skin I cut out 9-46 for my red t-shirt and last I cut out 6-46 for the green grass.


Numerical mathematics is the branch of mathematics that proposes, develops, analyzes, and applies methods from scientific computing to several fields including analysis, linear algebra, geometry, approximation theory, functional equations, optimization, and differential equations. Other disciplines, such as physics, the natural and biological sciences, engineering, economics, and the financial sciences, frequently give rise to problems that need scientific computing for their solutions. As such, numerical mathematics is the crossroad of several disciplines of great relevance in modern applied sciences, and can become a crucial tool for their qualitative and quantitative analysis.One of the purposes of this book is to provide the mathematical foundations of numerical methods, to analyze their basic theoretical properties (stability, accuracy, and computational complexity), and to demonstrate their performances on examples and counterexamples, which outline their pros and cons. This is done using the MATLAB software environment, which is user-friendly and widely adopted. Within any specific class of problems, the most appropriate scientific computing algorithms are reviewed, their theoretical analyses are carried out, and the expected results are verified on a MATLAB computer implementation. Every chapter is supplied with examples, exercises, and applications of the discussed theory to the solution of real-life problems.This book is addressed to senior undergraduate and graduate students with particular focus on degree courses in engineering, mathematics, physics, and computer science. The attention paid to the applications and the related development of software makes it valuable also to researchers and users of scientific computing in a large variety of professional fields.
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Numerical mathematics proposes, develops, analyzes and applies methods from scientific computing to several fields including analysis, linear algebra, geometry, ... 2011 2013 2015 2017 Applied Mathematics Computational Mathematics Control and Optimization Modeling and Simulation. The set of journals have been ...
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What is the power function end behavior model, and how do you find it? As the input decreases without bound and increases without bound, the end behavior is the graph of a function. The form of a power function is f(x) = kxp, where k and p are constants.
The degree of the power function is determined by p, and both k and p are determined by the end behavior. How do you determine the behavior of a function’s end? As x approaches positive infinity or negative infinity, the graph of f(x) is the end behavior of a polynomial function. The graph’s end behavior is determined by the degree and leading coefficient of a polynomial function.
What is the power function, and how do you find it? A power function is f(x) = kxn, where k and n are both real numbers. Change the values of k and n in a power function can change how the graph looks. For example, n is greater than zero in this graph. How do you come across the multiplicity?
The multiplicity is the number of times a given factor appears in a polynomial equation in the factored form. Because the factor (x2) occurs twice, the zero associated with this factor, x=2, has multiplicity 2. The repeated solution of factor (x+1)3 = 0 (x + 1) 3 = 0 is the x-intercept x=1.
What’s the difference between an exponential function and a power function?
The fundamental difference is that an exponential function’s variable is in its exponent, whereas a power function’s variable is in its base. F(x)=3x, for example, is an exponential function, whereas g(x)=x3 is a power function.
What exactly is a power function’s end behavior model?
As the input decreases without bound and increases without bound, the end behavior is the graph of a function. • A power function has the following formula: f(x) = kxp, where k and p are constants. The degree of the power function is determined by p, and both k and p are determined by the end behavior.
What is the difference between left and right-hand behavior?
Determine the end behavior of the polynomial function’s graph using the Leading Coefficient Test. Solution: The graph rises to the left and falls to the right, as shown in the figure, because the degree is odd and the leading coefficient is negative.
What is the end-of-behavior model?
An end behavior model is simple for all polynomials. the most important term!
An end behavior model is required for all rational functions. simply the sum of the leading terms from the Numerator and denominator are two different things!
What is a rational function’s final behavior?
The numerator’s degree is two or more higher than the denominator’s degree. A polynomial is used to model the end behavior of a rational function.
Divide the items by using long division. The denominator is the numerator. y = quotient is the polynomial.
What is the difference between a power model and a power model?
1 Response A power model, in a nutshell, involves taking the logarithms of both the dependent and independent variables. The power will be determined by the slope of the bivariate regression.
You only take the logarithm of the dependent variable in an exponential model.
Is it true that square root functions have an end behavior?
A square root function’s end behavior will always be a single point like (0,0), and it will gradually level off until the increase in the y-value for each x-value is so minor that it becomes impossible to see.
What exactly is a power model?
A function with the equation y = axn or a/xn is referred to as a power model. A direct variation power model, for example, is used to model the relationship between volume and edge length of a cube by a function with the equation y = axn (n > 0).
What is the definition of a power function?
A power function is one of the forms Y=XN, in which N is any real number constant. Many of our parent functions, such as Y=X, are actually power functions.
N=3 is also a power function. A power function is Y=1/X. In this case, 1/X is the same as X-1.
What’s the difference between a polynomial and a power function?
A variable base raised to a number power is known as a power function. The sum of terms in a polynomial function is made up of a transformed power function with non-negative integer powers.
The highest power of a polynomial variable that occurs in a polynomial is the degree of a polynomial function.
What is the power function’s range?
A function’s range is a set of output values for the dependent variable. The domain is the set of all real numbers for any exponential function, f(x) = abx.
The horizontal asymptote of the graph of f(x), on the other hand, defines the range.
On a calculator, what is the power function?
The “Power” button is one such function. In a few keystrokes, you can raise a number to an exponential value with this button.
This is a lot quicker and easier than multiplying the number multiple times with a standard calculator.
What exactly is the power regression model?
The response variable is proportional to the explanatory variable raised to a power in a Power Regression. We can construct the models in the same way because both the exponential form and the power form have exponents.
Why is it referred to as a power function?
A power function is a function that has a single term that is the result of a real number, a coefficient, and a variable that has been raised to a fixed real number. Both of these examples are power functions because they have a coefficient, or 43, multiplied by a variable r raised to a power.
What is the meaning of long-term behavior?
The behavior at the far edges of the graph, on the far left and far right, is known as the long run. The long run behavior of positive quadratic polynomials is similar to that of negative quadratic polynomials; the long run behavior of negative quadratic polynomials is similar to that of negative quadratic polynomials.
What is the formula for enforcing the power law?
The equation f(x) = C(1/x), which may represent the relationship between biological connectivity and its component parts surprisingly well, describes a relationship.
Is exponential law the same as power law?
The exponent is essentially constant in a power lay function, while the exponent is the variable x in an exponential equation. Both types of equations have the non-linear characteristics, though log and ln transformations can make them linear.
What exactly is an exponential model?
The degradation failure process is described using an equation like Y = B e A T., where Y = degradation, T = time, and A and B are parameters to be estimated using the regression method based on historical data.


PPG Grant Powers Michigan and Toronto STEM Programs
PPG has provided $60,000 in grant funding through its foundation to support nearly 2,000 students in SAE’s science, technology, engineering and math (STEM) program in the suburbs of Detroit and Toronto.
PPG Foundation’s grant benefits an award-winning STEM program called A World In Motion (AWIM). Programming supported by PPG and the PPG Foundation will take place during the 2018-2019 school year. PPG will also provide its employees opportunities to volunteer in classrooms, according to the company.
AWIM is a teacher-administered, industry volunteer-assisted program that brings STEM subjects to life in the classroom for students in kindergarten through eighth grade. The program also trains teachers to increase their knowledge of and comfort in teaching science, technology and math, and provides schools with SAE’s hands-on STEM curriculum and materials.
“PPG is proud to support the next generation of innovators thought engaging and thoughtful STEM programming,” said Sue Sloan, executive director, PPG Foundation and corporate social responsibility. “Our employees truly enjoy going out into the community and giving their knowledge and experience back to students, so this program is a perfect fit.”


Incoming Freshmen Info
You may view the current Curriculum Guide here
Upcoming Dates for Incoming Freshmen
|February 21, 2017
Commitment Form and Tuition Deposit Due
Big Sister/Little Sister Form Due
|February 21, 2017
PSAS (Private School Aid Service) Forms Due
|March 7, 2017
Freshman Registration Night (6:30 p.m.-8:30 p.m.)
|March 21, 2017
Freshman Recreation Night (7:00 p.m.-8:30 p.m.)
Parent Information Meeting (7:00 p.m.-8:30 p.m.)
|March 25, 2017
Just Me Apparel (9:00 a.m.-1:00 p.m.)
|April 4, 2017
Math (3:00-4:15 p.m.)
Foreign Language (4:30-5:45 p.m.)
March 21, 2017: Freshman Recreation Night for Parents and Students
Freshman Recreation Night is Tuesday, March 8, 2016, from 7:00 p.m. to approximately 8:30 p.m. Attendance of parents and students is mandatory. On this night, you will meet in the gym to socialize with members of your class, meet your Big Sister and learn about long-standing CJ traditions. At this same time, a the Parent Information Meeting will take place in the cafeteria to give parents an overview of the total school program, policies, activities and clubs. Sample gym uniforms will be available to try on and order from 6:00 p.m.-6:45 p.m. in the Spirit Stop on this night.
March 25, 2017: Just Me Apparel
Just Me Apparel is the company that sells our school uniform. They will be in the school cafeteria on Saturday, March 12, 2016, from 9:000 a.m.-1:00 p.m. for uniform measurement and ordering. Alternatively, if you would like to purchase your school uniform directly at the Just Me Apparel store, you may do so. All orders must be placed by Saturday, March 12, 2016. Also, gym uniforms can be ordered directly from CJ at this time if you were unable to place your order at the Freshman Recreation Night.
April 4, 2017: Placement Exams: Math & Foreign Language
If you are currently taking an algebra or foreign language class and would like to take the math and/or foreign language placement test(s), they will be given on Tuesday, April 5, 2016. The math placement exam will be given from 3:00 p.m.-4:15 p.m., and the foreign language exam will be given from 4:30 p.m.-5:45 p.m.
Links to Online Forms and Surveys
UPDATED DATES AND FORMS COMING SOON!
Incoming Freshmen Technology Meeting Sign Up
Incoming freshmen and their parents will each attend a technology meeting. At the meeting for the parents, laptops will be distributed and the lease and acceptable use policy will be explained. At the training for the students, the use of the laptop in school and in classes – including programs, email, printing, classroom websites, acceptable use policy, and other topics will be discussed and demonstrated.
Math and Foreign Language Placement Test Sign Up
MATH PLACEMENT TEST
Tuesday, April 4, 2017, from 3:00-4:15 PM
Only those students who are currently taking a full year of Algebra I need to take the math placement test. All those currently taking eighth-grade math or pre-algebra need not take this test; you will be automatically placed in Algebra I. Every student entering Cor Jesu has the potential of completing Calculus I and II no matter what math courses she had in grade school or where she begins in the math program at CJA.
This test will be given on Tuesday, April 4, 2017, from 3:00-4:15 PM at Cor Jesu Academy. Students taking the math placement test must sign up online AND have their current Algebra I teacher complete the math placement form that was included in the registration night packet. A calculator is allowed but not required. You DO need to bring pencils with erasers.
FOREIGN LANGUAGE PLACEMENT TEST
Tuesday, April 4, 2017 from 4:30 – 5:45 PM
If you have taken a full year of a foreign language, you can opt to take a qualifying exam in that language. A satisfactory grade is necessary to advance you to the next level of a language at CJA. Foreign language exams are in Spanish, French and Latin. The language exams will be given on Tuesday, April 4, 2017 from 4:30 – 5:45 PM.
Grandparent's Information Form
We would like to include grandparents in upcoming events (Grandparents' Mass, Auction, etc.) and keep them informed of their granddaughters school activities by sending them the Spirit newsletter. We would appreciate it if you would fill out the following section so that your daughter's grandparents will be included.
Math Skills Packets
To promote the success of each freshman in her mathematics class at Cor Jesu, the algebra teachers have prepared a review of the basic arithmetic skills each student should have mastered in elementary school. Please download the math packet below for the course which you are enrolled. Each math packet worksheet should be completed without the use of a calculator unless otherwise noted. The Algebra I text begins with Chapter Zero. This material may also be used as a reference and contains concepts that freshmen should also have mastered. Please read the examples on each worksheet carefully and follow the pattern when working the problems. Show all work on separate loose leaf and attach it to the end of the packet. The completed worksheets for the course which you are enrolled should be brought to the first day of math class in August 2017.
Algebra I Accelerated


Frequently Asked Questions
You may be tested in the following areas:
- Quantitative Reasoning, Algebra & Statistics: This 20 question untimed test will focus on computing with rational numbers, applying ratios & proportional reasoning, creating linear expressions & equations, graphing & applying linear equations, understanding probability & set notation, and interpreting graphical displays. Personal calculators are not allowed. A built-in calculator will be available for certain questions. Scratch paper and pencils will be provided.
- Reading Comprehension: Through Reading passages, knowledge & skills area assessed in Information & Ideas, Rhetoric, Synthesis and Vocabulary. This is a 20 question test.
- WritePlacer: The ACCUPLACER system provides one prompt to write a 60-minute essay. Your score is based on your ability to express, organize, and support your opinions and ideas.
If you are required to test, you are allowed two attempts within one year. Attempts at other schools may be counted. More information is available at on the Placement Retest information page.
Click HERE to register to test locally at the ASU West Campus Testing Center, to test at a Remote Test Site, or information on how to test at the Cordele Campus.
Scroll down at on the Placement Tests page or, you may call the ASU West Campus Testing Center office, 229-500-2921.


|1.||Dr T Vijayalaxmi||Assistant Professor||M.Sc, B.Ed, P.hD, JRF(NET),APSETfirstname.lastname@example.org||9966998024|
|2.||T Rajeshwari||Assistant Professor||M.Sc,(CSIR JRF)||email@example.com||9642932699|
|3.||A Chandraiah||Lecturer||m.Sc, B.Edfirstname.lastname@example.org||8464925051|
|4.||Naresh Kumar Reddy S||Lecturer||M.Sc, SET, B.Edemail@example.com||9550881333|
The department of Mathematics has established in the year 1997. This department was given affiliation by the Osmania University in the same academic year when it was given affiliation to MPC-TM, EM and MPCs –EM courses. Presently the department is affiliated with Palamuru University.
There was only two posts at the inception of the Department but in later years the no. of posts enhanced up to five as the new courses added in college with new combinations. Among the five two are regular, one is contract and another two are guest faculty members with good academic background and excellence in teaching experience. Presently 745 are the total number of students in the college/department of mathematics with the combination of other optional subjects.
Academic Programmes Offered:
B.Sc. Mathematics 3 Years
v B.Sc (MPC) Telugu Medium
v B.Sc (MPC) English Medium
v B.Sc (MPCs) English Medium
· To provide the best mathematics education to strengthen the students’ knowledge
· To encourage the students towards conduct various projects for the develop their analytical and logical thinking
· To establish/develop mathematical models to enrich the knowledge in a better way and analysis of mathematical models in real-life applications
· To prepare the students to pursue higher studies and competitive examinations


Math Help (rm 17) During Recess
Monday - Friday(Grades 7 - 8):
Students who need help in math or on math homework
Request a pass from your Math Teacher.
8th Grade Test Prep
After School Mondays (3:15 - 4:00)
Any 8th grader looking to practice or get help reviewing for their high school placement tests can come on Monday's after school from 3:15 to 4:00 - in Mrs Cousins room. Parent Permission is required.
York PSAT 8/9 Test: October
York Fall placement test (all levels Math & Read/Eng): December
Catholic High School Placement Test (HSPT): December
ICCP Math Placement test: March
After School Tutoring
Mondays (3:15 - 4:00)


This past Fall, Bill and Donna Halverstadt graciously donated $10,000 to start the Rockford Middle School Project Lead the Way (PLTW) Energy and the Environment class!
PLTW’s Gateway program is a strong foundation for further learning in the STEM fields (Science, Technology, Engineering, and Math.) The project challenges students to solve real-world problems, such as designing a home that is insulated for maximum efficiency. Using the same advanced software and tools as those used by the world’s leading companies, students learn how to apply math, science, technology, and engineering to their everyday lives.
The Foundation was also awarded an additional $1,000 grant from W-H Operation Round Up to support this class.
Look for future reports on this exciting class!


Bradley Uses GeoCoPS Software to Develop Design Criteria
GeoCoPS is an interactive program for the design of geosynthetic tubes. For a given problem, the geometry of the tube and the circumferential and longitudinal required strength of the encapsulating geosynthetic are produced. The computations account for reduction factors related to seam strength, durability, creep and installation damage. Results are obtained by solving a differential equation subjected to design constraints. The user, however, is not directly involved with the calculations thus no knowledge of differential calculus is needed... GeoCoPS can also provide the consolidated shape of the tube in an approximated manner. This may be important for assessing storage capacity or for construction of structures such as levees.
Version 1.0 of GeoCoPS was developed for the US Army Corps of Engineers in 1995. The current version (2.0) is an outgrowth of the original version. It is based on the report entitled Geosynthetic Confined Pressurized Slurry (GeoCoPS): Supplemental Notes for Version 1.0, by Dov Leshchinsky and Ora Leshchinsky, Technical Report CPAR-GL-96-1, September 1996, US Army Corps of Engineers, Waterways Experiment Station. Version 2.0 has both computational and functional enhancements compared with version 1.0.
You can purchase a copy of the US Army Corps of Engineers report via the Internet by entering the National Technical Information Service (NTIS) website. Once in this website, type the following in the search field: Geosynthetic Confined Pressurized Slurry. To place an order, follow instructions. Link to NTIS now.
To review the background of program GeoCoPS, you can download the Supplemental Notes (as an Adobe® Acrobat® PDF file). These notes also appear as part of the Help in program GeoCoPS, accessible using Microsoft® standard Help procedure. Download GeoCoPS Supplemental Notes.
More information about GeoCoPS can be found at: http://www.geocops.com/geocopsindex
ADAMA Engineering, Inc.
33 The Horseshoe
Covered Bridge Farms
Newark, Delaware 19711 Telephone: (302) 368-3197
Fax: (302) 731-1001
The Golden Section is a ratio based on a phi.
The Golden Section is also known as the Golden Mean, Golden Ratio and Divine Proportion. It is a ratio or proportion defined by the number phi = (1.618033988749895).
The ratio of the whole line (A) to the large segment (B) is the same as the ratio of the large segment (B) to the small segment (C). In other words, A is to B as B is to C.
This occurs only where: A is 1.618 times B and B is 1.618 times C.
This ratio has been used by mankind for centuries. Its use started as early as with the Egyptians in the design of the Pyramids.
Diagrams and explanations provided by www.goldennumber.net. For more information on the Golden Ratio, please visit their site.
The SPIRAL geotube is designed using the Golden Ratio. The Golden Ratio is used today in the design of SPIRAL geotubes.
H = Height of structure (given)
A = Circumference
B = Distance from one side of footprint to the other


The AP course covers topics in differential and integral calculus, including concepts and skills of limits, derivatives, definite integrals, the Fundamental Theorem of Calculus, and series. The course teaches students to approach calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections among these representations. Students learn how to use technology to help solve problems, experiment, interpret results, and support conclusions.
AP Calculus focuses on students’ understanding of key calculus concepts and provide experience with methods and applications. It helps students to be well prepared for the Fall Semester’s AP Calculus: AP Calculus.
Math Professor N. has taught Math for over 20 years at all levels, from middle and high school through advanced college level. He helped establish the advanced mathematics program at the new Governor’s School at Innovation Park, serving as the Mathematics Chairperson and liaison between the School, and the George Mason University Math Department. At Governor’s School he taught AP Calculus (AB/BC),as well as supervised student STEM projects and served as student adviser.
Professor N. is a dedicated Math teacher and delivers his Math teaching with enthusiasm: engaging students, sparking curiosity, and jump-starting motivation. He taught at Oakton Academy summer camp, and received overwhelming praise from students and parents. We are excited to have him bring his 20 years’ Mathematics teaching experience to our center.
Comments from Professor N’s students:
“I really enjoyed Professor N’s Math class. He made math learning so much fun. Even if it is a difficult concept or a problem, we ended up learning and also in a fun way. He is one of the best Math teacher I have ever had.” – from a junior
“I loved his class and he was so helpful and made calculus more fun despite it being incredibly hard. The key to pass is practice.” “This is my second time taking one of his math classes. I highly recommend taking him. His quizzes are difficult but his tests are straightforward and he gives you a practice test that pretty much resembles exactly what you will see on the actual test. He really cares about his classes and makes the long lectures interesting.”
Contact: email@example.com; or 571-354-7199.


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Binomial distribution (percentile) Calculator - High accuracy calculation Welcome, Guest Online Gate Percentile Calculator, How to Calculate Gate Percentile The GATE percentile is calculated as follows: P = ( (N- your rank)/ N) x 100 Where P is percentile and N is total number of candidates appeared for GATE 2012 exam in your stream. Standard Deviation Percentile Calculator The procedure is simple in this case. For a given percentage value value, expressed as a decimal \(p\), which is a number between 0 and 1, we find using Excel or a normal probability table a z-score \(z_p\) so that 2021-04-05 · JEE Main Percentile Predictor 2021-Candidates can use the JEE Main 2021 percentile predictor to know the probable secured marks before the declaration of the JEE Main result. JEE Main percentile predictor 2021 is an advanced tool developed by Careers360 that uses algorithms to predict the score on the basis of inputs from students. Rank your total net worth to specific age groups of your choice to see your net worth percentile rank calculated. Find out where you stand or where you project yourself to be in the future.
Use this calculator to easily calculate the percentage of the population that have a score equal to or higher than a given IQ test score. Easily convert an IQ score to percentile … Height Percentile Calculator, by Age or Country. Below is a height percentile calculator. It works for all ages including newborns, babies, toddlers, children, teenagers, and adults right up to the elderly. Note though that you can only specify a country when ‘Adult’ is selected. If your country isn’t listed, you can choose custom and 2021-02-13 8 rows 2019-05-15 The procedure to use the percentile calculator is as follows: Step 1: Enter the scores in the input field Step 2: Now click the button “Calculate Percentile” to get the result Step 3: Finally, the percentile rank will be displayed in the output field Percentile ranks are exclusive.
This calculator provides body mass index (BMI) and the corresponding BMI-for-age percentile based on CDC growth charts for children and teens ages 2 through 19 years.
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Please use the Fenton chart for preterm infants and WHO charts for term infants available in eMR Powerchart. To clear the calculator and enter a new data set, press "Reset".
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<<< . when evaluating MoCA score, which is facilitated by our online regression-based calculator that provide percentile and z-score for a subject's MoCA score.
Calculator Visa fler Instruktioner 1. Mät din vikt med en skala och din längd med ett måttband .
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It contains the most recent data through 2021.
Similarly, if she is in the 75th percentile, that means that she is bigger than 75 children and smaller than only 25, compared with 100 children her age. Percentile: Your percentile relative to others. Average (SD): The average/mean of the selected study, and its standard deviation. Bigger in a room of n: How many would be bigger than you in a room of n random guys.
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Does your household income make you wealthy? Returns the k-th percentile of values in a range. You can use this function to establish a threshold of acceptance.
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The first quartile, or 25th percentile xL (also written as Q1) How to calculate the 95th percentile value | OpManager FAQ. Since we are calculating the 95th percentile, multiply the number of entries (K) with 0.95. Then Notes. In this calculator, the subject's blood pressure percentiles are based on age and height percentile. Stage I hypertension is defined as either Systolic BP or Learn how to calculate the percentile rank for a given data point.


Cut out and stick the shapes. the 6 squares on the outside of a cube) are called faces. Year 2 maths - Co-ordinates worksheet. To draw a 3D shape, start by drawing a square in the center of a piece of paper. DISCOVERING 3D SHAPES. Faces – the 2D shapes on the outsides of the 3D shapes (e.g. Did you know there are geometric shapes all around you? Explore Activity Village. Mª ROSA GARCIA BLAZQUEZ CEIP RAMON LLULL (RUBI) 2 Worksheet 1. Math. Worksheet Prisms and Spheres. We have 12 images about Drawing 3d Shapes Worksheet including images, pictures, photos, wallpapers, and more. Plus we have some 3d shape review worksheets that have them working will all of the shapes in one worksheet. 1st grade. Draw an orange circle around all the objects that are cylinders. Next, connect the corners of the first square to the corners of the second square with straight lines. Tap on PRINT, PDF or IMAGE button to print or download this 3rd grade geometry worksheet for drawing 3D-shapes using the dot-grid points. In this worksheet, we will learn how to draw dots on the nets of cubes. 3. with more related things like how to draw 3d letters with a vanishing point, 3d shapes worksheets and one point perspective drawing worksheet. Drawing and Describing 2D and 3D Figures Worksheets This is a fantastic bundle which includes everything you need to know about Drawing and Describing 2D and 3D Figures across 15+ in-depth pages. Recognizing 3D shapes Grade 1 Geometry Worksheet Draw a red circle around all the objects that are cones. Curriculum subtopic: 3D Shapes. SHAPES WHICH SLIDE SHAPES WHICH ROLL . Our main objective is that these 3D Perspective Worksheets photos collection can be a hint for you, bring you more references and of course present you bright day. Downloadable Worksheets. This worksheet will challenge your pupils to solve the clues to figure out how to draw the 3D shapes and their nets. Can they use the squared paper to complete the nets of a cube, cuboid and pyramid, then cut out and make the 3D shapes? About This Quiz & Worksheet. Some of the worksheets for this concept are Drawing 3d shapes on isometric paper examples, Work 6 gener, Describing 3d shapes work, Drawing 3d shapes on isometric paper, Drawing 3 dimensional figures, Nets of 3d shapes, 3d shapes and nets, Drawing 3d shapes on isometric paper examples. Drawing nets of 3D shapes worksheets set 1 - Log in or Become a Member to download. Three-dimensional shapes. free pre-k shapes worksheets, how to draw 3d shapes for kids and preschool house shape template are three main things we want to present to you based on the gallery title. Worksheets at bottom of presentation for printing. Drawing Nets Of 3D Shapes Worksheets Set 1 Here's a fun, hands-on worksheet to test how much the children understand 3D shapes. Colorful charts make kids recognize various 2-D shapes. Worksheets on 2-D Shapes for kids help them learn the basic and standard shapes. 1st grade. Drawing 3D-shapes (dot-grid) worksheet with answers to practice & learn 3rd grade math problems on geometry is available online for free in printable & downloadable (pdf & image) format. A few 2-D shapes to name are square, rectangle, heart, star, rhombus, trapezoid . That is, shapes are represented on the x and y axis or on a horizontal and vertical plane. 3D shapes geometry worksheets has numerous activities - coloring, matching, sorting, identifying, pasting and drawing. Comparing shapes. If you are looking for Drawing 3d Shapes Worksheet you've come to the right place. 3D Shapes: Drawing Dice Dots on Net Cubes . While we talk concerning Drawing Square Shapes Worksheet, we've collected particular related images to inform you more. Difficulty level: Sign up to complete it for free---- OR ----Preview Activity. Worksheet. Our 3d shapes worksheets offer engaging topics that will open up your child’s mind and help them begin to understand this math concept in a way that is on their age and grade level. Such as png, jpg, animated gifs, pic art, logo, black and white, transparent, etc. Mª ROSA GARCIA BLAZQUEZ CEIP RAMON LLULL (RUBI) 3 Worksheet 2: COMPLETE THE CHARTS Sphere, triangle, prism, cone, rectangle. Now includes 36 BOOM Cards for distance learning. Can they use the squared paper to complete the nets of a cube, cuboid and pyramid, then cut out and make the 3D shapes? These are ready-to-use Common core aligned Grade 7 Math worksheets. Download these worksheets. All the best 3d Shapes Drawing 34+ collected on this page. This includes shapes like a sphere, cylinder, cube, cone and more. Draw a blue circle around all the objects that are cubes. Drawing 3d Shapes Worksheet. 3D shapes have 3 dimensions - length, width and depth. 2D shapes are flat, plane shapes. The worksheets start off teaching simple concepts and then progress to tougher subjects when the child is ready. The bottom left of the second square should intersect the top right of the first square, creating a smaller square between the two. Some of these shapes you’ll naturally be more familiar with than others. This enormous collection of 3D shapes worksheets opens kids to the exciting world of shapes, sparks a hunger for experimentation, making it a great choice for kindergarten through high school students. Summary of 3D shapes and their properties, with examples. See more ideas about isometric drawing, isometric drawing exercises, technical drawing. DISCOVERING 3D SHAPES WORKSHEETS Mª ROSA GARCIA BLAZQUEZ OCTOBER-DECEMBER 2009 . Help your child get to know 3-D shapes with this find-the-shape worksheet that asks her to circle the cone shapes, then draw examples of her own.
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Headquartered in the first floor of building II (fase II).
It has organized various courses and seminars in the past years.
National Association of Mathematics students (ANEM)
Its main objective is the communication between the mathematics students from all spanish universities.
It is part of the Spanish Conference of deans and directors of Mathematics with power to attend and participate in meetings and exercise full voting rights, and represents there the students’ opinions.
It collaborates closely with the Real Sociedad Matemática Española, and receives timely information on activities such as the Organization of Olympics, conferences, studies and employment opportunities, and other news from the world of mathematics.
It organizes the National Meeting of Mathematics Students, with informative purposes, aimed to Math students.


The inhabitants distribution is the likelihood distribution utilizing all components of a inhabitants.
Suppose there are 5 college students in a math class and their scores on the ultimate examination are the followings:
80 85 85 90 92
Discover that we’re solely utilizing 5 scores! Nonetheless, the 5 scores above are the scores for the inhabitants since we’re utilizing all 5 scores.
A inhabitants doesn’t must have 10,000,000 gadgets to ensure that it to be referred to as a inhabitants! It may have simply 5 gadgets as lengthy we use all the weather.
Calculating the inhabitants distribution for the 5 scores above
Let x be the rating of a pupil. We will make a frequency distribution desk of scores as proven within the desk beneath.
|80||1||1/5 = 0.20|
|85||2||2/5 = 0.40|
|90||1||1/5 = 0.20|
|92||1||1/5 = 0.20|
|5||Sum = 1|
Right here is the inhabitants likelihood distribution
Calculating the imply utilizing the inhabitants likelihood distribution
μ = ΣxP(x) = 80 × 0.20 + 85 × 0.40 + 90 × 0.20 + 92 × 0.20 = 86.4
μ is a inhabitants parameter and it provides the typical grade for the inhabitants distribution.
The worth of μ or 86.4 is fastened or fixed. In different phrases, there’s just one worth of the inhabitants imply.
The worth of the usual deviation, which we don’t compute right here can also be fastened or fixed.
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Recently I wanted to make a round bottom drawstring bag. Trying to make the bottom fit the sides is not easy, as I have tried this before without a pattern. So I started searching for methods to make this easier.
I came across a wonderful site that explains mathematically how to calculate the circle and the rectangle for the bag. Genious! Of all things, Pi is involved. I learned about Pi in school, way back when. I never really gave it any thought after the lessons and tests were over. When would I ever use that again? Well, I finally got to use Pi to figure out my bag calculations. The whole formula was amazing and my bag turned out perfect! Maybe teachers should show their students the practical uses for Pi…
For the worksheet to help make a cylinder bag go to:
From: Michelle at: BirdCage and Thread (YouTube video: How to Calculate Pieces to Sew a Cylinder


Where many children slow down their "art practice" the older they get, Eva never stopped making art. She also never found mathematics difficult. Growing up, she also used to go visit her paternal grandfather, in Switzerland, who had a workshop and made things in wood and metal. When she did, he used to ask her about some ideas that she might have had, and they would work out, together, how he could make the it. These were her first forrays into design work.
Later, she studied architecture (McGill University, 1993), in the hopes that she could engage with both art and mathematics with significant depth. This proved a disappointment, and after some work in the field, she went to graduate school, where she wrote a thesis about the mathematics in the art wortk of Hans Hinterreiter (Univeristé de Montréal, 1997).
After her Masters', she spent some time working as graphic designer and webmaster, and attending art and math conferences. During that time and inspired by some of her work with Origami, she designed and created a "participatory art project" that involved the barn-raising of a giant Endo-pentakis-icosi-dodecahedron, an eighty-sided polyhedron made of triangular modules constructed of rip-stop nylon and graphite tubes.This project led to a variety of educational activities involving the use of the modules in mathematics teaching situations across grade levels, from Kindergarten to graduate school.
This work led her to attend the School of Education at the University of Exeter, from which she obtained a Ph.D. in 2008. Her thesis focused on the experience and affect of Elementary Student Teachers practising mathematics enquiry at their level.
Since 2005, she has been teaching in the Faculty of Education of Mount Saint Vincent University, in Nova Scotia, Canada.
More information about her academic work can be found on her faculty page,
More information about her art can be found on her personal website.