3 edition of Nonlinear analysis found in the catalog.
Includes bibliographies and indexes.
|Statement||ed. N. M. Temme.|
|Series||MC Syllabus 26|
|Contributions||Temme, N. M.|
|LC Classifications||QA300 .N66|
|The Physical Object|
|Pagination||2 v. ;|
|LC Control Number||78300146|
CiteScore: ℹ CiteScore: CiteScore measures the average citations received per document published in this title. CiteScore values are based on citation counts in a given year (e.g. ) to documents published in three previous calendar years (e.g. – 14), divided by the number of documents in these three previous years (e.g. – 14). Books shelved as non-linear-narrative: An Ishmael of Syria by Asaad Almohammad, Cloud Atlas by David Mitchell, House of Leaves by Mark Z. Danielewski, Co.
Nonlinear Analysis: Real World Applications welcomes all research articles of the highest quality with special emphasis on applying techniques of nonlinear analysis to model and to treat nonlinear phenomena with which nature confronts us. Coverage of applications includes any branch of science and technology such as solid and fluid mechanics. Finite element nonlinear analysis in engineering mechanics can be an art, but it can also be a frustration. For those of you who have been doing some nonlinear analysis already, I think you will value that it can be an art and it can be a frustration because it can be a very difficult matter. But it's always provides a .
This book is aiming to concentrate on the nonlinear static and dynamic analysis of structures and structural components that are widely used in everyday engineering applications. It approaches a nonlinear problem by mathematically converting it into an exact equivalent pseudolinear one, in contrast to commonly used approaches which are based on Brand: Springer-Verlag Berlin Heidelberg. Nonlinear Analysis In Chemical Engineering book. Read reviews from world’s largest community for readers.5/5(4).
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Nonlinear Analysis of Structures presents a complete evaluation of the nonlinear static and dynamic behavior of beams, rods, plates, trusses, frames, mechanisms, Cited by: “This is an attractive introductory text to non-linear analysis for well-prepared and diligent students.” UK Nonlinear News "The possible uses of this book are numerous: a text for a graduate or upper-level undergraduate course, a self-study book, a reference book to be used when needed.
The purpose of the book is to teach the methods that Cited by: Nonlinear Analysis: A Collection of Papers in Honor of Erich H. Rothe is a collection of papers in honor of Erich H.
Rothe, a mathematician who has made significant contributions to various aspects of nonlinear functional Edition: 1. Nonlinear Analysis: A Collection of Papers Nonlinear analysis book Honor of Erich H. Rothe is a collection of papers in honor of Erich H.
Rothe, a mathematician who has made significant contributions to various aspects of nonlinear functional analysis. Nonlinear analysis, formerly a subsidiary of linear analysis, has advanced as an individual discipline, with its own methods and applications.
Moreover, students can now approach this highly active field without the preliminaries of linear by: “The book is sufficiently wide-ranging to offer a panorama over nonlinear analysis and its applications to differential equations, and, at the same time, sufficiently structured and organized in order to allow the reader to easily access a specific topic in this broad domain of mathematics.
Nonlinear PDEs and Geometric Function Theory, in honor of Carlo Sbordone on his 70th birthday. Nonlinear Analysis aims at publishing high quality research papers broadly related to the analysis of partial differential equations and their applications.
Emphasis is placed on papers establishing and nourishing connections with related fields, like geometric analysis and mathematical physics. Banach spaces provide a framework for linear and nonlinear functional analysis, operator theory, abstract analysis, probability, optimization and other branches of mathematics.
This book introduces the reader to linear functional analysis and to related parts of infinite-dimensional Banach space theory. Key Features: Develops classical theory, including weak topologies, locally convex space, Schauder Cited by: Cover photo – Nonlinear analysis model for a seismic retrofit study of an existing building with concrete shear walls.
How to Cite This Publication Deierlein, Gregory G., Reinhorn, Andrei M., and Willford, Michael R. “Nonlinear structural analysis for seismic design,” NEHRPFile Size: 1MB. Nonlinear analysis is a broad, interdisciplinary field characterized by a remarkable mixture of analysis, topology, and applications.
Its concepts and techniques provide the tools for developing more realistic and accurate models for a variety of phenomena encountered in fields ranging from engineering and chemistry to economics and biology.
This book is more of a reference book for nonlinear systems. It requires a fair amount of mathematical background, unlike the book by Khalil, which assumes nothing about the reader. The exercises are different and the interested reader will definitely be led to read more on the problems by: Introduction to Nonlinear Analysis Transparency Meaning of time variable • Time is a pseudo-variable,only denoting the load level in Nonlinear static analysis with time independent material properties Run 1 at = time at = ~-I+time R Example: Transparency Identically the same.
Nonlinear System Analysis focuses on the study of systems whose behavior is governed by nonlinear differential equations. This book is composed of nine chapters that cover some problems that play a major role in engineering and physics.
The opening chapter briefly introduces the difference between linear and nonlinear systems. In this book, the basic methods of nonlinear analysis are emphasized and illustrated in simple examples.
Every considered method is motivated, explained in a general form but in the simplest possible abstract framework, and its applications are shown, particularly to boundary value problems for.
Applied Nonlinear Analysis Proceedings of an International Conference on Applied Nonlinear Analysis, Held at the University of Texas at Arlington, Arlington, Texas, April 20–22, Book • An Introduction to Nonlinear Analysis: Theory is an overview of some basic, important aspects of Nonlinear Analysis, with an emphasis on those not included in the classical treatment of the field.
Today Nonlinear Analysis is a very prolific part of modern mathematical analysis, with fascinating theory and many different applications ranging from mathematical physics and engineering to social. This book emphasizes those basic abstract methods and theories that are useful in the study of nonlinear boundary value problems.
The content is developed over six chapters, providing a thorough introduction to the techniques used in the variational and topological analysis of nonlinear boundary value problems described by stationary differential operators.
Nonlinear Analysis of Structures presents a complete evaluation of the nonlinear static and dynamic behavior of beams, rods, plates, trusses, frames, mechanisms, stiffened structures, sandwich 5/5(1). The nonlinear and inelastic analysis constitutes an essential objective for numerous researchers studying specific aspects of this class of problems (∼70% of published papers in structural mechanics are related to nonlinear analysis).
topics. However, only a modest preliminary knowledge is needed. In the first chapter, where we introduce an important topological concept, the so-called topological degree for continuous maps from subsets ofRn into Rn, you need not know anything about functional analysis.From the book reviews: “This is a collection of survey papers on some topics in nonlinear functional analysis–best approximation, optimization, fixed point theory, monotone operators and variational inequalities, equilibrium problems.
.Nonlinear Systems: Analysis, Stability, And Control (Interdisciplinary Applied Mathematics) PDF. Nonlinear Systems: Analysis, Stability, And Control (Interdisciplinary Applied Mathematics) PDF.
There has been much excitement over the emergence of new mathematical techniques for the analysis and control of nonlinear systems. In addition, great technological advances have bolstered the impact of File Size: KB.


Page 3 of 3
Posted: Thu Oct 18, 2007 9:57 am
Do you think they coloured in that graph bright yellow deliberatey?!
Posted: Thu Oct 18, 2007 9:48 pm
I don't claim to understand it - that's my son's speciality - but it's mentioned a lot in the aid industry because the lower it is the more equally wealth is spread around. Getting it down reduces the likelihood of social unrest, etc.
Chances are there'd be lots of red bits if they coloured it right.
Posted: Fri Oct 19, 2007 7:01 am
I like green.
Colour it in green.
Posted: Fri Oct 19, 2007 4:36 pm
It's a graph - I don't like any of em
(Struggling with uncertainty reports at work...)
Posted: Fri Oct 19, 2007 8:06 pm
Uncertainty reports? Are you sure?
Posted: Fri Oct 19, 2007 8:09 pm
There's a 98% probability, but only if k=2
Posted: Sat Oct 20, 2007 6:48 pm
... and the hyperbolic curve intersects the mean gradient, 2x-3y=2
Posted: Sun Oct 21, 2007 12:27 am
Hang on, I've got to look that up in my t-tables....
Posted: Sun Oct 21, 2007 12:37 pm
What? NO! GO AWAY! TECHNICAL things... argh...
Posted: Sun Oct 21, 2007 6:47 pm
And I thought statistics were boring.
Thanks folks, I realise it is you lot!
Posted: Sun Oct 21, 2007 7:19 pm
I dunno, he comes in here waving round his elephant gun, and has the nerve to tell us we're more boring than stats
We'll show him we know how to have a good time...
Posted: Sun Oct 21, 2007 9:49 pm
Yeah, we've got statistics to prove it....


Find the secret math path to Adsumudi’s answer on each card by adding, subtracting, multiplying, and dividing the five other numbers. Keep the cards you figure out first and collect 5 to win!
Each player first chooses their own difficulty level for the game. Adsumudi recommends that anyone who hasn’t played yet should start off on easy, then gradually move up to medium, then hard, then monstrously hard. Players in the same game don’t necessarily have to play at the same difficulty.
Get started by placing the entire stack of cards in the center of the table.
At the same time, all players focus on the top card and try to create Adsumudi’s answer (the number in the center) using the five other numbers on that card. Numbers can only be used once each in a given equation, but players can use any combination of addition, subtraction, multiplication, and division they need.
If a player is playing on easy, they can use any two or more of the five numbers to make Adsumudi’s answer. If on medium, they have to use three or more. If on hard, they have to use any four or more. And if they’re playing on monstrously hard, they have to use all five numbers.
For example, pretend that the five numbers on a card are 1, 2, 3, 4, and 5, and Adsumudi’s answer is 6. If you’re playing on easy, you could come up with 1 + 5. Or on medium, you could use 4 x 3 ÷ 2. Or on hard, you could use 4 + 3 - 2 + 1. Or on monstrously hard, you could use (2 x 5 x 3) ÷ (1 + 4).
Actually, all of these would be acceptable ways to make 6 for someone playing on easy since you have to use at least two numbers on easy, but you can always use more if you want. However, you couldn’t simply use 2 + 4 on medium because it doesn’t use at least three numbers, and you also couldn’t ever use 1 + 1 + 2 + 2 because it uses numbers more than once.
Once any player finds an equation that works for their difficulty level, they should shout “Adsumudi!”. Doing so pauses the game and gives that player a chance to prove that the math works. If it checks out, the player takes the card and keeps it. Everyone then continues playing with the next card on the top of the deck.
If a player’s math doesn’t check out, there’s no penalty. Play continues until someone gets it right. Or if all players agree that a given card is too hard, simply put it at the bottom of the deck and move on to the next card on top.
The first player to collect 5 cards wins! Or for a shorter game, play to 3!
New players often try to make Adsumudi’s answer by randomly combining the other numbers until they find something that works. But that takes a long time! Instead, try to work backwards from Adsumudi’s answer by figuring out what you need to make it. For example, consider a card where Adsumudi’s answer is 15 and the other numbers are 10, 2, 13, 6, and 4. Work smart by first picking an arbitrary way to make 15, like 5 x 3. Then, instead of looking for ways to make a 15 with all those numbers (hard!), look for ways to make a 5 and a 3 with just some of those numbers (easier!). Like with 10 ÷ 2. And 13 - (6 + 4). Then you’ve got your 15 just by multiplying (10 ÷ 2) x (13 - (6 + 4)). Brilliant!
Ones are useful mathematical tools! Multiply anything by 1 and you’re left with the same thing. Add or subtract 1 from a number to get something else that’s close. So try making 1’s where you can by dividing a number by itself or subtracting two numbers that are one apart. For example, imagine a card where Adsumudi’s answer is 3 and the other numbers are 9, 6, 18, 4, and 14. You can easily make 3 on easy mode with 9 - 6. But monstrously hard seems, well, monstrously hard! That is, until you realize you can make a 1 with 18 ÷ (14 + 4). Then all you have to do is (9 - 6) x (18 ÷ (14 + 4)) and suddenly you’ve wow’ed all your friends!
Each card displays 1, 2, or 3 white stars at top. These indicate the card’s general difficulty level, where 1 star is the easiest and 3 stars is the hardest. If desired, you can use these to split the deck up for players of different mathematical abilities.
Stuck on a monstrous card? Get help here. It’ll give you step by step hints for any card and even show you full solutions if needed.
Instead of competing for each card, players can work together to find solutions. Simply choose easy, medium, hard, or monstrously hard, then see how many cards you can get through as a team!
Similar to the Collaborative version, Around the World has players working together to find solutions to all difficulty levels on a given card before moving on. Start by finding the easy solution, then medium, then hard, then monstrously hard. Don’t give up and feel free to grab a hint if you need. It’ll be satisfying to get them all!
Give all players pencil and paper, flip over a card, and start a 1-minute timer (or longer if preferred). Before time runs out, all players write down as many easy, medium, hard, or monstrously hard equations as they can find. When time runs out, players share their answers and get 1 point per number used in a valid equation. For example, if the target is 10 and a player finds 2 x 5 and 20 - 8 - 2, she gets 2 points for the first equation and 3 points for the second. Different forms of the same equation don’t count, so you can’t get points for both 2 x 5 and 5 x 2! Whoever has the most points in a given round wins the card. After 3 or 5 rounds, whoever has the most cards wins!
Can’t get enough Adsumudi? Get endless, new Adsumudi challenges online. Click or tap the numbers on the cards to show your work and Adsumudi will tell you if you’re right!
Is your group of players not in the same physical room? Simply video conference everyone in then have one person screenshare the online game. Around the World and Minute to Win It work great for remote play, but the main rules work well, too!


Okay, equations may not be your cup of coffee. But knowing the numbers is key to saving money, and performing simple computations can mean the difference between living well and scraping by. Frankly - and I realize this is simplifying the issue beyond measure - but I occasionally wonder how many U.S. foreclosures could have been avoided if someone sat down with a calculator. (Judgey? Me? Er … maybe.)
Math is especially essential in the supermarket, from estimating discounts to figuring unit prices. Occasionally, you even have to guess at measurements and conversion rates, which is always a good time.
Granted, this isn’t intuitive knowledge. But it is very, very necessary knowledge. So, how do you make trips to the market a little easier? These tips might help.
Create a pricebook.
Though it’s a little intensive at first, a good pricebook will help you nail the best deals on food. Once you have it down, you won’t even need to record numbers anymore. You’ll just know. Of course, they’re a bit complicated to explain in two lines, so I’ll refer you to this masterful post at Get Rich Slowly, which includes links to spreadsheets. This CHG comp of pricebooks, meal planners, and grocery lists is way useful, too.
Make a grocery list, pricing included, before you get to the store.
You’re less likely to make mistakes at home when you have time and relative peace to run the numbers of a given purchase. Derive costs from online circulars or your own hard-won knowledge, factor in coupons, and don’t forget any membership card discounts.
Bring a calculator with you as you shop.
This eliminates the need for in-your-head math, making nearly any in-store purchase much easier to figure. Can’t find a Texas Instrument? Use your cell phone. Almost all models should include a simple (read: non-scientific, but you won’t have to figure out cosines, anyway) math machine.
Keep a running tally in your head of what you buy.
Estimating your purchases as you shop goes a long way toward staying within a budget. It doesn’t have to be exact, because odds are the digits will work out at the end. Waiting on line is a perfect place to do this, especially if there aren't any good tabloids to read.
Learn this simple math trick.
Take an item’s price and move the decimal point to the left by one spot. The new number is 10% of the cost. You can use that to approximate nearly any discount. Multiply it by three to get a 30% discount, or five to calculate a half-off price.
Loaf of bread = $3.92
10% = $0.39
20% off = ~$0.78
Half off (50%) = ~ $1.95
Relatedly, to derive the individual cost of a Buy One Get One free item, simply split the price in half.
Compare unit pricing.
Supermarkets will frequently present you with two prices. The latter is the cost of a specific item. For example, the price of these egg substitutes is $3.49.
The former is what that item costs in a standardized size or quantity. A full quart of these egg substitutes will run you $7.98.
Using that former number, you can compare the cost of a quart of egg substitutes to quarts of competing products. Maybe another brand goes for $10.15 per quart, making it more expensive. Or perhaps it costs $6.98, a better price.
Beware, though. Sometimes, similar products will use different units of measurement to list their unit pricing. In that case, it’s handy to have that calculator.
|Note the pound vs. quart measurements here.|
Okay. Like, “duh,” right? But hear me out: Weighing produce will not only give you an idea of cost, but a visual representation of just how much food you’re buying. Plus, it makes it easier to find a bargain when you’re confronted by pricing like this:
Which is the better deal, $1.99 per pound, or $1.99 per bunch? Only the scale knows for sure.
These rules are fairly basic, sure. But really, they’re here as a reminder that frugality is a numbers game. And in order to succeed, we hafta stay on top of them.
Readers, whaddaya think? Are there other math tips to be added? Do you think math is as important to financial health as I’m making it out to be? Will you now have an answer for your kids when they ask, “Why do I have to learn this?” The comment section, she is open.
If you enjoy this, you might also appreciate:
- The Hour: How 60 Minutes a Week Can Save You Hundreds of Dollars on Food
- Need a Weekly Meal Planner, a Grocery List, or Price Books? We Have 36 of ‘em.
- Recession-Proofing Your Diet: Food Strategies for a New Economy


Statistical Analysis of Shapes of Curves and Surfaces
We introduce a statistical framework for studying shapes of curves and surfaces with applications in 2D and 3D image analysis. The central idea is to isolate an appropriate space of desired curves, quotient out the action of certain shape-preserving transformations, and study the geometry of the resulting shape space. An important tool for comparing and analyzing shapes is to compute geodesics on shape spaces, under the chosen Riemannian metrics. I will show two methods — shooting and path-straightening — to compute geodesics on these spaces. Using geodesics, one can define and compute sample statistics, impose probability distributions, and study hypothesis testing involving shapes. As an example, I will present examples of generating Bayesian inferences from image data. The case of analyzing shapes of surfaces, e.g. facial surfaces, is much more difficult. Our approach is to represent a surface as an indexed collection of curves and to extend ideas from curve analysis to perform surface analysis. I will demonstrate this using a database of facial surfaces. This framework does not require landmarks, embedding of curves and surfaces in larger background spaces, or partial-differential equations.
Associate Professor of Statistics, Florida State University on February 16, 2007 at 1:00 PM in Engineering Building II, Room 1220
Anuj Srivastava is an Associate Professor of Statistics in Florida State University. He obtained his phd degree in Electrical Engineering from Washington University in St. Louis in 1996 and was a visiting research associate at Division of Applied Mathematics at Brown University during 1996-1997. He has been an Associate Editor of IEEE Transactions on Signal Processing, and is currently an Associate Editor of IEEE Transactions on Pattern Analysis and Machine Intelligence, and the Journal of Statistical Planning and Inference.
The Department of Electrical and Computer Engineering hosts a regularly scheduled seminar series with preeminent and leading reseachers in the US and the world, to help promote North Carolina as a center of innovation and knowledge and to ensure safeguarding its place of leading research.


Mathematics is no doubt a very tricky subject sometimes because of the complex calculations involved. But to every problem, there exists a solution. Yes, this article below is going to be a read of definite benefit for those students who find difficulty in resolving mathematical problems. Here we are going to discuss the inverse of a specific function. Also, an online inverse calculator by calculator-online.net is a very helpful tool in simplifying inverses immediately. So, we ask you how does it actually sound to you. Really great? Yes, it definitely is!
Anyhow, let us jump to the article below without wasting time.
What Is The Inverse of a Function?
An inverse in mathematics is a function that helps to “undo” another part. For example, if f(x) generates y, putting y into the inverse of f yields x. An invertible function f is one that has an inverse, and the inverse is represented by f^-1.
Simple Steps To Find The Inverse of Any Function:
The best way to determine the inverse of a function is using an inverse of a function calculator. But when it comes to manual calculations, it becomes a little bit tricky. But do not worry as we are going to explain it and make it very easy for you. Below are enlisted the three ey ways that you need to cope with in order to resolve inverse problems.
- First of all, replace f(x) with y and also, replace all x and with y and all y with the x.
- After you do that, solve the resulting equation for the variable y. Just be careful as this step is very alarming and may cause mistakes during computations.
- After you are done with it, just replace the y with f^-1(x). And we are almost done with our calculations.
How fast it is!
You can verify your final results by putting the values that satisfy the following expressions:
(f o f^-1)(x) = x and (f^-1 o f)(x) = x
If your function and its inverse satisfy the above expression, then it gets confirmed that your calculations contain 0% error.
Using Inverse Function Calculator:
Apart from the manual calculations that are time-consuming, calculator-online.net has provided us all with a great solution. This solution is none other but a free online find the inverse of a function calculator. This tool is undoubtedly the best choice for the students to make if they face difficulty finding the inverse of the functions. Want to know how it wors? Let us go!
- Just write the function in the designated field and click the calculate button.
- The free inverse function calculator will swiftly determine the inverse and display all step-by-step calculations involved.
Let’s Wind Up:
In this guidepost, we have discussed that how you can determine the inverse of a function in just three simple steps. Also, it has also been discussed that how these calculations can be sped up by using a free inverse function calculator. We hope it may help you a lot!


- present participle of square
In algebra, the square of a number is that number multiplied by itself. To square a quantity is to multiply it by itself. Its notation is a superscripted "2"; a number x squared is written as x2. Thus:
A positive integer that is the square of some other integer, for example 25 which is 52, is known as a square number, or more simply a square.
It is often also useful to note that the square of any number can be represented as the sum (for 0≤n)
- 1 + 1 + 2 + 2 + ... + (n − 1) + (n − 1) + n.
For instance, the square of 4 or 42 is equal to
- 1 + 1 + 2 + 2 + 3 + 3 + 4 = 16.
This is the result of adding a column and row of thickness 1 to the square graph of three (like a tic tac toe board). You add three to the side and four to the top to get four squared. This can also be useful for finding the square of a large number quickly. For instance, the square of
- 522 = 502 + 50 + 51 + 51 + 52 = 2500 + 204 = 2704.
In addition, it can be seen that another equivalent sum may be used to represent the square of a number. The square of a number N is the sum of the first N odd numbers. The square of 1 is 1; the square of 2 is
- 1 + 3 = 4;
the square of 7 is
- 1 + 3 + 5 + 7 + 9 + 11 + 13 = 49.
and so on. This, of course is the same as the previous sum method but with every two numbers following the initial number added to each other:
- 1 + ( 1 + 2 ) + ( 2 + 3 ) + ( 3 + 4 ) + ... = 1 + 3 + 5 + 7 + ...
The general term of the series 1^2+2^2+3^2+4^2+...+n^2 is n(n+1)(2n+1)/6. The first terms of this series (the Square pyramidal numbers) are :
0, 1, 5, 14, 30, 55, 91, 140, 204, 285, 385, 506, 650, 819, 1015, 1240, 1496, 1785, 2109, 2470, 2870, 3311, 3795, 4324, 4900, 5525, 6201...
UsesSince the product of two real negative numbers is positive, and the product of two real positive numbers is also positive, it follows that no square number is negative. This has important consequences. It follows, in particular, that no square root can be taken of a negative number within the system of real numbers. This leaves a gap in the real number system that mathematicians fill by postulating imaginary numbers, beginning with the imaginary unit i, which by convention is one of the square roots of −1.
Squaring is also useful for statisticians in determining the standard deviation of a population or sample from its mean. Each datum is subtracted from the mean, and the result is squared. Then an average is taken of the new set of numbers (each of which is positive). This average is the variance, and its square root is the standard deviation -- in finance, the volatility.
squaring in Bosnian: Kvadrat (algebra)
squaring in German: Quadrat (Arithmetik)
squaring in Esperanto: Kvadrato (algebro)
squaring in Estonian: Ruut (algebra)
squaring in French: Carré (algèbre)
squaring in Italian: Quadrato (algebra)
squaring in Dutch: Kwadraat
squaring in Polish: ²
squaring in Portuguese: Quadrado (aritmética)
squaring in Russian: Квадрат (алгебра)
squaring in Simple English: Square (mathematics)
squaring in Finnish: Neliö (algebra)
squaring in Swedish: Kvadrat (aritmetik)
squaring in Chinese: 平方
Little Joe, accommodation, adaptation, adjustment, amends, assimilation, atonement, attunement, biquadrate, coaptation, compensation, composition, compromise, coordination, expiation, expiatory offering, four, four-part diaphony, foursome, harmonization, indemnification, indemnity, integration, making amends, making good, making right, making up, paying back, peace offering, piaculum, propitiation, quad, quadrangle, quadrature, quadrennium, quadrilateral, quadrille, quadrinomial, quadruplet, quartet, quatern, quaternary, quaternion, quaternity, quatrefoil, quittance, reclamation, recompense, reconcilement, reconciliation, rectangle, redemption, redress, refund, regulation, reimbursement, reparation, repayment, requital, restitution, retribution, satisfaction, square, square dance, synchronization, tetrad, tetragon, tetragram, tetragrammaton, tetrahedron, tetralogy, tetraphony, tetrapody, timing


Often I want to plot two (or many) datasets that have the same time vector. I simply use the SUBPLOT command in MATLAB to do so. A problem arises, however, when one of these datasets happens to be three-dimensional — something that I want to plot with pcolor. When I add a colorbar to that subplot, the time-axis (x-axis) no longer lines up with the other subplots.
|BAD: The time-axes for (a) and (b) have different scales because of the colorbar in (b).|
To fix this problem, I wrote a simple function called FAKECOLORBAR which changes the size of the subplot that does not require a colorbar so it matches the subplot with the colorbar.
|GOOD: The time-axes for (a) and (b) now align because I used FAKECOLORBAR on (a)|
Now, if someone could just tell me how to fix the phi in the title of (b) so that it is not partially cutoff...
Oh, and these data will in a jagged and blocky way unless I subtract 2000 years from the time vector, which is why the x-axis label in (b) says "January 7" instead of "January 2007." I'm sure others have run into this problem before. Another problem for another day.


Brian Davies and Brian Martin. Numerical inversion of the Laplace transform: a survey and comparison of methods. Journal of Computational Physics, Vol. 33, No. 1, pp. 1-32 (October 1979).
Brian Martin and Nick Stokes. Comparing methods for modelling dispersion in flowing media. Utilitas Mathematica, Vol. 15, pp. 307-322 (1979).
Greg Houseman and Brian Martin. A technique for determining probability distributions for creation and destruction of ozone and other tracer particles. Tellus, Vol. 29, No. 5, pp. 455-461 (October 1977).
Brian Martin and Clinton Stewart. A note on the effect of stratospheric ozone fluctuations on mean transmitted ultraviolet. Journal of Applied Meteorology, Vol. 15, pp. 526-527 (May 1976).
Brian Martin. Critical evaluation of residence times calculated using the exponential approximation. Journal of Geophysical Research, Vol. 81, No. 15, pp. 2637-2640 (20 May 1976).
Brian Martin. Accuracy of some methods for determining photodissociation rates in the modeling of stratospheric ozone. Journal of the Atmospheric Sciences, Vol. 33, pp. 131-134 (January 1976).
Brian Martin. On calculating residence and transfer times. Journal of Geophysical Research, Vol. 81, No. 3, pp. 387-394 (20 January 1976).
Brian Martin. Numerical representations which model properties of the solution to the diffusion equation. Journal of Computational Physics, Vol. 17, No. 4, pp. 358-383 (April 1975).
Robert G. Hewitt and Brian Martin. A method for calculating residence times. Journal of Geophysical Research, Vol. 78, No. 27, pp. 6212-6217 (20 September 1973).
I. M. Bassett, R. G. L. Hewitt and Brian Martin. Design criteria for finite-difference models for eddy diffusion with winds that guarantee stability, mass conservation, and nonnegative masses. Monthly Weather Review, Vol. 101, No. 6, pp. 528-534 (June 1973).
Brian Martin's publications
Brian Martin's website


How are factor scores calculated?
How are factor scores calculated?
Factor/component scores are given by ˆF=XB, where X are the analyzed variables (centered if the PCA/factor analysis was based on covariances or z-standardized if it was based on correlations). B is the factor/component score coefficient (or weight) matrix.
What does factor score tell you?
A factor score is a numerical value that indicates a person’s relative spacing or standing on a latent factor.
What are factor scores in PCA?
Factor scores are estimates of underlying latent constructs. Eigenvectors are the weights in a linear transformation when computing principal component scores. Eigenvalues indicate the amount of variance explained by each principal component or each factor.
Are factor scores z scores?
Getting Proper Factor Scores Improper factor scores can be computed from either raw or Z-score variables.
What is factor score coefficient?
A method for estimating factor score coefficients. The scores that are produced have a mean of 0 and a variance equal to the squared multiple correlation between the estimated factor scores and the true factor values. The scores may be correlated even when factors are orthogonal.
What is standardized factor loading?
Factor loadings are correlation coefficients between observed variables and latent common factors. Factor loadings can also be viewed as standardized regression coefficients, or regression weights.
Are factor scores standardized?
Factor scores are standard scores with a Mean =0, Variance = squared multiple correlation (SMC) between items and factor. Procedure maximizes validity of estimates. Factor scores are neither univocal nor unbiased. The scores may be correlated even when factors are orthogonal.
What is factor score indeterminacy?
Factor score indeterminacy means that an infinite number of different factor scores can be computed from one and the same factor solution. The history of the factor indeterminacy problem is described in Grice (2001). Despite the quantity of debate, the indeterminacy problem cannot be regarded as solved.
What are Standardised loadings?
standardized loadings. One way or another, you need to multiply each loading by the standard deviation of the common factor, and divide it by the standard deviation of the corresponding observable variable. It’s analogous to how you’d standardize a linear regression coefficient.
Can standardized factor loadings be greater than 1?
However, if the factors are correlated (oblique), the factor loadings are regression coefficients and not correlations and as such they can be larger than one in magnitude.”
Is there a list of factor scores associated with factors?
So SPSS has generated a list of factor scores associated with each of the 3 factors I’ve come up with using Factor Analysis. My project requires me to compare satisfaction levels of passengers between different groups of passengers.
What is the standard deviation of factor scores?
standard deviation of 1. When the factors are orthogonal, factor scores are uncorrelated as well (correlational accuracy). Factor scores have reasonably high correlations with their estimated factor (validity). Factor scores may be correlated with the other orthogonal factors (i.e.,. not univocal).
Can factor scores be created using refined methods?
Practical Assessment, Research & Evaluation, Vol 14, No 20 Pa ge 6 DiStefano, Zhu & Mîndrilă, Computing factor Scores A second, and paramount, consideration when creating factor scores using refined methods is the problem of “indeterminacy” of the scores (see Gorsuch, 1983 and Grice, 2001 for detailed explanations).
How do you estimate factor scores?
One of the simplest ways to estimate factor scores for each individual involves summing raw scores corresponding to all items loading on a factor (Comrey & Lee, 1992). If an item yields a negative factor loading,


100% pass percentage for class X CBSE every year.
Our school has been the centre for class X exams and our teachers are the examiners and Head examiner for class X Evaluation
100% Pass Percentage for class XII is Previous three years and Master Ankit Tiwari had got 96.4% in session-2009-10 and got 3rd place in M.P. Merit.
In the session 2012-2013 student of the school got 10 CGPA in Class - X And from Class - XII Scored above 75% and one Mast. Ankur Tiwari got 84%.
Participation by the students in Science, Maths and Cyber Olympiads.


Canada’s Lotto 6/49 is a very popular lottery game took part in the country today. This lottery game was officially launched in June 1982. It became the first nationwide Canadian lottery game that allowed players to decide their own numbers. Before Lotto 6/49, players of lottery games had obtain tickets with printed numbers in order to accomplish. Lotto 6/49 ticket costs 2 dollars if bought in a lottery stow.
The last good thing of playing online lottery is that you can get free lotto tickets. Lotteries online don’t have tennis shoes issues like of those small town lotteries like electricity bills and room maintenance. If you pick the ticket, you can find free represents.
The Powerball lottery calculations are considering a 1/59 for the 1st five white balls and 1/39 for that “red” power ball. Their early set of multipliers is 59x58x57x56x55. This group totals 600,766,320. Now divide 600,766,360 by 120 (1x2x3x4x5). Find total is 5,006,386. Actual a 1/39 chance capture the “red” ball. 39 x 5,006,386 gives the real odds of winning the Powerball Jackpot, namely 195,249,054 to a single.
You lack to stress over playing online because the mechanics for the game it’s still the same. 토토사이트 can still use the same strategies just such as the land-based lotto game titles. Picking the right number is still a primary factor. These online lottery website games are still randomly choosing winning numbers. So basically, your chances of winning is real high if you have a good strategy for picking up lotto digits that assists your luck for winning better.
When I read them, I don’t know if I will laugh or even be sorry for the people who got caught in this “program”, spent their hard-earned money, also now are waiting their dreams to become a.
As you can watch each time a ball is released from the drum the possibilities reduced by one. You started with a 1/56 chance, then with every new winning number it reduced to 1/55, 1/54, 1/53, along with the fifth ball you own the odds of 1/52 correctly matching this fifth winning number. Right here is the first the formula of methods to calculate your probabilities of winning the lottery, for instance Florida Sweepstakes.
Make Up and Jewellery round within the top 5 products women buy within the internet. These are a lttle bit easier to sell as net their appeal is powerpoint visual. MAC make up is without doubt one of the top selling make ups online while H. Samuel and Ernest Jones produce a huge percentage of online jewellery sales.


We know teaching stats is not easy and students hate maths (and some of us do too). And yet, it is a rite of passage and we all have to get through it. Well, The Cartoon Introduction to Statistics by Grady Klein and Alan Dabney might help. As the title helpfully notes, this is a cartoon book. It is also a very basic introduction to statistical concepts and ideas. May I emphasize: very basic.
And let me emphasize something else: no maths.
That’s right. There is a little appendix at the end with a few formulas but nothing much really. The whole idea is to focus on concepts, not technicalities and maths. In other words, this book is not a substitute for a regular statistical textbook. But it might make digesting the maths a bit easier. This book might be a nice addition to existing course materials if you are looking for something a little lighthearted and humorous.
I should also add that this book does not cover the entirety of the usual curriculum and topics that you would find in a regular undergraduate statistical course.
The book tries to convey a sense of how pervasive and useful statistics are in daily life. It uses concrete examples, again, with some humor. It does cover descriptive statistics, measures of central tendencies, normal distribution, the central limit theorem, a little bit of probabilities (but really, not a whole lot), inference and hypothesis testing, confidence levels and intervals. Again, with no maths.
There is a single idea that drives the entire book (and one that makes it, at times, a bit repetitive): one can really never know about the characteristics of an entire population, but we can know some things about parts of that population, through statistics. That is the main thesis. However, we can never be 100% sure of the information we get through statistics, because statistics do not measure entire populations, just little chunks of it, that is, samples. This is the theme of the book and this gets repeated in almost every chapter.
I would think that undergraduate students would find such a book attractive and fun to get through. The fictional examples used are indeed pretty fun (dragons, vikings, monsters, aliens, and Crazy Billy’s Bait Barn). Again, this will not substitute for textbooks, real maths, and real statistics professors, but this might make a nice (and relatively cheap) addition to any course.
Now, the cartooning… After all, this is a cartoon introduction. If you follow this blog, you know that we have a gallery of sociologists cartooned by Kevin Moore. I was not thrilled about the cartooning in the book. It might be partly because Kevin Moore has completely spoiled me because his cartooning is so great. The cartooning in Klein and Dabney’s book was, I think, a bit “fuzzy”. I tend to think clear-cut things and the cartooning felt unfinished and a bit sloppy. It was not the grey scale. I was ok with that and full colors might have actually made the whole thing look too busy. I just wish the drawing had been clearer and neater.
But, again, this might be worth recommending to students who are a bit worried about having to take a statistics class. More than that, I think there is a lot of room for more cartooning introduction to sociology-related topics.


MONBULK SCHOOLS TO PARTICIPATE IN MATH OLYMPIAD
Member for Monbulk James Merlino today met with local students who will participate in the 12th World Cup of World Mathematical Olympiad to be held in Beijing, China in August this year.
The students from Billanook and Mooroolbark East Primary School will be challenged to apply creative and integrated methods to solve mathematical problems using creativity, teamwork and intuition.
The World Mathematical Olympiad allows students from more than 20 countries and 300 cities to participate in the event, with the vision to permit students to demonstrate their critical thinking and mathematical skills, as well as engaging in a cultural exchange.
At the conclusion of the competition, students will participate in a Beijing tour, including visiting the Great Wall of China.
The 12 students will depart Australia to compete in the competition on 9 August and return on 16 August.
The Andrew Labor Government is working on a range of measures to continue to improve numeracy results at schools right across Victoria.
This includes the recently released Literacy and Numeracy Strategy. The strategy will help schools reach Education State targets of more students reaching the highest levels in reading and mathematics and breaking the link between disadvantage and education outcomes.
Quotes attributable to Member for Monbulk and Minister for Education James Merlino
“It is great to see our local students representing their community internationally at such an important event.”
“We want to see more students excelling in areas like Mathematics and science because these are skills that we know employers will be looking for now and into the future.”
Media Contact: Matthew Dixon 0438 190 148 | firstname.lastname@example.org


Educational game that teaches numbers. Puzzle, paint, connect the dots and counting games for kids.
“Magic Numbers” application is developed for 2-5 years toddlers and kids. This education app teaches the numbers to your children, increases their intellectual and cognitive skills and supports their mental development with fun methods.
In the app, there will be a part for every number, from 1 to 25. So, Funny numbers app consists of 25 parts. Every part includes 5 mini parts, so there will be 125 mini parts, in total. At the end of each part, the next part comes automatically. In this way, progressive and fluent game play is provided. With the help of this simple game navigation system, children keep going the game and focus on the content.
You can use the lite version of the app to try the first 7 numbers of the app, including 35 mini sections, with your children. If you think you have funny and beneficial time, do not forget to open the other parts with only one payment
Some sections and games:
-Counting the numbers and shapes by placing them on the shadows
-Combine the puzzle pieces
-Matching the memory cards
-Connecting the dots to explore the picture
-Writing the numbers
-Counting the objects
-Counting the objects by placing them to the right places
-Counting the balloons by touching them
The professional vocalizing is used in the app. It accompanies the children during the app and supports to the information flow. The children are motivated with the help of positive feedbacks.
-Colorful game worlds
-Joining the adventures of the cute penguin


Social Studies 306
Due: October 29, 1998
Use the original data set, 746.SAV in the 0:\STUDENTS\PUBLIC\306DATA directory for this assignment. The assignment asks you to construct some tables after using the Select cases, Recode, and Compute procedures in SPSS. When you get the output, write the comments on the printed copy in pen or pencil. Alternatively, you can enter the comments on the computer, in the SPSS output file, or in a Word file.
Note: Before producing the tables for this assignment, set the options so that SPSS commands that you enter into the computer are shown on the SPSS output. In order to do this, make sure the Display commands in the log at the lower left of Edit – Options – Navigator is checked.
- Recode the variables coffee and drunk so that the new codes match the actual values of the variables as closely as possible. After recoding, obtain frequency distributions for both of the recoded variables, along with the mean and standard deviation for each. Briefly describe the results.
- Do those who work more hours on the job study fewer hours? In order to examine this, recode each of sthours and jobhours into three or four categories and give the crosstabulation table showing the relationship between the two. From this table, write a note commenting on whether or not those who work more hours on the job study fewer hours.
- Use the Compute procedure to compute the number of children per respondent. Obtain a frequency distribution for the number of children per respondent, along with the mean and standard deviation for this variable. Also obtain a bar chart for the number of children per respondent. Write a short note describing the distribution of the variable.
- The variables from regret through law are each coded on a scale from 1 (not at all) through 3 (a lot). A scale concerning problems resulting from alcohol consumption can be obtained by summing these seven variables. Use Compute to do this and obtain a frequency distribution along with the mean and standard deviation for this scale. Use the Means procedure to examine whether there is a relationship between this scale and (a) alcohol use (question 23) and (b) whether parents permitted underage drinking (question 28). Briefly describe the results.
- Use Select cases and Frequencies to produce a frequency distribution for the number of children per respondent for respondents with children. Also obtain the mean and standard deviation and write a short note describing the distribution.
- In the previous computer assignment, you examined whether or not having a job is associated with a difference in the number of hours spent at various activities. The largest differences in hours were related to study hours, hours at housework, and hours with dependents. Use the Select cases procedure to examine how this pattern of differences may differ between males and females. First select males and examine how the mean hours at these three activities differs for males with and without a job. Then do the same for the females. Write a short note describing the results.


A repunit is a number whose expansion (in base 10) is a string of ones (for example: 11 and 11111111). A generalized repunit (base b) is one whose expansion base b is all ones. For example, the Mersenne primes are the generalized repunits in base 2. Here is a formula for the n "digit" generalized repunit (base b): (bn-1)/(b-1).
16661 The smallest Beastly prime number
16661 is the 1928th prime, The next Beastly prime to occur, 1000000000000066600000000000001


Moving forward with our lessons on time, we did a short lesson on digital numbers. This was really easy. I just printed a set of regular numbers and digital numbers. Even Mini Cooper could figure them out. I am following our curriculum, though and I am not skipping-just to be sure I dont miss anything.
On to harder things...
Out came the little clocks again, this time with a laminated copy of a clock face without hands. I printed the clock from ABCTeach.com.
I explained how the blue hand on the little clock was the minute hand and pointed to the blue numbers or minutes. I then pointed out that their clock also had minutes, just in black. Then I explained how the red hand was the hour hand and pointed to the red numbers or hours-the same as the big numbers on their pages.
I set the clock to various times, and then Mustang and Charger drew then time on their clocks. Mini Cooper got a clock to draw on-but she mostly just drew circles.
Charger was REALLY GOOD at drawing the time, but I am still not sure if he got the minute hand. We will be doing this lesson again to see if he got it. Mustang seemed to really grasp it and even tried a few 1/2 hour and other times. I'm pleased to see the kids beginning to understand this concept-I hope-instead of just memorizing the time.
Have a great weekend! God Bless!


Mathematics and numeracy is important in our everyday lives. It allows students to make sense of the world around them and to manage their lives. Mathematics enables students to model real-life situations, make connections and informed decisions.
Learning in this curricular area equips students with the skills they need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions.
All staff have a responsibility to develop the numeracy skills of students. This allows students to establish firm foundations for further specialised learning in mathematics and to participate fully in society.
The aim is to provide an environment of creativity and innovation, to:
- Provide relevant, real-life and enjoyable contexts which build upon students’ experiences
- Develop student numeracy skills and knowledge
- Provide opportunities to understand, analyse and solve problems
- Make appropriate use of technology
- Allow the expression of opinion and decision making based upon sound understanding
- Provide opportunities for collaborative and individual learning
Principal Teachers: Miss Maria Edmond (PTC Mathematics and Numeracy) and Mr Fraser Sands (PT BGEd Mathematics)
Main Subjects in Broad General Education: Mathematics
Main Subjects in Senior Phase: Applications of Mathematics, Mathematics and Personal Finance


Secondary Education PhD
Felicia Smith is a native of Dothan, Alabama and a doctoral student in the department of Curriculum and Instruction with a focus in Mathematics Education at The University of Alabama. Felicia completed her bachelor’s degree in Mathematics and Statistics and master’s degree in Secondary Mathematics Education at the University of South Alabama. She is interested in deaf education, specifically deaf students’ experiences in secondary mathematics classrooms. Her research interest is grounded from her experiences being a Child of Deaf Adults (CODA), and experience as a middle school mathematics teacher in the Birmingham, Alabama area.


INTRODUCTION AND SCOPE
Multiplication tables are a challenge for kids to learn, but they could be turned into a game! This procedure aims to explain how to design and create a 3D printed multiplication tables learning tool (mandala) based upon the Montessori method. This is usually called the Montessori wheel or mandala of multiplication tables.
MATERIALS AND EQUIPMENT
3D Printer and PLA material (one color of choice), 1 meter long colored (possibly not the same color of the 3D printed part) wire.
- Download the stl file of the Montessori mandala (Hardware resources, link 2)
- 3D Print the Montessori mandala (Image 1)
- Tie the wire on the upper pin (position 12am), the other pins are numbered clockwise from 1 to 9
- While counting the multiplication tables (possible from 1 to 9), the wire must be turned around the corresponding pin (Image 2). For each sequence a different geometrical shape is created on the wheel. For example, by executing the sequence for the four multiplication table a star is created with the wire on the wheel (Image 2).
- Used 3D printer: Sharebot NG.
- Stl file: 3D printed Montessori wheel mandala multiplication tables.stl
- G-code from stl file generated with Slic3r
The project is provided in the spirit of open source and can be implemented, modified and shared according to CC BY-SA license (see footer). No liability is taken for any issues arising from the provided information.
- 23/APR/2018 – New release


To measure the square footage of a room, you can start by using a tape measure. Begin by measuring the length and width of the room, making sure to remove any obstructions for accurate measurements. Once you have determined the length and width, multiply these two measurements together. The resulting number will be the square footage of the room.
If a tape measure is not available, there is another method you can use. First, measure the length of your foot using a ruler. Then, you can pace off the length of the room by walking heel to toe. It may be helpful to use the wall for support if needed. Count the number of steps it takes to cross the room and multiply this number by the length of your foot. To convert the measurement to feet from wall to wall, divide the number by 12. Repeat this process to measure the width of the room. Finally, multiply the length and width measurements together to obtain the square footage of the room.
By following either of these methods, you will be able to accurately measure the square footage of a room.


Recently, I have been thinking on-and-off about the following problem and variants thereof. Fix a function . When is it easier to verify that a pair satisfies then to compute from scratch? (One can always verify by computing , so it can never be harder.) Without being given any additional information along with , verification can never be much easier than computation (proof: given a verification procedure we can compute as follows: if then output 0, else output 1), so to make things interesting we allow verification to additionally take as input a “proof string” .
Let’s define what we want more formally. There are various possibilities here, but to keep things clean let’s say we want an algorithm such that:
- For all there exists a such that .
- For all and all , we have .
The reader can easily see that this is nothing more than a question about when non-deterministic computation is “better” than deterministic computation. Assuming , there are several interesting functions (e.g., the characteristic function for 3SAT) for which verification is faster than computation.
All very well and good, but here are some things I really want to know:
- For what functions can we prove, without assumptions, that verification is “better” than computation?
- Even allowing reasonable complexity-theoretic assumptions, is verification faster than computation for every poly-time computable function ? For a concrete question, is for every ?
Related to the first question, Lance has a recent post that shows, in particular, that any function in can be verified by an verifier. Rather than reduce to 3SAT, let’s prove this directly. Fix a function and a machine that computes it. Given an input , the proof will be the complete tableau of ‘s computation on the input . A tableau can be checked for correctness by some polynomial number of local computations, each looking at only a constant number of bits. An unbounded fan-in AND gate at the bottom can thus be used to express correctness of all the local checks.
Since parity is in but not in , this gives a provable example of where verification is easier than computation.
What’s the crypto connection? Well, say we have a low-power clinet that wants to compute . One thing it can do is to outsource computation of to a more-powerful server. But since the client may not trust the server, it will also request the server to provide proof that the computation was done correctly. Of course ,we would like the process of verification to be cheaper than simply having the client compute itself.


Do you know whether you got a good deal or ripped off? Do you know what to price your items at the bazaar? Well here is the conversion.
1 Stardollar=10 Starcoins
If your item is is priced
500 Starcoins the original is equal to 50 Stardollars
35 Stardollars is equal to 350 Starcoins!
So always look at the original price to get good deals!
(anything over 200 stardollars probably isn't worth it)


Grams to Ounces Converter
Convert grams to ounces with this cooking conversion tool. A conversion chart is also available.
Information On Gram (g)
Today, the Gram is the unit of measurement most often used around the globe for non-liquid items in cooking and grocery shopping.
The unit price is often provided per 100 g for food items frequently sold in smaller quantities than 1 kilogram. Relative contents must be expressed per 100 g of the product, such that the resultant amount may also be read as a percentage, according to the majority of standards and regulatory requirements for nutrition labeling on food goods.
The metric system’s mass unit is the gram. One gram equals 0.03527396198 ounces.
A gram is roughly equal to one cubic centimeter of water and has a mass/weight of 1/1,000 of a kilogram.
In the metric system, the gram, often known as the gram, is a SI unit of weight. The abbreviation for grams is g; for instance, 1 gram may be written as 1 g.
Information About The Ounce
The ounce is the term for several various mass units (oz), two fluid volume units (fl oz), and one force unit, the ounce-force (of).
In the imperial system, an ounce serves as a unit of mass. The mass of an ounce is 28.349523125 grams. 31.1034768 grams make up one Troy ounce. Oz is a signal.
One ounce is equivalent to 1/16 of a pound in terms of mass/weight. The troy ounce, equivalent to 1/12 of a troy pound, should not be confused with the ordinary ounce.
How Do You Convert From Ounces (Oz) To Grams (G)?
The weight of one Gram (g) is 0.0352739619 ounces. You may multiply or divide your gram amount by 28.349523 to get the equivalent number of ounces.
Besides that, an ounce Equals 28.349523125 grams. The weight in grams of 1 ounce (oz) is 28.349523125. (g).
Increase the value of an ounce by 28.349523125 to get grams.
For instance, multiply 28.349523125 by 1.5 to convert one and a half ounces to grams.
To convert 1.5 ounces to grams, multiply 28.349523125 by 1.5, which is 42.524 grams in 1.5 ounces.
Formula To Convert Ounces to Grams
Ounce = Gram * 28.349523125
How to convert Ounces to Grams
1 ounce (oz) is equal to 28.34952 grams (g).
1 oz = 28.34952 g
The mass m in grams (g) is equal to the mass m in ounces (oz) times 28.34952:
m(g) = m(oz) × 28.34952
Convert 5 oz to grams:
m(g) = 5 oz × 28.34952 = 141.7476 g
Ounces To Grams Conversion Table
|Ounces (oz)||Grams (g)||Kilograms+Grams (kg+g)|
|0 oz||0 g||0 kg 0 g|
|0.1 oz||2.835 g||0 kg 2.835 g|
|1 oz||28.35 g||0 kg 28.35 g|
|2 oz||56.70 g||0 kg 56.70 g|
|3 oz||85.05 g||0 kg 85.05 g|
|4 oz||113.40 g||0 kg 113.40 g|
|5 oz||141.75 g||0 kg 141.75 g|
|6 oz||170.10 g||0 kg 170.10 g|
|7 oz||198.45 g||0 kg 198.45 g|
|8 oz||226.80 g||0 kg 226.80 g|
|9 oz||255.15 g||0 kg 255.15 g|
|10 oz||283.50 g||0 kg 283.50 g|
|20 oz||566.99 g||0 kg 566.99 g|
|30 oz||850.49 g||0 kg 850.49 g|
|40 oz||1133.98 g||1 kg 133.98 g|
|50 oz||1417.48 g||1 kg 417.48 g|
|60 oz||1700.97 g||1 kg 700.97 g|
|70 oz||1984.47 g||1 kg 984.47 g|
|80 oz||2267.96 g||2 kg 267.96 g|
|90 oz||2551.46 g||2 kg 551.46 g|
|100 oz||2834.95 g||2 kg 834.95 g|
|1000 oz||28349.52 g||28 kg 349.52 g|
How to Convert Grams to Ounces
1 gram (g) is equal to 0.03527396195 ounces (oz).
1 g = 0.03527396195 oz
The mass m in ounces (oz) is equal to the mass m in grams (g) divided by 28.34952:
m(oz) = m(g) / 28.34952
Example: Convert 5g to Ounces
m(oz) = 5 g / 28.34952 = 0.17637 oz
You may use the grams to ounces converter to convert grams to ounces (g to oz). You may also use the grams to ounces chart to see how many ounces are contained in “x” grams.
The formulae and sample conversions for calculating how many ounces there are in “x” grams are provided below. How can you change grams into ounces? The weight of an ounce is 0.03527396198 grams (g) (oz).
The gram amount should be multiplied by 0.03527395198 or 28.3495231 to convert to ounces.
To convert 100 grams to ounces, divide 100 by 26.3495231, which is 3,527, using the formula: 100 grams to ounces formula: ounce gram 0.03527396198.
Formula To Convert Grams To Ounces
Grams = Ounce *0.03527396198
Conversion Chart For Grams To Ounces
|1 gram||0.03527 oz|
|2 grams||0.07055 oz|
|3 grams||0.10582 oz|
|4 grams||0.1411 oz|
|5 grams||0.17637 oz|
|6 grams||0.21164 oz|
|7 grams||0.24692 oz|
|8 grams||0.28219 oz|
|9 grams||0.31747 oz|
|10 grams||0.35274 oz|
|20 grams||0.70548 oz|
|30 grams||1.05822 oz|
|40 grams||1.41096 oz|
|50 grams||1.7637 oz|
|60 grams||2.11644 oz|
|70 grams||2.46918 oz|
|80 grams||2.82192 oz|
|90 grams||3.17466 oz|
|100 grams||3.5274 oz|
|Note: To 5 decimal places, conversions are rounded.|


The player has an equal chance of initially selecting the car, Goat A, or Goat B. Simulations[edit source editbeta] Simulation of 30 outcomes of the Monty Hall problem A simple way to demonstrate that a switching strategy really does graph js two out of three times on the average is to simulate the game with playing cards Gardner b; vos Savantp.
Three cards from an ordinary deck are used to represent the three doors; one 'special' card such as the Ace of Spades should represent the door with the car, and ordinary cards, such as the two red twos, represent the goat chia coin statistics. The akcijų pasirinkimo rotacija, using the following procedure, can be repeated several times to simulate multiple rounds of the game.
One card is dealt face-down at random to the 'player', to represent the door the player picks initially. Then, looking at the remaining two cards, at least one of which must be chia coin statistics red two, the 'host' discards a red two. If chia coin statistics card remaining in the host's hand is the Ace of Spades, this is recorded as a round where the player would have won by switching; if the host is holding a red two, the round is recorded as one where staying would have won.
Dienoraštis - drabuziutaisymas.lt
As this experiment is repeated over several rounds, the observed win rate for each strategy is likely to approximate its theoretical win probability. Repeated plays also make it clearer why switching is the better strategy. After one card has been dealt to the player, it is already determined whether switching will win the round for the player; and two times out of three the Ace of Spades is in the host's hand.
If this is not convincing, the simulation can be done with the entire deck, dealing one chia coin statistics to the player and keeping the other 51 Gardner b; Adams In this variant the Ace of Spades goes to the host 51 times out of 52, and stays with the host no matter how many non-Ace cards are discarded. Another simulation, suggested by vos Savant, employs the "host" hiding a penny, representing the car, under one of three cups, representing the doors; or hiding a pea under one of three shells.
Solutions using conditional probability[edit source editbeta] The player is only asked whether or not he would like to switch after the host has opened a particular door, different from the player's initial choice, and revealed a goat behind it.
In order to be sure of having the best possible chance of getting the car, the player should clearly make his decision of whether or not to switch on the basis of the probability that the car chia coin statistics behind the other closed door, given all the information which he has at this moment. That information consists, in the example given by Marilyn vos Savant, of the fact that it was door 1 which was initially chosen by himself, and that it was door 3 which was opened by the host to reveal a goat.
Refining the simple solution[edit source editbeta] Given the player's initial choice, door 1, the host might also have opened door 2 to reveal a goat. Suppose we assume that the host is equally likely chia coin statistics open either door 2 or 3 if the car is behind door 1.
We already assumed that the car is equally likely behind any of the chia coin statistics doors, and this remains so after the player has made his initial choice. It follows that the probability that the car is behind door 1 given the host opens door 3 and the player initially chose door 1 must equal the probability that the car is behind door 1 given the host opens door 2 and the player initially chose door 1, since all elementary probabilities in the problem probabilities of locations of car given the player initially chose door 1, and probabilities of which door the host will open if the car is behind door 1, the door chosen by the player are unchanged by interchanging the door numbers 2 and 3.
In other words, given that the player initially chose door 1, whether the host opens door 2 or door 3 gives us no information chia coin statistics all as to whether or not the car is behind door 1. Moreover, the host is certainly going to open a different door to reveal a goat, so opening a door which door, door 2 or door 3, unspecified does not change this probability.
But these two probabilities are the same. This more refined analysis which can be found in the published discussion following the paper of Morgan et al.
- Dvejetainiai variantai byrx.
- Ninjatrader prekybos sistemos
- Indekso pasirinkimo sandoriai arba akcijų pasirinkimo sandoriai
For example, if we imagine repetitions of the show, in all of which the player initially chooses door 1, a strategy of "always switching" will win about times — namely every time the car is not behind door 1.
The solutions in chia coin statistics section consider just those cases in which not only the player picked door 1, but moreover the host went on to open door 3. After all, it is only after a door was opened to reveal a goat chia coin statistics the player was asked if he wants to switch or not.
Of our total of repetitions, door 3 will be opened by the host about times: the other times the chia coin statistics will open door 2. The following solutions show that when we restrict attention to the first mentioned cases player initially picked door 1, host went on to reveal a goat behind door 3the car will be behind door 2 about times, but behind door 1 only about 50 times.
Tree showing the probability of every possible outcome if the player initially picks Door 1 By definition, the conditional probability of winning by switching given the contestant initially picks door 1 and the host opens door 3 is the probability the car is behind door 2 and the host opens door 3 divided by the probability the host opens door 3.
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These probabilities can be determined referring to the conditional probability table below, or to an equivalent decision tree as shown to the right Chun ; Carlton ; Grinstead and Snell — These are the only possibilities given the player picks door 1 and the host opens door 3. The conditional probability table below shows how cases, in all of which chia coin statistics player initially chooses door 1, would be split chia coin statistics, on average, according to the location of the car and the choice of door to open by the host.
Here it is with probabilities included:Case Prob. This splits case 2 into two equally likely subcases 2a and 2b, and case 3 into two equally likely subcases 3a and 3b:Case Prob.
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In three of the six equally likely cases, the host opens door 3. In two of those three cases, the car is behind door 2.
Bayes' theorem[edit source editbeta] Many probability text books and articles in the field of probability theory and the teaching of probability theory derive the conditional probability solution through a formal application of Bayes' theorem; among them Gill, and Henze, Use of the odds form of Bayes' theorem, often called Bayes' rule, makes such a derivation more transparent Rosenthal, aRosenthal, b.
Initially, the car is equally likely behind any of the three chia coin statistics the odds on door 1, door 2, and door 3 are This remains the case after the player has chosen door 1, by independence. According to Bayes' rule, the posterior odds on the location of the car, given the host opens door 3, are equal to the prior odds multiplied by the Bayes factor or likelihood, which chia coin statistics by definition the probability of the new chia coin statistics of information host opens door 3 under each of the hypotheses considered location of the car.
Thus the posterior odds become equal to the Bayes factor 1 : 2 : 0. Kokia yra opcionų reikšmė akcijų rinkoje the host opened door 3, the probability the car is behind door 3 is zero, and it is twice more likely to be behind door 2 than door 1.
Richard Gill uses a similar argument to patch a missing step in Devlin's combined doors solution Devlindescribed above "Adams and Devlin". Devlin does not explain why the information of which door had been opened by the host did not change the odds on door 1 hiding the car.
The contestant is dienos prekybos sidabru strategija just given the opportunity to choose between door 1 and doors 2 plus 3 — he is also told something specific about those two doors "no car behind door 3". Correspondents pointed out this missing step to Devlin and he later Devlin retracted his "combined doors" solution, giving a direct calculation using Bayes theorem instead, saying that though unintuitive, it did at least give one the guarantee of obtaining the right answer in an automatic way.
The justification provided by Gill is as follows. Given the car is not behind door 1 the door initially chosen by the contestantit is equally likely that it is behind door 2 or door 3. In those cases, the host is forced to open the other door. The information "host opens door 3" contributes a Bayes factor or likelihood ratio of 50 : 50, or 1 : 1, concerning the question whether or not the car is behind door 1.
Initially, the odds against door 1 hiding the car were 2 : 1. Therefore the posterior odds against door 1 hiding the car remain the same as the prior odds, 2 : 1.
In words, the information which door is opened by the host door 2 or door 3? Strategic dominance solution[edit source editbeta] Going back to Nalebuffthe Monty Hall problem is also much studied in the literature on game theory and decision theory, and also some popular solutions for instance, that were published in The Economist, see above, among the simple solutions correspond to this point of view.
Vos Savant asks for a decision, not a chance. And the chance aspects of how the car is hidden and how an unchosen door is opened are unknown. From this point of view, one has to remember that the player has two opportunities to make choices: first of all, which door to choose initially; and secondly, whether or not to switch.
Since he does not know how the car is hidden nor how the chia coin statistics makes choices, he may be able to make use of his first choice opportunity, as it were to neutralize the actions of the team running the quiz show, including the host.
Following Gill, a strategy of contestant involves two actions: the initial choice of a door and the decision to switch or to stick which may depend on both the door initially chosen and the door to which the host offers switching.
For instance, one contestant's strategy is "choose chia coin statistics 1, then switch to door 2 when offered, and do not switch to door 3 when offered.
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Elementary comparison chia coin statistics contestant's strategies shows that for every strategy A there is another strategy B "pick a door then switch no matter what happens" which dominates it Gnedin, No matter how the car is hidden and no matter which rule the host uses when he has a choice between two goats, if A wins the car then B also does.
For example, strategy A "pick door 1 then always stick with it" is dominated by the strategy B "pick door 2 then always switch after the host reveals a door": Chia coin statistics wins when door 1 conceals the car, while B wins when one of the doors 1 and 3 conceals the car. Similarly, strategy A "pick door 1 then switch to door 2 if offeredbut do not switch to door 3 if offered " is dominated by strategy B "pick door 3 then always switch".


In this example every value should be read as an RMS value even though it's the Peak value, for simplicity. Usually the [1.41][0.707] rule applies!!!
Firstly I'd like to note that very often i find a transformer with no indication at all of what its parameters are. Here are the steps i use to determine the transformer's parameters.
1. It's not wise to directly supply an unknown transformer with 220V because you may not know which the primary is and which the secondary is. Moreover it could be an audio transformer which may burn it. So first you take a known transformer and step down the mains to a more controllable level. Let's say 16Vrms.
2. You measure the active DC resistance of the coils of the unknown transformer using an ohmmeter. Whichever has a higher resistance is the primary (that may not always apply but it's the case with step down transformers)
3. You connect the primary of the unknown transformer to the 16Vrms side of the known transformer and measure the voltage at the secondary of the unknown transformer. In our case it's 297mV. ⚠ Be careful because if you reverse the primary with the secondary you may end up stepping up the voltage to even above mains, which is lethal. Take great precaution in this step.
4. Now that we know the voltages of both the sides of the unknown transformer we can calculate its winding ratio. You just divide the primary voltage to the secondary. 16V/0.297V=54. Therefore the winding ratio is 54:1. Even though the transformer here says 50:10, with the active resistance dropping the voltage the ratio becomes 54:1
5. Now it's time to calculate the Primary Impedance. For this you must know the exact resistance of the load, because it will reflect to the primary's impedance. I will get to that in a sec. Our load is 1kohm. The formula is Rtsx(Wr)^2 [ohms], where Rts is the load (1k) and Wr is the winding ratio (54). So we get 1000x(50)^2. 1000x2500= 2916000ohms. So the primary impedance is 2.96Mohms.
6. The load at the secondary will reflect to the primary's impedance. For instance if we switch the load with a 500ohm resistor instead of a 1k one the formula takes this shape. 500x(54)^2=1458000ohm. Therefore the primary impedance has changed from 2.96Mohm to twice as low 1.46Mohm. This is called reflected impedance.
7. Now if you know the primary impedance and you want to determine the secondary the formula takes this shape. Rtp/(Wr)^2, where Rtp is the primary impedance in ohms. So 2916000/(54^2)=1000ohms. Therefore the secondary impedance is 1k.
8. Now, how to determine the primary inductance. First you have to measure the active DC resistance of the primary of the unknown transformer. Let's assume it's 125ohm. Typically all loads should be removed for a reliable reading. Now we must measure the current through the primary to calculate the reactive resistance of the coil. In our case it's 47mA. So R=U/I = 340ohm. Now we use the geometric addition formula Z^2=R^2+Xl^2. Now a little mathematical substitution and rationalizing and we get that Xl=sqrt(Z^2-R^2) X=sqrt (340^2-125^2)=316ohm. So the reactive resistance for the primary of the unknown transformer is 316ohm for 50Hz. Now that we know that, we must use the reactance formula Xl=2xПxfxL and substitute to find L=Xl/2пf L=340/6.28*50= 1.08H. As you can see it is really close to the true inductance in the example, but that's what you get for rounding numbers.


A complete internal mathematical model
1. To analyze the correct functioning of frequency regulation.
2. To optimize the economic operations of the units.
A complete internal mathematical model allows SATURN 2e to adapt to every type of units, both hydraulic or thermic and to every kind of operative conditions.
The strength of the implemented mathematical algorithms combined with the internal microprocessor’s calculation ability make the SATURN 2e an incredibly solid and reliable device.
Benefits for the overall System
In competitive electrical markets, frequency and voltage must be both reliable and high-quality while preserving optimal cost.
In relation with the frequency and, especially, its random variations, generators do play a very important and irreplaceable role.
In this regard, Independent System Operators (ISOs) define through simulation studies the optimal spinning reserve to achieve the desired energy quality for the grid.
These simulation studies provide spinning reserve margins considering that all units are working properly.
SATURN 2e allows the ISOs to know, in real time, the different PFR indicators (Dead Band, Droop and Settling Time) of the units participating in this ancillary service. Based on that, ISOs are able to take actions, such as, including more units that regulate frequency and/or increasing the spinning reserve for certain units.
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Basic earnings per share (EPS) is calculated by taking the company's net income, minus preferred dividends, and dividing the sum by the weighted average number of shares outstanding. Earnings per share is helpful when comparing one company to another, assuming they are in the same industry.
For example: Company A had earnings of $100 and 10 shares outstanding, so their EPS is 10. ($100 / 10 = 10).
Another way to calculate EPS is by using the Treasury Stock Method.


Measuring Working Capacity in an Ethanol Plant
How to Figure Out the Efficiency of Your Molecular Sieve Beds
This article will explain how to figure out the working capacity in an ethanol plant. Using the Measuring-Ethanol-Working-Capacity document I attached to my previous article Top 6 Signs It’s Time to Change out the Sieve in Your Ethanol Plant I will offer a more thorough explanation (or walk-through) on the attached document that describes how to figure out the working capacity of your ethanol plant.
Ultimately the purpose of making these calculations is to let you know how efficient your sieve beds are running, a good working capacity for an ethanol plant is between 0.7% and 1.0%, the higher the percentage the better. If your sieve bed is running at a lower working capacity than 0.7%, then it could be a sign that your sieve beds may need to be changed out.
Looking at the example on the attached document here is how these numbers came to be. (These numbers are used strictly as an example and are not representing an actual ethanol plant, however the mathematical process is still the same).
In the example you start with following numbers:
Feed rate of 300 gallons a minute
Feed concentration of 188 proof, or 94% ethanol
Sieve bed load of 2000 pounds
Product concentration of 99.5% ethanol
I will explain this process in reverse order, which makes it easier to explain what/why we are making each of these calculations and then I will take you through the example in a straight forward order with the numbers given in the example.
In order to find the working capacity you need to know how much water is getting adsorbed in the sieve bed and divide it by how much sieve is in the bed or…
Working Capacity= Water adsorbed in bed/lbs of sieve
Since we know how many pounds of sieve we are using, we need to figure out how much water is being adsorbed in the sieve beds. That can be determined by subtracting the water that’s remains after running ethanol/water based gas through the sieve beds (water out in product) from the water going in to the product (water in) or…
Water adsorbed in bed= Water In – Water Out in Product
However, we need to figure out the water in and water out in product. Before you can figure this out you need to know how much ethanol is being run through your sieve beds. In order to figure out how much ethanol is going in you have to multiply the percentage of ethanol in your feed concentration by how many gallons of liquid you are putting through the sieve beds total, the equation looks like this.
Ethanol In= Ethanol Feed Concentration % x Feed Rate
You can now figure out the water in which is figured by subtracting the number of gallons of ethanol from the feed rate or…
Water In=Feed Rate- Ethanol In
Water out in product is figured by multiplying product concentration to ethanol in. The resulting number from this equation is subtracted from ethanol in.
Water Out in Product = Ethanol In- (Product Concentration x Ethanol In)
Now that we have all the parts you need to figure it out here is how it will look with the example.
- Ethanol In= Ethanol Feed Concentration % x Feed Rate (0.94×300=282) Ethanol In=282 gallons/min.
- Water In=Feed Rate- Ethanol In (300-282=18) Water In=18 gallons/min.
- Water Out in Product = Ethanol In- (Product Concentration x Ethanol In) ((282-(0.995×282)) Water Out in Product= 1.41
- Water Adsorbed in Bed= Water In – Water Out in Product (18-1.41=16.59) Water Adsorbed in Bed = 16.59 gallons/min.
- Working Capacity= Water Adsorbed in Bed/lbs of sieve (16.59/2000=0.008) Working Capacity = 0.008lb of water/lb of sieve or 0.8% Working Capacity.
We can conclude from this example that with a 0.8% working capacity the sieve beds are in good working order, and that a change out would not be necessary.


Christopher Heyde medal
Nominations for the 2015 Christopher Heyde Medal are now open.
Deadline for nominations - 17 April 2014.
The Christopher Heyde Medal honours the contributions to mathematics by Professor Christopher Charles Heyde AM, DSc, Hon DSc(Syd), FAA, FASSA. Professor Heyde was the Foundation Dean of the School of Mathematical Sciences at the Australian National University, and Professor Emeritus of Statistics at Columbia University, New York.
In recognition of Professor Heyde’s broad interests in the mathematical sciences the award is offered in one of three fields on a rotating basis – pure mathematics; applied, computational and financial mathematics; and probability theory, statistical methodology and their applications.
The award’s purpose is to recognise distinguished research in the mathematical sciences by researchers up to 15 years post PhD in the calendar year of nomination, except in the case of significant interruptions to a research career. The award may be made annually, with a prize of $6,000, and is restricted to candidates who are normally resident in Australia.
The 2015 Christopher Heyde Medal is for the field of pure mathematics.
NB – If a proposed candidate is already the recipient of an Academy award, the second award must be for a distinct, additional, body of work undertaken since the first award, and/or work in a different field.


A general rule of thumb when converting cubic yards of gravel to tons is to multiply the cubic area by 1.4. For your reference, gravel typically weighs 2,800 pounds per cubic yard. In addition, there are 2,000 pounds to a ton.
how do i convert asphalt grinding from yards to tons In the case of an asphalt paving project, these calculations ensure a properMultiply the volume by the density to calculate asphalt weight per cubic yard.will give you an asphalt weight per cubic yard of,pounds, or abouttons.
Cubic Yards Conversion Use the search box to find your required metric converter iPhone & Android app Volume Cubic Yards Cubic Yards to Liters Cubic Yards to Cubic Meters Cubic Yards to US Gallons (Dry) Cubic Yards to Cubic Feet More units..
Type in inches and feet of your project and calculate the estimated amount of Granite in cubic yards, cubic feet and Tons, that your need for your project. The Density of #57 Granite Stone: 2,410 lb/yd³ or 1.21 t/yd³ or 0.8 yd³/t
BINQ Mining > Crusher and Mill > tons to cubic yard of pavement milling; Print. tons to cubic yard of pavement milling. Posted at:January 7, 2013[ 4.5 - 1617 Ratings] ... cold milling shall be incidental to the contract unit price per square yard … Tons of Asphalt. 21. Tons of Rock. 22.
metric tons = tons × 0.907185 Converting a ton weight measurement to a metric ton measurement involves multiplying your weight by the conversion ratio to find the result. A ton is equal to 0.907185 metric tons, so to convert simply multiply by 0.907185.
calculator convert cubic yards to tons limestone . crushed stone calculator cubic yards to metric ton . Stone Calculator To Tons. » Learn More. converting cubic yards to tons crushed stone. How do you convert cubic yards crushed stone to ton . Limestone Crushing Line in . There is no definite standard for converting between cubic yards and tons .
To apply this rule to the example above, divide 3 into 18 and you get 6 sy per ton at 3 inch depth. Pretty close. Pretty close. If I were trying to determine how much hotmix asphalt I needed for a project and I didnt want a lot of waste, I would first find out the weight per cubic foot (compacted) from the supplier.
Re: formula for cubic yards asphalt to tons A good, basic rule of thumb to use is 2 cubic yards of asphalt equals one ton of asphalt. Its not perfect... its actually about 2.025 cubic yards to the ton, but in a pinch it makes for an easy conversion.
asphalt milling tons to yards . Solution for, convert asphalt square yards to tons, Posts Related to tons of asphalt milling plant per sq yard ton 2in . . Contact Supplier; Hot Mix Asphalt | Asphalt Calculator | Calculate . Overview Hot mix asphalt . The calculator will estimate the number of tons of Hot Mix (asphalt) that will be required.
tons to cubic yards by Michael Berry on 04/18/05 at 20:15:15 I work at a rock pit and my boss came in today and said the he needed me to find out how to convert our materials from tons to cubic yards for a contractor that is buying materials from us. we have never had to do this before.
convert asphalt milling from tons to yards - BINQ Mining ... Asphalt Equipment & Paving … cold milling shall be incidental to the contract unit price per square yard … Tons of Asphalt . Get a Price. weight of millings per square foot - .
i need to convert 3800 square yards of surface area to 2 inches of crushed stone cover - how many cubic yards of stone do i need? Convert the 2" to yards (2/36) 3800 yd² x (2/36) yd = 211 yd³ (this makes no allowance for compaction).
Convert A Cubir Yards Of Milling Mulch To Tons. Convert A Cubir Yards Of Milling Mulch To Tons cubic yards to tons | Forum I know it will not be exact but can someone tell me how many cubic yards is in a ton of mulch.From a selection of web sources, the bulk density of mulch ranges from about 850 lbs/yd³ for a composite type to about 450 lbs/yd³ for bark mulch.
provides an online conversion calculator for all types of measurement units. You can find metric conversion tables for SI units, as well as English units, currency, and other data. You can find metric conversion tables for SI units, as well as English units, currency, and other data.
Cubic yards can be converted to tons with the aid of a volume-to-weight conversion table. For instance, 1 cubic yard of uncompacted computer paper weighs approximately 655 pounds. Since 1 ton = 2,240 pounds, 1 cubic yard of the paper weighs 665/2240 tons or 0.292 tons.


How do you make practicing Math fun? I don't know how to make it fun, but thankfully, Dreambox does! Dreambox is an online resource for parents and children that teaches kids age-appropriate Math, disguised in a game format.
I had three of my children test it out, compliments of Dreambox Learning. My children are different ages. I have them entering preschool, First Grade and Third Grade this year, so having them test out the website was a good indication of how it would be. Each one of them were able to play games and have fun, all the while not really realizing that it was no different than practicing worksheets. Just 15 minutes was long enough for them to make progress and sharpen their skills each day. They could gather gold coins and rewards and pass levels.
The part I really liked about it was that I would receive an email when they had finished their turn, detailing what they were working on and how those skills were implemented in the game. By signing on to the website, as special Parental section kept track of their progess and would graph where they were in comparison to their grade levels. This was really great for me to know what and how my children were learning. It assesses each child’s math comprehension level as they play the game and it delivers lessons tailored to that child’s level of understanding. DreamBox’s under the hood (GuideRight™) technology adapts the lesson, difficulty, the number and type of hints given, pacing, sequence, etc. to each child who plays. No child takes the exact same adventure as there are more than a million different lesson paths through the game.
I highly recommend this website for keeping your kids up on their math skills. It was fun and interactive, which is what learning should be.
To check it out yourself, go to http://www.dreambox.com/.


Although I have interests in other areas of mathematics, my main areas of interest on which my work has focused are numerical algorithms and condition-based complexity, computational algebraic geometry, and random geometry.
Numerical algorithms are algorithms and as such discrete in nature. They are specified by a finite program and they perform a computation composed by a discrete sequence of logical/arithmetic operations. They differ from classical algorithms because they deal with continuous problems where the input (and output) are described partially by sequences of real (and complex) numbers. With these, numerical algorithms can only work with approximations and not the real number themselves. In other words, numerical algorithms are doomed to run on inexact inputs, must round up the numbers along the way and can only produce approximate answers to the continuous problem they deal with (when this answer includes real numbers). Despite all of this, numerical algorithms manage to solve problems both in theory and in practice. Which makes numerical algorithms the oxymoron by which the discrete explores the continuous.
Analyzing the complexity of numerical algorithms is a challenge. The familiar worst-case complexity is hopeless for numerical algorithms. No matter how small the errors allowed in the approximations, there will always be inputs for which these errors make the algorithm produce a completely incorrect answer or loop forever. There are two common ways of solving this issue: worst-case input-restricted complexity and condition-based complexity.
In worst-case input-restricted complexity, one restricts the inputs that one allows for the numerical algorithm. This restriction is done by allowing only rational numbers of bounded bit-size in the input and by considering only well-posed inputs, which are inputs for which “reasonably” small errors do not affect the answer to the considered problem “dramatically”. Although many times successful, this complexity analysis tends to give bounds that are far away from the behavior of the algorithm observed in practice, and it fails to explain the phenomenon by which not all inputs take the same time.
In condition-based complexity, one performs a parameterized complexity analysis in terms of a property of the input called condition number. The condition number is a quantitative measure of “numerical sensitivity” of the input for the given continuous problems and tell us how much the output of the problem varies with respect to how much the input varies. Condition numbers may vary depending on how we measure variations (e.g., maximum vs. Euclidean norm) and on the nature of the variations we consider (e.g., worst-case vs. average). However, condition numbers are independent of the analyzed algorithm, they are a geometric property of the input with respect the considered continuous problem with which one can explain the behavior of the numerical algorithms in practice and why some inputs take less time than others.
Further, condition-based complexity allows us to understand how much precision does a numerical algorithm need to guarantee a correct output and how does this algorithm behave probabilistically, when a sufficiently reasonable probability distribution is assumed on the input. In the first case, the precision needed is usually controlled by the logarithm of the condition number. In the second case, the study of the distribution of the condition number of the problem on a random input allows one to get complexity estimates with high probability (weak complexity) and on expectation (average complexity).
My interests focus on the development and analysis of numerical algorithms for a variety of problems (mainly in algebraic geometry) inside the framework of condition-based complexity. In this, I have a special focus on how to develop and analyze numerical algorithms based on adaptive subdivisions methods and on improving existing complexity analyses by exploring, for example, alternative measures of errors and more general distributions.
Algebraic geometry deals broadly with objects that can be defined using polynomials and these objects' properties. With the advent of computers, the possibility of turning certain constructive, but humanly impracticable, methods into working algorithms became real. This possibility was also motivated by the fact that polynomials appear in many practical applications (robotic arms, chemical networks, dynamical systems, etc.), which made that the possibility also became a necessity. This algorithmic possibility is the focus of computational algebraic geometry whose goal is to develop and analyze algorithms that solve problems in algebraic geometry.
Among the possible computational challenges, my focus lies in the search for zeros of polynomial equations and the computation of topological invariants of semialgebraic sets, which are sets described by real polynomials, inequalities, and their combination. In the first one, I am interested in understanding better theoretically the practitioners' tricks from a complexity viewpoint in the complex case and the subdivision and grid methods in the real case. In the second one, I try to develop an algorithm that computes the homology of semialgebraic sets in average singly exponential time in opposition to the state of the art algorithms that are either doubly exponential in the worst case or singly exponential with high probability. My long term project is to use computational algebraic geometry to effectively attack the first part of Hilbert's 16th problem in high degrees.
Given a random geometric structure, what can we say about the distributions of its properties? One might wonder about the topological properties of the object. For example, given a random polynomial system, what is the distribution of its number of zeros? Or given a random underdetermined polynomial system, what is the distribution of the Betti numbers of its zero sets? And one might also consider the geometric properties of the object. For example, given a random polynomial system, what is the distribution of the minimum separation between two or its zeros? Or given a random underdetermined polynomial system, what is the distribution of the reach of its zero sets?
The centrality of this question can be appreciated in several places. First, in applications, it may help to comprehend why certain phenomena are more common than others. Second, in constructive algorithms, it may help to explain why a certain method fails to produce examples of a certain sort or why it will successfully produce examples of some desired sort. Third, in real algebraic geometry, random geometry is the only way to understand what happens “in general” since, in contrast to the complex case, there is no generic behavior in the real world.
My interests in random geometry focus on the distribution of topological invariants and, of course, condition numbers of random polynomial systems. A particular future goal is to generalize the current methods in real random algebraic geometry from Gaussian distributions to more general distributions, making current probabilistic estimates more robust.