For the above example, these numbers would work: 1, 2, 3,2,2 because they add up to ten. If a player is able to cross all the numbers off of their sheet, then they will know that they met their goal. Just like a lot of other betting systems, this system will have a player making, even more, bets like odd/even or red/black. In order to figure out how much the size of their bet should be, they should add the first and the last numbers of their line together and wager that many units. Using the example above, the numbers at the end of the line are one and two. Then the next step is moved onto if the bet is won.
If that bet is won, then the player gets to cross out the numbers that they used to make that bet. The line for the next bet would like this: 2,3, 2. The next bet would be forty dollars since the total of the outer numbers is used when determining the amount of the bet.To show what happens when a bet is lost, let’s just say the bet was lost. When a loss happens, then the numbers that were lost goes to the end of the line and the line now looks like this: 2,3,2,4. The next bet would be for six units or sixty dollars. For a player to see this system all the way through, they will need to continue to make bets until they totally wiped out their line.
There it is, an overview of the Labouchere system for players that want to learn about a betting system that may be new to them. The Labouchere system does involve some risk, but if the cards are in a player’s favor, then it can really work out for them.


Animal Multiplication and Division
Here’s our collection of online Animal coloring pages available in multiplication and division. We’ve got a fun selection of dinosaurs and pets for you to enjoy!
Coloring Squared- Printable Pages
Click on over to our printable coloring page website Coloring Squared for thousands of math coloring pages. You can find coloring pages to practice basic math facts to math concepts such as rounding, factors, fractions, equations, and more. We have all your favorite characters from Minecraft, Pokemon, Disney, Transformers, Cartoons, Sports, and more.


I AM REALLY SORRY THAT THERE ARE NO PHOTOS! NO MATTER WHAT PICTURES I PUT INTO THE UPLOADER, IT SAYS THAT THEY ARE CORRUPTED! IF YOU REALLY WANT TO SEE WHAT IT LOOKS LIKE, SEE IT IN MY YOUTUBE VIDEO (LINK AT BOTTOM) Also, please tell me in the comments if you also have this problem.
This was an attempt to see if a car with 4L motors in a bigger car can beat two in a smaller one. P.S. It can't
About this creation
It looks pretty ugly, but I put some effort into it, at least (My next small car that I will post, has no effort, pretty much). It looks a bit like the real car, I would say.
Steering: There is steering with a Servo. Simple, simple, simple.
Drive: The model has four L-motors driving the rear wheels, at a 5:1 ratio. Because I only have one Lego Rechargeable battery, I am using it and my little camera battery to power all of these motors. It was fast, but acceleration was bad, and it wasn't as fast as my smaller cars. I could have learned this from some simple math, had I done it, because I was counting on twice the power increasing speed, despite the added weight. This car was 50% bigger in each dimension, which doesn't sound like too much, but, when I do the math, I end up with about 3.4 times the volume and weight, which, with only 2x the power, will not help.
Overall, I am dissapointed in this car, both in looks and performance. But, at least it taught me to do the math first!
You can see my Youtube Video at:


age calculator helps you calculate your age in different format which is given here:
- age calculator calculates age of any person in years.
- age calculator calculates age of any person in months.
- age calculator calculates age of any person in Weeks
- age calculator calculates age of any person in days.
- age calculator calculates age of any person in hours.
- age calculator calculates age of any person in minutes.
- age calculator calculates age of any person in seconds.
With age calculator. You can determine your age or age between intervals or with age calculator you can determine age between two dates and age calculator displays age in years, months, weeks, days hours and minutes.
Different people with different cultures calculates there age in different ways.Our birth calculator is based on the most common birth system. In this system, age grows with the date of birth. Let we take an example, so you understand betterly our age calculator.Most countries use this birth system.
In some countries, age is calculated by counting years with or without including the current year. Let we take example for better understanding our age calculator, One person whose age is twenty years old is the same who is twenty-first year of his/her life.
According to traditional Chinese age systems, individuals start their lives at the age of one and their age increases during when it is Traditional Chinese New Year instead of their birthday. For instance, if a baby was born one day prior to that Traditional Chinese New Year, two days after, the baby will be 2 years old even though it is only two days old.
In certain circumstances it is possible that the months and days result from this age calculator could be confusing particularly when the date of start is the date of the close of one month. For instance, we consider February. 20 through March 20 as a single month. There are two ways to determine the date from February. 28th, 2015 until 31 March. 31, 2015. If you consider 31st of February. 28-Mar. 28 as a single month, then the result will be three days and one month. If we consider February. 28 and March. 31 as the last day to the month it will be one month. Both calculations are valid. Similar scenarios are found for dates such as April. 30 through May 31 30, May 30 through June 30, for instance. The confusion stems from the inconsistency of the amount of days during different months. For our calculation we applied the old method.Age calculator helps you calculate age in any tradition. We design our calculator
Why we Use this age calculator?
Our age calculator is free to use. We do not charge anything for our age calculator.And age calculator is not free for only somedays, Our age calculator is free for lifetime. Yes, you heard it right. Our age calculator is free for life time. No charge, please share this age calculator with others, so more people got more benefit from this age calculator.
How we built this age calculator and for what purposes?


I am not good at math. At all. To the point that when Troy is out of town and Nic brings home 2nd grade math homework, I break out in hives. Never mind that it’s been a LONG time since I was in school, or that they do math completely differently now, or maybe just in the British schools. Plain and simple, I am bad at math.
Poor Troy, not only does he have to help Nic with his math homework, he has to help Meg as well. And Meg, poor girl, has her Mother’s inadequate head for math. I sit and watch Troy try and figure out how he could possibly come up with one more way to explain it while Meg just looks at him like “Huh?”
When I took high school geometry, I got a D (not a very not normal grade for me.) And that was only because I had a tutor! I The ONLY math class I have ever done well in (I got an A!) was Business and Consumer Math, which I took my Senior year of high school. It was great. I learned to do a budget, payroll, balance a checkbook and all sorts of other useful things. I actually LIKED that class.
Even then, I went to college and bounced checks because I was staggered by the huge size of the numbers when my student loans came in from Canada (a big mistake to give them to me instead of directly to my school!)
I’m the designated “math person” in our family. If Heather dies, I won’t know how to run a computer; if I die, Meaghan and Nic won’t know how to add or subtract.
Over the years, I’ve had a number of interesting math teachers.
First, there was Mr. Grootenhuis in 8th grade. I remember that he called lunch “dinner” and once grabbed a kid by the scalp and propelled him out the classroom door with one powerful thrust of his hand.
For 9th grade algebra, I had Mr. Wagner. I remember him because he often burst out unexpectedly “BONUS!” when a kid got an answer right. He also would often scowl and say, “Some people’s kids…” when someone got an answer wrong.
For 10th grade geometry there was Mr. Ski. Yes, that was his name, but we called him Lurch, because he looked like the pale behemoth featured on the macabre television program “The Addams Family”. Mr. Ski was also an athletics coach. I suspected he was some kind of cybernetic life-form, because he could draw a perfect circle without a protractor, and that is no exaggeration.
I always got “A-plusses” in math, and I never studied and never did any homework, no kidding. My classmates hated me. Until 12th grade calculus. I only got a C and I did have to study. That’s when my “beautiful mind” began to fade.


Thumb Rule Of Finance: It’s Not as Difficult as You Think
Following thumb rule of finance :
1) Rule of Finance – Rule of 72
Rule 72 is used to estimate the number of years it would take to double your investment given your expected rate of return.
This is simplest way to know that when the invested amount will be double, you need not apply compound interest formula.
Number of years to take double = 72 / expected rate of return
For example, the Rule of 72 states that Rs.1 Lac invested at an annual fixed interest rate of 10% then it would take 7.2 years ((72/10) = 7.2 to grow to Rs. 2 Lac.
A number of years to take double = 72 / 10 % then it will take approximate 7.2 years to take double the money.
If someone wants to know that on how much interest rate required to double my money in 6 yrs then you can calculate with help of rule 72 as :
Return required % = 72 / 6 years = 12%.
If someone get 12% p.a return then his money will be double in 6 yrs.
2) Finance Rule – Rule of 114
Just like to the rule of 72, rule 114 is used to estimate the number of years it would take to triple your money by given the rate of return.
This is simplest way to know that when the invested amount will be triple (3 times), you need not apply compound interest formula.
Number of years to triple (3 times) money = 114 / rate of return
If rate of return is 6 % p.a. then here we calculate how many years to take it to triple your money.
Number of years to triple money = 114 / 6 then it will take approximate 19 years to triple your money.
So if you earn 6% interest rate then it will take 19 yrs to triple your money.
3) Finance Rule – Rule of 144
This rule is used to estimate the number of years it would take 4 times the amount given the expected rate of return.
This is simplest way to know that when the invested amount will be triple (3 times) , you need not apply compound interest formula.
No. of years to 4 times of money = 144 / rate of return
If rate of interest is 6% p.a. then how many years it will take to 4 times of our money.
No. of years to 4 times of money = 144 / 6% then your money will be 4 times in 24 years.
If you have invested Rs. 1 Lac @ 6% p.a. then it will take 24 years to 4 times Rs. 4 Lac.
4) Finance Rule – House Affordability rule
This rule helps the home buyer decide on the maximum amount they can spend on buying a new house. It helps to decide the purchase price of new house.
The maximum value of a new house = 2.5 X Annual Income.
Let us say the annual income is 10 lacs. The maximum value of the house should be less than 25 lacs (10 X 2.5)
This is just rule and in the current scenario where property prices are higher so you need to increase it according to your EMI paying capacity.
5)Finance Rule- 28% Housing EMI rule
This rule says that the maximum amount one can pay for housing loan monthly EMI payments.
When you purchase a new house on loan then you must aware that maximum EMI you should consider.
Monthly Housing loan EMI = 28% of gross monthly income
If you earn Rs.50,000/- per month then your monthly home loan EMI should not exceed Rs. 14000/- p.m.
6) Finance Rule –36% Debt rule
This rule says that the maximum amount one can pay for debt loan monthly EMI payments.
This is total EMI of your all loan including credit card EMI also where you convert your purchasing in EMI.
Monthly EMI payments = 36% of gross monthly income
If your salary is Rs.50,000/- a month then the total of all your monthly loan EMI’s should not exceed 18,000 per month.
You should try to reduce your loan EMI because your EMI reduces your savings.
7) Finance Rule –Emergency Fund rule
This rule says the amount a person needs to keep aside in a liquid asset like cash, saving account balance or FD for any emergencies like loss of jobs, illness, business downturn, etc.
One should not forget this rule because when you face a job loss or business downtrend then this fund will help you to pay your EMI and households expenses.
Emergency Fund required = 6 X Monthly household expenses including EMI
Let us say your monthly EMI and household expenses add is Rs. 25,000 then your emergency fund should be ideally 1,50,000.
8) Finance Rule –10% saving rule
This rule talks about the amount we need to save per month for our retirements. Higher the saving higher will be your retirement corpus.
Minimum monthly savings amount = 10% of Gross monthly income.
If you earn Rs.50,000/- P.M. then minimum you should save Rs. 5000/- per month for your retirement. This is the minimum amount, ideally, you should try to save 20% of your monthly income.
09 )Finance Rule – Retirement Corpus rule
This rule says of the retirement corpus amount you need to accumulate before retirement to have a peaceful and financially stress-free retirement life.
Retirement corpus amount = 20 X Gross Annual Income
Let us say your annual income is 5 lacs then your retirement corpus should at least be 1 cr. ( 5 lacs X 20) .
10)Finance Rule –100 minus age rule
This rule says tell an investor what portion of his portfolio should be inequities. The logic is that when you are younger you can take more risk because you have a long time horizon.
% of the portfolio in equities assets = (100 – your age)
If you are 30 years old then the suggested percentage of allocation to equities would be 70% (100 – 30).
These rules give you an approximate value and saving and investment are vary from person to person, this rule just gives you a general and it is only for education purpose.
I try to cover maximum rule , please comment if you know any other finance thumb rule.
Thanks for reading…


If you look up "spreadsheet art" on the net, you will find lots of examples of images created by people filling in square-shaped cells with colours, apparently "by hand', one cell at a time.
It is also possible to create art-like images in spreadsheets by using formulae and ,if available, conditional formating.
In the above example, the first few lines were started by using the RAND() function to put a random pattern of "1's" and "0's" in this area. (I converted these to colours later)
The trochus shell-like pattern was produced by rows where each cell contains an IF function. Whether each of these cells places a "1" or a "0" depends on the contents of the three cells immediately above. You may note there are 8 possible combinations there, 000, 001, 010, etc. I will let you figure out the IF formula I used repeatedly in this case.
In Excel, it is possible to change the whole random pattern merely by adding more numbers to the spreadsheetsheet. The interesting thing about this sort of spreadsheet is that while the individual cells below change, the overall type of pattern remains the same.
Is it too far-fetched to imagine that this forms a model for the way God creates order out of chaos?
If you are interested, you can find out more about this sort of thing at http://www.wolframscience.com/
Wolfram uses Mathematica, a more complicated piece of software he has developed.


Our school day is structured to take advantage of the natural rhythms of a child's day. Disciplinary subjects requiring the greatest concentration are scheduled for the morning when children are usually most refreshed. We also alternate between disciplinary subjects like mathematics, penmanship, and phonics with inspirational subjects like Bible, history, and literature. This helps engage children through the refreshment that variety brings.
Small class sizes enhance this engagement. Students receive personal attention and the atmosphere is focused on a joyful learning. RMCA’s emphasis on relationships within community encourages children to interact daily across classes.
If you want more information about our school, please fill out this form.
“At the heart of our classroom instruction is the desire for each student to be maturing in his relationships with studies, people, and God. In all disciplines, RMCA students engage with great books, inspiring art, beautiful music, the order and logic of mathematics, and the majesty of creation.”


Date: November 08, 2016
Presenter: Dr. Xiaotong SHEN
Supervisor: Prof. Daniela RUS (MIT)
Robust data association for feature cloud matching is of great importance for autonomous vehicles to build an accurate map. For matching two feature clouds observed at two different poses, we discover that the covariance matrix of the measurement prediction error can be written as the sum of a low rank matrix and a block diagonal matrix, if we assume that the features are observed independently at each pose.


ETHYLENE GLYCOL ICSC: 0270
RR of 0.8 means an RRR of 20% (meaning a 20% reduction in the relative risk of the specified outcome in the treatment group compared with the control group). The relative risk and the odds ratio are measures of association between exposure status and disease outcome in a population. Relative risk In epidemiology, relative risk (RR) can give us insights in how much more likely an exposed group is to develop a certain disease in comparison to a non-exposed group. Relative risk should not be confused with absolute risk, which in this case is 25/100 or 25%, or 1 in 4.
For an interested reader, thus, the formula provides a Variable, Equation. Experimental Event Absolute Risk Reduction (ARR). Absolute Risk Relative Risk (RR), EER/CER = [a/(a+b)] / [c/(c+d)]. Odds Ratio ( OR) Graphics and equations are used to provide a guided tour of why interactions on an odds ratio scale may not represent interactions on a relative risk scale, and Some studies use relative risks (RRs) to describe results; others use odds ratios ( ORs). Both are calculated from simple 2x2 tables.
Air pollution and children's health in Sweden - Naturvårdsverket
Relative risk is a statistical measure of the strength of the association between a risk factor and an outcome. Relative risk can be calculated from a simple 2 X 2 table such as the one above. The formula for calculating relative risk is: The relative risk is the ratio of event probabilities at two levels of a variable or two settings of the predictors in a model. Estimation is shown using: PROC FREQ, a nonlinear estimate in a logistic model, a log-linked binomial model, and a Poisson approach with GEE estimation (Zou, 2004) The risk or odds ratio is the risk or odds in the exposed group divided by the risk or odds in the control group.
Yevgen Ryeznik - Senior Statistician - AstraZeneca LinkedIn
In this lecture we will look at the first two. The risk ratio 17 Aug 2004 Learn how to use a known relative risk reduction to es- timate the risk concepts and presented tabular tools and equations to help clinicians 12 Dec 2013 Both the absolute risk and the relative risk (RR) have a crucial role to play in The in equation 9 is a likelihood for a logistic regression model. include risk prediction (either using relative risks or odds ratios), regression analyses We can use Equation 2.17 to give cov[xi,xj]=2ρijf(1 − f).
Clearly, market risk is critical to all investors. Nonsystematic (Non-market) Risk
ARR (absolute risk reduction) = ARC – ART RR (relative risk) = ART / ARC RRR (relative risk reduction) = (ARC – ART) / ARC RRR = 1 – RR NNT (number needed to treat) = 1 / ARR. Examples. RR of 0.8 means an RRR of 20% (meaning a 20% reduction in the relative risk of the specified outcome in the treatment group compared with the control group). The relative risk and the odds ratio are measures of association between exposure status and disease outcome in a population. Relative risk In epidemiology, relative risk (RR) can give us insights in how much more likely an exposed group is to develop a certain disease in comparison to a non-exposed group. Relative risk should not be confused with absolute risk, which in this case is 25/100 or 25%, or 1 in 4.
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Binary logistic equation: Log-odds = a + b1x1 + b2x2 + b3x3 for reducing the number of variables and modify their relative weight. presented as a probability nomogram based on preoperative patient risk factors : Table en In a formula, the address of a cell based on the relative position of the cell that Epi, epirubicin; Relativ risk, komparator tagen som referens; Riskförhållande, In the adjusted models, onset of ERI was associated with onset of neck-shoulder pain (relative risk [RR] 1.51, 95% confidence interval [CI] 1.21-1.89) and low equation, (which is a modification of an equation in Ostro and Chestnut, Relative risk (RR) usually means the risk ratio (a ratio of probabilities), but some-. Individuals with Diabetes The Relative Importance of Cardiovascular Risk of Type 2 Diabetes and the impact of choice of macrovascular risk equations. Use of stabilized inverse propensity scores as weights to directly estimate relative risk and its confidence intervals. Value in Health: the Journal asymptotisk relativ effektivitet 1190 explosive stochastic difference equation # 2807 relative risk ; odds ratio relativ risk. 2808 relative variance ; relvariance. Läkemedel med liten terapeutisk bredd och risk för allvarliga Men för personer med mycket avvikande kroppsstorlek kan absolut och relativ njurfunktion renal disease study equation for estimating glomerular filtration rate.
It does not calculate an absolute hazard value. Risk in All Other Groups What relative risk tells us A relative risk that is greater than 1.0 shows that there is an increased risk among the people in Group A. • This means if the relative risk was 1.5, people in Group A would be 50% more likely than people in all other groups to die from a cause. • Or if the relative risk were 3.0, people in
Relative Risk = Probability / Probability. Odds Ratio = Odds / Odds . Now that you have a general idea of what odds ratio and relative risk are you need to know when to use them. They don’t always just ask you to calculate one or the other. Risk ratio, also known as relative risk, can be defined as a metric that is taken into use for the measurement of risk-taking place in a particular group and comparing the results obtained from the same with the results of the measurement of a similar risk-taking place in another group.
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relative risk difference or attributable fraction (AF). 3. risk ratio (RR). 4.
Risk stratification by guidelines compared with risk assessment by risk equations applied to a Educational level, relative body weight, and changes in their association over 10
Intuition: The logarithmic utility-of-consequences function has constant relative risk- aversion; therefore the fraction of your We want to solve the equation p 20
lectures, computer labs with R on “Statistical Risk Analysis”. Ordinary and Partial Differential Equations, Discrete Mathematics, Optimization, Probability, probability densities, and quantiles of the risk difference, relative risk, and odds ratio. av K Åberg · 2017 · Citerat av 1 — Vacuum extraction in fetal macrosomia and risk of neonatal complications: a A large meta- analysis (34), including 22 RCTs, reported that the relative risk of instrumental vaginal or a value >1. The result of the equation is. Relative risk of antidepressant drug prescription related Relative risk of 2 year incidence of depressive disorder included in the equation. Without inclusion.
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Yevgen Ryeznik - Senior Statistician - AstraZeneca LinkedIn
Investerares riskaversion till inte minst Oscar Properties kommer att minska for the relative risk/reward calculation that buyers may have around breaking any for breaking contracts, again I am interested in the potential risk/reward equation RFM is a more accurate indicator than BMI. For example, when using BMI a body builder with low fat could be described as obese with high heart disease risk. Kvinnor och små barn löper störst risk då de är mest i hemmet. the relative risk of acute lower respiratory disease was estimated at 1.78 to 2.3. using double population proportion formula with the assumption of 95% CI, Relativ energibrist kan vara orsakad av eller medföra en ökad risk för the Choice of Predictive Equation Vital for Correctly Identifying Male formula ] [UBS Outperformance [(Capped)] Certificates ] [UBS Relative Performance Plus. Certificates ] nästan ingen risk för betalningsförsummelse. AA. Aa. AA. Improved survival after stroke but unchanged risk of incidence.
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So even though the drug is not very effective, you would still prescribe drug Y in disease B to reduce mortality by 10% unless a more effective drug was available. RELATIVE RISK, ODDS RATIO, ATTRIBUTABLE RISK AND NUMBER NEEDED TO TREAT An improved version of this article is now available in Third Edition (2012) of the book Medical Biostatistics (CRC Press, New York) by Abhaya Indrayan Adapted from Basic Methods of Medical Research, Third Edition Risk ratio, also known as relative risk, can be defined as a metric that is taken into use for the measurement of risk-taking place in a particular group and comparing the results obtained from the same with the results of the measurement of a similar risk-taking place in another group. Excess Relative Risk (ERR) = proportion of Relative Risk (RR) due solely to radiation exposure (ERR=RR-1) Relative Risk (RR) = ratio of the total risk from exposure divided by risk due to background alone Equations to Estimate Excess Relative Risk (ERR) Total Excess Relative Risk = Σ Relative Risk Calculator. Use this relative risk calculator to easily calculate relative risk (risk ratio), confidence intervals and p-values for relative risk between an exposed an control group. One and two-sided intervals are supported for both the risk ratio and the Number Needed to … Relative Risk = Probability / Probability.


I use the EveryDay Math program, and six months ago I was a hot, frazzled mess. I had aligned many of the Math Boxes (daily spiral review practice) to the skills I assess on my report card, and the plan was to use them as formative assessments. I would record my students' performances and pull small groups for enrichment or reteaching. Sounds like a good idea, right? Well, I was having a hard time keeping up with recording in my grade book part. When I see a giant stack of Math Journals staring at me, hoping I'd grade them, I will find something, anything to do instead. I tried to grade Math Boxes on the spot, but that was hard too, because I always had 5+ students waiting in line to be checked off (and of course, chatting up a storm with each other) plus 5 more kiddos asking for help. Independent work time was a nightmare!
It was then that I came up with this idea:
Mighty Math is a set of weekly formative assessments that I use to evaluate progress towards the second grade Common Core State Standards. All ten of the 2nd grade math CCSS are included on the assessments, although I split three of them in two (addition & subtraction facts, larger addition & subtraction problems, and time & money), bringing it to a total of 13 problems each week. There are nine two-sided assessments that will get you through the first quarter of school. Here's week 1!
Every week, I have a shortened math period (50 minutes, as opposed to 75) due to my specials schedule. This is my Mighty Math Day. Students first complete their Mighty Math assessment. When they finish, they work independently on unfinished Math Journal pages from the previous week or Compass Learning Odyssey (a differentiated math website that aligns to their MAP scores). During this independent work time, I will pull groups of students who struggled with specific skills on the previous week's Mighty Math. So, for example, if I noticed that five students had trouble mixing up the hour and minute hand when telling time, I will pull them for more practice. We will review the problem, see if we can find the mistake, and practice telling time with Judy clocks or other supplies I have.
|Here's one of my bunnies from last year, plugging away on his Mighty Math!|
|This one I use to quickly see which skills were successful and which ones need reteaching.|
|Each student has one of these sheets. Each CCSS has its own box, and I am quickly able to see their strengths and weaknesses, as well as jot notes about the student's performance.|
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Network Institutions: Benedict College
Benedict College is an Outreach Institution of the SC INBRE network.
Samir Raychoudhury, Ph.D., M.V.Sc.
Dean, School of Science, Technology, Engineering and Mathematics
Professor of Biology and Distinguished Faculty of the year 2002-2003
Director, Pearl Cox Laboratory for Biomedical Research
Phone: (803) 705-4548 | Fax: (803) 705-6591


King Crab Legs Come In All Sizes:
King Crab Leg sizes are determined by the number of legs per 10 lbs, not counting claws although claws are usually packaged in with them. Some claws are smaller than others for the same size because there is one killer claw, and one feeder claw on each crab.
You can also do this yourself very easily with this formula:
- 1 divided by leg weight in decimal (ie, 1/3 lb would be .33 lb) multiply by 10 = grading size
- using this formula, a 1/3lb leg would be calculated as: (1/.33) X 10 = 30
Here’s a handy little conversion scale taking the per-leg weight and giving you the size grade since many retailers tell you only the per-leg weight in order to fool you into thinking it is big! Moral of the story is always ask if you don’t know and find an honest merchant!
- 1/4lb leg = 40
- 1/3lb leg = 30
- 1/2 lb leg = 20
- 2/3 lb leg = 15
- 1lb leg = 10
- 1.5 lb leg = 4
- 2lb leg = 5
- 2.5lb leg = 4
- 3lb leg = 3
Typically anything above 20 is rated as 20+ but if you’re ordering and the retailer states the weight per leg, this gives you an idea of what you will be receiving. I know, it is a bit confusing since the sizing is per 10lbs instead of 1lb. Just remember, the smaller the number the bigger the crab leg size will be!
The smaller sizes are 12/14 or smaller; this means that there are 12 to 14 legs per 10 lbs, not counting the claws. There are a number of sizes in the middle and some places (like Fishex, see mail order) sell very small ones, in the 20 and even 30 size range which are TINY by comparison.
The largest King Crab Legs are 4/6 size which means 4 to 6 per 10 lbs. Many times the Jumbo King Crab legs are well more than 1 lb per leg. Very seldom but occasionally there are even larger ones but these usually must be special-ordered.
If you’re going to spend the money for the King Crab, may as well get the biggest and the best!


By I. N. Herstein
Read Online or Download Abstract Algebra. Student's Solution Manual PDF
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This booklet contains the lawsuits of a NATO subsidized complex examine Workshop held from 1st November to sixth November 1992 within the pleasant Chateau de Florans, Bedoin, Vaucluse, France and entitled 'Elementary response Steps in Heterogeneous Catalysis. ' The organisers are thankful to the technology Committee of NATO for his or her aid of this assembly.
Additional info for Abstract Algebra. Student's Solution Manual
1 The ﬁrst eigenvalue and phase transitions cribe the phase transitions, and this is now an active research ﬁeld. Further remarks are given at the end of Chapter 9. The next application we would like to mention is to Monte Carlo Markov chains. Monte Carlo Markov chains (MCMC) Consider a function with several local minima. The usual algorithms go at each step to a place that decreases the value of the function. 2). 2 The ﬁrst eigenvalue and random algorithm The MCMC algorithm avoids this by allowing the possibility of visiting other places, not only toward a local minimum.
It should also be pointed out that the sharp estimates introduced in Chapter 1 were obtained from the exponential rate in the W -metric with respect to some much more reﬁned metric ρ rather than the discrete one. Replacing Pk and P with Pk (t) and P (t), respectively, and then going to the operators, it is not diﬃcult to arrive at the following notion [cf. Chen (1994b; 1994a) for details]. 25. A coupling operator Ω is called ρ-optimal if Ω ρ(x1 , x2 ) = inf Ω ρ(x1 , x2 ) Ω for all x1 = x2 , where Ω varies over all coupling operators.
Kendall (1986) and M. Cranston (1991). In the case that x = y, the ﬁrst and the third couplings here are deﬁned to be the same as the second one. In probabilistic language, suppose that the original process is given by the stochastic diﬀerential equation √ dXt = 2 σ(Xt )dBt + b(Xt )dt, where (Bt ) is a Brownian motion. We want to construct a new process (Xt ), √ dXt = 2 σ (Xt )dBt + b (Xt )dt, on the same probability space, having the same distribution as that of (Xt ). Then, what we need is only to choose a suitable Brownian motion (Bt ).


If you are worried about the maths content of your course, don’t wait until it is too late. Come along and see us now.
We offer a range of maths and numeracy support including:
- Numeracy and elementary mathematics
- Elementary Algebra
- Linear algebra
- Real, complex and vector calculus
- LaTeX, MATLAB and Mathematica software
- Psychometric tests
You can access Maths and Numeracy resources in the ASK section of Blackboard Learn (login required). These include useful links, tutorials, quick guides, and slides from our workshops.
Maths and Numeracy Workshops
You can download our calendar of Maths and Numeracy workshops here.
Maths and Numeracy Office Hours
During term-time you can meet with our Maths and Numeracy adviser during their office hours. These take place in the ASK Workshop Room (BANN 019a) on the ground floor of the Library.
Term 1 Maths Office Hours w/c 7 October:
- Monday 1pm - 3pm
- Wednesday 1pm - 3pm
- Thursday 4pm - 6pm
Any changes to these hours will be posted to our Twitter and Facebook pages.
For help with Maths and Numeracy outside of term-time please email us at firstname.lastname@example.org


PennLive's Candy Woodall reported this week that in 2010, nearly 230 Pennsylvania students opted out of state assessments in reading, math and science.
That's a small percentage of the 1.8 million students enrolled in public schools that year.
The numbers have grown dramatically since.
As more parents learn that they can "opt out" of having their children take the state assessments, that number continues to climb and the national opt-out movement is gathering steam.
The stories have garnered much attention on PennLive this week. Take our quiz to see how much you know about the opt-out movement.
App users: to take the quiz, click here .


From today’s lecture, I learnt that there is no definite way to solve a mathematics question.
I enjoy solving different types of mathematics problem that was asked during the lecture. My favourite question has got to be using the number cards, spell out the number words as we flipped the cards. Me and my partner was so engaged and excited throughout the process we were solving the problem. I would definitely like to try the activity my children and I am sure it will keep them engaged too.
In some mathematics problem, I realised that there are times where you can do trial and error method. But in this problem, it wasn't easy to do the trial and method. Therefore, me and my partner discussed some strategies and we applied them to solve
What are the strategies we used to solve the problem?
- figure out the spelling of each number words. ( if we're using 8 cards, hence we need to know the spelling of the number words from one to eight.)
- count from the left, in cardinal order
Ordinal, cardinal, rational and nominal numbers. Understanding the meaning of these numbers can be quite confusing. I shall go and read up the textbook and my notes to have a better understanding of these numbers.


ICS 435/635: Machine Learning
Undergraduate and graduate course, ICS Department, University of Hawaiʻi at Mānoa, 2023
This is a mathematics and programming heavy introduction to machine learning. Topics include machine learning programming in Python, classical machine learning methods, and an introduction to deep learning. Coursework consists of 5 homeworks (combination of written and Python coding problems), an in-class midterm, a final exam, and a final project.


Definite Integral Calculator computes definite integral of a function over an interval utilizing numerical integration. Definite integral could be represented as the signed areas in the XY-plane bounded by the function graph. Definite Integral Calculator maintenance integration intervals that being expressed utilizing simple expressions.
How to Use Definite Integral Calculator
Integration can be utilized to find ares, volumes and central points, as well. That can be found by appending slices that approach zero in width. The symbol for “Integral” is a stylish “S” (for “Sum”, the ideas of summing slices). After the Integral Symbol put the function to find the integral and then finish with dx to mean the slices go in the x direction. A Definite Integral has start and end values: in other words, there is an interval [a, b] and b, which being put at the bottom and top of the “S”.
Definite Integral Calculator is solved simply, quickly and efficiently.


If a picture is worth a thousand words...how much are 450,000 YouTube educational videos worth? Check out http://www.youtube.com/education for a little extra help understanding your course materials. And be sure to take a look at YouTube's Khan Academy if you're taking a math, physics or chemistry class. Khan Academy contains 3000+ videos--explaining everything from basic arithmetic to calculus and more--and is visited by a million students a month.
Use a library computer to hop on the Internet and watch one of the YouTube/Education videos. The library is here to help you succeed in college!


Company Overview The Faculty of Mathematics at the University of Waterloo opens its classroom doors beyond lecture halls to elementary and secondary schoolrooms in the community at large. Through contests, face-to-face workshops, nonprofit school visits, and providing online resources, the Faculty of Mathematics extends their educational doors through the Centre for Education in Mathematics and Computing (CEMC). The CEMC is a community outreach organization that aims to increase interest, enjoyment, confidence, and proficiency in mathematics and computer science education among students and teachers within Canada and internationally. To obtain more information about their outreach activities, please follow the links provided in each section: Contests Workshops & School Visits Online Resources MMT Program In addition to outreach activities, the CEMC also offers a Master of Mathematics for Teaching (MMT) program. The MMT is designed to provide current grade school teachers of mathematics with an opportunity to expand their knowledge base and to gain a deeper understanding of the mathematics underlying the content that they teach students in the classroom. The program is unique, in that it focuses on the applications of mathematics – not on pedagogy – and is offered part-time, as well as online. The majority of the Centre’s customers are teachers. This program is a way of building new relationships with new teachers, who enroll into the program. It’s a way to tap into new networks and the program even finds that many of the teachers blog or tweet and retweet about the Centre.


†After graduating from Saint Joseph's College
in 1952 with a bachelorís degree in mathematics, Phil Gilbert began studies for
the Priesthood with the Society of the Precious Blood.† In 1961, following ordination and the year of
internship type training as a priest, he was assigned to
† A few summer sessions at Purdue University provided him with some experience in Numerical Analysis along with a bit of probability and statistics.
††† In 1973, a fire destroyed the Administration Building on the SJC campus.† At the time, that building housed the so-called "math lab." Such a name was in vogue during those days to describe such places which displayed manipulative materials for elementary through secondary school mathematics.† The replacement math lab was then set up in its new place on the third floor of Xavier Hall -- as it was named then; it is currently "The McHale Building; Xavier Hall".† This restoration was done with the support of the then reigning administrative officers, and a host of student workers.
† In 2009, the math items were transferred to the Evans Science and Arts Building, room 207. There the math objects are available to the students in PLE (Professional Learning Experiences) for their utilization in the elementary and secondary classrooms.


tl;dr – The #MTBoS kept me in education, and I won an award because of it.
Teaching in a school was not my first, second, or even third career. I went to Ohio University for video production (career 1), worked in production companies and a church. Went to seminary to become a pastor (career 2), moved to Florida and worked at a school as a computer tech (career 3), before becoming a teacher.
To tell the truth, I thought, “how hard can this be?” It’s the same way I looked at becoming a father. I can be a whole lot better than most fathers in this world and kids for the most part still turn out ok, and I can be a whole lot better than some teachers, so why not give it a shot?
My first year had many ups and many downs. I dreaded Monday mornings and struggled each night to keep up. After one year, I wanted out. And I took a year off to find a full-time ministry job (remember career #2?). God had other plans, and I had a fabulous principal who hired me back, and I settled into teaching 7th and 8th grade math. My second year teaching was better, but I still dreaded the work, the struggle, the boring-ness of what I was teaching. That next summer I vowed to be different, to try something different, and that’s when I found the #MTBoS (Math Twitter Blog-o-Sphere). It’s a collection of math teachers from around the globe who have banded together over twitter to share, encourage, struggle, emote, and strive to help make Math sensible and understandable to students.
It was like going down the rabbit hole, and every nook and cranny allowed me to understand why the trick “keep it, switch it, flip it” works when dividing fractions, and then I found a whole book to Nix the Tricks and help students discover the how and why of math, versus the “just do it this way and it will work” type of math. That comes from @crstn85.
I then found a twitter math soul mate who continually poured out his emotions on a blog post and helped me to realize that I was not alone in the daily struggle of teaching. He also became a huge fan of some posters I created! Truly his rawness made it ok for me to continue everyday and become a better teacher. That’s @JustinAion
Then I found out about Standards Based Grading from Dane Ehlert, Three Act Math Tasks from @DanMeyer, I found a hundred useful ideas from @saravdwerf, patterns and more patterns from @fawnpnguyen, Estimation 180 from @mr_stadel, counting circles from @wahedahbug.
I put out a blog post asking for people to be in an online PLC and found @Cjeremko and @mrrajewich. We met about twice a month for a school year and encouraged each other, struggled with standards for seventh graders, compared notes on teaching in Florida, New York, and California, and shared lessons!
The #MTBoS strengthened me as a teacher and as a person. Because of this network of the folks I mentioned and the 100 or so others that I follow, I was able to persevere. I have since moved out of the math classroom and now work on an innovative Mobile STEM Lab, which travels the elementary schools in our district and have 5th graders come out for a 90 minute experience. In the middle of my second year of doing this, I applied for and was named as the 2017 PBS Digital Innovator for the state of Florida.
There will be more to come on this, but I wanted to start of by saying “Thank you” to the #MTBoS. I honestly would not be in this position without you.


Our vision is to transform how the world uses information to enrich life for all.
Join an inclusive team passionate about one thing : using their expertise in the relentless pursuit of innovation for customers and partners.
The solutions we build help make everything from virtual reality experiences to breakthroughs in neural networks possible.
We do it all while committing to integrity, sustainability, and giving back to our communities. Because doing so can fuel the very innovation we are pursuing.
302642 Staff Engineer, Data ScientistWe are seeking a Staff Data Scientist capable of using machine learning and statistical techniques to build state-of-the-art data products (predictive analytics, prescriptive solutions, decision support, and decision automation data systems) using extensive and diverse Big Data sets from our technology development and manufacturing teams.
As a Staff Data Scientist at Micron, you will
Employ techniques and theories drawn from areas of mathematics, statistics, semiconductor physics, materials science, and information technology to uncover patterns in data from which predictive models, actionable insights, and solutions can be developed.
Interact with Data Scientists at both senior and junior levels and cross functional teams to solve business critical problems using machine learning.
Independently develop software programs, algorithms and / or automated processes to cleanse, integrate, and evaluate large datasets from multiple disparate sources.
There will be significant opportunities to perform exploratory and new solution development activities and drive innovation.
Guide / Coach Data Scientists in Innovative methods and execution
Strong desire to grow a career as a Data Scientist in highly automated industrial manufacturing doing analysis and machine learning on terabytes and petabytes of diverse datasets.
Experience in the areas : statistical modeling, feature extraction and analysis, supervised / unsupervised / semi-supervised learning.
Exposure to the semiconductor industry is a plus but not a requirement.
Ability to extract data from different databases via SQL and other query languages and applying data cleansing, outlier identification, and missing data techniques.
Machine learning and other advanced analytical methods
Expert in Python and / or R
pySpark and / or SparkR and / or SparklyR
Knowledge of Hadoop (Hive, Spark, HBase), Snowflake is a plus
Experience in Tensorflow, pyTorch, and / or other statistical software, JUMP including scripting capability for automating analyses is a plus
Experience working with time-series data, images, semi-supervised learning, and data with frequently changing distributions is a plus
Experience working with Manufacturing Execution Systems (MES) is a plus
Existing papers from CVPR, NIPS, ICML, KDD, and other key conferences are plus, but this is not a research position
Strong software development skills.
Strong verbal and written communication skills.
Experience working in a geographically distributed team
Education : B.S. in Mathematics, Computer Science, Data Science, Electrical, Electronics, Chemical or Physics.M.S. or Ph.
D. with specialization in Data analytics, mathematics, Physics, Statistics, computer science. Experience : 11+ years in data science and machine learning. Location : Hyderabad


Use your head ...
Usage of applied statistics
Mathematics Basics (Selective Course)
The Department of Mathematics and Descriptive Geometry is organizationally managed by the Faculty of Wood Sciences and Technology, but it develops pedagogical and scientific research activities within the whole Technical University. The Department provides teaching of mathematical subjects at all faculties and almost all study programs. Teaching is focused on the differential and integral calculus of functions of one and more variables, linear algebra, differential equations, probability and mathematical statistics, descriptive geometry and technical drawing.
ContactKatedra matematiky a deskriptívnej geometrie
Technická univerzita vo Zvolene
T. G. Masaryka 24
960 01 Zvolen
Head of the Department
+421 455 206 453


- Kindergarten and First Grade
- Second and Third Grade
- Fourth and Fifth Grade
Preschool mathematicians develop the skills to look at the world through a mathematical lens. Teachers scaffold learning through thoughtful modeling, careful questioning, and intentional provocation, encouraging children to build on their innate curiosity. Children engage with mathematical concepts including patterning, numeracy, quantity, and classifying as they play and explore. This might look and sounds like:
- Counting the number of students in their class each day, the number of items in their lunchbox, the number of pieces in a puzzle, and any number of things around them
- Grouping items by attribute (all of the red ones over here, the blue ones over there)
- Identifying, naming, and growing patterns
- Engaging in oral story telling and singing that involves quantities being added or taken away (three birds in the nest, one flew away, now there are two)
- Developing awareness of and assigning value to numerical symbols (numbers, fingers held up, dots in a group, etc)
Prekindergarten mathematicians eagerly make connections between new knowledge they are gaining and math in the world around them. Mathematical ideas are presented in real world contexts with students quickly understanding why math matters. Children deepen their connection with the number system, as well as geometric constructs and early algebraic thinking through hands-on play experiences. Whether building a block town, organizing animals in a pet shop, or counting out crackers at snack time, prekindergarten students are learning to:
- Identify, compare, and order quantities
- Sort items by attribute (all of the big ones over here, the small ones over there)
- Identify, grow, and create patterns
- Explore scenarios that involve shifting quantities (we used to have 5 but now we have 7, we got 2 more)
- Use representation, including numbers, pictures, and words to communicate about mathematics
Mathematicians in kindergarten and first grade explore ideas, play games, and search for mathematical connections in the world around them. Students are encouraged to inquire, investigate, discuss, and construct as they explore in all mathematical areas. They participate in ongoing investigations developed within real-life contexts that encourage children to mathematize their lives. The Bridges in Mathematics curriculum provides many opportunities for students to develop mental models, to explore multiple strategies, and to communicate their thinking in clear language. Students put forth their ideas in a community of their peers and learn to justify and defend their thinking, as well as understand and appreciate peers’ ideas. Problem solving skills are developed using story problems, which allow students to visualize the actions in the problem. Kindergarten and first graders strive to move fluidly through visualization, recording, and reporting to deepen their overall understanding of the number system and other mathematical concepts. Students are encouraged to approach problems in a variety of ways, working to be accurate, fluent, and efficient in each situation. There is a focus on students developing their individual identity as a mathematician and fostering a lifelong enthusiasm for mathematics.
Second and third graders mathematicians work to develop routines and build a mathematical community that allows them to engage in productive work and conversation about mathematical ideas, including articulating their solution strategies and understanding other’s ideas. Students solve mathematical problems that are based in real world contexts, working individually, in small groups, and with the entire class. They are given multiple opportunities to develop visual thinking, which requires both the ability to extract and use information from pictures, and the ability to put verbal or numerical information into picture form. In addition to lending depth and meaning to the basic operations, students find connectedness between mathematics and the world around them. The Bridges in Mathematics curriculum engages students in developing standards based knowledge and skills while practicing and deepening their mathematical understanding across mathematical operations and concepts.
Fourth and Fifth grade mathematics fosters the development of visual and conceptual models of numbers and operations. The concrete manipulation of objects leads to written mathematics and the use of algorithms, helping students develop a thorough understanding of mathematical reasoning as well as greater computational fluency. Through the Bridges in Mathematics curriculum, students engage in a daily lesson, which may consist of group activities, written work, and games, as well as Number Corner, a set of activities that incorporates a calendar pattern, a number line, data collection, problem solving, and computational fluency activities. This curriculum us supplemented with a wide array of hands on enrichment and remediation activities to provide a comprehensive math experience, allowing students to grow in their breadth of standards based mathematical knowledge, computational skill, and problem solving ability.


March 14, 2018
A new journey begins, one that integrates the core of my passions: science, math and art. To me, they are variations of the same thing. They are lines, patterns of shapes, rhythms and motion. We use symbols to communicate concepts in all three fields of study.
I don’t know where this journey will lead me. I do know that I’m both willing and excited to leave behind projects and activities that have diverted my attention away from the path I’ve wanted to be on since early childhood. I didn’t think it would take me quite this long to obtain the skills I need to proceed. Fortunately, I’m now prepared to make this journey.


I attended the Minnesota Teachers of Mathematics conference a few years back. A math professor from St. Cloud State who had grown up in Taiwan was giving a seminar on why Taiwanese high school students were far ahead in math ability compared with U.S. students (“Stagnant test scores deserve failing grade,” editorial, Dec. 9). He first mentioned that high school math teachers in Taiwan get most of their incomes from tutoring after the regular school day ends. He then said that Taiwanese students have very little time for extracurricular activities such as sports, band, theater or any of the others that U.S. students enjoy. Most of their time is spent studying.
At the end of the session, I asked him if he had children, and if so, where would he want them educated — in St. Cloud or back in Taiwan? He said he had two children and that he would rather have them educated here. He said there is too much pressure on young people in Taiwan. He said there was plenty of time for students to settle down and get serious about academics after high school.
So which system of education is really better?
JOHN LUNDQUIST, Blaine


The null hypothesis statement is represented as H0 and the alternate hypothesis is represented as Ha. The average annual returns for the five-year period are 7.5%; the null hypothesis is rejected. The null hypothesis states that there is no relationship between two population parameters, i.e., an independent variable and a dependent variable.
A core work of the neo-Darwinian modern evolutionary synthesis, it helped define population genetics, which Fisher founded alongside Sewall Wright and J. B. S. Haldane, and revived Darwin’s neglected idea of sexual selection. The null-hypothesis signifies the possibility of observations being caused by chance or random factors. In contrast, the alternate hypothesis highlights that the observations were caused by specific reasons.
Perhaps getting insufficient sleep actually decreases the risk of a heart attack among men over age 50. Because we have tested H0, we have more information that we would not have if we had neglected it. His famous book, Statistical Methods for Research Workers is often likened to Isaac Newton’s Principia in physics. For all of these accomplishments, it’s not shocking that he was knighted by Queen Elizabeth in 1952.
Additionally, the null hypothesis protects against Type I errors, which can be very costly. A null hypothesis is a statement that there is no difference between two groups or that there is no association between two variables. In other words, the null hypothesis assumes that any observed differences are due to chance. In 1918, while researching for his paper on quantitative genetics, he introduced the concept of variance, which basically measures the spread of the data being collected from the average value. In 1919, while working at the Rothamsted Experimental Station, he invented the tools for modern experimental design with the help of data available there.
They are not easily accepted by many analytical chemists, because they have different meaning in ordinary analytical chemistry. Moreover, sometimes, people use the same words in classification and prediction, where Correct I decision is “a sample belonging to a class is classified correctly in its own class”. Therefore, generally, one should use the words classification sensitivity, …, class-modeling specificity. In the following, sensitivity and specificity indicate class-modeling sensitivity and class-modeling specificity.
Statistical Methods and Error Handling
Lifelong poor eyesight caused his rejection by the British Army for World War I, but also developed his ability to visualize problems in geometrical terms, not in writing mathematical solutions, or proofs. He entered Harrow School age 14 and won the school’s Neeld Medal in mathematics. In 1909, he won a scholarship to study Mathematics at Gonville and Caius College, Cambridge. In 1915 he published a paper The evolution of sexual preference on sexual selection and mate choice. Standard DeviationStandard deviation is a popular statistical tool represented by the Greek letter ‘σ’ to measure the variation or dispersion of a set of data values relative to its mean , thus interpreting the data’s reliability. For this first find the difference between claimed data and the actual data and then divide it by claimed data.
If the obtained p-value is smaller than the level of significance, then an alternative hypothesis is accepted. The null hypothesis states that there is no significant difference between the two samples, and the alternate hypothesis states that there is a significant difference between the two samples. The null hypothesis is referred using Ho and the alternate hypothesis is referred using Ha. As per null hypothesis the observed variables and parameters are the same across the samples, but as per alternate hypothesis there is a significant difference between the observed variables and parameters across the samples. For an analyst who makes predictions, hypothesis testing is a rigorous way of backing up his prediction with statistical analysis. It also helps determine sufficient statistical evidence that favors a certain hypothesis about the population parameter.
Reappraisal of his contentious views on race and eugenics
In fact, it is often one of the first steps toward further inquiry. If it turns out that the average annual return of the last 5 years is 7.5%, then the null hypothesis is rejected. Null hypothesis is used in statistics and it states if there is any significant difference between the two samples. The acceptance of null hypothesis mean that there is no significant difference between the two samples. And the rejection of null hypothesis means that the two samples are different, and we need to accept the alternate hypothesis.
A significance test is used to determine the likelihood that the results supporting the null hypothesis are not due to chance. Keep in mind, even if the confidence level is high, there is still a small chance the null hypothesis is not true, perhaps because the experimenter did not account for a critical factor or because of chance. A null hypothesis is used in hypothesis testing, or the testing of predictions about a particular outcome. Hypothesis testing works by collecting data and measuring how likely the particular set of data is when the study is on a randomly selected representative sample.
You are unable to access statisticsbyjim.com
The tests are core elements of statistical inference, heavily used in the interpretation of scientific experimental data, to separate scientific claims from statistical noise. The null-hypothesis is accepted when the sample value is equal to or almost identical to the population data. In such a case, the statistical significance falls within the given cut-off confidence interval. Conversely, if the sample https://1investing.in/ data is not equal to the population data or if the statistical significance level is below the confidence interval, the hypothesis is rejected. There are considered to be two methods for null hypothesis testing. The first is the significance testing approach, in which the null hypothesis is rejected if the resulting data is significantly unlikely to have occurred if the null hypothesis were true.
The null hypothesis is useful because it can be tested and found to be false, which then implies that there is a relationship between the observed data. It may be easier to think of it as a nullifiable hypothesis or one that the researcher seeks to nullify. The null hypothesis is also known as the H0, or no-difference hypothesis. To distinguish it from other hypotheses, the null hypothesis is written as H0(which is read as “H-nought,” “H-null,” or “H-zero”).
Rejecting the null hypothesis when it is true is called a Type I error, and failing to reject the null hypothesis when it is false is called a Type II error. Fourth, and perhaps most importantly, the null hypothesis protects against Type I errors. A Type I error is who is known as the father of null hypothesis when we reject the null hypothesis when it is actually true. This error can lead to false positive results, which can be very costly and cause a lot of harm. Second, the null hypothesis allows us to set up a statistical model that can be used to make predictions.
- Joan Box, Fisher’s biographer and daughter, says that Fisher had resolved this problem already in 1911.
- Because the hypothesis test provides sufficient evidence to check the credibility of the given data.
- The two important errors observed in hypothesis testing is as follows.
- He entered Harrow School age 14 and won the school’s Neeld Medal in mathematics.
- One example is that a doctor states that a human being takes five days on average to recover from viral fever.
- It is a common practice to use a one-tailed hypothesis by default.
In genetics, his work used mathematics to combine Mendelian genetics and natural selection; this contributed to the revival of Darwinism in the early 20th-century revision of the theory of evolution known as the modern synthesis. For his contributions to biology, Fisher has been called “the greatest of Darwin’s successors”. A hypothesis is tested for significance levels level in the observed data.
While they may seem less appealing to publishers, they can tell the scientific community important information about correlations that do or do not exist. In this way, they can drive science forward and prevent the wastage of resources. The null hypothesis is not the same as an alternative hypothesis.
Comparing Gaussian and Gamma Distribution Fits Using the χ2 Test
For example, trace metals have been found useful to detect the origin of an animal or vegetal food. However, the abundance of trace metals in the soil can depend very much on the nonuniformity of lithology and on manuring. So anomalies, which are also important, in these elements cannot be used to decide that the sample must be rejected by the model.
Sir Ronald Fisher Background
In inferential statistics, the null hypothesis is that two possibilities are the same. The null hypothesis is that the observed difference is due to chance alone. Using statistical tests, it is possible to calculate the likelihood that the null hypothesis is true. The null-hypothesis validates sample data being equivalent to the population data.


Math Prep Expressway
EdReady lets you test yourself in math then further provides you with a customized study plan. If you're thinking about what's next for career and college, then be smart and be prepared!
Congratulations on your choice to participate in Central Piedmont's Math Prep Expressway experience! We welcome you to CPCC and intend for your EdReady experience to:
- Prepare you for a more successful attempt on the math portions of the CPCC placement test
- Provide you with a rich learning experience that is based on independent engagement of math topics
- Assist you with gaining a realistic understanding of the amount of study time that you will need to regularly commit to spending outside of the classroom


The study of mathematics is mandatory from Kindergarten to Year 10 with Mathematics at Asquith Girls High School being taught by a dynamic group of teachers who aim to inspire students while creating confidence and enjoyment in this subject. The aim is for students to:
be confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens;
develop an increasingly sophisticated understanding of mathematical concepts and fluency with mathematical processes, and be able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability;
recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible, enjoyable discipline to study, and an important aspect of lifelong learning.
Students have opportunities to experience incursions, attend excursions and participate in Mathematics competitions, Mathematics challenge days as well as Mathematics week activities. The Mathematics department runs a free homework centre called MEIOW (Mathematics Enrichment & Improvement on Wednesday) where students have the opportunity to ask teachers for additional help or work quietly on their Mathematics homework or study.
Students use mathematical terminology, algebraic notation, diagrams, text and tables to communicate mathematical ideas, and link concepts and processes within and between mathematical contexts. They apply their mathematical knowledge, skills and understanding in analysing real-life situations and in systematically exploring and solving problems using technology where appropriate. Students develop fluency with a range of algebraic techniques and in the solution of familiar problems. In solving particular problems, they compare the strengths and weaknesses of different strategies and solutions.
Stage 5.1 students explain and verify mathematical relationships, select and use appropriate strategies to solve problems, and link mathematical ideas to existing knowledge and understanding. They use mathematical language and notation to explain mathematical ideas, and interpret tables, diagrams and text in mathematical situations.
Stage 5.2 students use mathematical arguments to reach and justify conclusions. When communicating mathematical ideas, they use appropriate mathematical language and algebraic, statistical and other notations and conventions in written, oral or graphical form. Students use suitable problem-solving strategies, which include selecting and organising key information, and they extend their inquiries by identifying and working on related problems.
Stage 5.3 students use deductive reasoning in problem solving and in presenting arguments and formal proofs. They interpret and apply formal definitions and generalisations and connect and apply mathematical ideas within and across substrands. They demonstrate fluency in selecting, combining and applying relevant knowledge, skills and understanding in the solution of familiar and unfamiliar problems.
In Year 11 and 12, the study of mathematics is optional. Courses offered include:
Mathematics Standard - providing students with the opportunity to improve their skills to solve problems relating to their present and future needs, and improve their understanding of how to communicate in a concise and systematic manner.
Mathematics Advanced - providing students with the opportunity to develop ways of thinking and use mathematics as a powerful way of viewing and modelling the world to investigate patterns, order, generality and uncertainty.
Mathematics Extension 1 - providing students with the opportunity to develop their awareness of the interconnected nature of mathematics, its beauty and its functionality.
Mathematics Extension 2 - providing students with the opportunities at progressively higher levels to acquire knowledge, understanding and skills in relation to concepts within areas of mathematics that have applications in an increasing number of contexts and develop strong mathematical manipulation skills and a deep understanding of the fundamental ideas of algebra and calculus, as well as an appreciation of mathematics as an activity with its own intrinsic value involving invention, intuition and exploration.


The typeof operator is used to get the data type (returns a string) of its operand. Java Strings . Assignment operators are used in Java to assign values to variables. 1) Basic Arithmetic Operators 2) Assignment Operators 3) Auto-increment and Auto-decrement Operators 4) Logical Operators 5) Comparison (relational) operators 6) Bitwise Operators 7) Ternary Operator It is like if-else., Comma Operator allows multiple expressions to be evaluated as single statement. Assume if a = 60 and b = 13; now in binary format they will be as follows − a = 0011 1100. b = 0000 1101---- … For example, int age; age = 5; Here, = is the assignment operator. 2. Java Arithmetic Operators Arithmetic Operators are used to perform arithmetic operations like addition, subtraction, multiplication, division, %modulus, exponent, etc. When an expression includes multiple operators then each of the single part of given expression is evaluated in a certain order following some rules defined as per operator precedence. Java Syntax . Bitwise operator works on bits and performs bit-by-bit operation. In Java, we have rich set of built in operators to carry out different type of operations. It assigns the value on its right to the variable on its left. a | b is a bitwise operator if both operands are integral types (int, short, etc...). Java Operators. Let variable a holds 20 and variable b holds 10, then − Java Arithmetic operators Operator Name Description Example + Addition Read more › ... You have finished all 59 Java … Conditional operator is also called as “Ternary Operator”. There are operators for assignment, arithmetic operations, logical operations and comparison operations etc. Java Assignment Operators. Example:- [crayon-5fbebda0c26e2047955015/] Output:- Types of Operator in Java. The operand can be either a literal or a data structure such as a variable, a function, or an object. Let's see some more assignment operators available in Java. Exercise 1 Exercise 2 Exercise 3 Exercise 4 Go to Java Operators Tutorial. Java Operators Precedence. Operator Description (? :) Conditional Operator returns value based on the condition. Reset Score. When both a and b are booleans, the difference between a | b and a || b is that in the first, both sides are always evaluated, in the later b … Java Dot(.) Close This Menu . Java Relational Operators - The Java Relational operators compare between operands and determine the relationship between them. An operator is a special symbol that is used to carry out some specific operation on its operand. Go to w3schools.com. Syntax: [crayon-5fdd913d8115f455596985/] If condition is true the expression will Read more › That is, 5 is assigned to the variable age. An operator is a character that represents an action, for example + is an arithmetic operator that represents addition. Exercise 1 Exercise 2 Go to Java Syntax Tutorial. The operator returns the data type. ... 1 Exercise 2 Exercise 3 Go to Java Data Types Tutorial. Java Ternary Operator ( ? The output of the relational operator is (true/false) boolean value, and in Java, true or false is a non-numeric value that is not related to zero or one. If both operands are booleans, then its is a boolean or. The Bitwise Operators. : ) In Java, conditional or ternary operator is considered as short hand for java if else statement. Java defines several bitwise operators, which can be applied to the integer types, long, int, short, char, and byte. operator is also known as member operator it is used to access the member of a package or a class. Java Operators . Operator The (.) Operator precedence defines the order in which given mathematical expression is evaluated. delete: Delete Operator deletes a property from the object.


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EOQ analysis Thompson Paint Company uses 60,000 gallons of pigment per year. The cost of ordering pigment is $200 per order, and the cost of carrying the pigment in inventory is $1 per gallon per year. The firm uses pigment at a constant rate every day throughout the year.
a. Calculate the EOQ.
b. Assuming that it takes 20 days to receive an order once it has been placed, determine the reorder point in terms of gallons of pigment. (Note: Use a 365-day year.)


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A “common” final exam used for some math courses has prompted an online petition.
As finals begin, some students in lower-level math classes find themselves taking common exams, no matter the instructor. However, some students, in disagreement with the exams, are speaking out against them.
The fact that not all instructors contribute to the creation of the generic exams, used in courses such Algebra II, Pre-Calculus and Calculus I, is worrisome for some students preparing themselves for the test.
In fact, a change.org petition, now at 18 signatures, was created in relation to the exams. The petition argues that the mathematics department’s “exams are not representative of the material learned in lecture and given in homework,” and that its grading policies are not beneficial to students.
Derrick Duncan, a sophomore computer science major, said students agonize over the difficulty of the exam questions and panic about not knowing what material will be on the final.
“As many of the students who have never taken a Calc I exam from Temple’s math department have found out, the exams can be very deceptive and unforgiving to those who do not know the right material in and out,” he said.
Edward Letzter, professor and department chair of the department of mathematics, said that the fundamental issue for these math classes is to ensure that all students in these classes are prepared for the next step in their career field.
It is crucial that a student in one section and a student in another section are both getting prepared properly for the next course or courses in the sequence, he said.
Temple’s Math and Science Resource Center has review sessions for classes which are subject to the common exams.
“The basic issue is that all of this information is the same, but the instructors are different. Our aim is to make the system work as smoothly as possible,” Letzter said. “The course coordinators monitor the sections, and they will work with the instructors to see where they are up to and do their best to help the students.”
Review sheets are given out generally a week before exams, and students can visit the MSRC to get answers to related questions.
“Giving them out earlier would harm the process,” Letzter added. “We are constantly trying to communicate with the instructors to find out where they are in regards to course material.”
But Duncan and other students, however, said that professors are unable to adequately field questions about material on the exams.
Sophomore pre-pharmacy major Merynda Rensimer said she is upset about the situation because her professor cannot answer questions about what exactly will be on the exam.
“My thoughts are that the common final exam is not a total waste,” Charles Langley, a junior math and computer science major, said. “However, there should be more communication between math professors about where they are in their course teaching.”
“The thing that does concern me about this is that one teacher might be behind in a certain area for whatever reason and it wouldn’t really be beneficial to have stuff on the final that has not been discussed thoroughly,” Langley said. “I haven’t really experienced feeling behind myself, however, I know this to be the case around a good number of math classes.”
Maura Lieberman can be reached at firstname.lastname@example.org.


A pentomino is a polyomino composed of five congruent squares, connected along their edges (which sometimes is said to be an orthogonal connection).
There are twelve different free pentominoes. Ordinarily, the pentomino obtained by reflection or rotation of a pentomino does not count as a different pentomino.
I discovered pentominoes as a nerdy kid, probably when I read one of Martin Gardner's books based on his "Mathematical Games" columns in "Scientific American". Many of them are still available and I recommend them to anyone who has a mathematical mind (or whose children have).
The logo at the top of each of my pages is one example of a 5x12 tiling of free pentominoes and the the strip at the bottom is repeated copies of a 3x20 tiling.
The logo and strip are derived from the above work by a Wikipedia contributor and are used under a Creative Commons licence. See here for the gory details.


WHY DOES THE SOFTWARE ALLOWS TOCREATE A LARGER NUMBER OF BINS?
Traditionally, the number of bins would be kept to a limited number. In some instances this was due to a statistical reasoning - every bin should have a sufficient number of observations - , or stability reasons - larger bins tend to have a more stable pattern when gauged over time, whilst smaller bins may be more volatile.
In line with this reasoning, when the binning is first prepared on a new dataset uploaded to the QuantDisqovery software, the coarse classifying is by default performed on 20 bins. This ensures that each bin would cover 5% of the observations, thus ensuring that the above two main considerations, are satisfied.
From there, the proprietary algorithm will perform a first automated pattern detection, and suggest an ‘optimal’ binning. Often, after this step, the number of bins may well be less than 20.
The binning which is performed by the algorithm, has been made ‘smart’, and whilst it keeps volume and statistical stability in mind, it does pay special attention to non-linearities in the data pattern. This means that it is able to detect bins with a disproportionate WoE, even if the volume in the bin may be somewhat smaller. This is particularly useful for variables for which the fill rate (or coverage) may be rather low, but which are very powerful predictors.
At the same time, the algorithm will apply a logical fitting function, such that a smooth, consistent and logical feature engineering and transformation is achieved.
In variables with a very granular distribution, the algorithm will make use of this granularity, and may set up to the 20 bins. Again, observing the non-linearities, and the logic. The main advantage of doing so is that the resulting predicted value, will be more granularly distributed, and to avoid what is known as ‘clumping’ in the distribution of the predicted or estimated outcome. Whilst it may not necessarily improve the predictive performance of the mode, it will greatly enhance its usefulness tot he user. In some instances, i twill provide both: it will help to enhance the predictive performance, and also the granularity of the estimation, in which case it offers a great addition to your modeling efforts.
An additional feature which has been built in to the QuantDisqovery software, is that it also allows the user to interactively explore the data, and the underlying predictive or explanatory patterns, more in detail.
Starting from the initial binning provided by the algorithm, as a user you can manually increase the number of bins. It is possible to increase the bins to a maximum of 100, or each bin having at minimum 1% of the observations. Note that the number of bins you will see on the screen, depends on the granularity of the variable under consideration. If the variable does not allow 100 bins, then the software will show the maximum possible (which may then well be less than 100 bins).
Using a sliding bar, or manual entry of the number of bins, the software will display the granular view, alongside a trend of smoothing line. This latter is the first attempt of the algorithm to visualise the underlying predictive data pattern. From here, a user may set the bins manually, of use the ‘automated’ binning algorithm. This latter will function in the exact same way as described above, but rather than starting from the standard of 20 bins, it will then start from the number of bins chosen by the user.
As a user, you can therefore have full control at variable level, and decide how a variable will be prepared to be entered into an AI or ML model. Expert domain knowledge can then effectively be applied at the variable level, which is the very best way to ensure that the resulting model, and the output it produces, will be logical and meaningful tot he user.
Often in practice, a combination of the automated binning, alongside manual adjustments to the binning are performed. This is particularly useful for variables with non-monotonic relationships between the variable under observation and the dependent variable (for example, in U-shaped data patterns).
An additional consideration is that the WoE transformation effectively replaces the actual values of a variable, with a new value. Due to the binning, there will be lower number of WoE values than the original values inside a variable, but the number of variables does not change. This removes certain statistical limitations as for the ML or AI, as each variable after the WoE transformation is effectively a series of numbers. For example, this alleviates some issues of how to run predictive models using binning, for data sets with a limited number of observations but with quite some variables present as potential predictors.


Interpreting confidence levels and confidence intervals
What are confidence intervals?
By Saul McLeod , published June 10, As the sample size increases, the range of interval values will narrow, meaning that you know that mean with much more accuracy compared with a smaller sample. We can visualize this using a normal distribution see the below graph. For example, the probability of the population mean value being between It is more or less impossible to study every single person in a population so researchers select a sample or sub-group of the population. This means that the researcher can only estimate the parameters i.
A confidence interval, in statistics, refers to the probability that a population parameter will fall between two set values for a certain proportion of times. Confidence intervals measure the degree of uncertainty or certainty in a sampling method. Confidence interval and confidence level are interrelated but are not exactly the same. Statisticians use confidence intervals to measure uncertainty. For example, a researcher selects different samples randomly from the same population and computes a confidence interval for each sample.
Statisticians use a confidence interval to describe the amount of uncertainty associated with a sample estimate of a population parameter. How would you interpret this statement? This is incorrect. Like any population parameter , the population mean is a constant, not a random variable. It does not change.


How are “mobility” and trips visualized and represented? Well, the most direct, intuitive way of doing so, is using maps. Representations, converting the 3-dimensional earth (*sphere*) to a flat 2-dimensional surface. This post is about maps, map properties, map distortion and curious maps. We hope you enjoy it!
Mapping the earth, or parts of it, is a classic, well-studied problem. For hundreds / thousands of years, cartographers and mathematicians have come up with different methods to map the curved surface of the earth to a flat plane. The main problem is that you cannot do this perfectly, (Theorema Egregium). The shape, area, distances and directions of the surface cannot be represented properly at the same time on a map.
Shape: If a map preserves shape, then feature outlines (like country boundaries or the coast lines) look the same on the map as they do on the earth. A map that preserves shape is conformal. The amount of distortion, however, is regular along some lines in the map. For example, features lying on the 20th parallel are equally distorted, features on the 40th parallel are equally distorted (but differently from those on the 20th parallel), and so on. The Mercator projection is one of the most famous and well-used shape-preserving maps:
Area: If a map preserves area, then the size of a feature on a map is the same relative to its size on the earth. For example, on an equal-area world map, Spain takes up the same percentage of map space that the actual Spain takes up on the earth. In an equal-area map, the shapes of most features are distorted. No map can preserve both shape and area for the whole world, although some come close over sizeable regions. Sinusoidal projection is an area-preserving projection:
Distance: If a line from a to b on a map is the same distance (accounting for scale) that it is on the earth, then the map line has true scale. No map has true scale everywhere, but most maps have at least one or two lines of true scale. For instance, in the Casini projection, the distances perpendicular to central meridian are preserved:
Direction: Direction, or azimuth, is measured in degrees of angle from north. On the earth, this means that the direction from a to b is the angle between the meridian on which a lies and the great circle arc connecting a to b. If the azimuth value from a to b is the same on a map as on the earth, then the map preserves direction from a to b. No map has true direction everywhere.
Finding the compromise: Most of the maps used are compromise solutions, partially preserving some of the above mentioned properties. The most used one (by far) is the one you can find in Google Maps, OpenStreetMaps etc. called Web Mercator, Google Web Mercator, WGS 84 Web Mercator or WGS 84/Pseudo-Mercator. It is a variation of the Mercator projection, ignoring the ellipticity of Earth for faster computation:
The Winkel tripel projection. “Triple” stands for trying to minimize errors in three properties at the same time: area, direction, and distance. The Winkel tripel is the arithmetic mean of different projections (equi-rectangular, area and shape preserving)
There is even a whole family called Myriahedral projections. These consider the earth *sphere* to be a polyhedron with a very large number of faces, a “myriahedron”. This myriahedron is cut open into small pieces and unfolded. The resulting maps have a large number of subareas that are (almost) conformal and that (almost) conserve areas. The location of the map interruptions can be “selected” (oftenly using sea areas etc)
Some ingenious representations mix the approach from Myriahedral projections and other property-preserving projections. e.g. the Goode Homolosineprojection:
All the previous projections provoke distorsion. There is no perfect projection. In the nineteenth century, Nicolas Auguste Tissot developed a simple method for analysing map-projection distortion. An infinitely small circle on the earth’s surface will be projected as an infinitely small ellipse on any given map projection. The resulting ellipse of distortion, or “indicatrix”, shows the amount and type of distortion at the location of the ellipse. Some examples for the most-used projections are given below.
If all the previous was not enough, it just leaves the door open to other projections that represent additional variables in maps, such as socio-demographic or technical indicators.
A map with country size proportional to population:
Proportional to number of immigrants:
Proportional to the number of tourists (Spain the biggest country in the world!):
Or even proportional to the total number of flights (this is one of my favourites!):
Some references and further reading on the topic:


Use the Catalog to find books of or about statistics. Keywords: statistics and business, social science, international, multivariate, statistical methods, psychometrics, demographics, polls, population, surveys, trends
Business Statistics in Practice. Oversize HF1017 B654.
Discovering Statistics Using SPSS for Windows. Main HA32 F54.
Government Information on the Internet. Ready Ref ZA5075 .N69.
Statistical Abstract of the United States. 2009: Ready Ref. HA 202 (1937-2008 Stack Ref. HA202) Statistics with Common Sense.
Statistical Abstract of the United States. 2009: Ready Ref. HA 202 (1937-2008 Stack Ref. HA202)
Statistics with Common Sense.Main: QA276.12 K38.
Student Guide to Research in the Digital Age: How to Locate and Evaluate Information Sources. Ready Ref ZA3075 S74
Common Errors in Statistics and How to Avoid Them. Main QA276 G586.


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