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The University of Waterloo has six colleges, namely the Medical College, Take Fake University of Waterloo Transcript the College of Arts, the College of Mathematics, the College of Engineering, the College of Science, and the College of Environmental Studies. Other teaching units include the Graduate School, research centers in pharmacy, optometry, and social work. Canada’s largest environmental research institute. The college has awarded more than 100 undergraduate degree majors, 28 master’s and doctoral degree majors. Among them, the School of Engineering and the School of Mathematics are the most famous. In addition to the main campus in Waterloo, the school’s School of Architecture is located in Cambridge, Cambridge, and the Michael G. DeGroote School of Medicine is located in Kitchener, shared with McMaster University.
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In statistics, a correlation is used to guage the connection between two variables.
In a earlier put up, we confirmed the way to compute a correlation and carry out a correlation check in R. On this put up, we illustrate the way to compute the Pearson, Spearman, and Kendall correlation coefficients by hand and underneath two completely different situations (i.e., with and with out ties).
As an example the strategies with and with out ties, we take into account two completely different datasets, one with ties and one other with out ties.
For the illustrations of the situations with ties, suppose we have now the next pattern of measurement 5:
As we will see, there are some ties since there are two similar observations within the variable x.
For the situations which require no ties, we’ll take into account the next pattern of measurement 3:
The three most typical correlation strategies are:1


The study of mathematics is mandatory from Kindergarten to Year 10.
By studying mathematics, students develop knowledge, skills and understanding of mathematical concepts and their use within the classroom and beyond.
The syllabus consists of the following strands:
number and algebra
measurement and geometry
statistics and probability.
We will be using Matific by integrating episodes shown on SMART boards into lessons, small group work using hand held devices and independent activities using Information Communication Technologies (ICT).
Matific is perfect for practising mathematical skills in the classroom and students will be able to use their login to access it at home.


The compound annual growth rate (CAGR) value highlights the annual growth in investments over a specific period. It showcases how much an individual has earned from investments on an annual basis during a given interval.
The formula for calculating CAGR involves dividing the investment value at the end of the period by the investment value at the beginning of the period. Then, increasing the result to the power of one divided by the tenure of the investment in years. Followed by subtracting one from the total. The formula works out to: CAGR= (End value/ Beginning value)1/n -1.
The returns on the investments are not consistent every year. A CAGR value provides insight into the compounded returns an individual can earn on an annual basis irrespective of the individual yearly performances of the mutual fund. CAGR is a quite useful tool to calculate the growth rate of a particular investment.
The value of CAGR can help to evaluate past returns or estimate the future returns of investments. At the same time, CAGR value is effective for lump sum investments. In the case of systematic investment plans (SIPs), it does not consider periodic investment into account as it regards the initial and final values for the calculation.
Considering that compound interest is used to calculate returns for mutual funds, CAGR value remains an appropriate tool to assess the performance of a particular fund. However, along with CAGR value, an investor must also consider another metric such as standard deviation to take into account the proportional risk of their investments.
Rajiv is an independent editorial consultant for the last decade. Prior to this, he worked as a full-time journalist associated with various prominent print media houses. In his spare time, he loves to paint on canvas.


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Using the Quantile® scale, Think Though Math measures each student’s readiness for specific math instruction and tracks on-going progress through integrated benchmark assessments. Think Through Math supports students in grades 3 through high school and requires an annual subscription.
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Table of Contents


Very Smart Snakes Indeed!
Miss Wibberley is rightly proud of these mathematicians in her class. From the beginning of the Christmas break until now, they have amassed this haul of Mathletics certificates. Mathletics is our brilliant online maths resource that helps children master their basic maths skills and allows them lots of practice of number facts too – 24/7. If you’ve not had a chance, please do have a look with your child – the teachers set learning specially for their classes each week and there’s live online competitions to get involved with too. If your child is in years 1-6, they have a unique log-in – please ask your child’s teacher, or contact the School Office.


Can anyone tell me an approxiamate conversion time for a 60m to a 55 meters. Ie. if someone runs a 7.50 in a 60 meters, what would thet convrt to for a 55 meters?
The standard conversion is .48, so 7.02
I appreciate the quick response.
That conversion of course changes based on your performance level. So if you’re running 7.50 in a 60m it would be more than .48. Maybe .55.
since performance really makes the standard .48 inaccurate, the best way i have found is to take your 55 time and multiply it by 1.07 or take your 60 time and divide by 1.07 to find out what that would be. works great.
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Does any one have a formula for converting a 60meter time to a 100 meter time?


The goal of the Bridgeit program in Tanzania was to significantly increase the educational quality and achievement among students at primary school level in mathematics, science and life skills through the innovative use of cell phones and digital technology.
Principal evaluation findings:
- Test scores of BridgeIT students in maths and science were significantly higher, 10-20%, compared to a control group.
- The distribution of mean scores, however, showed that many students were left behind.
- No significant gender differences were found in the test scores.
- Initially, teachers were sceptical about whether or not the videos would help students learn math and science, but this scepticism was drastically diminished by the end of the year.
- The teacher needs to help students to understand the video lessons for positive effects on test scores.


LogNormal Probability Tool
Ryder Scott designed the Lognormal Probability Tool to assist the experienced petroleum professional in developing assessments of undeveloped reserves and resources quantities in resource plays. The tool is based on the methodology outlined in Monograph 3, “Guidelines for the Practical Evaluation of Undeveloped Reserves in Resource Plays (2010),” published by the Society of Petroleum Evaluation Engineers. The template displays a probit plot with up to three lognormal distributions, each containing as many as 4,000 data points. The Lognormal Probability Tool features utilities for sorting data series. It also offers options to select the data interval over which the linear regression will be conducted (if desired), and adjustment ranges for the logarithmic scale of the probit plot. With the preparation of the probit plot itself, the program will also determine and display the results of the analysis to include P10, P50 and P90 distributions; lognormal series mean; arithmetic mean; and Swanson’s mean. Also provided are Monograph 3 metrics P10/P90 and p̂. Finally, the tabulation will display the count of data points included in the linear regression and indicate the conformance of the analysis to the criterion presented in Monograph 3, namely, whether the analyzed sample size meets the minimum recommended size.


GIAM (a Gentle Introduction to the Art of Mathematics) is a free, open-source textbook -- the current version is 3.1. GIAM covers several topics in the foundations of mathematics (logic, sets, relations, functions and cardinality) and introduces the reader to many techniques of mathematical proof (direct, indirect, contradiction, contrapositive, mathematical induction, combinatorial proofs and magic). There are amusing quotations at the start of each chapter.
There are video lectures, closely paired to GIAM, on YouTube These are intended for self-study and for professors who wish to follow a "flipped classroom" paradigm.
A very preliminary version in MBX.
The exercise workbook.
The hints and solutions manual.
Some links to reviews.
GIAM is licensed under the GNU Free Documentation License version 1.3
GIAM is typeset using PDFLaTeX. Figures were produced with XFiG. Photographs were modified using GIMP. The source code for GIAM is hosted at GitHub.
There are alternative versions of GIAM available here.
The LaTeX source code for group activites and the slides for the video lectures are now in the repository.


Our vision for maths at Gillshill Primary School is to encourage all of our pupils to develop their knowledge and understanding of this subject. We aim for ALL pupils to enjoy and achieve in becoming confident, independent mathematicians.
We believe that a broad and balanced maths education is the entitlement of all pupils, we want children to ‘master’ mathematics throughout their school lives and beyond.
At Gillshill Primary we follow the White Rose Maths Scheme. The children from EYFS-Year 5 are taught in whole class ability groups and have a classroom support assistance to provide tailored intervention. Children in Year 6 are differentiated into ability groups to allow a more comprehensive teaching timetable which will support their Year 6 SATs. In advance of any maths unit being taught, all of the children will complete a pre-assessment on the unit they are about to study. The results are analysed which will inform future planning and intervention. This is to ensure children receive the best access to quality first teaching.
Each maths lesson is carefully planned and resourced to follow the Concrete, Pictorial and Abstract (CPA) approach. Firstly, children are able to gain knowledge of mathematical concepts through the development of understanding due to the use of concrete apparatus. Once they feel confident, children move to pictorial understanding through visualising their mathematics with pictorial images. Finally, children move to develop their abstract understanding of mathematics with written number calculations. At each stage, children are given the opportunity to develop their depth of knowledge and understanding with tailored reasoning and problem solving.
Our intention is to develop children into mastery mathematicians Wherever possible maths is incorporated through a thematic approach which ensures children are thoroughly engaged and enriched. This also helps to connect mathematical concepts and support the transference of skills.
The impact of the maths curriculum is measured through regular book scrutinies, subject specific learning walks, teacher and pupil discussions and data analysis. The school leadership team, subject leaders and governors relentlessly drive the maths curriculum forward and monitor it vigorously.


By Dorndorf U., Pesch Е., Phan-Huv Т.
We describe a time-oriented branch-and-bound set of rules for the resource-constrained undertaking scheduling challenge which explores the set of lively schedules through enumerating attainable task commence instances. The set of rules makes use of constraint-propagation suggestions that take advantage of the temporal and source constraints of the matter with the intention to lessen the hunt house. Computational experiments with huge, systematically generated benchmark attempt units, ranging in measurement from thirty to at least one hundred and twenty actions according to challenge example, convey that the set of rules scales good and is aggressive with different designated resolution methods. The computational effects convey that the main tricky difficulties ensue whilst scarce source offer and the constitution of the source call for reason an issue to be hugely disjunctive.
Read or Download A branch-and-bound algorithm for the resource-constrained project scheduling problem PDF
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Additional info for A branch-and-bound algorithm for the resource-constrained project scheduling problem
4. 4 60 STATISTICAL METHODS FOR PRACTICE AND RESEARCH Initially all the variables are shown in the left-hand box. To perform the Independent-Samples t-test, transfer the dependent variable(s) into the Test Variable(s) box and transfer the variable that identifies the groups into the Grouping Variable box. In this case output is the dependent variable to be analyzed and should be transferred into Test Variable(s) box by clicking on the first arrow in the middle of the two boxes. Mine is the variable which will identify the groups of the miners and it should be transferred into the Grouping Variable box.
Range, variance, and standard deviation are the common measures of variability. 1. 2. Range is the difference between the largest and the smallest values. Variance is the sum of the squared deviations of each value from the mean divided by the number of observations. Standard deviation is the positive square root of variance. 3 Percentiles, Quartiles, and Interquartile Range Percentiles and quartiles are used to find the relative standing of values in a data set. The nth percentile is a number such that n% of the values are at or below this number.
Alternative Hypothesis (H1)—It is accepted when H0 is rejected. 33 34 STATISTICAL METHODS FOR PRACTICE AND RESEARCH Null hypothesis represents the status quo and alternate hypothesis is the negation of the status-quo situation. Proper care should be taken while formulating null and alternate hypotheses. One way to ensure that null hypothesis is formulated correctly is to observe that when null hypothesis is accepted, no corrective action is needed. In the electric bulb example, the first option that the average life of the bulb is greater than or equal to 1000 hours is the null hypothesis.
A branch-and-bound algorithm for the resource-constrained project scheduling problem by Dorndorf U., Pesch Е., Phan-Huv Т.


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ABSTRACTClassical statistical inference is mainly based in p value calculation using the hypothesis contrast method, or estimating confidence intervals for punctual results. Hypothesis contrast permits the comparability between observed probability and predicted probability considering some grade of random variability. The null hypothesis can be accepted or rejected using the observed result with a certain grade of confidence. In this assay, an intuitive approximation of the hypothesis contrast method for statistical inference is presented, using a simple binomial problem for probability calculation, an analogy between the hypothesis contrast and a justice system, and a brief explanation about statistical significance.
Silverman ME, Murray TJ, Bryan CS, eds. The quotable osler. Philadelphia Pa, USA: American College of Physicians 2002.
Pita-Fernández S, Pértega-Díaz S. Pruebas diagnósticas: sensibilidad y especificidad. Cad Aten Primaria 2003; 10: 120-124.
Jaisingh L. Statistics for the utterly confused. 2 ed. New York, N.Y.: McGraw-Hill; 2006.
Altman DG. Practical statistics for medical research. London, UK: Chapman & Hall; 1991.
Pagano M, Gauvreau K. Fundamentos de bioestadística. México: Thomson Learning, Inc.; 2001.
Fisher RA. Design of experiments. London, UK: Macmillan Publishers Co; 1935.


Nonlinear programming sequential unconstrained minimization techniques download
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and McCormick (Fl). Fiacco and McCormick (Fl) developed the Sequential Unconstrained Minimization Techniques (SUMT) for nonlinear programming using penalty function and related concepts. A chronological survey of the development of the penalty methods and detailed discussion and analysis
Nonlinear Programming: Sequential Unconstrained Minimization Techniques - Ebook written by Anthony V. Fiacco, Garth P. McCormick. Read this book using Google Play Books app on your PC, android, iOS devices. Download for offline reading, highlight, bookmark or take notes while you read Nonlinear Programming: Sequential Unconstrained Minimization Techniques.
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Application of Sequential Unconstrained Minimization Technique to LMFBR Core Design Optimization Problem Yasuhiro KOBAYASHI, strained minimization techniques, conjugate direction method, regression functions, power balance method, ... core design using linear programming<7> and the method of approximate programming have been
· The controlled random search procedure can also be effective in the presence ... ,A Numerical Comparison between Two Approaches to the Nonlinear Programming Problem, Toward Global ... G. P.,Nonlinear Programming—Sequential Unconstrained Minimization Techniques, John Wiley and Sons, New York, New York, 1968. Google Scholar; Download ...
Solve constrained or unconstrained nonlinear problems with one or more objectives, in serial or parallel. Linear Programming and Mixed-Integer Linear Programming; Quadratic ... Solver-Based Nonlinear Optimization Solve nonlinear minimization and semi-infinite programming problems in serial or parallel using the solver-based approach ...
This article is based on an idea proposed by C. W. Carroll for transforming a mathematical programming problem into a sequence of unconstrained minimization problems. It describes
· My Project videocast on Non-linear Optimization, from University of Hertfordshire.
Nonlinear programming; sequential unconstrained minimization techniques. [Anthony V Introduction --Mathematical programming-theory --Interior point unconstrained minimization techniques --Exterior point unconstrained minimization techniques --Extrapolation in unconstrained minimization techniques --Convex programming --Other unconstrained ...
Nonlinear Programming: Sequential Unconstrained
Nonlinear Programming: Sequential Unconstrained Minimization Techniques ANTHONY V. FIACCO GARTH P. McCORMICK RESEARCH ANALYSIS CORPORATION McLEAN, VIRGINIA JOHN WILEY AND SONS, INC. New York • London • Sydney • Toronto . Contents 1 INTRODUCTION 1
ProtectOurCoastLine - Your Search Result For Anthony V Fiacco: Mathematical Programming With Data Perturbations 1( ), Mathematical Programming with Data Perturbations(9780898712544), Classics in Applied Mathematics: Nonlinear Programming: Sequential Unconstrained Minimization Techniques Series Number 4(9780824715434), Mathematical Programming with Data Perturbations(9781138413252 ...
The Sequential Unconstrained Minimization Technique for Nonlinear Programing, a Primal-Dual Method. Nonlinear Programming Solutions for Load-Flow, Minimum ... . PAS-88, No. 4. A survey of non-linear optimization techniques. 19 October 2001 | FEBS Letters, Vol. 2, No. S1 “SUMT” (sequential unconstrained minimization technique) von Fiacco ...
Download Citation | Nonlinear Programming II: Unconstrained Optimization Techniques | This chapter deals with the various methods of solving the unconstrained minimization problem. It presents a
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Nonlinear Programming: Sequential Unconstrained Minimization Techniques. Anthony V. Fiacco, Garth P. McCormick. SIAM, Jan 1, - Mathematics - 210 pages
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We propose a simple modification to the differentiable penalty methods for solving nonlinear programming problems. This modification decreases the penalty parameter and the ill-conditioning of the penalty method and leads to a faster convergence to the optimal solution. We extend the modification to the augmented Lagrangian method and report some numerical results on several nonlinear …
Free Nonlinear Programming: Sequential Unconstrained
Download Citation on ResearchGate Nonlinear Programming: Sequential Unconstrained Minimization Techniques The primary purpose of this book is to. nonlinear programming sequential unconstrained
In this paper, we apply Sequential Unconstrained Minimization Techniques (SUMTs) to the classical formulations of both the classical L1 norm SVM and the least squares SVM. We show that each can be solved as a sequence of unconstrained optimization problems with only box constraints.
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Nonlinear Programming: Sequential Unconstrained Minimization Techniques. Anthony V. Fiacco, Garth P. McCormick. Society for Industrial and Applied Mathematics, - Mathematics - 210 pages.
techniques to be discussed are primarily algebra-based. The ﬁnal two sections comment on some techniques that do not involve pivoting. As our discussion of nonlinear programming unfolds, the reader is urged to reﬂect upon the linear-programming theory that we have developed previously, contrasting the two theories to understand why the
McCormick and Fiacco compiled their work in Nonlinear Programming: Sequential Unconstrained Minimization Techniques ( ). The book was jointly awarded that year’s Frederick W. Lanchester Prize for best publication in operations research, lauded for being one of the most comprehensive approaches to the analysis of nonlinear programming problems.
As researchers begin to extend these methods to convex and general nonlinear programming problems, this book will become indispensable to them. My Links Download Nonlinear Programming: Sequential Unconstrained Minimization Techniques
· A method for sensitivity analysis in nonlinear programming has recently been developed using the sequential unconstrained minimization technique. It is applied here to perform sensitivity analyses on four example problems to demonstrate the computational feasibility and characteristics of the approach. The sensitivity analysis is conducted along the minimizing trajectory for each problem. The ...
Downloadable! This article is based on an idea proposed by C. W. Carroll for transforming a mathematical programming problem into a sequence of unconstrained minimization problems. It describes the theoretical validation of Carroll's proposal for the convex programming problem. A number of important new results are derived that were not originally envisaged: The method generates primal
Unconstrained minimization of Richard H., Mary E. Hribar, and Jorge Nocedal. 1999. An interior point algorithm for large-scale nonlinear programming. SIAM Journal on ... a function that takes a scalar as input) is needed. In these circumstances, other optimization techniques have been developed that can work faster. These are ...
Nonlinear programming; sequential unconstrained
· PENALTY AND BARRIER METHODS: Inequality constraint is greater or equal to 0 , thany You :-) FIACCO A.V. / McCORMIEK G.P. "NONLINEAR PROGRAMMING SEQUENTIAL UNCONSTRAINED MINIMIZATION TECHNIQUES ...
sequential unconstrained minimization algorithms . We assume that f: RJ → (−∞,+∞] is a continuous function. Our objective is to minimize f(x)over x in some given closed nonempty set th step of a sequential unconstrained minimization algorithm we minimize a function G k(x)to obtain the vector xk.
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Optimization Techniques Pdf Free Download Optimization Techniques PDF Free Download. This is one of the Important Subject for EEE, Electrical and Electronic Engineering (EEE) Students. Optimization Techniques is especially prepared for Jntu, JntuA, JntuK, JntuH University Students. The author’s of this book clearly explained about this book by using Simple Language.
Optimal load flow using sequential unconstrained minimization technique (SUMT) The problem is solved by a sequential unconstrained minimization technique (SUMT) algorithm which was developed by Fiacco and McCormick. ... The complete determination of the optimum power system steady-state operating condition is a nonlinear programming problem.
Mathematical Programming 5 ( ) 354-373. North-Holland Publishing Company A D U A L APPROACH TO SOLVING N O N L I N E A R PROGRAMMING PROBLEMS BY UNCONSTRAINED OPTIMIZATION R. Tyrrell ROCKAFELLAR * University of Washington, Seattle, Washington, U.S.A. Received 4 January 1973 Revised manuscript received 13 July 1973
Sequential quadratic programming methods as developed by Wilson, Han, and Powell have gained considerable attention in the last few years mainly because of their outstanding numerical performance.
The book is organized as follows. The first chapter reviews the main ideas and techniques of nonlinear programming, including unconstrained minimization methods (Newton and quasi-Newton methods) and constrained optimization techniques (such as Sequential Quadratic Programming or SQP).
An Algorithm for Nonlinear Optimization Using Linear Programming and Equality Constrained Subproblems Richard H. Byrd Nicholas I.M. Gouldy Jorge Nocedalz Richard A. Waltzz Revised May 14, Report OTC 2002/4, Optimization Technology Center Abstract This paper describes an active-set algorithm for large-scale nonlinear programming
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Meet our Team
Valentine Johns leads Group Tutoring Services at UC Clermont College. He enjoys helping students develop skills to learn better so they can be more confident in college. His unique ability to break down complex concepts make students feel empowered after every session. Valentine is constantly finding new ways to engage students and faculty on tutoring initiatives that support student success and retention.
Zoe La is an undergrad business analytics student at UC. She loves to help fellow students develop their skills in math. During her tutoring sessions she engages the student to identify the core areas they are struggling with and then guides the student on a path to better understand the topic since Algebra is a foundational course that equips students with important skills that they need to be successful in college science courses. Seeing her tutees develop their math skills and gain more confidence makes her more confident in her approach. Tutoring has helped her also develop her leadership, communication, and collaboration skills.
Ariana Bernard is a non-traditional student studying Health Information Systems. She decided to further her education after moving to the Midwest from the West Coast to give her more job opportunities. Ariana understands the value of small groups to learn concepts and to provide a comfortable space for questions among peers. Study groups and one-on-one tutoring have been highlights of her time at UC and uncovered a passion to help others succeed. Having a solid foundation in math lends itself to all areas of study.
Stephanie Garcia is a UC undergraduate student majoring in biology and neurobiology. Knowledge of math is essential in everyday life, and Stephanie wants to make math easier for students. Throughout her tutoring sessions, she encourages her students to ask for help. Furthermore, she works with them to get down to the source of what they are struggling with and helps them work through the issue. Stephanie shows students how to tackle their math problems using different approaches, and then the student can choose the approach they prefer. Seeing a student start to grasp a math concept brings a smile to Stephanie's face. Working as a tutor will help her develop her confidence and skills like problem-solving, communication, leadership and patience.
Teresa Salomone is a UC undergraduate student majoring in Mathematical Sciences with the hopes of becoming a Math Professor. She was once a pre-college math student herself, so she understands the struggles and what it takes to succeed in those courses. She loves sharing what she has learned with her fellow students so they can achieve success as well. To optimize comprehension of topics she demonstrates different methods to solve problems, so students can decide which option is best suited for them. It brings her joy when she is able to resolve a student's confusion and helps them grasp the material better. Through tutoring, she is dedicated to impacting her fellow students in a positive way hence uplifting their confidence in their mathematical abilities.
Matt Mone wants to be a tour guide for students by showing them all the great attractions that math has to offer. Although math can sometimes create a frustrating environment, math is a powerful language where people can express themselves through a medium of excitement and curiosity.
Casandra Cain loves being a tutor because she loves helping people. Watching students grow during their time together, and all the times they have an "ah I get it now!" moment are the best parts. She has met some really great people and learns something new every day on the subjects she tutors. Tutoring is a very rewarding and humbling experience!
Cheryl Thomas is a third-year Health Sciences student! She loves tutoring students because it gives her the opportunity to connect with fellow students from different ethnic backgrounds, differing educational strengths, and even ages as we all work towards similar goals of getting to better understand concepts from challenging and rigorous courses. Having been a student who has taken these same courses herself, she knows first-hand how frustrating and overwhelming it can be at times to feel lost in these courses, so getting the opportunity to potentially help students going through those same feelings makes her work as a tutor really enjoyable!


This article gives total data about Wordle 2048 as well as more data around 2048 opened games. Follow our site for the most recent news.
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2048 is an incredible game uniquely intended for math sweethearts. This is a great numerical riddle to play. The game is tied in with moving more pieces. This is a solitary player game.
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Inches There are 3.2808398950131 feet in a meter. 1 Meter is equal to 3.2808398950131 Feet. 1 m = 3.2808398950131 ft Write briefly: 1.65 "m" = 64.9606299213 "in" Convert 1.65 m in inches by conversion tables. We have briefly reviewed how to use the unit Converter on this page, but this is only part of the features of the page service. 1 feet and 3.748 inches: 41 cm: 1 feet and 4.1417 inches: 42 cm: 1 feet and 4.5354 inches: 43 cm: 1 feet and 4.9291 inches: 44 cm: 1 feet and 5.3228 inches: 45 cm: 1 feet and 5.7165 inches: 46 cm: 1 feet and 6.1102 inches: 47 cm: 1 feet and 6.5039 inches: 48 cm: 1 feet and 6.8976 inches: 49 cm: 1 feet and 7.2913 inches: 50 cm: 1 feet and 7.685 To convert from meters to feet and inches, multiply the value in meter (1.72) by 3.28 to get: 1.72 m x 3.28 = 5.64304 feet. Take the decimal part of 5.64304 (0.64304) then multiply it by 12 to turn it into inches.
67. 68. 6 Convert any measurement in a known scale into another known scale. Convert.
1 Meter is equal to 3.2808398950131 Feet.
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1 centimeter is equal to 0.3937007874 feet: 1cm = (1/2.54)inch = 0.3937007874ft. The distance d in feet (ft) is equal to the distance d in centimeters (cm) divided by 30.48: This online Calculator converts meters to feet (m to ft) and backwards ft to m (foot to meters).In 1958 the United States and countries of the Commonwealth of Nations (Australia, Canada, New Zealand) defined the length of the international foot is to be exactly 0.3048 meters (304.8 millimetres).
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23960. 14575. 15011.
Data should be separated by coma (,), space ( ), tab, or in separated lines. 1 centimeter is equal to 0.3937007874 feet: 1cm = (1/2.54)inch = 0.3937007874ft The distance d in feet (ft) is equal to the distance d in centimeters (cm) divided by 30.48:
How big is 65 cubic feet? What is 65 cubic feet in cubic meters? This simple calculator will allow you to easily convert 65 cu ft to m 3 . 1 Meters = 3.2808 Feet: 10 Meters = 32.8084 Feet: 2500 Meters = 8202.1 Feet: 2 Meters = 6.5617 Feet: 20 Meters = 65.6168 Feet: 5000 Meters = 16404.2 Feet: 3 Meters = 9.8425 Feet: 30 Meters = 98.4252 Feet: 10000 Meters = 32808.4 Feet: 4 Meters = 13.1234 Feet: 40 Meters = 131.23 Feet: 25000 Meters = 82021 Feet: 5 Meters = 16.4042 Feet: 50 Meters = 164.04 Feet: 50000 Meters = 164041.99 Feet: 6
1.65 Feet to Millimeters Conversion breakdown and explanation 1.65 ft to mm conversion result above is displayed in three different forms: as a decimal (which could be rounded), in scientific notation (scientific form, standard index form or standard form in the United Kingdom) and as a fraction (exact result). Height Conversion Chart .
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65-082. 65-061. 50-014. 50-013.
Sensing range. 0.5 m. (1.64 feet).
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Konvertera Meter m till Fot ft Längdomvandlare
1 meter to feet is 3.28084 ft = 3 ft, 3 3/8 in 2 meters to feet is 6.56168 ft = 6 ft, 6 3/4 in Meters to Feet and Inches Conversion, Meters to Ft and Inches Convert Chart.
Spis 50 cm
everyone plays a different game, but for myself, in meters Driver - 260m 3-wood - 210m 3iron - 180m 4iron - 165m 5iron - 155m 6iron - 145m 7iron - 135m 8iron - 120m 9iron - 110m pw Celebrities can seem larger than life on our television screens, but it's important to remember that in reality they might not measure up. A cavalcade of celebrities a 1 metre is equal to 3.2808398950131 feet, or 1 m. Note that rounding errors may occur, so always check the results. Use this page to learn how to convert between feet and metres. Type in your own numbers in the form to convert the units!
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Discrete-Time Control Systems, 2/E
Katsuhiko Ogata, University of Minnesota
2nd, illustrated (2009)
No. of Pages:
- restructures content to be flexible enough to fit many different course needs:
- Chs. 1-6 provide self-contained coverage for a one-quarter course (without having to omit sections).
- Chs. 1-8 provide coverage for a full-semester course.
- In-depth discussions of selected topics (such as Z transform, and pole placement when the control signal was a vector quantity) have been moved to optional Appendices.
- discusses in detail the theoretical background for designing control systems.
- offers a greatly expanded treatment of the pole placement design with minimum-order observer by means of state space approach (Ch. 6) and polynomial equations approach (Ch. 7).
- features a new chapter on the polynomial equations approach to the control systems design — as an alternative to the design of control systems via pole placement with minimum-order observers. Includes the design of model matching control systems.
- emphasizes the usefulness of MATLAB for studying discrete-time control systems — showing how to use MATLAB optimally to obtain numerical solutions that involve various types of vector-matrix operations, plotting response curves, and system design based on quadratic optimal control.
- presents many instructive examples and worked-out problems throughout the entire text.
2. The z Transform.
3. z Plane Analysis of Discrete-Time Systems.
4. Design of Discrete-Time Control Systems by Conventional Methods.
5. State Space Analysis.
6. Pole Placement and Observer Design.
7. Polynomial Equations Approach to Control Systems Design.
8. Quadratic Optimal Control.
Appendix A. Vector-Matrix Analysis.
Appendix B. z Transforms Theory.
Appendix C. Pole Placement Design with Vector Control.


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To introduce Operations Research as a collection of descriptive and analytical techniques, centered around optimization, which can be used to facilitate decision making in business and industry. This course focuses on a few selected mathematical ideas which can be applied to a diverse range of ‘real world’ problems.
Linear Programming: constrained optimization, convexity, the Simplex Algorithm.
Game Theory: zero-sum two-person games, strictly determined games, mixed strategies, the minimax theorem.
Graphs and networks: maximal flow problems, the Ford-Fulkerson Algorithm, the max flow-min cut theorem; shortest path problems, Dijkstra's Algorithm; project scheduling, critical paths.
Computation using mathematical/statistical software.


public class PebbleDistanceMatrix
A non-deterministic algorithm than sometimes returns SOLVABLE very quickly, and other times returns UNKNOWN. It uses
a modification of flyod's algorithm that reduces the reported path lengths when vertices have at least one pebble.
The idea is that when trying to move a pebble along a shortest path what matters is not the actual shortest path, but
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Download all 5 Exercise: A good place to start is either the earlier worksheets in the Place Value Expanded Form Worksheets or the Conventional Expanded Form Worksheets and then gradually work through these, incorporating expanded form exercises with decimals if you have convered those topics.
Decimal Division to the Hundredths Place. Step 3 Find the square of half of the coefficient of x and add to both sides. Guided Lessons are digital games and exercises that keep track of your progress and help you study smarter, step by step. Last, students will use their knowledge of the base ten number system to divide decimals by base ten exponents i.
Division with Two-Digit Divisors Exercise: In this example 6 and -1 are called the elements of the set. Here is the substitution. All quadratic equations can be put in standard form, and any equation that can be put in standard form is a quadratic equation.
They keep track of your progress and help you study smarter, step by step. Note in this example that the equation is already in standard form. Which scientist is credited with the long and difficult task of analyzing the data.
This theorem is proved in most college algebra books. Currently, he and I are taking the same algebra class at our local community college. We must subtract 6 from both sides. Two of the three terms are perfect squares. All of the examples to this point gave quadratic equations that were factorable or in the case of the last part of the previous example was an equation that we could use the square root property on.
We now have Step 5 Take the square root of each side of the equation. In other words, if the product of two factors is zero, then at least one of the factors is zero.
The moons orbiting Jupiter follow the same laws of motion as the planets orbiting the sun. The average distance value is given in astronomical units where 1 a. Which scientist is credited with the long and difficult task of analyzing the data.
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This can never be true in the real number system and, therefore, we have no real solution. The product of two factors is zero. From your experience in factoring you already realize that not all polynomials are factorable.
From the general form and these examples we can make the following observations concerning a perfect square trinomial. Which set of standards are you looking for.
Scientists know much more about the planets than they did in Kepler's days. It looks complex, but we are following the same exact rules as before. How then did Newton provide credible evidence that the force of gravity is meets the centripetal force requirement for the elliptical motion of planets.
Kepler's third law provides an accurate description of the period and distance for a planet's orbits about the sun. The exponents worksheets in this section provide practice that reinforces the properties of exponents, including the basic procedures for adding exponents, subtracting exponents, dividing exponents and multiplying exponents.
Again, obtain a coefficient of 1 for x2 by dividing by 3. Download all 5 Exercise: Note that there are two values that when squared will equal A. This means that in all such equations, zero will be one of the solutions. Step 3 Find the square of one-half of the coefficient of the x term and add this quantity to both sides of the equation.
Step 4 Check the solution in the original equation. Since the slope of a vertical line is undefined you can't write the equation of a vertical line using neither the slope-intersect form or the point-slope form.
But you can express it using the standard form. The best way to boost your child's math skills is to practice, practice, practice! Packed with division problems, this simple worksheet gets the job done. Third Grade Math Worksheets. Multiplication worksheets have practice sheets on multiplication properties, arrays, balancing equations, word problems and theme based problems.
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The slope-intercept form is, where is the slope and is the y-intercept. Subtract from both sides of the equation. Enter YOUR Problem. About. Worksheet - Ellipses (Section ) The standard form of the equation of an ellipse discussed in Chapter 6 is: 1 () () 2 2 2 2 b y k a x h or 1 () () 2 2 2 a y k b Write the following ellipse equations in standard form.
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How to Calculate Area. Area is the space inside the perimeter/boundary of space, and its symbol is (A). Its the size of a 2-dimensional surface and is measured in square units, for example, square feet. Square feet can also be eed as ft 2 or sq. ft. Use our formulas to find the area of many shapes.. Its essential to measure all lengths in the same unit of measure or convert all
This free area calculator determines the area of a number of common shapes using both metric units and US customary units of length, including rectangle, triangle, trapezoid, circle, sector, ellipse, and parallelogram. Also, explore the surface area or volume calculators, as well as hundreds of other math, finance, fitness, and health calculators. Area CalculatorThis free area calculator determines the area of a number of common shapes using both metric units and US customary units of length, including rectangle, triangle, trapezoid, circle, sector, ellipse, and parallelogram. Also, explore the surface area or volume calculators, as well as hundreds of other math, finance, fitness, and health calculators.
Equation. Area Moment of Inertia Section Properties = I. Section Modulus = Z = I/y. Radius of Gyration. A = area. A = db - hk. y = Distance to neutral axis. y = d/2. Area Moment of Inertia Section Beam Deflection CalculatorTo further understand this concept, let us consider the cross-section of a rectangular beam with a width of 20 cm and a height of 30 cm. Using the formulas that you can also see in our moment of inertia calculator, we can calculate the values for the moment of inertia of this cross-section as follows:I = width * height³ / 12 = 20*(30³)/12
We carry Rectangle Tubing in Aluminum, Brass, Cold Roll Steel, Hot Roll Steel, and Stainless Steel. Often used in structural applications due to it's strength and in architectural applications for it's ease of finishing. When it comes to versatility other shapes do not compare Rectangle tubes are one of the most preferred shapes for fabrication. Calculate Required Tube Size Using Structural Properties The calculator can be utilized by anyone that knows the loading criteria of their application and whether the tube will be used as a beam or column. This calculator will compute the acceptable Allied galvanized steel tubing product size based on length and load criteria.
Rectangular tubes are formed from coils and then ran through a series of dies. They are welded from the inside to form their shape. Rectangular tubes are generally used for maintenance and structural purposes. Some examples of applications would be building construction, railings, and truck frames. Calculator for Engineers - Instructions for calculator for Nov 12, 2018 · Instructions for using Moment of Inertia Calculator . This moment of inertia calculator is developed to help calculation of area, centroid, moment of inertia, section modulus and radius of gyration for Rectangular, Circular, Angle, T , Channel and I sections of structural members. (i) This calculator takes the origin "O" of reference axes at the intersection of the horizontal axis (o-p
Calculator for Hollow structural sections - rectangular Calculators. Steel sheets and plates Seamless steel pipes - circular Hollow structural sections - circular Hollow structural sections - square Hollow structural sections - rectangular Round steel bars Square steel bars Flat bars Equal angles Unequal angles Channels - GOST Channels - UPN Beams - IPN Beams - IPE Beams - HEA (IPBL) Construction onlineSection calculator:area, moments of inertia, moments of resistance of simple shapes Rectangle. Circle. Rectangular tube. Round tube. I-shape. Use of this page is free and on your own risk. Calculations and methods have been tested on several benchmarks. However the builder can not be held responsible for any bugs, inaccurate results or
Beam Deflection Calculators - Solid Rectangular Beams, Hollow Rectangular Beams, Solid Round Beams Enter value and click on calculate. Result will be displayed:Calculate Deflection for Solid Rectangular Beams Calculate Deflection for Hollow Rectangular Beams Calculate Deflection for Solid Round Beams Calculate Deflection for Round Tube Beams Fencing CalculatorFencing Calculator Processing
into a round (9), square (10) or rectangular (11) section. Form-Square Weld-Square (ERW) Process In the weld mill, driven forming dies progressively shape the at strip (1) by forming the top two corners (2) of the square or rectangular tube in the initial forming station. Subsequent stations form the bottom two corners (3) of the shape. Hollow Cuboid - Geometry CalculatorHollow Cuboid Calculator. Calculations at a hollow cuboid or rectangular tube. This is a cuboid with a rectangular hole, two open, opposite sides and walls of equal thickness. Enter the length of the closed sides a and the thickness d, the length of outer edge b or inner edge b' and the length of outer edge c
Land area calculation. Calculating areas of irregular polygons is a non-trivial task without sophisticated surveying instruments. One way to calculate areas of such plots, is to break them into a number of triangular-shaped plots as in image shown below and then find the area of each triangle using Heron's formula and sum them up. Mechanical Engineering Calculator OnlineOnline mechanical engineering calculations, Deflection of hollow rectangular beams,round tube beams,solid rectangular beams, solid round beams Calculators.
Metal Weight Calculator Grade of Raw Metal Select Aluminium Brass IS 319 Carbon Steel Cast Iron Copper EN-19 EN-1A EN-24 EN-8D EPDM Rubber Fe 11 Fe 12 Fe 24 Hestalloy C-276 Inconel 600 Inconel 610 Inconel 625 Mild Steel Natural Rubber SBR Rubber Silver SS 201 SS 300 Series SS 303 SS 304 SS 304L SS 308 SS 309 SS 309L SS 310 SS 316 SS 316L SS 321 Moment of inertia of a rectangular tube calcresourceMay 02, 2020 · This tool calculates the moment of inertia I (second moment of area) of a rectangular tube (rectangular hollow section). Enter the shape dimensions 'b', 'h' and 't' below. The calculated results will have the same units as your input. Please use consistent units for any input.
Calculate the surface area, inner or outer radius, or height of a tube. Online structural design calculations according to EurocodesList of all online structural design calculations and design tools according to Eurocodes (EN1991, EN1992, EN1993, EN1998) in EurocodeApplied
Volume of water in pipe - calculation example. Let's see how to use the pipe volume calculator correctly. For an example calculation, we need a few assumptions. We will calculate the volume of a 6-meter length pipe, with an inner diameter equal to 15 centimeters. The pipe is used to transport water. QUIK-TUBE® Building Form QUIKRETE:Cement and The QUIK-TUBE® Building Form (No. 6922) is a ridged fiber building form tube that eliminates the need to build wood forms. Available in:8" diameter 10" diameter 12" diameter (all are 4-foot in length) Available regionally in 10-foot and 12-foot lengths
Industrial Tube & Steel Corporation stocks carbon steel rectangular tubing in A513 (mechanical) and A500 (structural) grades, in a range of sizes and wall thicknesses. A500 structural carbon rectangular tube is used in construction, buildings, towers, and sign support applications, but also in trailers and structural fabrications. Rectangular Tube Cross-Section calcresourceJul 01, 2020 · The rectangular tube, however, typically, features considerably higher radius, since its section area is distributed at a distance from the centroid. Rectangular tube section formulas The following table, lists the main formulas, discussed in this article, for the mechanical properties of the rectangular tube section (also called rectangular
May 30, 2020 · For the above calculation, the cut-out corner area was considered as the difference of a square with side r and a quarter circle with the same radius. Similarly, the plastic modulus of a rounded rectangle with respect to a centroidal axis y-y, perpendicular to its base, can be found, by alternating dimensions b and h, to the last formulas. STONE CALCULATOR [How Much Stone do I Need] - Construction See below for two examples. Otherwise, enter your measurements and values in our online calculator! Calculation examples. Rectangular Area with Crushed Gravel (105 lb/ft³) and Price Per Unit Mass; Lets say I need crushed gravel for part of my driveway which measures 4ft long, 2ft wide and 9in (0.75ft) deep.
The links below on the left are section modulus calculators that will calculate the section area moment of inertia properties of common shapes used for fabricating metal into various shapes such as squares, rounds, half rounds, triangles, rectangles, trapezoids, hexagons, octagons and more. Section Properties Area Moment of Inertia - Engineers EdgeThe following links are to calculators which will calculate the Section Area Moment of Inertia Properties of common shapes. The links will open a new browser window. Each calculator is associated with web pageor on-page equations for calculating the sectional properties.
Results:maximum moment, stress and deflection caused by the loads Included functions:- load calculation and Eurocode 1 loads, - European steel beams, - American Standard beams - Shape calculations:Moment of Inertia, Section modulus (Moment of resistance), Area in both x an y direction of simple shapes:rectangle, circle, rectangular tube Steel Rectangle Tube Weight Calculator Metal Weight Online metal weight calculator which helps to calculate the weight of Steel Rectangle Tube metal. Steel Rectangle Tube Weight Calculation Material Alloy Steel Aluminum Beryllium Brass Bronze Cast Iron Columbium Copper Copper Alloys Gold Lead Magnesium Molybdenum Nickel Plastic Silver Stainless Steel Tantalum ium Tungsten Zinc Zirconium
What You Should Use This Calculator For. You should use this calculator to compare materials, diameters, and wall thicknesses to find out how to make your designs safer. For example, lets say your local metal distributor has 1.75x.095 tube and 1.25 solid bar on sale from some huge bulk purchase that fell through with another customer. Tube Calculator - Rogue FabricationWhat You Should Use This Calculator For. You should use this calculator to compare materials, diameters, and wall thicknesses to find out how to make your designs safer. For example, lets say your local metal distributor has 1.75x.095 tube and 1.25 solid bar on sale from some huge bulk purchase that fell through with another customer.
Tube calculator, hollow cylinder calculator. Calculate unknown variables for surface area, circumference, volume and radius of a tube given height and 2 known variables or given volume and 2 known variables. Online calculators and formulas for a tube and other geometry problems. UDA ConstructionOnline - Construction Management Designed for growing construction firms, UDA construction software manages over 80 billion dollars of construction everyday. UDA Technologies was founded on a desire to revolutionize the construction world by bringing millions of users together with a single purpose:to create a construction project management platform that empowers
Related Surface Area Calculator Area Calculator. Volume is the quantification of the three-dimensional space a substance occupies. The SI unit for volume is the cubic meter, or m 3.By convention, the volume of a container is typically its capacity, and how much fluid it is able to hold, rather than the amount of space that the actual container displaces. Volume CalculatorRelated Surface Area Calculator Area Calculator. Volume is the quantification of the three-dimensional space a substance occupies. The SI unit for volume is the cubic meter, or m 3.By convention, the volume of a container is typically its capacity, and how much fluid it is able to hold, rather than the amount of space that the actual container displaces.
Rectangular tube Rectangular pipe, hollow rectangular or square shape. Use of this page is free and on your own risk. Calculations and methods have been tested on several benchmarks. However the builder can not be held responsible for any bugs, inaccurate results or Contact us to find out our rates [email protected]


Pricing is the number one question I hear from new business owners. I hear you, it's always really tough trying to put a price against your own products. For all of my strategies check out the two blog posts below...or just skip straight to the Cake Pricing Formula at the bottom of the page!
My super simple cake pricing formula!
Armed with all of the knowledge you’ve build up by following my recommendations above, you should be able to fill in the following blanks: an hourly rate, the time it takes to complete a cake order, your overheads, and the cost per order. Overheads is a tricky one to totally pin down so I like to take it as a percentage. The longer you’ve been in business the more accurate you can make this percentage but, from experience, 5% of your hourly rate multiplied by order time gives you a sensible number.
(HOURLY RATE X TIME) + COSTS + OVERHEADS = CAKE PRICE
So, for an 8 inch 3 layer cake, filled with jam and buttercream, decorated with fondant, taking 5 hours to complete...
(12 X 5) + 10 + 5% (= 3.50) = 73.50)
Cake Price £73.50 (if you want to be exact, feel free to round up or down as you see fit!)
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TYLER HILLIARD ACHIEVES ALL 44 LEVELS OF MATH FACTS IN A FLASH AT SUMTER COUNTY PRIMARY SCHOOL
MATH FACTS IN A FLASH AT SUMTER PRIMARY
TYLER HILLIARD ACHIEVES ALL 44 LEVELS OF "MATH FACTS IN A FLASH" AT SUMTER COUNTY PRIMARY SCHOOL Tyler Hilliard, second grader at Sumter County Primary School, has achieved all 44 levels in Math Facts in a Flash. The levels include addition, subtraction, multiplication, division, squares, decimals and percentages. Tyler is in Mrs. Duke's class. He is the son of Stephen and Crystal Hilliard of Americus.
Pictured L to R is Sumter County Primay Principal-Mrs. Cindy Hughes, Tyler, and Mrs. Cadie Dukes.


How To Find Exact Value Of Trig Functions Calculator. There are criteria you can use in the continued fraction expansion to determine if the approximation is nearly exact. Sine, cosine, and tangent to calculate angles and lengths in right angled triangles.we can represent trigonometric ratios for the angles 30, 45, 60 and 90 all have exact trigonometric ratios.
There are criteria you can use in the continued fraction expansion to determine if the approximation is nearly exact. We use the three trigonometric ratios; It has been illustrated in the diagram shown below.
Find The Exact Value Of The Following.
Find the exact value of the following. Trig calculator finding sin, cos, tan, cot, sec, csc. If you ever want to become decent at trigonometry, you have to understand the connection between right triangles and the unit circle shown here.
To Find The Trigonometric Functions Of An Angle, Enter The Chosen Angle In Degrees Or Radians.
Calculating exact values of sin, cos, tan without a calculator. That’s it now your window will display the final output of your input. This online trigonometry calculator will calculate the sine, cosine, tangent, cotangent, secant and cosecant of angle values entered in degrees or radians.
Chapter 10 Of Book I Of The ''Almagest'' Presents Geometric Theorems Used For Computing Chords.
We know the cosine and sine of common angles like and it will therefore be easier to deal with such angles. You can see the radii drawn at various angles (measured in radians and degrees) all. The field emerged in the hellenistic world during the 3rd century bc from applications of geometry to astronomical studies.
It Is Not Necessary To Solve A Triangle In Unit Circle Basis.
Write the expression in terms of common angles. We can use these exact trigonometric ratios to find lengths and angles in right angled triangles without using a. We use the three trigonometric ratios;
Simple Interest Compound Interest Present Value Future Value.
For output, press the “submit or solve” button. A calculator can be a powerful tool when taking trigonometry. Find the exact value of each trigonometric function part 1 youtube from www.youtube.com.


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I’m happy to announce a version of WeBWorK that can serve mathematics questions via a Moodle quiz. This gives a tighter connection between Moodle and WeBWorK, allowing students to work exclusively with the Moodle quiz interface while WeBWorK produces the mathematics questions and processes the student answers in the background. The result is similar to using STACK to produce and process mathematics questions.
This is a first attempt at realizing the question level WeBWorK-Moodle bridge which I proposed in this forum in my earlier post last January ( https://moodle.org/mod/forum/discuss.php?d=277922) and on my blog (http://michaelgage.blogspot.com/2015/01/connecting-webwork-to-moodle-2xs.html )
It makes most of the 25K+ mathematics questions written for WeBWorK’s OpenProblemLibrary (http://webwork.maa.org/wiki/Open_Problem_Library) available for use in Moodle quizzes as well. The OPL began with questions designed for single and multivariable calculus courses (and that is still the majority of the collection) but has expanded in both up and down to include questions for linear algebra and differential equations, complex variables, operations research, and statistics; as well as precalculus and developmental mathematics problems and many other math subjects.
To see this Moodle/WeBWorK connection in action, view the Moodle course for linear algebra and differential equations at (https://devel3.webwork.rochester.edu/moodle/course/view.php?id=21). You will need to login as “visitor”, using the password “visitor” in order to view the quizzes. (Guests are not allowed to view Moodle quizzes.)
This is a mockup of the matrix algebra/ODE course which I taught in 2009 using the Moodle/WeBWorK assignment connection (which presents an entire homework assignment using the WeBWorK interface). In each week you’ll see the original WeBWorK assignment that I used (the icon is a yellow spider web on blue background) and near it the Moodle Quiz version of the same assignment. Try each of them to get a comparison between the WeBWorK/Moodle assignment bridge and the new WeBWorK/Moodle question bridge.
I have set the behavior of the Moodle Quiz so that it closely approximates the original WeBWorK assignment. These assignments are meant primarily for homework/practice not for normative assessment. The student can retry each question as often as she wishes and if there are several answer blanks then evaluation is given separately for each blank.
The Moodle portion of this bridge is built on the Opaque question type module implemented by Tim Hunt for interfacing with webservice test engines. I am indebted to Tim for help and advice while I was implementing this Moodle/WeBWorK question interface.
Information for installing and configuring the Moodle Opaque question type is available on github at https://github.com/moodleou. Specifically you need the opaque qtype module: https://github.com/moodleou/moodle-qtype_opaque and the opaque behaviour module: https://github.com/moodleou/moodle-qbehaviour_opaque.
I’ll provide more detailed suggestions for creating your own Moodle/WeBWorK questions later but for those somewhat familiar with both WeBWorK and Moodle here is the short explanation.
1. You create a new Opaque engine pointing to the url: https://devel3.webwork.rochester.edu/opaqueserver_wsdl and set the question bank URL for the engine to https://devel3.webwork.rochester.edu/webwork2/spring09mth165 .
2. For each question the questionID should be the same as the path of a WeBWorK problem in the OpenProblemLibrary with the following replacements.
The initial segment should be “library” instead of “Library”, each slash is replaced by two underscores, and each hyphen is replaced by three underscores. (This is required in order to conform to the Opaque client naming scheme.)
is obtained using the questionID:
For those who are really impatient the WeBWorK server function is provided by adding the project opaque_server along side a standard WeBWorK course. The Opaque Server can be found at (https://github.com/openwebwork/opaque_server) along with minimal documentation for installing.
This is the first version of the Moodle/WeBWorK question bridge so the behavior may change slightly in the future. Because STACK and WeBWorK are already very similar I would be interested in creating a question type that was interchangeable between the two background mathematics engines. Instructors would be able to mix STACK and WeBWorK questions in the same quiz in such a way that it was invisible (or nearly invisible) to students which engine was handling the question.
Your comments are welcome.
-- Mike Gage, University of Rochester, Rochester, NY


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The PLIB 2 Simple Geometry library handles linear algebra, low level geometric functions (intersection tests, etc) and the lowest level container objects for vectors, matrices, etc.
The lowest level type that SG is concerned with is the sgFlexNumberArray (FNA). This class can represent a number, a 2,3 or 4 element vector, a "handle" or a flexible length array of such things. Each number can be any of the standard OpenGL types - half, float, double, byte, short, unsigned short, int or unsigned int. Handles can stand in for textures, shaders, etc. An sgFlexNumberArray also has an optional ASCII name and knows it's type and length.
FNA's are used all over the place throughout PLIB. An FNA can contain the texels of a texture, a block of vertex data, a matrix or a single uniform variable to send to a shader.


Brian King is an award-winning pioneer of radio fly-on-the-wall documentaries; the producer of hundreds of programs for BBC Radio 4, including the long-running series On the Ropes and also, coincidentally, a series about coincidence, presented by Martin Plimmer.
Authors of Beyond Coincidence, Brian King & Martin Plimmer, shared their in-depth exploration into the phenomena of coincidence. From the mathematical point of view, Plimmer said, "everything happens by chance." And yet, he related a story of how a statistics teacher was trying to demonstrate the odds of 50/50 to his class, by tossing a coin and the coin landed on its side. The... More »Host: George Noory


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We have two Math Teacher openings to teach AP Calculus BC and AP Statistics/Capstone. Each class is 20% FTE and they are held in the morning, Pacific Time. AP Calculus BC This course is designed for those students who are planning a major in a subject area in college that requires a Calculus background, or for those who simply have an interest in higher mathematics. Students who successfully complete the course will be prepared for the Advanced Placement Exam (BC) in May. Topics include advanced integration techniques, Simpson’s Rule, related rates, improper integrals, differential equations, slope fields, Euler’s Method, applications to differential equatio
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On March 21-22 the sun is directly overhead at the equator and appears 45 degrees above the horizon at 45 degrees north and south latitude. As the angle of sun above the earth at the equator is 90 degrees while it is 45 degrees at 45 degrees north or south latitude, it follows that the angle at the sun between the vertical from the horizon and the line from the observers at 45 degrees north and south must also be 45 degrees. The result is two right angled triangles with legs of equal length. The distance between the equator and the points at 45 degrees north or south is approximately 3,000 miles. Ergo, the sun would be an equal distance above the equator.


What are They Shooting At?
Making sense of the
By Gary S. Stager
Published in the October 2001 issue of Curriculum Administrator
If we are indeed in the midst of a math war, I'd like
to know when our terribly math-phobic nation developed such a passionate
interest in mathematics education? Why are the casualties predominantly women
and children? Who gave special interest groups the right to fly into urban
schools and attack excellent teachers teaching mathematics in a manner they
believe benefits their students. Why are we so obsessed with turning kids into
poor imitations of $5 calculators?
The best I can tell, this battle is between Concerned Citizens for the Preservation of Long Division and an unidentified band of progressive education bogeymen. While I share the frustration of customers charged $74 for Cheezwhiz and a Slim Jim by a zombie-like supermarket cashier, I don't think it's fair to blame the current state of numeracy on methods designed to engage children in the understanding of mathematics. Marilyn Burns is right when she points out that the problems we encounter in everyday life require mental math abilities yet the classroom remedy seems to be impose lots of similar problems to be solved with pencil and paper.
Folks from organizations like Mathematically
terribly agitated by the suggestion that we should teach children "fuzzy" concepts
like estimation when in fact a cashier capable of estimating the sum of the two
items could have averted the Cheezwhiz incident.
The great Satan to the Taliban of math education is the notion that a problem
might not have one solution.
Nobel Physicist, Arno Penzias once wrote, "An Inexact
Number is Almost Always Good Enough." Apparently, that's only
untrue in school. No wonder there are so few Nobel Laureates in fifth grade!
Constructivism is a favorite target of the math
fundamentalists. Constructivism is simply the belief that knowledge is not
transmitted, but constructed by the individual based on context, motivation,
negotiation, experience and interaction with others in a community of practice.
What is controversial about kids constructing meaning through varied, rich and
collaborative activities? Sure there are classrooms full of kids mindlessly
pushing manipulatives around a table, but that does not indict constructivism.
It merely suggests that math teachers need help understanding how children
learn mathematics. The idea could be good even if the implementation still
If teachers have not learned to teach in a constructivist
style, how can we blame constructivism for wrecking our schools? Most teachers
never received the memo telling them to embrace constructivism, let alone
changed their practice. In other words, math education has remained relatively
untouched for the better part of a century.
A few years ago I met a group of impressive Bulgarian
mathematics educators. Bulgaria had just been freed from the shackles of
communism and its educational leadership viewed high-quality, child-centered,
problem-based, dare I say constructivist mathematics education as a vehicle for
restoring democracy to their nation. During the totalitarian regime of the
communists the people were told that every problem had precisely one solution
and that the government had that solution. Wise Bulgarian educators realized
that educating a generation of children to think like mathematicians would help
reverse their reliance on political demagogues.
Dr. Constance Kamii proves in her exhaustive research that
children taught to memorize the trick (algorithm) for solving a particular kind
of problem will be less proficient in that skill and have much less
understanding of the underlying concept. Dr. James Stigler of UCLA has
carefully analyzed thousands of hours of video taken in TIMMs classrooms around
the world and discusses how America's obsession with repetitive
decontextualized problems solved on pieces of paper puts us at a disadvantage
when compared with other nations.
I recently heard someone express concern that Marilyn Burns
might be considered a kooky constructivist because she encourages kids to
reinforce their mathematical understanding through the act of writing and
dialogue. What objection could there possibly be to kids reinforcing their
knowledge through the development of written and oral communication skills? Why
do the Chicken Littles feel that allowing children to experience the joy,
wonder and power of mathematics through meaningful activities is at odds with
their goals? If rigor and results is what they desire, then they should respect
a variety of methodologies. Otherwise they are just a pack of censors.
The 1990 National Council of Teachers of Mathematics
Standards said that 50% of mathematics has been invented since World War II.
Try finding any of that reflected in math textbooks! There is perhaps no
discipline with a larger gap between the actual discipline and the teaching of
that discipline than school math and mathematics. New forms of mathematics such
as fractals, chaos, cellular automata and number theory are more playful than
factoring quadratic equations. Surely the social science's dependence on
number and the availability of computing technology opens the door for some
outdated content and methodology to be discarded.
Talk is cheap. There are more kids taking more advanced
(titled) school math classes at a younger age than at any time in our history,
yet we have little evidence that anyone is becoming mathematically proficient.
Hasn't insanity been defined as doing the same thing in the same way over
and over again but expecting a different result? Would you really wish the kind
of math education you experienced on your worst enemy, let alone your child?


Simplify Geometries Preserving Topology
Simplifies the geometry of polygons and lines preserving topology. Spatial relations are unaffected after the simplification. Polygons are simplified without creating slivers (overlaps or gaps). Allows to export to various vector formats.
This tool allows to simplify highly detailed geodata (polylines/polygons - eg. census boundary data) with respect to the topology of neighbors. When you're intending to create for example only overview maps, such high accuracy is not needed. Generalization during the simplification process preserves the geometry relationship (topology) - so there are no overlaps or gaps.
Too much detail in the geometries can slow down the data rendering and response of your application. Simplification also significantly reduces the file size. To reduce the file size even more, the tool allows export to various vector formats - including TopoJSON, GeoJSON, ESRI Shapefile, etc.
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- Number of decimal places - Round precision of coordinates for vertices of all features to specific number of decimal places. For data in degrees the default precision of 5 decimal places roughly equals of precision of about 1.1 m.
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Simplified vector data (polygon/polyline) in selected output file format.
- 2020-11-20 20:46 - The tool has been created.


Mathematical Association of America to hold American Math Competition (AMC) for school students across the world, including India
• Competitions to be held in Nov 2017 and Feb 2018
• AMC a series of exams culminating in International Mathematical Olympiad
New Delhi, Aug…: Transitions Lab Preparatory School brings to you the best of world MATH
Competition. It is our endeavor to help the Indian students get exposure to the world of Maths in a way that is done outside India enabling them to flag off their preparation for higher studies in prestigious Universities across the world.The Mathematical Association of America (MAA) will hold the American Math Competition(AMC) for middle and high school students across major centres of the world, including India, during November 2017-February 2018, to test their math-solving competencies and help them develop the analytical skills needed for future careers in an innovative society. The AMC examinations, considered as the world’s leading mathematics competition for students ranging from grade 8 to 12, are a series of tests and curriculum materials that culminate with the International Mathematical Olym-
piad (IMO).Students who take the AMC competitions have the opportunity to develop creative quantitative thinking and problem-solving skills, which prepare them to succeed in high school math classes. The contest dates are November 14, 2017 for AMC 8; February 7,
2018 for AMC 10 and 12A; and February 15, 2018 for AMC 10 and 12B. The cost of participation is Rs 750 plus taxes. Those students, who perform exceptionally well in the AMC 10/12, can continue to participate in the AMC contests. Both the A and the B versions of the AMC 10 and the AMC 12 have the same number of questions, the same scoring and the same rules for administration. The only differences are the competition dates and that each version has a distinct set of questions, although the two examinations are designed to be equal in difficulty and distribution of topics. Transitions Lab Preparatory School is an exclusive international partner of the MAA to conduct AMC exams throughout India. It is our desire to bring the best in the world of Maths to the students of India enabling them to become true global citizens in terms of developing their problem solving skills.It provides students with AMC Resources which consist of material to help with mathematical problem solving and to prepare for the AMC competitions. Limited scholarships are available for top math performers recommended by school math teachers. Students can enroll with Transitions Lab Preparatory School for the AMC 8, 10 and 12 contests on email email@example.com. Over 350,000 students participate in this competition annually in over 6,000 schools worldwide. Last year more than 1,500 students participated in the contest from different schools in India. Twelve Indian students got invitation to participate in AIME(American Invitational Mathematics Examination) contest, which is the first in this series. The MAA, the largest professional society with a focus on undergraduate mathematics education, has a mission “to advance the mathematical sciences, especially at the collegiate level.” The AMC programme is intended to strengthen the mathematical capabilities of the next generation of problem solvers. The AMC 8 is a multiple choice examination in middle school mathematics designed to promote the development of problem-solving skills. The AMC 10 is for students in 10th grade and below, and those under 17.5 years of age on the day of the contest can take this test. Students in grade 12 or below and under 19.5 years of age on the day of the contest, can take the AMC12.
OTHER HONORS PROGRAMME EXAM
American Scholastic Math Association (ASMA) is a first examination to start the journey of your Honors Program. The contest has many interesting questions that increase the students thinking power. Students also sharpen their skills to answer math section of standardized tests like The ACT and the SAT. Every year students from around 40 countries participate in these contests. Every participant receives a participatory certificate and students with the highest cumulative score receive the highest-scoring student certificate. CEMC – University of Waterloo is Canada’s largest and most recognized organization for promoting and creating activities in mathematics and computer science. Their math contests for grades IX to XII are contests like Pascal, Cayley, and Fermat which have multiple-choice questions and Fryer, Galois, Euclid and Hypatia where questions are answered showing full working. They also have a Physics and Chemistry contests called Sir Isaac Newton (SIN) and Avogadro and a
computing challenge called Beaver Challenge. There are several other exams and competitions to consider and our students participate, like Biology Olympiad (Toronto), Essay competitions for students interested History,English and Psychology.


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