Perceptions of Numbers
by H. Peter Aleff
Modern questions about number
Numbers were and are astonishing entities, entirely intangible but more enduring and reliable than the fleeting reality that hides them to unaware minds. To appreciate what the ancients saw in them, it may be best to begin with the questions some modern thinkers are asking about their nature. For instance, the astronomer and cosmologist John D. Barrow muses:
“Why does the world dance to a mathematical tune? Why do things keep following the path mapped out by a sequence of numbers that issue from an equation on a piece of paper? Is there some secret connection between them; is it just a coincidence; or is there just no other way that things could be? (...) Down the centuries there have been those who saw in mathematics the closest approach we have to absolute truth (...). Its very structure forms a model for all other searches after absolute truth.”
Comparably, the searcher-for-absolute-truth-mathematician yet occasionally inventive chronicler of mathematical history Eric Temple Bell discussed in his book on Pythagoras what numbers might be. He concluded that
“[Whether numbers were discovered or invented] is the oldest and the simplest of all questions regarding the nature of mathematical truths. History gives no universally accepted answer to it.”
Bell was a gifted story-teller and went here for dramatic effect. The question may be simple, but old it is not.
Until the current century, people rarely, if ever, doubted the once universally accepted bedrock principle that numbers and mathematics were “out there” and not invented by humans. Here are some comments on this subject which the mathematician Bonnie Gold wrote recently in a review of two books on the philosophy of mathematics:
“In the early years of this century, Platonism (by which I mean the belief that mathematics is the science of certain mind-independent, non-physical objects with determinate properties) was dethroned as the dominant philosophy of mathematics.
Since then, there’s been a struggle to replace it with an alternative that avoids the philosophical problems of Platonism while accurately reflecting the working mathematician’s daily experiences of doing mathematical research. None of Platonism’s immediate successors -- logicism, formalism, intuitionism -- has proved satisfactory. (...) In the last 25 years, new candidates for philosophies of mathematics have become popular, including fictionalism, conventionalism, structuralism, and social constructivism.”
Proponents of the last-named among these philosophies argue, for instance, that the equation 2 + 2 = 4 is only a convention our grade school teachers bullied us into accepting as a law of nature, and that mathematical objects are social entities in the same way as monetary systems or political institutions.
They also propose that mathematical objects get constructed by the community of mathematicians and then only take on a sort of life on their own in the minds of its members.
This may of course all well be so, but it makes one wonder where these objects go to survive when the knowledge about say, the golden ratio and the pentagram, gets lost and then rediscovered. How long can these objects stay outside of minds, and do they get enough food, water, and air there to continue their life while waiting to snatch another mind as their new host?
Why would a different community living at a different time come up again with the very same mathematical objects that some other people had already created?
And why do we laugh about the lawgivers in Indiana who tried in 1896 to legislate a value of 3.2 for the circle constant pi since it would be easier to use than the longer and more complicated traditional number which was produced strictly by and for impractical mathematicians?
Such modern thinkers may reject the Platonist belief in some abstract, non-physical and non-psychological realm of numbers and mathematics where constants and pentagrams and other such constructs exist by themselves and outside of minds.
Ancient status of NUMBER
On the other hand, people in the highly religious environment of the ancient Levant had their then unquestioned certitude: NUMBERs belonged to the divine domain. Obviously, they had to be the first things made to then serve as helpers or tools for the rest of creation. No animals with four legs or people with two of those and five toes on each foot could be shaped before those numbers existed to build them with.
We owe much of our pre-Platonic written documentation of that once common “Platonist” belief to the ancient Mesopotamians because their baked- clay tablets survived better than the parchments and papyri of their neighbors. Another source for ancient attitudes towards numbers are the traditions about the Greek Pythagoras (around 580 to 500 BCE) and his teachings because this founder of a number-venerating religion had acquired many if not all elements of his doctrine in Phoenicia, then above all in Egypt, and finally in Mesopotamia.
The apparent absence of direct evidence from Egypt or Canaan does not mean said neighbors did not share very similar basic beliefs even though they left us little or no written testimony to that effect.
All civilizations of the ancient Near East flourished on a common cultural ground from which they drew many shared ideas and core convictions. For instance, winged disks represented the sun as royal and/or divine emblem on Hittite palace portals, Egyptian stelae, and Canaanite seals, as well as in Assyrian and Babylonian art. The same image appears also in Bible verses such as Malachi 4:2:
“the sun of righteousness shall rise with healing in his wings”.
Conceptions of number are rooted deeply in that same shared substratum of basic ideas beneath the superficial cultural differences. It seems therefore more likely than not that the Phoenician and Egyptian beliefs about the nature of the number world had grown on similar spiritual soil as those of the ancient Mesopotamians.
Mesopotamian number gods
In those Mesopotamian beliefs, numbers were the most basic concepts of existence. Each deity had and/or was his or her number, and numbers were gods. The names of the gods could even be written as numbers. For instance, a personal name from the Third Dynasty of Ur reads “My-god-is-50.”
Mathematics was above all a priestly science, embedded in and driven by a culture of number mysticism. The historian of science André Pichot describes this once common attitude towards numbers:
“Just as Mesopotamian astronomy was inseparable from astrology, Mesopotamian mathematics was inseparable from number mysticism. (...) Numbers do not present themselves to our senses as unequivocally as geometric figures do. They are by far more abstract and are not part of our perceivable environment. Yet these abstractions exist and, moreover, they have certain regular properties.
Numbers cannot be connected with the concrete reality the way geometry is, and so they easily slide into the supernatural. They are not in nature but determine its manifestations through certain ratios and relationships; from this follows that they rank above nature. (...)
On the other hand, these “super-natural” and “nature-ruling” numbers are also a means to understand that nature. (...) [The Mesopotamians sought not mathematical rules or proofs] but technical recipes as well as certain number ratios without any direct use; this quest and this knowledge belong more to the domain of magic than to that of science. We find therefore besides the mathematical role of the numbers also purely mythical aspects which are equally interwoven with their use. (...)
This number mysticism is not to be confused with another kind of mysticism: in Greek and Hebrew writing, the numbers are represented by letters and not by symbols of their own, so that each word, particularly names, has its number, obtained, for instance, by adding the numerical values of the individual letters. (...) This [gematria] is fundamentally different from the number mysticism in which the numbers represent supernatural and nature-dominating entities; the latter can be considered a precursor of mathematical physics and even of mathematical rationalism in its broadest sense.”
Many modern scholars believe that this number mysticism was the major motivation behind the Mesopotamians’ deep and ancient interest in the manipulation of numbers. The ancient sages’ search for the relationships between these supernatural but predictable entities contributed greatly to their development of mathematical skills.
Their looking for patterns in the number world anticipates the modern “alternative philosophy of mathematics”  which defines its subject as “the science of pattern”  . The search is the same even though the ancients asked different questions and looked for different patterns, and even though they interpreted some of their results in mytho-logical instead of modern-logical terms.
Here is how Pichot summarized his comments on the Mesopotamian number mysticism from which I quoted above:
"Just as the introduction of metalworking did not make chemistry any more rational but rather enriched magic by a few concepts and mythology by sundry smith gods, so the manipulation of numbers did not produce a unified corpus of rationally founded laws -- mathematics -- but remained a computing technique with a mystical background.
We should not expect rational explanations from this approach to numbers; its explanatory contribution is on the same level as that of alchemistic magic or of smith gods. It is moreover characteristic for this non-rational use of numbers and their relationships that each number is linked to a god and derives its value and position in the number system from the position of that god in the mythology. The structure of the number world corresponds therefore much more to a hierarchy of gods in heaven than to a system based on rational mathematical laws.”
Pythagorean number veneration
The same ideas resonate also in the doctrine of Pythagoras where NUMBER had created and continued to rule the cosmic order. NUMBER was divine and functioned as “the principle, the source, and the root of all things” . It permeated the world, intangible and unseen but as real and live to Pythagoreans as radio waves are to us.
NUMBER was even more essential to them than electromagnetic radiation is to us: electromagnetism is only one of currently four forces that hold our world together, whereas Pythagoreans held that NUMBER was the One and Only universal principle, the fabric of all there is and can be.
In Plato’s Pythagorean-influenced Timaeus, NUMBER was the World Soul from which the Demiurge had fashioned all of Creation. NUMBER wove together Form and Matter through its mathematical harmony and ruled everything, from the string lengths of musical instruments to the human emotions their sounds created and guided.
Even abstract concepts such as light and dark or good and bad were NUMBERS, and of course, so were the planetary motions that produced by their numerical ratios the famous though inaudible “Music of the Spheres”. NUMBER was the unchanging reality behind the illusion of the ever-changing phenomena we perceive.
Indo-European number rituals
The mystic status of numbers which led to this intense concern with their properties and relationships seems to have existed also, even before Sumerian times, in the beliefs of the neighboring Indo-Europeans.
Modern scholars interpret similarities between word roots as signs of deep and original connections, just as ancient sages had long done with similarities between the sounds of words, or between the ways to write them. Based on this principle, some of the moderns have shown that the religious view of numbers among speakers of Indo-European languages goes back to the prehistoric period when the words for their relationships formed.
Here is what David R. Fideler says about these early word roots in his introduction to Guthrie's “The Pythagorean Sourcebook and Library”:
“Cameron, in his important study of Pythagorean thought, observes that harmonia in Pythagorean thought inevitably possesses a religious dimension. He goes on to note that both harmonia -- there is no “h” in the Greek spelling -- and arithmos appear to be descended from the single root “ar”.
This seems to ‘indicate that somewhere in the unrecorded past, the Number religion, which dealt in concepts of harmony or attunement, made itself felt in Greek lands. And it is probable that the religious element belonged to the arithmos - harmonia combination in prehistoric times, for we find that ritus in Latin comes from the same Indo-European root’.”
Such traces of early reverence for invisible but knowable Numbers suggest that if some ancient mathematicians were aware of the major constants, they might have ranked these mysterious “super-numbers” even higher than the natural numbers. They would have assigned them important religious and symbolic roles, and they would have explored their properties and permutations as a means to understand the relationships among the gods they represented or were.
Copyright © 2003 bv H. Peter Aleff
1 John D. Barrow: “Pi in the Sky - Counting, Thinking, and Being”, Oxford University Press, Oxford, 1992, page 4.
2 Erik Temple Bell: “The Magic of Numbers”, 1946 and 1974, edition consulted Dover, New York, 1991, pages 20 and 21.
3 Bonnie Gold: Review of “Social Constructivism as a Philosophy of Mathematics” by Paul Ernest and of “What is Mathematics, Really” by Reuben Hersh, The American Mathematical Monthly, April 1999, pages 373 to 380.
4 For instance, Paul Ernest in: “Social Constructivism as a Philosophy of Mathematics”, State University of New York Press, 1998, per Bonnie Gold in the above review, page 375.
5 Jan Gullberg: “Mathematics, From the Birth of Numbers”, W.W. Norton & Co., New York, 1997, pages 95 and 96.
6 See, for instance, the biblical king Hezekiah’s stamp on jar handles mentioned in Frank Moore Cross: “King Hezekiah’s Seal Bears Phoenician Imagery”, Biblical Archaeology Review, March/April 1999, pages 42 to 45 and 60, see page 45 left.
7 Simo Parpola: “The Assyrian Tree of Life: Tracing the Origins of Jewish Monotheism and Greek Philosophy”, Journal of Near Eastern Studies, Volume 52, July 1993, Number 3, pages 161-208. see page 182 left and note 87.
8 André Pichot: “La naissance de la science”, Gallimard, Paris, 1991, edition consulted “The Birth of Science -- from the Babylonians to the early Greeks”, Wissenschaftliche Buchgesellschaft, Darmstadt, 1995, pages 92 to 94. (In German, my translation)
9 so dubbed by Bonnie Gold, in the above review, American Mathematical Monthly, April 1999, page 379.
10 as promoted in another book title by “Making the Invisible Visible” author Keith Devlin: “Mathematics: The Science of Pattern: The Search for Order in Life, Mind, and the Universe”, Scientific American Library, 1997.
11 André Pichot: “The Birth of Science ...”, page 92. (in German, my translation)
12 David R. Fideler, in his “Introduction” to Kenneth Sylvan Guthrie, compiler and translator: “The Pythagorean Sourcebook and Library”, Phanes Press, Grand Rapids, Michigan, 1988, page 21 bottom, quoting Theon of Smyrna.
13 David R. Fideler: “Introduction” to Kenneth Sylvan Guthrie: “The Pythagorean Sourcebook and Library”, Phanes Press, Grand Rapids, Michigan, 1987, citing Alister Cameron: “The Pythagorean Background of Recollection”, see note 30 on page 51 middle.


In 1958, the Krautkramer company invented a series of standard curves using the principles of sound laws and the principles of sound intensity calculation, which is called DGS and is also known as AVG in German. In this diagram, each diagram represents a specific diameter of the Flat Bottom Hole (FBH) that the distances have gradually increased. The highest diagram is related to the return signals from the back wall of the calibration block.
The Y axis represents the peak amplitude and the X axis represents the Near Field coefficient of the probe. This means that it shows the height of the peak caused by the reference reflector in the distance of N.F * 1.2. Using these diagrams, it is possible to determine the signal caused by a discontinuity inside the piece, similar to the diameter of the FBH. Considering the diagrams Calculations of the divergence angle of a probe with a specific diameter and frequency, sound attenuation due to absorption and connection of the probe to the calibration block and the test piece are drawn. Different methods are used to draw the diagram for different probes.
By citing an example, we will see how to use the DGS/AVG diagram in ultrasonics:
A normal probe with a diameter of 10 mm and a frequency of 5 MHz was used to perform the test on a steel piece with a thickness of 100 mm. The size of a defect found at a depth of 42 mm is similar to which reference reflector?
First, we perform Near Field calculations N.F = 102/4*1.17 = 21 mm
Calculate the depth of the defect in terms of N.F and it is found to be at a distance of 2 N.F. (A=21/42=2) and mark 2 on the bottom horizontal axis.
According to the thickness, the distance from the back of the work piece is about 5 N.F and we draw 5 on the horizontal axis to the back wall diagram and read the number on the left side which is 10.
To calculate the reference dB, we set the signal received from the back of the work piece to a certain height of the screen, for example 60%, and write down the value of the reference dB (for example, 43 dB).
We bring the maximum signal received from the defect to the reference height (in this example, 60%) and write down the dB of the defect (for example, 45 dB).
The dB difference between the reference signal and the fault signal is equal to 2. (2=43-45)
By adding the sensitivity of the Back Wall signal obtained in paragraph 3, the real sound intensity number is obtained (V=2+10=12) and we mark 12 on the left vertical axis.
We connect the two specified points on the horizontal axis and the vertical axis, and now you can read the number written at the end of the diagram by following the meeting point of the two red lines on the diagram.
As shown in the diagram, our defect is equal to a FBH with a diameter of 0.4 mm.


The Fast Fourier Transform, or FFT, is a mathematical technique that deconstructs a complex waveform into its component sine waves. Presented with a segment of data which represents the amplitude vs. time relationships of a complex waveform, an FFT will derive two sets of results: the amplitude spectrum (amplitude vs. frequency) and the phase spectrum (phase vs. frequency) of the signal. This information is sufficient to describe the relationships of the sine waves which make up the waveform, and with further computation the FFT results can be interpreted for several different types of display.
Much of the signal analysis in APx500 is performed using FFT techniques. These results are typically displayed in the frequency domain, as level vs. frequency or phase vs. frequency spectrum graphs. Some results (such as Impulse Response and Scope) are displayed in the time domain, as level vs. time.
The length (in samples) of the audio data being transformed is called the FFT length, or record length. Since this length consists of samples, its duration in time varies with the sample rate. See Table of actual FFT Lengths.
The bandwidth of the FFT is from DC to 1/2 the sample rate.
FFT bins and bin width
The bandwidth of the FFT is divided into bins, the number of which is 1/2 the FFT length. The bin width (also called line spacing) defines the frequency resolution of the FFT. The FFT provides amplitude and phase values for each bin. The bin width is stated in hertz. The bin width can be calculated by dividing the sample rate by the FFT length; or by dividing the bandwidth by the number of bins (which is equal to 1/2 the FFT length).
As an example, at a sample rate of 48 kHz and an FFT length of 16,384 (the 16K setting), the bandwidth would be DC to 24 kHz, the number of bins would be 8,192, and the bin width would be 24 kHz / 8,192, or 2.93 Hz.
With care, you can select sample rates and FFT lengths that will result in a specific bin width; for example, an FFT length of 65,536 samples (APx menu setting of 64K) and a sample rate of 65,536 Hz (we’re assuming a digital input here, with the signal at that sample rate) provides a bin width of exactly 1 Hz.


This is the Malady part of the Marmalade. You can't tell from this picture (maybe you can), but the seams are about a half an inch off, which changes the whole effect. You kind of see "behind the curtain" when you can tell how the pieces are put together. I was so smart, changing the recipe to 4 1/2" squares and strips instead of the original 2 1/2! I'd show them! It'll be so quick! Ha!
And then, as all things math related, the experts were right and my freehand long division was wrong.
So I did a test block with the original recipe. And the effing thing came out tiny and PERFECT. But then I looked at it again and they're still a little off, only you can't really tell because it's more pronounced in the larger blocks I did.
Four of the small squares make up one block. I really don't want to do the math on how many small blocks I need to make. I'll just keep sewing until my fingers fall off? Or I run out of fabric. Or the police are called because I haven't been seen or heard from in days and officer, it just smells weird.
I bought one of these, which will make finishing (starting?) the Orange
Malady Marmalade quilt so much easier.
But it's too hot.
So a friend suggested Open Sewing. What's that, you ask?
Only the most amazing thing ever invented EVER. Sewing shops, fabric shops, open their doors and let you use their space! Google "open sewing" in your area.
I just have to take all my fancy quilting tools and actually get started. Finished?


Zero to eight: "Oooh, I like your belt"
posted by Mr Thompson @ 9:26 pm
the red triangle is longer and higher than the blue one so when you put the blue triangle at the front and the red triangle on top but if you don't move the yellow and green shape it will be to short and to high. so you move the yellow one from on top then move it one square to the left. this means that it doesn't lose any dimention.
by le thanh hoang 8cc the answer is simple the sides of the triangles are different so wen u put a long side in stead of short you lose some of the area in this case the blue triangle has been put covering its shortest side and the red covering its longest. so the bottom one has lost 1/2mm squared. This may not be a good explination but i know what im talking about
The key to the puzzle is the fact that neither of the 13x5 "triangles" has the same area as its component parts.The four figures (the yellow, red, blue and green shapes) total 32 units of area, but the triangles are 13 wide and 5 tall, which equals 32.5 units. The blue triangle has a ratio of 5:2, while the red triangle has the ratio 8:3, and these are not the same ratio. So the apparent combined hypotenuse in each figure is actually bent.
there is a white sqaure on the bottom row (the white squares are in the background)thats the missing square
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Publication date: 07 January 2021
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'A superbly written, riveting book.' Martin ReesSearching for the fundamental laws of the universe, physicists have found themselves developing ambitious mathematical ideas.
Dimension: 129 x 198 x 23 (mm)
Edition number: Main
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Having been self-contained for the past 16 years, things changed last year. In the past, most all the children would introduce themselves AFTER stating they “not good writers.” This past year, that looked different. While I truly enjoy all the subjects, last year we became departmentalized and I was given math, science, social studies. So many children last August stated, “I am not good in math!” I was totally caught off guard and shocked. I began searching for ways to reduce their anxieties and instill the joy of math.
I follow @bstockus on Twitter where he suggested I consider Math Rocks. I completed the application and was excited when I received the acceptance email. In our first meeting, we watched several videos in which I selected two words to incorporate into my class this year. Discovery and Joy! I want my children to experience joy in math as they discover math in their everyday world. I hope to share a newfound excitement for math. Growing and collaborating with these teachers, will only enhance the work. Together we will all discover and experience new joys in math.
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CATHOLIC VOLUNTARY ACADEMY
The curriculum at St Bede’s follows the national pattern of being divided into the key stages of three and four. Key Stage Three is spread across years 7 and 8 and represents a transition from year 6 in the primary and the establishment of a solid base of preparation for the externally assessed courses of Key Stage Four.
In year 7 students are organised into 5 academic ability sets for English, Maths and Science. Timetable considerations allow for Maths to be set independently but the setting for English and Science classes is based upon prior attainment in both subjects. All other courses are taught in mixed ability groups.
In years 8 and 9 students are organised into 2 parallel populations each of which covers the full ability range. All subjects are organised independently into 3 sets for each population totalling 6 teaching groups over all. These are based upon academic performance in English, Maths, RS, Science, Modern Foreign Languages (MFL) and Humanities. All other subjects have 3 mixed ability groups in each population.
Technology in year 7 is organised into 7 groups and, in years 8 and 9, into 8 teaching groups.
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Two maths teachers from Maths Hub Sussex schools went on a research trip to Shanghai in China to look in detail at how maths is taught in schools there and begin to explore ways in which elements of the Shanghai teaching approach might be introduced into lessons in England.
The teachers, Miss Palmer from Chailey School and Mrs Friis from St Paul’s Catholic College in Burgess Hill, are part of a group of more than 60 English secondary school maths teachers participating in an exchange as part of a two-year research project.
The project is run by the national Maths Hubs programme, coordinated by the National Centre for Excellence in the Teaching of Mathematics (NCETM) and funded by the Department for Education (DfE).
Miss Palmer and Mrs Friis spent two weeks in Shanghai in September visiting Jin Cai Experimental Middle School and Minhang Experimental Primary School, where they observed lessons, took part in teacher research groups, as well as meeting the students and learning more about the organisation of the schools. Both Shanghai teachers, Mr Ji Changzhen and Mr Hu Yiqun, have just arrived in England to teach alongside Miss Palmer, Mrs Friis and the Maths Faculty during November.
They were welcomed at an official ceremony in Chailey School library on Wednesday November 4 by David Whelpton, Chair of Chailey School Governors, who opened the proceedings.
He was followed by Mrs Lesley Young, Chailey School Headteacher and Mr Rob Carter, Headteacher of St Paul’s Catholic College. Our guests at the ceremony included Heads of Maths Faculties from East Sussex, West Sussex and Brighton & Hove schools, representatives from the Local Authority, Sophie Thomas, the Headteacher of Newick Primary School, and Governors and the Senior Leadership Team from Chailey School.
Our visitors were given individual welcome speeches delivered in Chinese Mandarin by seven students (including two adults) who attend weekly Chinese Mandarin lessons at Chailey School. They presented Mr Changzhen and Mr Yiquun with gifts.
Mrs Young, Headteacher at Chailey School, is very positive about what the two Chinese teachers can bring to our Sussex schools. “We are very excited to be involved in this project and it will be very interesting to see what we can take from the Shanghai approach. Maths is a real strength of our school and we hope this project will add further ideas and approaches to the way we teach Maths for the benefit of all our pupils.”
Report and picture contributed by Chailey School.


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LHS graduate awarded scholarship to Oxford
Nicholas Letchford, a 2007 graduate of Lubbock High School, has been awarded a scholarship to the University of Oxford in Great Britain to pursue a doctorate in mathematics.
Letchford has earned a double honors degree in mathematics and engineering at the University of Tasmania in Australia,
His older brother, Nathanael, a 2004 Lubbock High graduate, graduated from Texas Tech University in December with a degree in mechanical engineering.
Nicholas and Nathanael are sons of Chris and Lois Letchford.


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Forex Calculator Pip Value
Pip value calculator. Our pip value calculator will tell you the value of a pip in the currency you want to trade in. This information is crucial in determining if a trade is worth the risk, and in managing that risk appropriately. Find the true value of a pip in your chosen currency now. 30 rows · An advanced pip calculator by guba.xn--54-6kcaihejvkg0blhh4a.xn--p1ai The tool below will give you the value per.
The pip value calculator helps forex traders determine the value per pip in their base currency so that they can monitor their risk per trade more accurately. · Use our pip and margin calculator to aid with your decision-making while trading forex.
Maximum leverage and available trade size varies by product. If you see a tool tip next to the leverage data, it is showing the max leverage for that product. Please contact client services for more information. Our pip calculator will help you determine the value per pip in your base currency so that you can monitor your risk per trade with more accuracy. All you need is your base currency, the currency pair you are trading on, the exchange rate and your position size in order to calculate the value of a pip.
· In foreign exchange (forex) trading, pip value can be a confusing topic.A pip is a unit of measurement for currency movement and is the fourth decimal place in most currency pairs. For example, if the EUR/USD moves from tothat's a one pip movement. Most brokers provide fractional pip pricing, so you'll also see a fifth decimal place such as inwhere the 5.
· See more as in this Forex Pips Calculator: Using this pip difference calculator (above), you can calculate the Eurgbp pip value, Eurusd pip value, Usdchf pip value, etc. A different way of expressing pips in forex. So far, we have defined a pip in forex as the lowest incremental variation in the currency pair price.
The pip value calculator allows you to calculate the value of one unit (pip) for specific currency pair. In other words, it allows us to see how the value of our investment will change when the price changes by 1 guba.xn--54-6kcaihejvkg0blhh4a.xn--p1ai the way, it also shows what the value of 1 pip will be with transactions of 1 lot, 1 microlot and 1 nanolot.
Instruction. Position sizing calculator. The tool gives the best size of the position for forex trading. The pip value of forex pairs is calculated in real time. Value At Risk (VaR) Value at risk (VaR) is a tool to measure the risk of loss on a portfolio.
Forex Calculators - Margin, Lot Size, Pip Value, and More ...
Our interactive tool allows you to measure VaR in forex. Martingale. Test our martingale simulator. Use our handy Forex and Cryptos Pip Calculator to accurately calculate the pip value of Forex and cryptocurrencies crosses, quickly and easily. Our tools and calculators are designed and built to help the trading community to better understand the particulars that. Use this pip value calculator if you want to know a price of a single pip for any Forex traded currency.
Use this free Forex tool to calculate and plan your orders when dealing with many or exotic currency pairs. All you need to do is to fill the form below and press the "Calculate" button. The Pip Calculator will help you calculate the pip value in different account types (standard, mini, micro) based on your trade size.
Dear User, We noticed that you're using an ad blocker. Myfxbook is a free website and is supported by ads. · So why is it so complicated to calculate 1 pip of USDJPY forex pair? It is because 1 pip is not equal to $1. The USD/JPY pip value can be calculated in high accuracy by taking the example of a 1K lot. In this currency pair, the value of one pip is This also translates to 1/ times the JPY. · To calculate the pip value where the USD is the base currency when trading in a U.S.
dollar-denominated account, you need to divide the position size by the exchange rate. Calculating pip value in this scenario is easy; you can’t trade more than $1 per pip so you would select the appropriate lot size to trade depending on the currency pair you are trading. This can be quickly done by selecting a lot size ofthen depending on the currency pair trading, make adjustments until the pip value calculator.
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One of the most important tools in a trader's bag is risk management. Proper position sizing is key to managing risk and to avoid blowing out your account on a single trade. With a few simple inputs, our position size calculator will help you find the approximate amount of currency units to buy or sell to control your maximum risk per position.
What is Pip Value? Pip value refers to the gain or loss in a position resulting from the movement of a pip in forex trading. Before we calculate the point value, we need to understand the meaning of the quote.
Take the most popular currency pair – EURUSD as an example, The former (EUR) is the base currency and the latter (USD) is the quote. · It is an essential trading tool that helps traders to calculate the value of a pip. Traders need to enter the currency pair, pip amount, trade or position size, and the base currency or the deposit currency.
Pip Value Calculator | ForexRev.com®
After entering this information, the calculator will help you to calculate the true value of a pip. · A standard forex account has specific lots and pip units. A lot is the minimum quantity of a security that may be traded while a pip is the smallest amount by which a currency quote can change. The margin calculator, the pip value calculator, the currency converter and the swaps calculator are all available to help with risk management and to help monitor each trade position.
Margin Calculator: The required minimum amount in your account, which is necessary to open the desired position. The standard pip value for a USD-based account and USD-quoted currency pairs (EUR/USD, GBP/USD, AUD/USD, etc.) is $10 for one standard lot.
But many beginning Forex traders soon stumble upon non-USD currency pairs (USD/JPY, USD/CHF, or more difficult – EUR/JPY, EUR/CHF) or non-dollar based accounts.
How Does Leverage Affect Pip Value? - Investopedia
In all these cases, the value of a single pip for your positions is not obvious. · Lastly, Click on calculate; the pip value will appear below. Alternatively, you can use a formula instead of the forex pip calculator; How to calculate pip value using a formula. Pip Value = (pip value in decimal places × trade size in units)/exchange rate. Example: One Pip: Account Currency: EUR Currency Pair: EUR/USD Exchange Rate: 1. 1) To learn how to calculate Pip value when your trading account currency is in US dollar.
Lesson 7: What is a pip worth in forex? Trade sizes and more ...
If your trading account currency is in USD, calculating the pip value is straight forward. Simply, when the USD is listed second in a pair the pip value is fixed and doesn't change, t he fixed pip. · Forex Pip Calculator. Calculating the pip value is also valuable while you monitor your trades. As price moves X number of pips, it will allow you to give a dollar value to that move.
Pip value calculator | FXTM UK
For example, pips of USDMXN are considerably less in value than say pips of USDJPY. Forex Trader PH; Disclaimer; Risk Disclosure; Send Us a Message; Trading Tools and Calculators. Trading Tools and Calculators; Currency Converter; Pip Value Calculator; Profit Calculator; Live Rates Feed; Position Size Calculator; Fibonacci Calculator; Multi-Target Calculator; Pivot Points Calculator.
Our all-in-one calculator enables you to calculate the required margin, pip value and swaps based on the instrument, as well as the leverage and the size of the position. Firstly, enter the currency pair you are using, followed by your account base currency and leverage.
After this, enter the position size and click calculate. * 1 pip is calculated as follows: For 5-digit currency pairs - by 4th digit () For 3-digit currency pairs and XAGUSD - by 2nd digit () For XAUUSD, XPDUSD, XBRUSD, XTIUSD - by 1st digit () For Indices (exept JPN) - by 1st digit () For JPN - by 4th digit ().
The Forex Pip Calculator works like this: Pip = decimal value x transaction amount / asset price.
Example 2. The transaction with 1 lot WTI with an account in USD. 0,01 x = For commodities, you calculate the value of 1 pip like this: Pip = decimal value x transaction amount (number of barrels). · The scorecard for forex trading is measured in pips. Experienced forex traders keep tally in pips because it's a more unadulterated measure of successful trades than other criteria. As a new trader, knowing what pips are and how you can calculate pip value is critical. · I do use an online Pip Value Calculator.
But, even that takes more time than it should! QUESTION: Does anyone know of, or possess an Excel Pip (Lot) Value Conversion Spreadsheet for all the 28 Pairs shown here? This type of Pip Value Spreadsheet would allow a Trader to simply input a few values such as current Pair Exchange Rates, overall.
Please note that for non-currency pair instruments, the PIP value represents: Stock Indices/Bonds - Point Value (change in price by 1, equals 1 point). WTI/Metals - Tick Value (change in price of XAUUSD/WTI by or XAGUSD by equals 1 tick). *Data acquired from an independent third party provider shows our EURUSD spread to be pips on average 95% of the time from to (available for.
Essential Calculators for Forex Traders Forex Calculators include: +Position Size Calculator +Stop Loss & Take Profit Calculator +Risk Reward Calculator +Margin Calculator +Pip Value Calculator +Fibonacci Calculator +Pivot Points Calculator Risk management consider to be one of the most important skills in Forex trading.
Forex Calculators provide you the necessary tools to develop your /5(K). eur/jpy: eur/nzd: eur/pln: Pip value calculator The Pip Calculator is powered by guba.xn--54-6kcaihejvkg0blhh4a.xn--p1ai FX PROfit Signals ® is a signal service giving people from all walks of life the opportunity to benefit from our expert analysis and achieve consistent results in the Forex markets.
Our forex pip value calculator will help you to work out the value of a pip, which is important as part of your risk management strategy.
To determine the pip value, select your account currency and currency pair, add the lot size and click calculate. View the formula used in this calculation.
· The Forex Trade Calculator lets you easily work out your correct trade position size depending on your money management rules. It will also calculate the pip value for that position size. Simply enter details such as your desired risk percentage and stoploss level in pips and let the app do the rest! Features include/5(19). How to calculate pips in forex trading? A lot of people are confused about pips forex meaning and the forex trading pip guba.xn--54-6kcaihejvkg0blhh4a.xn--p1ai need the value per pip to c.
HOW TO CALCULATE PIPS, PROFIT & PIP VALUE IN FOREX …
Click the “calculate” button; So, is the Pip Calculator for you? Well, this is for you if: You want to know the pip value of different Forex pairs (without manual calculation) You want to trade with proper risk management and position size; You hate trying to figure out the correct pip value of the different Forex pairs; Now you’re. · Take advantage of our margin pip calculator to support your decision making while trading forex.
PIP Value Bid Rate Required Margin Margin Contract Size guba.xn--54-6kcaihejvkg0blhh4a.xn--p1ai is a trading name of GAIN Global Markets Inc. which is authorized and regulated by the Cayman Islands Monetary Authority under the Securities Investment Business Law of the.
Hence, its a common question for Forex Newbies to ask How to calculate pip value in Forex? PIP is the unit for measuring currency change.
Forex Calculator Pip Value - Trading Calculator - Forex Broker ECN, Online Forex ...
The pip is the fourth decimal place in most pairs of currencies; for example, if the EUR / USD currency pair changes from tothis change is a pip. The pip value calculator mt4 indicator is a really useful indicator if you are looking to calculate pip values based on your trading account currency because by now, you should have figured out that pip values vary between currency pairs.
Now, you can pull out a calculator and calculate pips values of different currency pairs which if I’m not mistaken.
Forex and Cryptos Pip Calculator
Then, click ‘Calculate’. Our Pip Value Calculator will automatically work out the pip value for your trade in both the base and quote currency of the pair. No need for any complicated manual calculations on your part. If, however, you’d like to calculate pip value yourself, the equation used is: Pip Value = (One Pip / Exchange Rate) x Lot.
· Every forex trader (well, the ones who know what they're doing) can quickly calculate the pip value of any currency because it's the same formula for everyone.
Lesson 7: What is a pip worth in forex? Trade sizes and more ...
If you're suggesting that the Forex market should tailor all transactions to the "account currency" of each customer, then you've struck the mother lode of lunacy. The pip value is defined by the currency pair being traded, the size of the trade and the exchange rate of the currency pair.
To calculate pip value, divide one pip (usually ) by the current market value of the forex pair. Then, multiply that figure by your lot size, which is the number of .


Disclaimer: If you are either super comfortable with the math behind mortgages or have absolutely no interest in understanding how principal and interest are calculated, feel free to skip this post and keep an eye out for the next one :)
A standard mortgage payment includes paying back your loan and any interest that the bank requires for giving you the loan. You may also decide to include taxes and insurance with your monthly mortgage rate, but this may be calculated separately.
An amortization schedule shows you a full breakdown of your mortgage payments month by month. It includes your principal amount, which is the amount towards paying off the loan, as well as the interest amount that goes to the bank. The amortization schedule can help you see milestones in paying off your mortgage and how long it will take.
Before 2008, if you had a good job and $50,000 to plunk down as a down payment, a bank would generally lend you the $250,000 you needed, and getting a 30-year fixed rate mortgage at 6% wouldn't be a big deal. You'd probably pay about $1,500/month with total interest over the life of the loan almost equal to the loan itself.
These numbers will help you figure out whether you're in over your head. If the monthly payment is a few times what you pay in rent, you may be scrambling each month to pay. And if your mortgage term is really long, you'll end up paying more for your house overall. And don't forget: no matter how nice and low that monthly amount is, it doesn't include property taxes, maintenance, and new designer furniture for your place.
A long term loan that is used for the purchase of a house is called a mortgage. It is called a mortgage because the lending agency requires that the house be used as collateral for the loan. This means that if the mortgage holder is unable to make the payments the lender can take possession of the house.
Mortgages generally tend to be for longer time periods than an installment loan and the terms of the mortgage will often change over the course of the mortgage. Take for example the purchase of a house with a twenty year mortgage. The purchaser might sign a mortgage agreement for a five year term. The mortgage agreement will include the interest rate, the frequency of payments and additional rules which may allow the mortgage holder to make lump sum payments or change the payment amount. At the end of the five year term a new agreement will be required and the conditions of the mortgage usually change.
A young couple have received an inheritance and they now have enough money for a down payment on their first home. They plan to take out a 25 year mortgage at an interest rate of 3.8%. They are considering a new house for $750,000 or a smaller older home for $380,000. If they purchase the larger house they plan to make a 20% down payment. With the less expensive smaller house they can afford a 35% down payment.
A couple has won $50,000 in the lottery and they decide to put this towards the purchase of a vacation cottage or a house. They plan to make a 10% down payment and are considering a 25 year mortgage at a rate of 2.9%. They are deciding between the purchase of a cottage for $500,000 or a house for $880,000.
Find a recurrence relation for the amount of money outstanding on a \$40,000 mortgage after n years. The interest rate on the mortgage is 10% and the yearly payment is \$2,000( the yearly payment is paid at the end of each year after the interest has been computed).
The major variables in a mortgage calculation include loan principal, balance, periodic compound interest rate, number of payments per year, total number of payments and the regular payment amount. More complex calculators can take into account other costs associated with a mortgage, such as local and state taxes, and insurance.
Mortgage calculation capabilities can be found on financial handheld calculators such as the HP-12C or Texas Instruments TI BA II Plus. There are also multiple free online free mortgage calculators, and software programs offering financial and mortgage calculations.
When purchasing a new home, most buyers choose to finance a portion of the purchase price via the use of a mortgage. Prior to the wide availability of mortgage calculators, those wishing to understand the financial implications of changes to the five main variables in a mortgage transaction were forced to use compound interest rate tables. These tables generally required a working understanding of compound interest mathematics for proper use. In contrast, mortgage calculators make answers to questions regarding the impact of changes in mortgage variables available to everyone.
If one borrows $250,000 at a 7% annual interest rate and pays the loan back over thirty years, with $3,000 annual property tax payment, $1,500 annual property insurance cost and 0.5% annual private mortgage insurance payment, what will the monthly payment be? The answer is $2,142.42.
A potential borrower can use an online mortgage calculator to see how much property he or she can afford. A lender will compare the person's total monthly income and total monthly debt load. A mortgage calculator can help to add up all income sources and compare this to all monthly debt payments. It can also factor in a potential mortgage payment and other associated housing costs (property taxes, homeownership dues, etc.). One can test different loan sizes and interest rates. Generally speaking, lenders do not like to see all of a borrower's debt payments (including property expenses) exceed around 40% of total monthly pretax income. Some mortgage lenders are known to allow as high as 55%.
The fixed monthly payment for a fixed rate mortgage is the amount paid by the borrower every month that ensures that the loan is paid off in full with interest at the end of its term. The monthly payment formula is based on the annuity formula. The monthly payment c depends upon:
The following derivation of this formula illustrates how fixed-rate mortgage loans work. The amount owed on the loan at the end of every month equals the amount owed from the previous month, plus the interest on this amount, minus the fixed amount paid every month. This fact results in the debt schedule:
With a fixed rate mortgage, the borrower agrees to pay off the loan completely at the end of the loan's term, so the amount owed at month N must be zero. For this to happen, the monthly payment c can be obtained from the previous equation to obtain:
In Spain, the regulatory authority (Banco de España) has issued and enforced some good practices, such as clearly advertising the Annual Percentage Rate and stating how and when payments change in variable rate mortgages.
She has over 35 years of financial, banking, accounting and business experience. Since 1994 when she started originating retail residential mortgages she has directly overseen and managed in excess of $1 billion in closed residential real estate loans, representing thousands of customers.Debra's experience and educational focus has given her an edge in the marketplace and a strong foundation as a passionate trainer for mortgage originators and Realtors offering customized sales and and mortgage-related training courses.
In 2010, Debra co-authored one of the first NMLS approved 20-hour Pre-licensing SAFE Act courses, required for all state-licensed mortgage originators by Title V of the SAFE Act. She also develops for continuing education classes for Realtors.
More often than not, a homeowner who borrowed money to buy a house is making one lump-sum monthly payment to their mortgage lender. But while it may be called the monthly mortgage payment, it includes more than just the cost of repaying their loan and interest.
For many of the millions of American homeowners carrying a mortgage, the monthly payment also includes private mortgage insurance, homeowners insurance, and property taxes. This is known as PITI: principal, interest, taxes, and insurance.
The most common terms for a fixed-rate mortgage are 30 years and 15 years. To get the number of monthly payments you're expected to make, multiply the number of years by 12 (number of months in a year).
Private mortgage insurance (PMI) is required if you put down less than 20% of the purchase price when you get a conventional mortgage, or what you probably think of as a "regular mortgage." Most commonly, your PMI premium will be added to your monthly mortgage payments by the lender.
A monthly mortgage payment will often include property taxes, which are collected by the lender and then put into a specific account, commonly called an escrow or impound account. At the end of the year, the taxes are paid to the government on the homeowners' behalf.
How much you owe in property taxes will depend on local tax rates and the value of the home. Just like income taxes, the amount the lender estimates the homeowner will need to pay could be more or less than the actual amount owed. If the amount you pay into escrow isn't enough to cover your taxes when they come due, you'll have to pay the difference, and your mortgage payment will likely increase going forward.
Once you calculate M (monthly mortgage payment), you can add in the monthly property tax and homeowners insurance premium, if you have them. These are fixed costs that aren't determined by how much you borrow from the bank, so they can easily be added to the monthly cost.
In the aftermath of the 2007-2008 financial crisis, there has been criticism of mathematics and the mathematical models used by the finance industry. We answer these criticisms through a discussion of some of the actuarial models used in the pricing of credit derivatives. As an example, we focus in particular on the Gaussian copula model and its drawbacks. To put this discussion into its proper context, we give a synopsis of the financial crisis and a brief introduction to some of the common credit derivatives and highlight the difficulties in valuing some of them. 041b061a72


There are of course 4 walls in any 2D system. Each wall must be considered as a case. In the picture the odd numbers are the cases dealing with the y values and the height of the containing box. The even numbers are dealing with the x values and the width of the containing box.
First we're going to take a look at each case separately and how to detect each one.
If we want to achieve a collision between the center of our ball object and the wall, we could simply check if the x position of the ball object is less than 0. However, that doesn't look very good.
So instead of checking if the center of our ball object has passed the line given by 0 in the x direction, we're going to check if the center passed (0 + bSize/2) where bSize/2 is the radius of our ball object. This can be simplified to simply checking: is x < bSize/2?
On the other side, we might be inclined to check if our x position is greater than the width of the screen. But we actually want the collision to happen before half the ball is outside the box.
So instead of checking if the center of our ball object has passed the line given by width in the x direction, we're going to check if the center passed (width - bSize/2) where bSize/2 is the radius of our ball object.
Now if we only focus on cases 2 and 4. We can do some clever math to collapse them into one case.
Notice that no matter what side the ball object is on, it's distance from the center of the box is the same whether it touches the left wall from case 2, or the right wall from case 4.
This can be reduced to checking if the distance from the center of the box is greater than the edges.
When checking walls using computers and floating point numbers, there are inaccuracies.
Sometimes a ball can go over the edge of the window, be told to reverse it's direction, but doesn't have enough velocity to make it back over this wall. This will result in the ball being stuck outside the wall, bouncing back and forth... forever.
This can be fixed in Type A detection, since you know which wall the ball hit, you can simply reset the ball's position to be sitting on the wall before reversing it's direction and send it back in. This is called penetration resolution.
There are two cases to consider when performing a bounding box collision. We must detect whether the boxes overlap in both the x and y directions. In order to do this correctly we must compare the distance between the x center points of each box with the sum of half of each of their widths. Combining this with testing the distance between the y center points and the sum of the half heights of each box will tell us if in fact the boxes are overlapping.
If we want the distance between two numbers, we simply subtract one number from the other and take the absolute value to ensure that we're always reading our distance as a positive number.
Now compare this distance to see if it is less than the sum of half of each box width.
This is the same as Case X, however we are comparing the distance between the two y center values.
Now we must compare this distance and see if it might be less than the sum of half the height of each box.
Circle collisions are a bit more simple than box collisions since they only deal with a single case.
Notice that at any time these two circles overlap, the distance between their center points will be less than the sum of their radii.
This is the crucial point for circular collision.
If we want the distance between two points (as opposed to two numbers), we need to use the distance function that is built into processing.
dist(x1, y1, x2, y2); // will return the distance as a float
Now use this distance to see if it is smaller than the sum of the two radii. If it is, we know our ball objects have overlapped.
There are many ways to resolve collisions, not all of them being equal or accurate.
To correctly resolve box collisions is beyond the scope of this course. If you are interested take a look, however it is math / geometry intensive.
Sometimes it might be simple to reverse the direction of each colliding ball (much like a wall collision), however this is not accurate with respect to direction.
We can increase the direction accuracy by finding out the angle of the collision between two circles and send them away from each other with relation to the angle of impact.
The final problem with circular collision is how to maintain a conservation of momentum. If all the masses of every object are equal, we must make sure that the total velocity at impact equals the total velocity after impact. This can be slightly trickier to solve correctly with just a few lines of code.
There is an issue with object collisions that is not unline the wall collisions. That is the issue of overlap.
When two objects collide, they overlap. Now if we resolve the collision perfectly and send them apart, what happens when they don't maintain enough velocity to become fully separated? They will be stuck together.
Now consider three objects in a row, Object A and B are overlapping, so you split them apart, which causes Objects B and C to overlap. Then things become really interesting... and again this is beyond the scope of this course.
Resolving object collisions is no easy task.
Any standard physics library will keep a list of all the objects in the system. Once a collision is detected it becomes it's own object that stores information about the collision until the system is sure the collision has been resolved.
There is code that will go through the collision list, referred to as the "solver" and it takes some time to write an efficient algorithm for a system with circles, boxes, and polygons.
What does N-Squared mean? It means that in order to solve a problem involving n objects, we must perform n * 2 calculations.
An example of this is a nested loop: a loop inside that runs 10 times will run 10 times for every 1 time the outer loop runs. If each loop runs 10 times, and one is running inside the other, then we will have 10 * 10 runs of the inside loop. Thus, we will have ran the inside loop 10 Squared times.
When it comes to collisions, there has been a lot of work around increasing speed and reducing complexity with various methods and data structures to support those methods.
Popular Methods and Structures:
Obviously you can't hope for really good looking collisions with only detecting a box or circle collision around a character.
In most modern video games, characters are composed of several "hit boxes" which must be checked against the colliding objects.
The key problem here is that when you increase accuracy by adding more detailed hit boxes, you increase complexity in the amount of areas you must check.
The most popular solution for not checking all boxes is to place one large hit box around a character, and if this box has collided with the other object, then you begin to check each of the smalled hit boxes inside.


Use our free mortgage calculator to help you estimate your monthly mortgage payments. Account for interest rates and break down payments in an easy to use amortization schedule.
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Cursory view of various statistics tracked as part of the project.
Trulia’s mortgage calculator is an easy-to-use loan calculator that lets you estimate your monthly mortgage payments with the latest mortgage rates.
Mortgage Calculators. Crunch the Numbers.. Since 1933, Navy Federal Credit Union has grown from 7 members to over 8 million members. And, since that time, our vision statement has remained focused on serving our unique field of membership:
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4-0 gets 8 (8) 3-1 gets 4 (16) 2-2 gets 2 (12) That is a total of 36 packs of support. You can tweak this a little bit too. Maybe 4-0 gets 8, 3-1 gets 6. That ends up with some top heavy prize support. Of course, it would also encourage some amount of splitting in the final round.
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Majoring in Applied and Computational Math Sciences (ACMS) is a dream coming true for me, which gives me the opportunity to pursuit my passion and interest at institution. This program provides broad comprehensive knowledge. It is offered along with other courses like Computer Science and Engineering. This course is created majorly for the individuals who have a zeal for using computational and mathematical ideas to solve real life situations. Due to the pervasive nature of mathematical and computational ideas in the job market and research sectors, ACMS has proved to be a lucrative major at the university. This program, therefore, gives students a comprehensive knowledge through training in applied and computational mathematical concepts that can be used in a daily life.
In the past, I developed a passion for scientific research and computational applications and especially, programming. This interest is growing due to the lucrative nature of courses of the scientific and computational domain. For example, frequent use of mathematical and computational techniques has greatly influenced and eased the comprehensive analysis of biological occurrences. For this reason, acquisition of mathematical skills is soon becoming an essential requirement for conducting effective research in various fields. The option I have chosen, however, narrows down to foundational methodologies and computational techniques required in solving real life problems.
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Several reasons motivated me to choose ACMS. First, double majors can be comfortably accomplished as long as the ACMS requirements are met. Equally, students who succeed in biological sciences are qualified to pursue Group II option electives. Considering the scope of ACMS programs, there are several options I can study depending on my interests. ACMS courses motivate students to integrate learned mathematical concepts in real-life situations. This program, therefore, produces well-equipped professionals for the global industry. Mathematically related quotes by various scholars have motivated me to choose ACMS major. For example, one of the quotes that I got from a magazine stated that gradual but steady zeal in mathematics is highly demanded by the job market hence offering good income in return. Upon completion of the ACMS major, there are lucrative job opportunities such as the derivative actuary, teacher programmer, risk analysis, budget and cost analysis amongst others. With the degree in ACMS, I can go for other graduate courses like medical imaging and computational molecular biology amongst others.
My academic scores match the admission requirements of the ACMS program. My qualification enhances my aspiration to major in ACMS. Moreover, ACMS programs offers a great variety of course options. For example, biological and life sciences, mathematical economics, social and behavioral sciences, engineering and physical sciences, discrete mathematics and algorithms, operational research, scientific computing and numerical analysis and statistics. Each course option has specific application qualifications. I personally chose Scientific Computing and Numerical Algorithms Option, which is the area I have the most interest in pursuing as a future employee targeting the industry. This particular option mainly involves computer simulation and engineering. In this option, the relationship between computers and mathematical models is emphasized. This option lies in mathematical evaluation and effective incorporation of numerical algorithms in solving real life problems. In this option, detailed mathematical models are used to provide a vivid forecast of a real life scenario, which eventually produces mathematical problems that can be handled using computational approaches. This program allows a student who has a double major in Computer Science to choose some of the Group I Electives like CSE 326 and other CSE courses to qualify for Group II Electives. I am competent to handle this program because of the knowledge in scientific computing, numerical simulations and numerical algorithms.
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My problem solving skills enhance my passion for this major. ACMS program offers such alternatives as CSE, mathematics and mathematics/CSE. Having completed CSE142 and CSE143 helped me realize that I am good at programming. CSE is closely related to scientific studies like engineering, mathematics and computer sciences. It is majorly focused on the creation of appropriate problem-solving techniques and reboot tools used in scientific and engineering problems. The study shows that this course will be vital in for my professional future. For the efficient study of computation processes, I am aware I must be flexible enough to acquire skills in scientific research and engineering equally. Therefore, numerical analysis empowers effective study of complicated systems to create a direct verification of these problems. Completion of the CSE courses was useful for my major, in particular, scientific computing and numerical algorithm. Applied and computational math sciences are highly relevant to real life problems occurring in the science and engineering sectors.
I am a keen and flexible person. ACMS courses are complicated in nature. Therefore, as a student, I know that I have to be psychologically tuned to manage the stress of the knowledge acquisition. Choosing a major can be a difficult task to most students. I was lucky to find my passion. Moreover, having a double major makes this course more intricate when the formulation of curriculum is done. After consulting various pieces of advice posted by the university and attending some of the ACMS advisory meetings I feel motivated and prepared for the task.
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These aspects strengthened my decision about the courses I want to complete as a parts of my major. I was lost trying to find a relevant major for myself but then I found ACMS Scientific Computing and Numerical Algorithms Option. I did consider it a dream come true. Upon completion of this program, I believe I can access various occupations, for instance, work at national laboratories. This profession has been in demand in the wake of rising new technologies, in particular, the acquisition, storage and processing of information. Therefore, I am confident that completion of the ACMS major will help me excel professionally. ACMS program offers several courses for the students who are equally interested in sciences and computational courses like programming. The CSE courses, which are closely related to the Scientific Computing and Numerical Algorithms Option, gave me the foundational knowledge prerequisite for my further studies. Due to the current trends in the industry, Scientific Computing and Numerical Algorithms Option is one of the most appropriate courses for a lucrative profession. I am confident that I can handle this major and become a successful professional.


Success in Maths and Computer Science Competitions
22 students took part in American Math Contest 8. Aaryan Sukhadia (Y9) took first place, Jae Won Choi (Y9) and Woo Jin Chang (Y8), joint second, and Matthew Sigit (Y8), third.
53 students took part in the United Kingdom Mathematics Trust Senior (i.e. Years 12 and 13) Maths Challenge, including several from Year 11. 43 students achieved awards (12 Gold, 18 Silver and 13 Bronze), including Elaine Kusuma, Brian Sinambela, Theodore Angkasa and Nicholas Rahardja from Year 11, who each took silver.
Moses Mayer (Y11), Philippe Pangestu (Y13), Seung Hyun Suh (Y13), Subin Cho (Y13), Audrey Simandjaja (Y13) and Arjun Bansal (Y13) qualified to participate in Round 1 of the British Mathematical Olympiad. Moses and Philippe went on to achieve a Distinction, with Moses also achieving a Bronze medal and qualifying for Round 2.
Wysiana Patricia (Y12), Seong Hee Bae (Y12), Simon Daigneault (Y12), Aletta Darmawan (Y12), Jonathan Susilo (Y11), Seong Woo Bae (Y10), Caleb Ledi (Y10), Brian Sinambela (Y11), Dongmin Lee (Y11), Theodore Angkasa (Y11) and Jaewon Choi (Y9) each achieved distinctions in the Canadian Senior and Intermediate Maths Challenge.
Aliff Azlan (Y8) and Moses Mayer (Y11) achieved Distinctions in the Beaver Computing Challenge.


VisiCalc (Apple II, 5 1/4" Disk) VisiCorp - 1981 USA, Canada Release
|5 1/4" Disk
|Country of Origin
|United States of America
Description from the packaging.
Instantly calculating electronic worksheet.
The program that takes the work out of working with numbers.
The VisiCalc program is a powerful electronic worksheet that replaces paper, pencil and calculator to help you solve number problems.
In seconds, the VisiCalc program can calculate and display the answers to involved problems you could have spent hours doing by hand.
The speed and versatility of the VisiCalc program make it easy for you to explore more alternatives. You can ask "What if...?" Just change any number in your problem and instantly the program recalculates all the numbers and displays the new results, so you can analyze the impact of decisions before you make them.
The VisiCalc program is easy to learn and easy to use. The included instruction manual has an illustrated tutorial section plus a reference guide for quick look-up.
- Formula automatically calculates.
- Up to 254 lines deep.
- Up to 63 columns wide.
- Cursor for data input.
- View worksheet through two windows.
Whether you're working with investments, cash flow, inventory, estimates, budgets, forecasts, plans- nearly anything numerical, the VisiCalc program can help you work better, smarter, faster.
Another important benefit of the VisiCalc program is that its data can be easily exchanged with VisiCorp's other Visi programs. For example, transfer your data to the VisiTrend/Plot program for forecasting, statistics, charts and graphs. Or store your data in the VisiFile program and quickly search, sort and print reports. The Visi programs from VisiCorp work together to solve your business problems.
Ask your computer store dealer for a demonstration of the VisiCalc program. Learn how easy it is to take the work out of working with numbers.


We think of money as two dimensional, we make it and we spend it. We treat it as if it moves in lumps that remain constant and no matter how we use it the properties of money remain static and its efficiency remains constant. That a dollar will buy one dollar’s worth of something at all times during the month.
We are playing a game with two sets of rules. Some of the players are using money in two dimensions and others recognize money as multidimensional with several different properties, and the more of those properties you can identify, the efficiency of each of those properties could be measured through mathematics and the efficiency of money’s properties could be improved.
Because of the compounding effect of interest calculations one could grow wealth at a phenomenal rate and therefore become rich while others remain poor.
The effects start out slow and but if left alone, over time would begin to grow exponentially!
Those who play the money game by two dimensional rules just exist and fuel the engines of those who play the multidimensional game of money with precious resources that are given over to those that are in the know and with patient skill are grown to great piles of wealth while the rest of us look in awe and jealousy.
Occupy Wall Street is about the two teams of people playing the same money game with two sets of rules. So that the 98 percent…two dimensional players give their potential wealth to the 2% of the players who understand the multidimensional properties of money and the rich get richer and poor get poorer. And the poor accuse the rich of theft and the rich accuse the poor of sloth.
When the only difference between the two is the level of knowledge, and ignorance on both sides. I propose that those in the know want to remain the ones with the power of this knowledge and invent cunningly devised fables so that the two dimensional players believe that they are being benefited somehow. While in reality a type of slavery has emerged. One predicted by the Bible…The borrower is slave to the lender!
When the game is played with the intention of keeping the 98% in the dark then we have crossed over into the realm of Financial Violence. More and more ways are invented to gain more and more access to resources that can be exposed to the power of compounding interest to build wealth.
The 98% can be educated about money’s many properties and the power and use of mathematics to increase the efficiency of the wealth building power of money. But now Wall Street has employed the power of algorithms and super computers to run those algorithms to increase the efficiency of their earning power many times. A with time and experience on their side it would be difficult shift the balance of power.
The 98% are not only going to need education but also need access to powerful algorithms that will grow their wealth as they break the bondage of the slavery of debt. With the power of algorithms and specialized computers the playing field on which the two teams compete becomes leveled and now anyone of the 98% can become free from the slavery of debt and gain access to the power of wealth building, even before their vast education on finances is completed.
The PILL Method Trust Inc.
Copyright © 2010 by Donald Daniel
All rights reserved. The PILL Method content or any portion thereof may not be reproduced or used in any manner whatsoever without the express written permission of the publisher.


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I am a 5th-year PhD student in Statistics at Carnegie Mellon University, where I am advised by Zach Branson and Edward Kennedy. Additionally, I have had the pleasure of working with Siva Balakrishnan and Larry Wasserman. My primary research interests are at the intersection of statistics, machine learning, and causal inference. Some topics I have worked on include
During my PhD, I have gained experience as a teaching assistant for several courses related to causal inference and other areas of statistics. I also instructed CMU’s Sophomore-level Introduction to Statistical Inference course.
I completed my undergraduate education at Swarthmore College, where I earned a Bachelor’s degree in Mathematics and Economics in 2016. Before starting my PhD, I worked for three years as a Research Analyst and later as a Senior Research Analyst at the Brattle Group. There, I helped analyze data and build statistical models for legal, regulatory, and policy issues.
Nonparametric Estimation of Conditional Incremental Effects
A. McClean, Z. Branson, and E. H. Kennedy
Incremental causal effects: an introduction and review
M. Bonvini*, A. McClean*, Z. Branson, and E. H. Kennedy
Handbook of Matching and Weighting in Causal Inference, 2023, arxiv
* Equal contribution
Incremental Propensity Score Effects for Criminology: An Application Assessing the Relationship Between Houselessness, Behavioral Health Problems, and Recidivism
L. Jacobs, A. McClean, Z. Branson, E. H. Kennedy, and A. Fixler


SIR lunch and talk on ranked choice voting
The Aug. 10 gathering will feature a hot lunch with a hot topic: Seniors in Retirement (SIR) members and nonmembers are invited to learn all about “A Case for Ranked Choice Voting.”
Dr. Rick Luttmann considers ranked choice voting the most important way to choose a candidate. He holds degrees in mathematics from Amherst College (AB), Stanford University (MS), and the University of Arizona (PhD). He has been a Professor of Mathematics at Sonoma State University since 1970. While retired from active teaching since 2014, he is still on the faculty as an Emeritus Professor. For many years he taught a general education mathematics course on “Math and Politics,” which covered voting systems among other topics.
The lunch will be held at the Berger Center at 11 a.m. and the program will begin at 11:30. All are welcome to attend. Nonmembers should contact [email protected] for price and menu choices.
Those interested in joining the SIR branch may contact us at [email protected] or (707) 318-4633.


As I was wrapping up my posting on the race gap in education, the U.S. Department of Education issued a report on the issue. Using the same scores I used from the National Assessment of Educational Progress, it breaks down black/white reading and math scores by state.
Comparative scores for the District of Columbia are provided only for 4th graders. For these, there’s one bright spot. The 4th grade math score gap narrowed somewhat between 1992 and 2007.
But the 2007 figures are dismal–both for all D.C. public elementary school students and for the gaps between blacks and whites.
- The District’s overall 4th grade math score was the lowest in the country–14 points lower than the next lowest states and 29 points lower than the all-U.S. score.
- The overall reading score was also the lowest in the country–10 points lower than the next lowest state and 23 points lower than the all-U.S. score.
- The gap between black and white math scores was the highest in the country–19 points higher than the next highest state and more than double the all-U.S. score gap.
- The gap between black and white reading scores was also the highest in the country–29 points higher than the next highest state and nearly two and a half times the all-U.S. gap.
A couple of days ago, the District of Columbia Public Schools announced that scores on its own 2009 performance assessments were higher than 2008 scores, continuing an upward trend from 2007. This still leaves more than half its elementary school students below the proficiency standard for their grade level.
DCPS also reports narrower black/white race gaps in both math and reading, but not how wide the gaps are now. Given the size of the gaps in the NAEP scores and the reported progress figures, it’s still got a long way to go.


Easy Furniture Web Tip 235: No deadline? Create One.
Furniture World News Desk on
Recently, my daughter asked me to help my granddaughter Julia, age 6, to help her with a drill sheet of math problems. Julia knew how to do the math but a page full of problems was daunting.
At first she tackled the page eagerly. She showed me how she liked to do the easy ones first. She skipped around and solved quite a few of them.
Then she needed to do the rest, which were more difficult. She looked and looked and then sighed.
“Try just one more,” I said.
“It’s too hard,” she whined.
And I just couldn’t coax her to do even one more problem.
“Let’s put on a timer,” I suggested.
“No, not a timer,” she pleaded.
“Let’s just try it, if you don’t finish, no big deal,” I replied.
So I set the timer with a generous allotment of time: ten minutes.
Once the timer started, Julia focused on her worksheet like a laser beam. She whipped through one problem after another and finished quickly. She didn’t even make a mistake.
That got me to thinking about why it’s so difficult for folks to get around to tasks to improve web content on their furniture websites.
Typically, unless there’s a sale, there’s simply no urgency. So you procrastinate.
Maybe a deadline will help.
Why not try putting on a timer? Set it generously and see what happens. Bet you’ll be very pleasantly surprised.
Easy Furniture Web Tip #235:
If you don’t have a deadline for a project to improve web content, create one.
Katherine Andes specializes in web content development and copywriting for SEO — including page customization for storefront and franchise web sites. Visit her website BetterWebSales.com or phone her at 559.309.2940
Easy Furniture Web Tips
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Maximizing Your Profit Potential: Exploring the Pythagorean Betting System
Are you tired of losing your hard-earned cash on bets? Do you want a system that can potentially maximize your profit potential? Look no further than the Pythagorean Betting System!
What is the Pythagorean Betting System?
Developed using the principles of the Pythagorean theorem, the Pythagorean Betting System is a mathematical formula that predicts the expected wins of a team based on their percentage of runs scored and allowed. This system was originally used in baseball but has now expanded to other sports such as basketball and football.
How does it work?
The Pythagorean Betting System uses the formula W = (RS²) / (RS²+RA²), where W represents the expected winning percentage of a team, RS represents the runs scored, and RA represents the runs allowed. By predicting the expected winning percentage of a team, you can place bets on those that have a high probability of winning.
What are the benefits?
- Increased Profit Potential: By using the Pythagorean Betting System, you can potentially increase your profit potential and minimize losses.
- Easy to use: The system is easy to use, and you don’t need any prior knowledge of advanced mathematics or statistics.
- Widely Accepted: The Pythagorean Betting System is widely accepted in the sports betting industry and is used by both amateur and professional bettors.
How can you get involved?
If you’re interested in getting involved in the Pythagorean Betting System, look no further than our website! With thousands of testimonials from satisfied customers and recurring monthly commissions on all referred sales, you can rest assured that you’re joining a community of successful bettors.
So what are you waiting for? Take advantage of the Pythagorean Betting System today and maximize your profit potential!


An interactive learning ecology for students and parents in my Pre-Cal 30S class. This ongoing dialogue is as rich as YOU make it. Visit often and post your comments freely.
Applied Math 40S (Winter '07) (Grade 12)Pre-Cal 40S (Winter '07) (Grade 12)AP Calculus AB continues ... (Grade 12)
Check out the entire collection!
Find out what this is all about.
Learn how to do this yourself.


This book introduces three new criteria (a) moment relations, (b) moment ratios and (c) ratios of the coefficients of the recurrence relations to characterize and indentify probability distributions. In general moment relations criteria are effective but there are some special situations, where the moment relations of two or more suspected distributions are same or one particular moment function takes same value for two or more distributions. In such a situation two moment ratios as extra criteria are proposed for deciding among them. This book also discussed the identification of a distribution by using the ratios of the coefficients of the recurrence relations obtained from its generating function. The significant contribution of this research is to introduce a new special class of exponential family of distributions named ‘transformed Chi-square family”. Explicit expressions for the MVUE with MV of a function of the parameter of this family are given. The critical region and the power function for various tests of hypotheses for the parameter of this family are also obtained. An identification procedure with probability of correct identification is discussed in detail.


The Lake-Lehman School District invites parents and children to the third installment of the Kindergarten Readiness Program for the 2012-2013 school year.
The program is scheduled for Dec. 11, 12 and 13 and will feature Math Readiness.
Faculty will discuss math strategies that will help parents prepare their child for kindergarten.
Activities for the children may include a snack, story time and craft.
The schedule is as follows:
Ross Elementary - Tuesday, Dec. 11; Lake-Noxen Elementary - Wednesday, Dec. 12 and Lehman-Jackson Elementary - Thursday, Dec. 13. All programs start at 9 a.m.
Parents are asked to register for the third installment by calling their elementary school office. Phone numbers are: Ross Elementary - 477-5050 or 256-7897; Lake-Noxen Elementary - 639-1129; Lehman-Jackson Elementary - 675-2165.
This program is only for children who will be 5 years of age prior to before Sept. 1, 2013, and are planning to enter kindergarten for the 2013-2014 school year at Lake-Lehman.


Today, students reviewed for the Unit 1 Test they will take on Friday. Be sure to study over the next two days!!
Bothers: MSG p. 12
Katz: MSG p. 14
Leach: Study for Unit 1 Test (Review videos from the blog posts, study MSG green pages, study homework from this week & Study Guide in MSG Page 12/14 as well as Unit 1 Quizzes); Quiz Corrections are due tomorrow for additional quiz points!
Ledesma: MSG p. 12 & 14
Today, students learned to apply what they've learned about Greatest Common Factor and Least Common Multiple to real-world problems! We watched a clip from "Father of the Bride," in which there was a problem involving uneven numbers of hot dogs and buns. After the clip, students naturally applied the LCM to come up with a solution!
Next, students filled in the guided notes in the MSG, and they worked through the practice problems. Be sure to look for those key words that are synonyms for "greatest" and "least," and think about what makes sense!
All students will take the Unit 1 Test this Friday!! This will cover long division, decimal operations, fraction division, and GCF/LCM. Begin studying now!
Students learned to calculate the Greatest Common Factor and Least Common Multiple of a set of numbers. Students reviewed the "list" method, and they also learned the "sled" method. All students will quiz tomorrow on dividing fractions and/or GCF and LCM!
~~ Math Tutoring is tomorrow morning at 8:15 AM in Mrs. Ledesma's classroom! ~~
Whew! In such a short time today, our 6th graders covered a LOT of material! We reviewed factors and multiples. Students were also introduced to divisibility rules. These "rules" or "tricks" are optional, BUT they will make a lot of your work easier! Check out the images and videos for more!
Some students also began covering Greatest Common Factor and Least Common Multiple! In the past, they learned the "list" method. Today, they also learned the "sled" method! The sled method is a very efficient way to find GCF and LCM, and it blew students' minds to learn that there is such an easy method! :)
Today, students practiced dividing fractions! Check out the videos and links below for additional practice.
Bothers: Unit 1 Skills Review HW; Quiz corrections due Friday
Leach: Dividing Fractions Sheet/Long Division Sheet - total of 9 problems; Quiz Corrections are due by FRIDAY for additional quiz points!
Ledesma: Face-ing Math Worksheet (crayons are preferred); Finish Round Robin for extra credit
Today, students learned to divide fractions using models and an algorithm! Check out the videos below for extra practice.
Bothers: MSG p. 39, problems 4-9
Katz: No homework! Enjoy some nice weather and time with your family! Get ready to work on Monday!
Leach: Dividing fractions practice sheet- choose one side to complete!
Study multiplication facts/play multiplication fact games on www.mathplayground.com
Ledesma: Dividing Fractions WS using models (refer to MSG p.35)
Students were taking the MI, learning to divide fractions, or practicing decimal operations today!
Bothers: 8 Fraction Division Problems on MSG p. 37
Katz:Homework Sheet #47, 49, 50, 51, 52 and 55; NO quiz on Friday!
Leach: Study for Decimal Quiz tomorrow
Ledesma: Decimals WS (no quiz tomorrow due to MI)
Students continued learning to add, subtract, multiply, and divide decimals!
Bothers: Decimals WS - Show all steps!
Katz: Homework Sheet #28-36; Math Tutoring is 8:15 tomorrow - we will focus on quiz recovery!
Leach: Adding & Subtracting Decimals WS (choose any 8)
Ledesma: Decimal Pizzazz WS (show all work!)
Audra Bothers (6A)