Methods for calculating the speed of sound distribution by water temperature: case study for the Black Sea
The article presents the results of the research aimed at calculating the vertical speed of sound distribution in the active layer of the Black Sea based on water temperature readings. The research was carried out in the active layer of the deep-water section of the Black Sea at the depth range of 0 – 50 meters. The water temperature values taken at the hydrological stations or the shipboard measurements (OSD: Ocean Station Data) taken with the help of floats (PFL: Profiling Float Data) were used as initial data. The calculations were based on the identification of correlation relationships between the water temperature values at standard horizons of the Black Sea as per OSD data and the speed of sound calculated using the UNESCO equation. The calculation accuracy was estimated after comparing the speed of sound calculated by the established regression equations and by the UNESCO equation based on PFL data.
The research allowed establishing the regression equations for calculating the vertical speed of sound distribution in the Black Sea up to the depth of 50 meters over the spring-autumn period. The possibility of calculating the vertical speed of sound distribution using the developed regression equations was also estimated.
The calculations indicated statistically significant results over the spring-autumn period. Multiple correlation coefficients appeared to be significant and amounted to 0.99. The developed regression equations were efficient and reliable. Verification of effectiveness and reliability of the regression equations showed that the standard error was within ± 1 m s-1.
In order to visualize the results the calculation of the vertical speed of sound distribution in the Black Sea using the regression equations was carried out for 6 hydrological sections (1 section for each of the months) introduced in 2018. The research showed that the isolines of the vertical speed of sound distribution calculated using the regression equations and the UNESCO equation are practically coherent.
The studied equations can be used for calculating the vertical speed of sound profile distribution in the Black Sea up to the depth of 50 meters over the May-October period based on the measured or modeled data of water temperature variability. This calculation can be used for the purposes of scientific research and applied purposes in the field of hydrography, hydroacoustics, oceanology, marine ecology, navigation etc.
Egorov, N.I. (1974). Fizicheskaya okeanografiya. 2-e izd. dopolnennoe i pererabotannoe [Physical Oceanography. 2th ed.]. Leningrad: Gidrometeoizdat. (in Russ).
Yaroshenko, A.A. et al. (2007). O vliyanii profilya skorosti zvuka i techeniy na rasprostranenie akusticheskikh voln v more [About the influence of velocity profile of sound and currents on the propagation of acoustic waves in the sea]. Vіsnik SumDU. Serіya Fіzika, matematika, mekhanіka [J. Herald SumDU], 1, pp. 178-186. (in Russ)
Yaroshenko, A.A. (2012). Vychislenie skorosti zvuka v morskoy vode. Ot Kolladona i Shturma do nashikh dney [The calculation of sound velocity is in the sea water. From Colladon and Sturm to our days]. Vodnyy transport [Water Transport], 3, pp. 8-12. (in Russ)
Arkhipkin, V.S., & Deev, M.G. (2008). Osobennosti polya skorosti zvuka v Chernom more [Characteristic features of the acoustic velocity field in the Black Sea]. Vestnik Moskovskogo Universiteta. Seria 5, Geografia [Moscow University Bulletin. Series 5, Geography], 6, pp. 30-33. (in Russ)
Magnitsky, V.A. (1995). Obshchaya geofizika [General geophysics]. Moscow: MSU. (in Russ)
Lisiutin, V.A., & Yaroshenko, A.A. (2003). Vertikal'noe raspredelenie skorosti zvuka v okeane [The vertical distribution of sound velocity in the ocean]. Bulletin of Sumy State University. Technical Sciences Series, 12(58), pp. 61-65. (in Russ)
Vadov, R.A. (2007). Otkrytie podvodnogo zvukovogo kanala, eksperimental'nye issledovaniya, regional'nye razlichiya [The Discovery of the Underwater Sound Channel, the Experimental Studies, the Regional Differences]. Akusticheskiy Zhurnal [Acoustic Journal], 53(3), pp. 313-328. (in Russ)
Vadov, R.A. (2011). Poverkhnostnaya predreverberatsiya pri dal'nem rasprostranenii vzryvnykh signalov v podvodnom zvukovom kanale [Surface Prereverberation in Long-Range Propagation of Explosion-Generated Signals in Underwater Sound Channel]. Akusticheskiy Zhurnal [Acoustic Journal], 57(2), pp. 169-178. (in Russ)
Vadov, R.A. (2011). Osobennosti formirovaniya struktury zvukovogo polya tochechnogo istochnika v chernomorskom podvodnom zvukovom kanale [Peculiarities in the Formation of the Sound Field Structure of a Point Source in the Black Sea Underwater Sound Channel]. Akusticheskiy Zhurnal [Acoustic Journal], 57(5), pp. 623-632. (in Russ)
Lisiutin, V.A., Lastovenko, O.R., & Yaroshenko, A.A. (2018). Sravnitel'naya otsenka vklada luchevykh i volnovykh komponent pri rasprostranenii impul'snykh signalov v podvodnom zvukovom kanale Chernogo morya [The comparative evaluation of the ray and wave components contribution to the impulse signals propagation of the Black Sea underwater sound channel]. Ecological Bulletin of Research Centers of the Black Sea Economic Cooperation, 2, pp. 74-85 (in Russ). https://doi.org/10.31429/vestnik-15-2-74-85
Zamarenova, L.N., & Skipa, M.I. (2009). Akusticheskaya model' kvazistatsionarnykh trass. Chast' 1. Kontseptsiya issledovaniy [The quasi-stationary lines acoustic model. Part 1. Research Concept]. Hydroacoustical Journal (Problems, Methods and Means for Researches of World Oceans), 6, pp. 10-23. (in Russ)
Andrianova, O.R., Skipa, M.I., Sryberko, A.V. et. al. (2015). Otsenka vozmozhnosti rascheta vertikalnogo raspredeleniya temperatury vody v Chernom more po sputnikovym dannym [Estimation of ability of vertical temperature distribution’s calculation for the Black sea’s water by satellite data]. Odessa National University Herald. Series: Geography & Geology, 20(4), pp. 9-21. (in Russ)
Miladinova, S., Stips, A., Garcia-Gorriz, E. et al. (2017). Black Sea thermohaline properties: Long-term trends and variations. Journal of Geophysical Research: Oceans, 122(7), pp. 5624-5644. https://doi.org/10.1002/ 2016JC012644
Fofonoff, N.P. & Millard, Jr. R. C. (1983). Algorithms for computation of fundamental properties of seawater. UNESCO Technical Papers in Marine Sciences. Paris, France, UNESCO, vol. 4. Available at: http://hdl.handle.net/11329/109 (Accessed 19 September 2019)
Kudryavaya, K.I., Seryakov, E.I. & Skriptunova, L.I. (1974). Morskie gidrologicheskie prognozy [Marine hydrological forecasts]. Leningrad: Gidrometeoizdat. (in Russ)
Abuzyarov, Z.K., Kudryavaya, K.I., Seryakov, E.I. et. al. (1988). Morskie prognozy [Marine forecasts]. Leningrad: Gidrometeoizdat. (in Russ)
Kobzar, A.I. (2006). Prikladnaya matematicheskaya statistika. Dlya inzhenerov i nauchnykh rabotnikov [Applied Mathematical Statistics. For Engineers and Scientists]. Moscow: Fizmatlit. (in Russ)
Eliseeva, I.I., Kurysheva, S.V., Kosteeva, T.V. et. al. (2007). Ekonometrika [Econometrics]. 2nd ed. Edited by I. I. Eliseeva. Moscow: Finance and Statistics. (in Russ)
Hogg Robert, V., Tanis Elliot, A. & Zimmerman, D. (2015). Probability and Statistical Inference. 9th ed. Pearson Education, Inc., USA.
Ahn, H. (2018). Probability and Statistics for Science and Engineering with Examples in R Second Edition. California, Cognella Inc. & University Readers.
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Schlitzer, R. (2018). Ocean Data View. Available at: https://odv.awi.de (Accessed 19 September 2019).
This work is licensed under a Creative Commons Attribution 4.0 International License.


At St. Robert Bellarmine School, the middle school program provides a comprehensive and challenging academic experience. Together, high standards, strong motivation, effective discipline and an environment of caring encourage students to exceed in all subjects and character. This commitment is strengthened with a strong focus on literature, language arts, math, science, social studies, technology and the arts. Students receive a high level of individualized attention through classroom differentiation as well as the opportunity to participate in the Accelerated Math program. All middle school students participate in a 1:1 iPad program where they are able to utilize current technology to support the rigorous academic curriculum.


Some pupils are still accessing the Year 2 curriculum as they move up to Year 3 in the Junior School.
The following attachments will allow you to access information about the Year 2 English and Mathematics curriculum, if your child is still accessing the work from Year 2 or has gaps in their knowledge in these two core areas of the curriculum.
The Long Term Overview of English in Year 2 is as follows:-
A detailed breakdown of the English curriculum can be found by clicking on the links below:-
Click below for all information on spelling in Year 6 and suggested strategies to help you children with spelling in school and at home
Maths – Teaching for Mastery
These overviews are designed to support a mastery approach to teaching and learning and have been designed to support the aims and objectives of the new National Curriculum. As a school, we are moving towards a maths curriculum and style of teaching based on Singapore Maths. An overview of the theory behind the new curriculum and teaching methodology is as follows:-
This new Maths Curriculum;
- has number at its heart. A large proportion of time is spent reinforcing number to build competency.
- ensures teachers stay in the required key stage and support the ideal of depth before breadth.
- ensures students have the opportunity to stay together as they work through the schemes as a whole group.
- provides plenty of time to build reasoning and problem solving elements into the curriculum.
Concrete – Pictorial – Abstract
As a school we believe that all students, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach.
Concrete – Children should have the opportunity to use actual objects and manipulatives to help them understand what they are doing.
Pictorial – Children should then build on the concrete approach by using pictorial representations. These can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children should be able to move to an abstract approach using numbers and key concepts with confidence.
Everyone Can Succeed
As a school we believe that all students can succeed in mathematics. We don’t believe that there are individuals who can do maths and those that can’t. A positive teacher mindset and strong subject knowledge are key to student success in mathematics.
Year 2 Maths Curriculum
The following diagram, is a general overview of the areas of maths studied in Year 2. This can be subject to some variability across each term, depending on planning and timetable variations as well as pupil progress. For more detailed information on the Year 2 maths curriculum and help with learning maths in school and at home, please click n the documents links at the bottom of the page.


Koľko percent (%) je 432 z 434? Percentá Koľko percent je 12 km z 80 km? Zložené percentá Koľko je 17% z 30% z 500? Percentá 23 O koľko percent je 1 pätina väčšia ako 1 desatina? Percentá 12% z x je o 58 viac ako (6 2)+5.Určte x. Percentá - ľahké Aby chceme dané číslo zväčšiť o 5 percent, musíme ich vynásobiť číslom:
We assume that the part is 10000. Step 2: identify the percent, which is 12. Step 3: use the formula below: W = 100 × P X% This formula says that: "To find the whole, divide the part by the percentage then multiply the result by 100". If your calculator does not have a percent key and you want to add a percentage to a number multiply that number by 1 plus the percentage fraction. For example 25000+9% = 25000 x 1.09 = 27250. To subtract 9 percent multiply the number by 1 minus the percentage fraction. Example: 25000 - 9% = 25000 x 0.91 = 22750.
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The number of standard deviations from the mean is called the z-score and can be found by the formula. x - m z = s. Example. Find the z-score corresponding to a raw score of 132 from a normal distribution with mean 100 and standard deviation 15. Solution. We compute 132 - 100 z = = 2.133 After pressing 2nd DISTR, press 2:normalcdf.
Percentage Calculator. Calculate a percent of a value before and after, or find the percentage change between two values, and see how to calculate each one. Examples: Apply 10% to 100, and see how each value was calculated Try 12.5% of 50: the "50 less 12.5%" value is 43.75. Then try 12.5% of 43.75 (shows that before a 12.5% reduction it was 50.)
We have a 25% right over here. So this is going to be the percent. There are two types of percent concentration: percent by mass and percent by volume..
Let's take the calculator out. So we get 12 divided by 6.3. It's 1.9 standard deviations. Its z-score is 1.9. Which means it's 1.9 standard deviations above the mean. So the mean is 81, we go one whole standard deviation, and then 0.9 standard deviations, and that's where a score of 93 would lie, right there. Its z …
20% × $60 = (20/100) × $60 = 0.2 × $60 = $12. Percentage calculation. $12 is what percent of $60? $12 is divided by $60 and multiplied by 100%: ($12 / $60) × 100% = 20%. Whole value calculation. $12 is 20% of what? $12 is divided by 20%: $12 / 20% = ($12 / 20) × 100 = $60.
Calculate a percent of a value before and after, or find the percentage change between two values, and see how to calculate each one. Examples: Apply 10% to 100, and see how each value was calculated Try 12.5% of 50: the "50 less 12.5%" value is 43.75. Then try 12.5% of 43.75 (shows that before a 12.5% reduction it was 50.) 3-way Percent Calculator Find the sentence that represents your problem. Enter the values and click Calculate. What is % of? Answer: is what percent of?
American Cancer Society medical information is copyrighted material. For reprint requests, please see our Content Usage 14 Dec 2019 By Ashley Jeffrey and Scott Sargrad December 14, 2019, 10:00 am Civics education in K-12 schools provides a critical opportunity to introduce Z. The state's 2018 youth voter participation rate was 33.7 percent, 91. 8R. Smooth-bore nylon. Fiber braid. Perforated black polyurethane.
3% x 10 000 The first of the two calculators below will calculate what percent one number is of another. e.g. 12 is what percent of 48? Answer: 25%. The second calculator will compute the what number is a certain percentage of another.
Passing an exam or course requires 6 out of 12 in high school or at a private university (although some subjects in secondary school require a grade of 7 or 8 to pass), and 3 out of 12 at a public university. Another handy rule of thumb: for small values (R-squared less than 25%), the percent of standard deviation explained is roughly one-half of the percent of variance explained. So, for example, a model with an R-squared of 10% yields errors that are 5% smaller than those of a constant-only model, on average. Free math lessons and math homework help from basic math to algebra, geometry and beyond. Students, teachers, parents, and everyone can find solutions to their math problems instantly. Latest updates on confirmed infections, the number of people in quarantine or isolation, and more.
Sample Subtract a Percentage Calculations 92 minus 10% 79 minus 50% 18 minus 70% 54.48 minus 15% 70 minus 50% 84 minus 40% 68 minus 90% 32 minus 50% 81 minus 15% 33 minus 10% Solution for '10000 is 12 percent of what?' The following problem is of the type "calculating the whole knowing the part and the percentage".ako sa vyhnúť poplatkom za výber coinbase
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Solution for '10000 is 12 percent of what?' The following problem is of the type "calculating the whole knowing the part and the percentage". Solution Steps: Step 1: first determine the value of the part. We assume that the part is 10000. Step 2: identify the percent, which is 12. Step 3: use the formula below: W = 100 × P X% This formula says that: "To find the whole, divide the part by the percentage then multiply the result by 100".
The percentage converter helps you with percent increase, decrease, differences, calculation and to figure out percentage. Get the help you need on finding the percentage here. Percentage calculation. $12 is what percent of $60?
This is a 12 percent increase in Facebook MAUs year-over-year. Sixty-six percent of Facebook's audience would be considered Daily Active Users (DAU) versus Auto: 91 percent; Banking: 83 percent; CPG with a focus on food: 80 p
Use again the same percentage formula: % / 100 = Part / Whole replace the given values: % / 100 = 91 / 200. Cross multiply: % x 200 = 91 x 100. Divide by 200 to get the percentage: % = (91 x 100) / 200 = 45.5%. A shorter way to calculate x out of y. You can easily find 91 is out of 200, in one step, by simply dividing 91 by 200, then multiplying the result by 100. So, 91 is out of 200 = 91 / 200 x 100 = 45.5% Percentage calculator Percentage change calculation. The percentage change from old value (V old) to new value (V new) is equal to the old and new values difference divided by the old value times 100%: percentage change = (V new - V old) / V old × 100%.
Percentage change calculation. What is the percentage change from $40 to $50?


ME313 MatLab and Data Files
Last Updated November 10 1997
Note: When I left-click on the link(s) below from my browser, the file
is read directly into the browser. It can then be saved on the local hard disk
using "Save As". Alternatively, you can right-click directly on the link,
and your browser will automatically prompt for a save location on your disk.
eulmeth1.m Generalization of
eulmeth.m to vector valued state equations. The particular dynamic system encoded into
eulmeth1.m is example 3.2 from the class text. eulmeth.m can be found on the Matlab ftp
site for the class textbook.
ex3_2.m State system
function used for ode45 as demonstrated in class. The dynamic system encoded into
ex3_2.m is example 3.2 from the class text.
Demonstration of Matlab function lsim as described in class.
Updated list of rules for obtaining state space representation for dynamic
program was used in class to compare the effect of time step on the accuracy
of numerical solution of an example dynamic system using Euler's method
and the Matlab subrouting ode45. In order to use this program, you must first
run the Matlab program eulmeth1.m.
notes1.m This program
was used in class to demonstrate the procedure for linearization of
nonlinear dynamic systems. This program (notes1.m) simulates the nonlinear system contained in
ex1.m, and the
linearized version contained in ex1a.m.
Both of the systems are simulated using Matlab ode45.
tf1.m This function was
used in class to demonstrate coding and evaluation of |T(jw)|.


Working with colleagues from the University of Texas at El Paso and the University of Kansas, Caroline Klivans (a Senior Lecturer in applied mathematics and computer science at Brown University and Associate Director of the Institute for Computational and Experimental Research in Mathematics) has achieved a rare feat: disproving a conjecture first put forth in 1979.
In mathematics, a simplicial complex is a set composed of points, line segments, triangles, and their n-dimensional counterparts. In 1979, Richard Stanley made the Partitionability Conjecture: that all simplicial complexes that met a certain algebraic condition also met a particular combinatorial condition. Until the counterexample provided by Caroline and colleagues, the conjecture was widely perceived in the community to be true. Questions of how various algebraic, geometric, topological and combinatorial properties interact have now been reopened.
Their research is featured in the Notices of the American Mathematical Society and is available here.


The Department of Mathematics and Statistics was established at the inception of K.C.Das Commerce College on 7th November 1983 with 107 students. The department encourages to nurture certain abilities like logical reasoning, problem solving and abstract thinking. It also tries to impart quality education in the field of Mathematics and Statistics and broaden the outlook of the students in this sphere.
The first whole-time faculty of the department was Dr. Runjun Phookun. She joined the department in the year 1988. At present there are four faculty members with the student strength of the department in H.S level is 150 and in under graduate level it is 600.
The subjects taught in the H.S level are Business Mathematics and Statistics (BMS) and Mathematics. In the under graduate level the subjects taught are Business Statistics and Business Mathematics. There is a departmental library comprising of 280 books.
From the academic session 2020-2021 the department got the permission from Gauhati University to start B.Sc Regular course with the subject combination Mathematics-Statistics-Economics.
The department of Mathematics and Statistics acknowledges the services of Dr. Dhiraj Das, Dr. Anis-Uz-Zaman and Mr. Bapan Kalita for their significant contribution towards the department.
Presently following faculty members are serving in the department:


This article originally appeared on TechRadars website, and can be found here.
The best investment portfolio investments are easy to understand and have a low return, but you don’t want to miss out on this article.
With a strong foundation in the fundamentals of investing, we’ll go over how to build a portfolio that is both profitable and has the highest expected return for your retirement savings.
This is a comprehensive guide that covers the fundamentals in investing and investment strategies.
You’ll also find advice on how to maximize your portfolio’s return while minimizing risk.
Read the full article below:Investing for retirementThe basic fundamentals of the investment you’re looking for.
If you’re investing in stocks, bonds, and mutual funds, the fundamentals will be familiar to you.
You may be familiar with the concept of return on invested capital (ROIC) or returns per share (RPS).
These numbers can be used to compare a portfolio’s performance over time.
However, they don’t tell you much about the performance of the underlying portfolio.
Instead, they’re more useful to see how much of your retirement funds’ investment return is due to your investment choices.ROIC is the average return you’re paying per share of a portfolio, or the number of times you would receive the return of the entire portfolio (i.e., ROIC minus your portfolio expenses).
For example, the investment with the highest ROIC would pay out an average of 5% per year.
This number is also often referred to as the return on equity.ROE is the amount of return you get for your investment.
For example: if you invested $1,000 into a portfolio of $100,000, you’d expect to receive 4.4% return over the life of the portfolio.
ROE is often referred as the “return on equity,” or ROE2.
This formula can be a bit misleading because it does not account for the costs associated with the underlying investment.
It does, however, take into account the cost of running the portfolio and its associated risk.
The cost of operating the portfolio will be the largest expense, and it will often outweigh the expected return.
The basic math behind the ROIC formulaThe basic formula for ROIC2 is shown in the chart below.
In other words, if you have an investment with an expected return of 5%, then the expected ROIC for your portfolio is: (5% – 4.14%) / (5.00 – 4).14 = 0.55%, or 0.5%ROIC2 assumes a constant return of 7%, so if you invest $1 million into a 10% return, your ROIC will be: 7.5 / (10% – 5.00%) = 0,55%In addition, if your investment is 20% lower than what you’d want to be able to earn from your investments, your investment will lose out.
This is called a “negative return.”
For example, if the investment returns 5% annually, your expected ROI would be: 5.8% / (15% – 10.00%).
This is not good.
A portfolio’s riskThe amount of risk a portfolio has to overcome to earn an average return is called the “risk-adjusted” ROIC, or ROI.
The ROI is calculated by subtracting the ROI for the most recent year from the ROIs for all the years in the past.
For instance, if a portfolio had a negative ROI in 2011, and the risk-adjusted ROI was 7%, its ROI2 would be 10.0%.ROI is important because it can affect your investment return, because the higher your ROI, the more likely it is that you’ll end up losing money.
When you invest in a portfolio with a negative risk-adjustment, you can expect to lose money if the returns don’t match your expectations.
If your investments are lower than your ROIs, the portfolio can end up paying more in interest than it should, which can have a negative impact on your return.ROI2 can also be calculated by multiplying the ROIn this example, you’ll find the following formula for the risk adjusted ROIC: ROIC = Risk / (Current ROIs / (Average ROIs))You’ll also see that there are a number of factors that impact the ROA.
For each factor, the greater the difference between your current ROIs and the average ROIs in the portfolio, the higher the ROE.
For this example: a portfolio at 5% ROI and an ROA of 7% would have a positive ROA2 of 6%.
The most important factor in the investment is your portfolio size.
As you can see in the diagram above, if there are fewer than 10,000 individual investors in your portfolio, you’re better off using a smaller portfolio than a larger one.
This would allow you to save more money in taxes and to minimize your risk.Another


The top 10 Machine Learning Algorithms are as follows:
- Logistic Regression
- Linear Discriminant Analysis
- Classification and Regression Trees
- Naive Bayes
- K-Nearest Neighbours (KNN)
- Learning Vector Quantization (LVQ)
- Support Vector Machines (SVM)
- Random Forest
1 ) Linear Regression
- Linear Regression is one of the well-known and well-understood algorithms in Machine Learning.
- This model is concerned with minimizing the error and predicting the output.
Let us consider an example as follows:
where y represents the output variable
x represents the input variable.
B represents the coefficients.
Here we will predict y and where input x is given and the goal of linear regression is to find the values for coefficients of B0 and B1.
2) Logistic Regression
- It is the go-to method for binary classification problems (problems with two class values).
This regression is the same as linear regression like finding the values of coefficient but here output is predicted by using the non-linear function called the logistic function.
- The logistic function looks like a big S and will transform any value into the range 0 to 1.
This is useful because we can apply a rule to the output of the logistic function to snap values to 0 and 1
(e.g. IF less than 0.5 then output 1) and predict a class value.
3) Linear Discriminant Analysis
- It is a classification algorithm traditionally limited to only two-class classification problems.
- If there are more than two classes then the Linear Discriminant Analysis algorithm is the preferred linear classification technique.
- The representation of LDA is pretty straightforward. It consists of statistical properties of your data, calculated for each class. For a single input variable, this includes.
- The mean value for each class.
- The variance was calculated across all classes.
4 ) Classification and Regression Trees
- The representation of the decision tree model is a binary tree.
- Each node represents a single input variable (x) and a split point on that variable.
- The leaf nodes of the tree contain an output variable (y) which is used to make a prediction. Predictions are made by walking the splits of the tree until arriving at a leaf node and outputting the class value at that leaf node.
5 ) Naive Bayes
- Naive Bayes is a simple but and most popular algorithm for predictive modeling.
- The model is comprised of two types of probabilities that can be calculated directly from your training data.
1) The probability of each class;
2) The conditional probability for each class given each x value
- When your data is real-valued it is common to assume a Gaussian distribution so that you can easily estimate these probabilities.
- Naive Bayes is called naive because it assumes that each input variable is independent.
- This technique is very effective on a large range of complex problems.
6 ) K-Nearest Neighbours
- Here the predictions are made for a data point by searching through the entire training set for the K most similar instances and summarizing the output variable for those K instances.
- To determine the similarities between two data instances can be calculated directly based on the difference in each input value.
- It requires a lot of memory or space to store all of the data, but only performs a calculation when a prediction is needed, just in time.
7 ) Learning Vector Quantization
- This type of algorithm is an artificial neural network algorithm that allows you to choose how many training instances to hang onto and learn exactly what that instance looks like.
- The representation of LVQ is a collection of codebook vectors.
- The most similar neighbor can be found by calculating the difference between each codebook vector and the new data instance.
8 ) Support Vector Machines
- In SVM hyperlink is used to separate the points in the input variable space by their class, either class0 or class1.
- The distance between the hyperplane and the closest data points is referred to as the margin.
- The best or optimal hyperplane that can separate the two classes is the line that has the largest margins.
9 ) Bagging and Random Forest
- The bootstrap is a powerful statistical method for estimating quantity from a data sample.
- In bagging, the same approach is used but instead of estimating entire statistical models, most commonly decision trees.
10 ) Boosting and AdaBoost
- It is an ensemble technique that attempts to create a strong classifier from a number of weak classifiers.
- This is done by building a model from training data, then creating a second model that attempts to correct the errors from the first model.
- AdaBoost was the first really successful boosting algorithm developed for binary classification.


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The general program is designed to provide an opportunity for students to gain a broad knowledge, skills, and appreciation of science in a selected area of concentration and in selected complimentary disciplines. B.Sc. General students are encouraged to include elective courses from the Faculty of Arts and the Sobey School of Business to enrich their program.
Subject to the regulations set forth in this Academic Calendar, students must complete ninety (90) credit hours.
Note: At least 50% of all courses for any academic program must be taken at Saint Mary’s University and at least 50% of all courses taken in the concentration subject must be taken at Saint Mary’s University.
2. Students will normally take thirty (30) credit hours during the regular academic year.
3. For the degree of Bachelor of Science, students must successfully complete:
a. Six (6) credit hours in Humanities:
b. six (6) credit hours in Mathematics and/or Computing Science at 1210 or above. Students who have completed Calculus for Life Sciences I (MATH 1250) may not use Introductory Calculus I (MATH 1210) towards fulfilling this requirement.
c. twelve (12) credit hours in Arts subjects and/or Economics, excluding Mathematics and Psychology. Group B GEOG courses, all PSYC courses, and all MATH courses may not be used to satisfy this requirement. These twelve (12) credit hours are in addition to requirement (a) above;
d. not less than thirty (30) or more than forty-two (42) science credit hours in their area of concentration;
e. eighteen (18) credit hours in Science not in the subject of concentration and in addition to the required Mathematics or Computing Science courses, excluding non-Group B Geography courses and all Engineering courses. With respect to this regulation, all courses taught in Psychology and Mathematics are considered Science courses.
f. sufficient electives to complete the ninety (90) credit hours required for a general Bachelor of Science - General; and achieve a minimum degree grade point average of 1.70 in order to qualify for graduation with a Bachelor of Science degree.
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Biography of Archimedes
Biography of Archimedes (mathematician) Archimedes Archimedes, a Greek scientist and mathematician, was born in Syracuse, Greece in 212 BC and went to Alexandria to study at a young age. He spent most of his life in his hometown and was close friends with the ruler of this city.
Here is the most famous bathing done by a human in the history of mankind. The stories say that more than 2000 years ago in Syracuse, the capital of the Greek state of Sicily, then Archimedes, a mechanic and mathematician and adviser to the court of King Yemron, made one of his most famous discoveries. The day he stepped into the public bath and sat in it, and while he was watching the rising water of the bath, a thought suddenly came to his mind. He immediately wrapped a limp around himself and thus And the icon went to the house and kept shouting, “I found it. What did he find?”
The king had given him a mission to discover the secret of the treacherous jeweler in the bar and to expose him. King Heron had doubts about the jeweler and thought that he had taken part of the gold that he had given him to make a royal crown. Biography of Archimedes And he mixed the rest with the metal (silver), which was much cheaper, and made the crown. Although Archimedes knew that different metals had different specific gravity, he thought until then that he had to melt the royal crown. He molded it into a gold bar so that he could compare its weight to that of a pure gold bar, but in this way the royal crown was lost, so he had to find another way to do it on the day he sat in the bath treasury. He saw that the water in the tank came higher and immediately recognized that his body had rejected and moved a certain amount of water in the bath tank.
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He hurried back home and began to experiment with this finding. He thought that objects of the same size would move the same amount of water, but if we look at it in terms of weight, a pound of gold is smaller than one. Silver ingots are the same weight (gold weighs almost twice as much as silver) so it has to move less water. This was Archimedes’ hypothesis, and his experiments proved it. He needed a container of water and three weights to do this. He weighed the same weights, which were the crown of the same weight as the pure gold and again the weight of the pure silver. In his experiment, he found that the crown returned more water than the gold bar of the same weight, but this amount of water It is less than the amount of water that the silver ingot carries its weight. Thus, it was proved that the royal crown was not made of pure gold, but a fraudulent and treacherous jeweler made it from a mixture of gold and silver. In this way, Archimedes discovered one of the most remarkable mysteries of nature, which is that the weight of hard objects can be measured with the help of the amount of water they move. This law of “specific gravity”, now called density, is called the Archimedes principle. Even today, after 23 centuries, many scientists still rely on this principle in their calculations.
However, Archimedes had a very high intelligence capacity in mathematics. He invented amazing catapults to defend his lands, which were very useful. He was able to calculate the level and volume of objects such as spheres, cylinders and cones, Biography of Archimedes and a new method for He also developed books on the properties and methods of measuring geometric shapes and volumes, such as a conical curve and a spiral line, a parabolic, a “food” sphere, and a cylinder. He also knew that he had discovered rules about ramps, levers, and center of gravity.
Archimedes has a saying about himself that has remained immortal for centuries, and that is “Give me a foothold, I will lift the earth” The same statement is quoted in another way in Greek literary texts quoted by Archimedes But the concept is the same in both cases. Archimedes, like an isolated eagle, traveled to Egypt at a young age and studied for a time in Alexandria, where he found two old friends, one Conon (this person was a great mathematician whom Archimedes was both intellectually and personally. He had a lot of respect for him) and another was Eratosthenes, who, although a worthy mathematician, was a superficial man who had an extraordinary respect for himself.
Archimedes was in constant contact and correspondence with Conon and shared an important and beautiful part of his works with him in these letters. Later, when Conon died, Archimedes corresponded with a friend who was Conon’s director.
One of Archimedes’ new methods in mathematics was to obtain a number. He calculated a method for calculating the number Pi, that is, the ratio of the circumference of a circle to its diameter, and proved that the bound number is between 3.7 and 10.71. He gave numbers to determine the approximate square root of numbers, and a study of them reveals that he was familiar with interconnected or continuous fractions before Indian mathematicians.
In 1906 J.L. Greek historian and historian Heiberg discovered a valuable document Biography of Archimedes in the city of Constantinople. This document is a book called Mechanical Theorems and Their Methods that Archimedes sent to his friend Eratosthenes. The subject of this book is the comparison of the unknown volume or level of a form with the known volumes and levels of other forms by which Archimedes was able to determine the desired result. This method is one of the titles of Archimedes’ honor, which allows us to consider him as a modern thinker, because he uses everything and anything that could be used in some way to be able to solve problems. The second point that allows us to give the title of modernist to Archimedes is his methods of calculation. Two thousand years before Isaac Newton and Leibniz, he invented the integral calculus and even used a point in solving one of his problems that can be considered as the forerunner of the idea of creating a differential calculus.
Archimedes lived a life of complete tranquility, like the life of any other Biography of Archimedes mathematician who was fully equipped and able to use all his intelligence and genius when the Romans conquered the city of Syracuse in 212 BC. He said that none of his troops had the right to harass, insult and beat this famous and great scientist and thinker. However, Archimedes fell victim to the Roman conquest of Syracuse. He was killed by a drunken Roman soldier, and this was while He was thinking about a math problem in Bazaar Shahr Square. It is said that his last words were: Do not destroy my circles. Thus ended the life of Archimedes, the greatest scientist of all time. The 75-year-old defenseless mathematician passed away in 278 BC.


By Omri Rand;Vladimir Rovenski
* entire textbook/reference applies mathematical tools and smooth symbolic computational tools to anisotropic elasticity * Presents unified method of an enormous range of structural versions * state of the art suggestions are supplied for a variety of composite fabric configurations, together with: 3-D anisotropic our bodies, 2-D anisotropic plates, laminated and thin-walled constructions
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Additional info for Analytical Methods in Elasticity
3 Stress Measures (a) Geometrical relations between the Θ4 , Θ5 invariants and the principal σDP i eigenvalue. 23 (b) An infinitesimal cube at an arbitrary orientation. 6: Stress invariants and transformation notation. 112b) 2 T13 = σ2T + σN − σP1 σN − σP2 . s. 113b) ≥ 0. 113c) σN − σP3 σN − σP1 We may now plot the above conditions in the σN − σT plane, in order to find a region where all inequalities are satisfied, which will yield the valid combinations of normal and shear stress at the point under discussion.
110b). An immediate and clear result of Mohr’s diagram is that the maximal shear stress is given by σP −σP σP +σP m 1 3 1 3 σm T = 2 , which occurs at σN = 2 . 12 has produced Mohr’s diagram shown in Fig. 7(b). 095 (a) General notation. 1. 7: Mohr’s diagram. For each combination of σN and σT in Mohr’s diagram corresponds a pair of angles (ψ, θ). Note that the value of φ has no importance in this case, since it represents a rotation about the x-direction (as it will change neither σN nor σT ). 208:a,b).
2. 2: Normal and tangential loads over a small area in an elastic domain. (in-plane) force component will be denoted “T”. Both N and T are functions of the location of the circle over the plane (or essentially the location of its center point, P in the plane). By narrowing the area A, the point P and the area A collide, and the normal and tangential stress components at P are defined as N , A→0 A σN (P) = lim T . 72) Hence, the dimension of the stress components is force per unit area. At each point, one may examine an infinitesimally small material element, as shown in Fig.


The following definitions are taken from:
Gross, Jonathan L., and Jay Yellen. Handbook of Graph Theory. New York: CRC, 2004
unless otherwise noted.
- Weakly Connected
- A directed graph is said to be weakly connected if its underlying undirected graph is connected.
- An undirected graph is said to be connected "if there exists a walk between every pair of its vertices."
- Mutually Reachable
- "Let u and v be vertices in a digraph G. Then u and v are said to be mutually reachable in G if G contains both a directed u - v walk and a directed v - u walk. Every vertex is regarded as reachable from itself (by the trivial walk)."
- Strongly Connected
- "A digraph is strongly connected if every two vertices are mutually reachable.
- Strong Component
- "A strong component of a digraph G is a maximal strongly connected subgraph of G. Equivalently, a strong component is a subdigraph induced on a maximal set of mutually reachable vertices.
- "The subgraphs of G which are maximal with respect to the property of being connected are called the components of G."
- Graph Density
- "The density of a graph is the ratio of the number of edges and the number of possible edges." (from igraph library documentation).


Compound interest is calculated differently from simple interest bandar judi slot. For example, with a $4,000 deposit and an annual interest rate of 8 percent, the simple interest after four years would be $1,280. This is calculated by multiplying the principal (P) by the rate (R) and by the rate of time (T): 4,000 x 0.08 x 4 = 1,280.
Compound interest is calculated by applying the interest to the principal, as well as the accrued interest daftar judi slot, after each year. So after the first year, P x R x T = 320, so the new principal would be $4,320. At the end of the second year, P x R x T = $345.60, which is added to the old principal, creating a new principal of $4,665.50. At the end of the third year, P x R x T = $373.25, which added to the old principal is $5,038.85. Applying this math formula again at the end of the fourth year gives a new principal of $5,441.96, or with a total interest earned of $1,441.96. Compared to the simple interest, the compound interest is $161.96 more.
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The above math is just to help show the concept of compound interest. There is a formula that is much simpler than calculating for each year and adding on. This formula is, with P meaning present value, r meaning interest rate as a decimal, and t as the time period expressed as an exponent:
P x (1+r)t = Future value
This formula can also be used to work backwards. This is useful if you want to establish a goal to save a specific amount of money in a specific amount of time. In other words, if you know your future value (FV), and would like to figure out your present value, simply work the formula backwards, which looks like:
P = FV/(1+r)t
If you don’t want to do the math yourself, the U.S. Securities and Exchange Commission has a Compound Interest Calculator at investor.gov.


Note: Answers to all questions are given at the end of this exercise.
Question No. 1:
Using the letter suggested, construct a simple formula in each case:
(a) the sum (S) of three numbers a, b and c.
(b) the product (P) of two numbers x and y.
(c) the difference (D) between the ages of two boys; one being a years old and the other e years old.
(d) the area (A) of a semicircle whose radius is r.
(e) the cost ($C) of m eggs at 12 cents each.
(f) the average age (A) of 4 boys whose ages are m, n, p and q years.
(g) the vertical angle (x°) of an isosceles triangle whose base angle is y°.
(h) the time (T) in minutes for a train journey of a hours b minutes.
(i) the total cost ($T) of d chairs at $p each and c tables at $q each.
(j) a car travels x km/h for p km and makes another journey at y km/h for q km.
Find (i) the total distance (r km) the car travels; (ii) the formula for the average speed.
(from left to right)


Valentine’s day, 2015: According to legend, the three saddest mathematical love stories concerned the tangent lines who had just one chance to meet, and then parted forever; the asymptotes who became ever closer but could never get together; and the parallel lines who never got a chance to meet at all.
I first heard that one at a mathematics congress, many years ago, and was reminded of it just recently. It got me thinking about the rather different way that some mathematicians think, even about love. Could you, I wondered, express love in an equation?
Then I remembered. In the days when I had achieved some notoriety (and an IgNobel Prize) for using physics to work out the best way to dunk a biscuit, I was asked to express the results in the form of an equation (http://www.nature.com/nature/journal/v397/n6719/full/397469a0.html). After that, publicists kept approaching me to produce yet more equations – for the best way to park a car, the best shape for a breakfast cereal bowl, even the best shopping day before Christmas. The pick of the bunch, though, was an email from a card company asking me to produce an equation for love to use on their Valentine’s day cards (see https://lenfisherscience.com/equations-for-everyday-living/ for my attack on these reprehensible imitators).
I refused this invitation, as I did most others, on the grounds that it trivialized science and mathematics. But recently I found something that might have fitted the bill. Here it is (at the head of this post), just in time for Valentine’s Day.
What do you think?
ADDENDUM (AUGUST 4th, 2015) Since I wrote this piece, I have discovered a beautiful paper by Steve Strogatz of Harvard University in which he describes the love between Romeo and Juliet in terms of a pair of differential equations. Here it is
As Steve points out, ‘the term “many-body problem” takes on new meaning in this context’.


1 edition of Geometry of quantum computations found in the catalog.
Geometry of quantum computations
Written in English
Includes bibliographical references and index.
|Statement||Gia Giorgadze (Department of Mathematics, Faculty of Exact and Natural Sciences, Ivane Javakhishvili Tbilisi State University 2, Tbilisi, Georgia)|
|LC Classifications||QA448.D38 G56 2012|
|The Physical Object|
|LC Control Number||2012022859|
Quantum computation is the eld that investigates the computational power and other prop-erties of computers based on quantum-mechanical principles. An important objective is to nd quantum algorithms that are signi cantly faster than any classical algorithm solving the same Size: 1MB. OR is taken to be a quantum-gravity process related to the fundamentals of spacetime geometry, so Orch OR suggests a connection between brain biomolecular processes and fine-scale structure of the universe. Here we review and update Orch OR in light of criticisms and developments in quantum biology, neuroscience, physics and cosmology.
QUANTUM COMPUTATION USING GEOMETRIC ALGEBRA Publication No. _____ Douglas J. Matzke, Ph. D. The University of Texas at Dallas, Supervising Professor: Cyrus Cantrell This dissertation reports that arbitrary Boolean logic equations and operators can be represented in geometric algebra as linear equations composed entirely of orthonormal. Download PDF Statistical Mechanics Algorithms And Computations book full free. Statistical Mechanics Algorithms And Computations available for download and read online in such as quantum computing and cryptography, complex systems, and quantum fluids. This book sets these issues into a larger and more coherent theoretical context than is.
Determining the quantum circuit complexity of a unitary operation is an important problem in quantum computation. By using the mathematical techniques of Riemannian geometry, we investigate the efficient quantum circuits in quantum computation with n qutrits. We show that the optimal quantum circuits are essentially equivalent to the shortest path between two points in a certain curved Cited by: Rather, quantum geometry serves as a ‘bridge’ to another large classical space-time. This summary will focus on structural issues from a mathematical physics per-spective. Complementary perspectives and further details can be found in articles on loop quantum gravity, canonical formalism, quantum cosmology, black hole thermo-Cited by: 2.
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ISBN: OCLC Number: Description: ix, pages ; 26 cm. Contents: Preface; Basic of Quantum Computation; Quantum Computers Based on Exactly Solvable Models & Geometric Phases; Quantum Processor Based on the Three-Level Quantum System; Methods of Geometric Control Theory for Quantum Computations; Analytic Methods in Quantum Computation.
ISBN: X OCLC Number: Description: 1 online resource (ix, pages). Contents: GEOMETRY OF QUANTUM COMPUTATION ; GEOMETRY OF. Determining the quantum circuit complexity of a unitary operation is closely related to the problem of finding minimal length paths in a particular curved geometry [Nielsen et al, Science()].
This paper investigates many of the basic geometric objects associated to this space, including the Levi-Civita connection, the geodesic equation, the curvature, and the Jacobi Cited by: If for the description of the computing dynamical system, a configuration space with nontrivial-geometry or topology is chosen, one can talk about the geometric character of the computation.
The book examines the known holonomic and topological models of quantum computation and the new monodromic model of quantum computation is discussed in detail. Geometric Quantum Computation.
as the induced conditional phase depends only on the geometry of the paths executed by the spins it is resilient to certain types of errors and offers the.
Quantum computers hold great promise, but it remains a challenge to find efficient quantum circuits that solve interesting computational problems. We show that finding optimal quantum circuits is essentially equivalent to finding the shortest path between two points in a certain curved geometry.
By recasting the problem of finding quantum circuits as a geometric problem, we open up Cited by: Determining the quantum circuit complexity of a unitary operation is an important problem in quantum computation. By using the mathematical techniques of Riemannian geometry, we investigate the.
Avi Wigderson Mathematics and Computation Draft: Ma Acknowledgments In this book I tried to present some of the knowledge and understanding I acquired in my four decades in the eld.
The main source of this knowledge was the Theory of Computation commu-nity, which has been my academic and social home throughout this period. Each theory of quantum gravity uses the term "quantum geometry" in a slightly different fashion.
String theory, a leading candidate for a quantum theory of gravity, uses the term quantum geometry to describe exotic phenomena such as T-duality and other geometric dualities, mirror symmetry, topology-changing transitions [clarification needed], minimal possible distance scale, and other effects.
Book: The geometry of physics, an introduction, first edition Cambridge University Press, ISBN pages = A4 pages. No quantization, but does contain lots of gauge theory and Yang-Mills, all based on connection forms.
Books shelved as quantum-computing: Quantum Computing Since Democritus by Scott Aaronson, Quantum Computation and Quantum Information by Michael A.
Niels. This book offers a guided tour through the mathematical habitat of noncommutative geometry à la Connes, deliberately unveiling the answers to these questions. After a brief preface flashing the panorama of the spectral approach, a concise primer on spectral triples is given. Chapter 2 is designed to serve as a toolkit for computations.
The book is concerned with the geometric theory of computation. We have in mind the trivial geometry or topology is chosen, one can talk about the geometric character of the computation.
The book examines the known holonomic and topological models of quan- In the monodromic quantum computations, the ﬁbre of the vector bundle induced by. It was about four years ago that Springer-Verlag suggested that a revised edition in a single volume of my two-volume work may be worthwhile.
I agreed enthusiastically but the project was delayed for many reasons, one of the most important of which was that I did not have at that time any clear idea as to how the revision was to be carried out. The present Theorem have explained the circuits complexity of in quantum computation with n-qudit systems in terms of the Riemannian r to the qubit c13 and qutrit case 14 the optimal quantum circuit is reduced to the shortest path problem based on special curved geometry of SU(d n).The qudit systems present different algebraic derivations from qubits and by: The present Theorem have explained the circuits complexity of in quantum computation with n-qudit systems in terms of the Riemannian r to the qubit c13 and Cited by: In recent work pertaining to digital quantum computations—the quantum parallel to classical computations—algebraic concepts are being introduced as a resource.
(finite groups such as Paulis and Cliffords, free groups with relations, group covariance in generalized quantum measurements, etc.), of geometry (e.g., finite geometries for. A Novel Algebraic Geometry Compiling Framework for Adiabatic Quantum Computations.
10/02/ ∙ by Raouf Dridi, et al. ∙ 0 ∙ share Adiabatic Quantum Computing (AQC) is an attractive paradigm for solving hard integer polynomial optimization problems.
This book was set in Syntax and Times Roman by Westchester Book Group. Printed and bound in the United States of America. Library of Congress Cataloging-in-Publication Data Rieffel, Eleanor, – Quantum computing: a gentle introduction / Eleanor Rieffel and Wolfgang Polak.
cm.—(Scientiﬁc and engineering computation)File Size: 6MB. The first title in a new series, this book explores topics from classical and quantum mechanics and field theory. The material is presented at a level between that of a textbook and research papers making it ideal for graduate students.
The book provides an entree into a field that promises to remain exciting and important for years to come.5/5(1).
Clifford algebras are at a crossing point in a variety of research areas, including abstract algebra, crystallography, projective geometry, quantum mechanics, differential geometry and analysis.
For many researchers working in this field in ma- thematics and physics, computer algebra software systems have become indispensable tools in theory. The unifying theme of this book is the interplay among noncommutative geometry, physics, and number theory.
The two main objects of investigation are spaces where both the noncommutative and the motivic aspects come to play a role: space-time, where the guiding principle is the problem of developing a quantum theory of gravity, and the space of primes, where one can .The unifying theme of this book is the interplay among noncommutative geometry, physics, and number theory.
The two main objects of investigation are spaces where both the noncommutative and the motivic aspects come to play a role: space-time, where the guiding principle is the problem of developing a quantum theory of gravity, and the space of primes, where one can regard the Riemann.


Fuzzy Knowledge Construction from Statistical Data
The object of this research activity is to investigate methods and techniques to construct membership functions for each linguistic variable involved in the rules which a fuzzy DSS deals with, starting from statistical data. Our approach is meant to investigate the links potentially existing between fuzzy logic theory, possibility theory, probability theory and the observation of the frequency of events.
At the theoretical level, we are involved in the investigation of a set of transformations of a probability function into a fuzzy subset interpreted as a possibility function, with the final aim of losing as little information as possible. At the same time, we are also exploring methods for directly determining fuzzy interpretations of statistical/probabilistic data sets by defining reference limits of membership functions through the application of fractiles, confidence intervals, and other well-known concepts and results in statistics.
- M. Pota, M. Esposito, G. De Pietro, Transformation of probability distribution into fuzzy set interpretable with likelihood view. In 11th International Conference On Hybrid Intelligent Systems, December 5-8, Malacca, Malaysia.
- M. Pota, M. Esposito, G. De Pietro, Properties Evaluation of an Approach Based on Probability-Possibility Transformation. In CISSE11: Proceedings of the International Joint Conferences on Computer, Information, and Systems Sciences, and Engineering, December 3-12.
- M. Pota, M. Esposito and G. De Pietro: From Likelihood Uncertainty to Fuzziness: a Possibility-Based Approach for Building Clinical DSSs The 7th International Conference on Hybrid Artificial Intelligence Systems, Salamanca, Spain, March 2012.


п»їNoun1. airplane figure - a two-dimensional shape В В В В В В В two-dimensional number
figure - a combination of items and lines and planes that form an obvious palpable condition heart -- a plane figure with rounded edges curving back to the inside at the top and intersecting in the bottom; conventionally utilized on playing cards and valentines; " he drew a heart and named it a valentine" polygon, polygonal shape - a closed planes figure bordered by straight sides conic, conic section - (geometry) a contour generated by the intersection of your plane and a spherical cone rectangular - a plane physique that varies from a square or perhaps circle as a result of elongation hemicycle, semicircle - a aircraft figure while using shape of half a circle sector - a plane determine bounded by two radii and the included arc of a circle celebrity - a plane physique with five or more points; often used while an emblem paraboloid - a surface having parabolic sections parallel to a solitary coordinate axis and elliptic sections verticle with respect to that axis ellipsoid -- a surface area whose aircraft sections are typical ellipses or perhaps circles; " the Earth is definitely an ellipsoid" tree plan, tree - a figure that divisions from a single root; " genealogical tree" Answer
A two-dimensional figure, also referred to as a aircraft or planar figure, is actually a set of series segments or perhaps sides and curve segments or couronne, all resting in a single planes. The factors and charmilles are called the edges of the physique. The edges are one-dimensional, but they rest in the plane, which is two-dimensional. The triangle, the pentagon, the hexagon and the ring are just a few plane numbers. Prisms and pyramids, for instance, are three-dime nsion statistics. Angles
In this section, we will certainly talk about planes figures, that happen to be formed with coplanar (on the same plane) points became a member of together. Once planes face each other, the intersect. The line produced in between is called the line of intersection. Contents
1 Plane characters
4 Various other polygons
a few Circles and other plane statistics
Any condition that can be drawn in the plane is called a planes figure. A shape with only straight sides as edges is named a polygon(POL-ee-gone). Polygons must have at least three factors, thus the polygons together with the fewest quantity of sides happen to be triangles. Sectors and semicircles are not polygons because they have curved edges. When every one of the sides of any polygon happen to be equal, it truly is equilateral (ee-quee-LAH-teh-roll). When each of the angles of the polygon happen to be equal, it really is equiangular (ee-quee-ANG-ger-lah). When a polygon is both equilateral and equiangular, it is a regular form. When doing mathematics problems, it is crucial that an equilateral shape is probably not equiangular (such as a rhombus), and a great equiangular shape may not be equilateral (such as being a rectangle). Yet , an equilateral triangle is actually both (see below). The moment dealing with aircraft figures, there are two measurements that are crucial to find: the location and the perimeter. The edge is the span around the condition while the place is the size of the shape. They might be calculated based on a formulae. Triangles
The corresponding materials in Euclid's elements is available on page 27 of Book I, Definition(s) 24-29 in Issac Todhunter's 1872 translation, The Components of Euclid when you use Schools and Colleges. A triangle is a shape with three sides. It can be labeled according to its factors or aspects, with 3 kinds each. Here they are really: Equilateral triangles, which are as well equiangular triangles, have 3 sides equivalent and three angles equivalent. Their perspectives are always 60В°. Isosceles triangles are triangles in which two of the factors are similar. The non-included angles of the sides are also equivalent. Scalene triangles have no assent in any way.
Right triangles will be triangles using a right angle. The greatest side of such triangles is called a hypotenuse. Cruche triangles happen to be triangles with an dadais angle.
Severe triangles are triangles without having right or obtuse perspective. It is interesting to...


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You can find out the customer care details of Dreambox. Besides contact details, the page also offers a details overview of the company Dreambox. Reach Dreambox’s customer Care below for support, complaints, or feedback.
Dreambox Customer Care
Phone Number: 18888672750
Email Id: email@example.com
Office Address: DreamBox Learning, Inc. 600 108th Ave NE, Suite 805 Bellevue, WA 98004
Telephone Number: Not Available
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DreamBox is an educational technology platform designed to provide personalized and adaptive math instruction for students from kindergarten to eighth grade. It is primarily used in schools and educational settings to support math learning. DreamBox Learning, Inc. is the company behind this platform, and it was founded in 2006.
Here are some key features and aspects of DreamBox:
Personalized Learning: DreamBox uses adaptive learning algorithms to tailor math lessons to each student’s individual needs. It adapts in real-time based on a student’s performance, allowing them to progress at their own pace.
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Engaging Content: DreamBox offers interactive and engaging math lessons with a variety of visual and interactive elements to keep students motivated and interested in math.
Diagnostic Assessments: At the beginning of their journey on DreamBox, students typically take a placement test to determine their current skill level. This assessment helps the platform identify gaps in a student’s math knowledge and creates a customized learning path.
Continuous Progress Monitoring: DreamBox tracks students’ progress and provides detailed data to teachers and parents, allowing them to monitor how students are performing and identify areas where additional support may be needed.
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Commerce, TX – Equipping rural high school students and teachers around Texas A&M University-Commerce with the tools to succeed in math and science is the purpose of Project STEEM. An update on the new program was presented to university administrators and members of the Greater Texas Foundation, which provided a one and a half million dollar grant.
Students and teachers will participate this summer in two academies on the A and M-Commerce campus. From there they will take those experiences into their rural high schools next fall. Project STEEM, which stands for science, technology, engineering, and math, was designed to give teachers more tools to increase student interest and performance.


and I’ll just throw in my notes for the sector where he starts with the 2D stuff because I had to do a lot of learning on the side to get what he is doing.
I’ll just mention that I didn’t just do all his assignments from beginning to where I am now. I don’t think that will be the best way to learn for a lot of people. I mean I did a lot of reading and figuring it all out. Then trying the code out and a bit of fiddling with it to understand it better. Also for each assignment I at least tried to see if I could piece together in my head where all the new stuff would fit in as he puts out of order code pieces for to make you think. Really though I am always focusing being able to apply this knowledge to my own games, which requires the 2D tutorials more than anything, the others are needed to ramp up and understand his thought process.
The next thing is that he starts doing server client stuff and I don’t want to get into all that right now. So that is where I have decided to just recreate his assignments but without the client server stuff. So I had to figureout what was important and what wasn’t. Next is the actual phsyics stuff which has taken some reading online to figure out. So these notes are what I have so far for tutorial 10.
# So I realize that this tutorial is teaching a whole
# lot of physics. So I want to make basically a list
# or summary of the concepts that I would need to have
# on hand to be able to make one of these without the
# help of at least this tutorial, or at least to understand
# it to that extent.
# The hard stuff really comes from the collisions
# for each puck to puck collision:
# we create a tangent AXIS vector point and same for normal
# we get a point that is paralell to the normal
# by subtracking the two radiuses which yealds
# a third with a diff magnitude but same direction
# then to get the tangent to that, we shift the x and y of
# the normal point by 90 which uses cos and sin angle addition
# but really it’s just -y,x because that is for 90 degrees on
# the unit circle.
# we check for collisions
# if the distance between radiuses is less than the sum of two
# radius magnitudes(Like from center to edge of circle)
# then we know the circles overlap
# SUM OF SQUARED DIFFERENCES of radius
# we take squared differences of the x values and squared
# differences of the y values, and add those, and then compare
# against a squared sum of the radius magnitudes, to avoid using
# square root whcih is slow
# That is the easy part….
# Then we need tangential and normal velocity for both objects
# so we use projection of a velocity vector(with x and y) onto
# the tan and norm axis vector points for each ship.
# then we subtract objectnormvel from hitobjectnormvel to get
# a relative velocity, I guess that means it will know which
# velocity was stronger for the x and y directions.
# it will be the resulting velocity for two velocities that collided?
# even if hitobject had vel of 8 and object had vel 7
# 8-7 = 1 small positive over all velocity.
# CORRECTING FOR PENETRATION
# ALL OF THIS SECTION WILL USE THE NORMAL VELOCITY
# AND NORMAL SPEED
# first we need speed for some reason
# speed is scalar and direction unaware
# velocity is a vector, x and y, so direction aware
# also displacement aware
# relative normal speed is the length of the vector of relative norm vel.
# then we CALCULATE THE PENETRATION:
# sum of radiuses(magnitudes) – (sqrt(sum of squared diff of radiuses))
# so if sum of radiuses is 40 + 40 = 80
# and the difference between the positions of the two is only 2
# then the penetradion is 78 which iunno, I guess that might work
#although it seems like double?
#there is an condition that speed has to be faster that 0.000001
# then calc penetration time as penetration/speed
# ?? why not use velocity here? Maybe because with penetration
# it’s all about magnitude?
# he adds in a penetration time scalar which I think allows us to increase
# how much we back up penetration by.
# then back both the objects up to when they just hit, before penetration
# their new positions calculated by…
# object position – (object norm vel * penetration time * pentimescalar)
# hitobject position – (object norm vel * penetration time * pentimescalar)
# then calculate the new velocities for each object
# by sending them both to AandBnormal
# then calculate the new positions based on the new velocities and
# again the penetration time
#ASSIGNING FINAL VELOCITIES
# again we have the coefficient of resitution
#send object velocites again to AandBnormal to get normal velocities
# set normal vels to equal the calced normalaftervels
# Then we ADD THE NORMAL AND TANGETIAL VELOCITY VECTORS TOGETHER
# AND THIS IS THEN NEW VELOCITY
# do this for each object
self.movex = math.cos(self.angle) * self.amplitude
self.movey = math.sin(self.angle) * self.amplitude
#I couldn’t just add movex/y to the rect because that calculation
#means the rectx/y values are being calculted by the vector PLUS
#the rectx/y meaning the x and y sums probably wont be in line
#with the ratio the vectore intended.
#So I add the vector to the ships position and give rect THAT.
#the difference is that I use the ship’s position as a reference
#so every time I give rectx/y a new value, that value keeps the
#ratio, but just adds the ships starting x/y as a reference point.
#The original didn’t HAVE a refereence point, it just added values
#to rectx/y which means it will change ….
#ok it’s because we keep calculating the vector again because
#we it’s amplitude! If each time we change the vectors amplitude
#we add it to the rectx/y which changes the rectx/y, then we
#are dealing with a ship in a new position and trying to add
#the same vector(but at a new amplitude, point on the line) to
#that NEW starting position.
#let’s take rectx by it’s sef for example. If you change it’s position
#and then add a vectore of a different length to it, you are
#adding to a different rect/x position so it’s …
#I mean, the longer the amplitude, the more it seemed to be in
#line, but without any amplitude, you’re looking at#the cos and sin
#values, and adding those to rect x and y, and then adding them
#We need to go „5+1, 5+2, 5+3
#not „5+1, 6+2, 8+3
#because if cos was 2 but sin was 1
#then it wouldn’t be the right ratio to do things the second
#way for cos and sin, because while you are increasing both
#cos and sin values by the right ratio, by adding them to values
#that then increment at different rates, well then you have values
#of rect x and rect y that GROW at different rates! where as the cos
#and sin grow at the same rates.
#x 5+1 = 6 5+2 = 7 5+3 = 8
#y 5+2 = 7 5+4 = 9 5+6 = 11
#the rate for x is 1 6, 7, 8
#the rate for y is 2 7, 9, 11
#x 5+1 = 6 6+2 = 8 8+3 = 11
#y 5+2 = 7 7+4 = 11 11+6 = 17 y get’s larger FASTER than x
#rate for x is 1, but 6, 8, 11 is not 1 it’s closer to 2.something
#rate for y is 2, but 7, 11, 17 is not 2 it’s closer to 5
#it seems CLOSE to the 1/2 but it’s NOT because…
#11+4 = 15 15+5 = 20
#17+8 = 35 35+10 = 45
#the rates of growth for x here is 5 + 15
#and for y it’s 5+40 because we need to take into account
#what has been added as well for each.
#in the right exampe it will always be x = 5+something
#and y = 5+something*2
#in the wrong example you can see that by the 5th iteration
#15/40 != 1/2
So this works:
self.rect.x = self.x1 + self.movex
self.rect.y = self.y1 + self.movey
#self.x1 and self.y1 act as references to „5“ in the examples above.
This does not
Because the ratio will not not remain fixed.
The video just shows the results of my fidgeting lol. I have a level super class which feeds into a sector class with instantiates item, obstacle, and enemy class objects. Then the game loop instantiates the sector class and uses it’s draw method.
Also I have enemies moving around just to make sure I could do that from the 2d array maps initialization. I have these blue guys that close in on the enemy really fast which was my first attempt at what I show in other posts which is inspired by the game Axley fro SNES.
1. I create the basic game loop
that displays a titled screen
2. I create the basic classes
3. I define the functions for each clas
trying to use the same name in multiple classes
if I can such as „update“ „animate“, etc.
(because I think that kind of thing comes in handy)
4. I create a basic image for a temp class object that has images
using variations of this
width = 40
height = 60
self.image = pygame.Surface([width, height])
5. I set a basic rect for each temp class object
and assign a position for it.
5b. set the updating for each temp class object
so the image remains on each game loop ???
6. level initialization
####Temp Level initializations
1. in init function init object lists for non player objects
3. create lists with for loops and rand locations
4. add all lists with „.draw“ in draw function
5. update lists „.update“ in update function*not important yet
6. in main before loop instatiate level
level = Level(player) #don’t think „player“ is needed yet
7. In game loop before flip „level.draw“
##(((movement first, then updating becomes needed)))####
7. player initialization
1. in main before loop instatiate player
player = Player()
###initialize temp player locations
player.rect.x = 340
player.rect.y = SCREEN_HEIGHT – player.rect.height
2. in game loop blit starting location
screen.blit(player.image, (340, 500))
8. create add the level shift_world function to
increase the rect.y of all the object so that
they fall off screen away from the player’s ship.
when I do movement I will be able to have acceleration
and reverse affect these
and enemies should be able to ajust for these but not
9. create „levels“ which will be just sectors and each will initialize
enemies, obstacles, and items for it’s location.
(the „location“ actually doesn’t increase, just that the level
objects increase in rect y until they are off the screen)
10. create a sector list to hold all sectors
create a world_shift var to hold amount world is shifted
if >= 1000 go to next sector of sector list
(although I think each sector should be initialized to start somewhere above
sector_list =
temp_sector_1 = sector_1(player)
temp_sector_2 = sector_1(player)
#set current sector
current_sector_no = 0
current_sector = sector_list[current_sector_no]
if level.world_shift >= 1000:
level.world_shift = 0
current_sector_no += 1
current_sector = sector_list[current_sector_no]
screen.blit(player.image, (340, 500))
Then I add an offest to all sector objects rect.y +1000 so they
are initialized well about the screen
and I change the world_shift conditional to >= 1500
I can clone sectors now to add more to the level and
set and end sector where world shift stops being called and you
just have to collide with the wormhole.
####in no particular order
Now though the drawing has to happen in the sector class instead of the
obstacles wont have too much to them yet
and I know how to make a basic player
so I’ll focus on all the different types of enemies
…or maybe just 3 to start.
I’m starting to think a scrolling map isn’t a good idea
if this is to big and done fast. I need something more
modular and that I can work on in a more routined way so
I don’t want to have to do so much playing around with
level design at this point.
So I want to make this game instead a series of rooms (although in space,
still rooms) I guess like decent or something iunno)
So I can kind of batch work on all the rooms at once, instead of having
to working on one super long room, and one super big map.
For the enemies a player movement, I have an idea that will also allow
me to do things in a batch like fashion. I will make it so there is one big „ship“
class that holds all possible movement patterns of all ships in the game. Then each
enemy will have one or a few of those and the player ship will be able to gain the
ability to learn those movement patters.
I will use the „animation“ function on each class save the „item“ class
and start with basic side to side movement.
9. weapons (need to make a bullet class and maybe have weapons as options
in def shoot)
10. collisions and boundaries (physics engine?)
11. actual map outlines
14. enemy variation
15. camera (world shift,
for enemies I want to set their location on a map and then
have the world shift and as enemies enter into screen area
they are initialized and attack/move/etc.
I might end up doing collisions last
and movement second to last…
Starting from this site: http://www.petercollingridge.co.uk/book/export/html/6
I get to the part where he defines:
def move(self): self.x += math.sin(self.angle) * self.speed self.y -= math.cos(self.angle) * self.speed
I am working on my own little project at the same time and my issue is finding a way to make a circle of enemies close in on the player at their fixed angles. (Like in the first level of Axley for snes!)
On my way home from the library my idea was that the x1-x2/y1-y2 would give a ratio, and then I can subtract a fixed amount from I guess x, and then multiply y by the ratio so that x and y keep the same ratio which should mean the same angle.
However, I want to get this trig stuff cause I feel it will keep being important and in my face. So I wiki’d it and found, „And for a given angle, cos and sin give the respective x, y coordinates on a unit circle.“
Then I wiki’d „unit circle“ and found out that it is like a circle generalized to a radius of one and the angle is at the 0,0 in Cartesian format so the middle of an x,y axis. So sine(self.angle) gives the x value out of a radius of 1, and cos(self.angle) the same, for a given angle. This means that the self.x and self.y that result will be…I can’t think of the word but it’s like generalized lol. It’s that it’s based on a standardized value and has nothing to do with the size of your grid or screen or anything. It’s x and y values based on a unit circle with radius 1.
This might help. So the max y value is 1, the min y value is also 1. Any other values are somewhere in between including the values calculated in our example.
ok, so self.angle is in radians. So with a fixed angle being initialized, the x and y values, will also be fixed as generalized x and y values. Then incrementing by the sin(self.angle) and cos(self.angle) will result in movement along the fixed angle (self.angle) because incrementing the x and y based on their ratio to a fixed angle maintains that angle.
self.angle = math.pi/2
Make the angle pi/2 = 90 degrees , and you will have a (y) value of zero because 90 degrees is completely horizontal. Oh, and hear I based on how the angle is drawn here startingat the y line and going down. From there 90 degrees is hitting the x line and 180 is hitting the y line at the bottom.
The picture above this one has 90 degrees as the y line which is different I guess.


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Bibliography: p. 470-472.
|Statement||[by] A. R. Manwell.|
|Series||University mathematical monographs -- 8|
|The Physical Object|
|Pagination||ix, 476 p.|
|Number of Pages||476|
|LC Control Number||00000000|
Jan 25, · "Pythagorean hodograph (PH) curves form a remarkable subclass of polynomial curves. This is the first book which gives a comprehensive introduction to this active field of research . The organization of the book is excellent. style and the flavour 5/5(2). Pythagorean-Hodograph Curves: Algebra and Geometry Inseparable (Geometry and Computing Book 1) - Kindle edition by Rida T Farouki. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Pythagorean-Hodograph Curves: Algebra and Geometry Inseparable (Geometry and Computing Book 1).5/5(2). In contrast, the hodograph characteristics depend only on the velocity components, and not on the physical coordinates. Thus, the hodograph characteristic equations can be integrated universally without reference to a specific flow problem on the physical plane. This is a significant simplification that proves to be of great value in practice. Thus the linearization of differential equations in the hodograph plane is obtained at the expense of the simplicity in boundary value problem. To guarantee that ψ and χ do actually belong to the same flow in the physical plane, an additional condition besides the differential equations for ψ .
(source: Nielsen Book Data) Summary By virtue of their special algebraic structures, Pythagorean-hodograph (PH) curves offer unique advantages for computer-aided design and manufacturing, robotics, motion control, path planning, computer graphics, animation, and related fields. Hodograph transformation. Hodograph transformation is a technique used to transform nonlinear partial differential equations into linear version. It consists of interchanging the dependent and independent variables in the equation to achieve linearity.  Further reading. In . Jul 28, · This crucially involves the use of hodograph transformations (i.e., transformations involving the interchange of dependent and independent variables). Furthermore, the most general quasilinear equation of the above form is found that can be mapped via a Cited by: Various forms of hodograph equations for relativistic irrotational steady plane flows are worked out. The transformation from the hodograph to the physical plane is studied. Elementary solutions of these equations are found. An approximate hodograph equation for relativistic transonic flows is happyplacekidsgym.com: Bartolomeo Todeschini.
The partial hodograph transformation dates from the s, but its application to elliptic–hyperbolic equations is relatively recent; our treatment follows the work of S.-X. Chen. In addition, various methods are given for constructing explicit solutions to both linear and quasilinear elliptic–hyperbolic happyplacekidsgym.com: Thomas H. Otway. By virtue of their special algebraic structures, Pythagorean-hodograph (PH) curves offer unique advantages for computer-aided design and manufacturing, robotics, motion control, path planning, computer graphics, animation, and related fields. This book offers a comprehensive and self-contained treatment of the mathematical theory of PH curves, including algorithms for their construction and. Mar 15, · It is shown that the hodograph solutions of the dispersionless coupled KdV (dcKdV) hierarchies describe critical and degenerate critical points of . The book includes explicit design equations and design procedures along with design examples for varied cases. With its comprehensive coverage of the principles of hydraulic canal design, this book will prove useful to students, researchers and practicing engineers.


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The Evolution of Mathematics • Give a historical perspective on the evolution of mathematics. • What needs of man are served by mathematics? • Give examples of several different number systems. • When did the decimal system come about? What was its advantage? The Mathematical Mind • What are the characteristics of the “Mathematical Mind” ? Are they universal? • Was this term original to Montessori? Preparations for the Exercises for Mathematics • Discuss Practical Life as a preparation for Math • Discuss Sensorial as a preparation for Math • Discuss Language as a preparation for Math Contributions of Seguin and Montessori • What did Seguin contribute to the understanding of how children grasp mathematical concepts in the first plane? • How did the materials he created to support the way children learn? • What did Montessori discover about how children in the first plane grasp mathematical concepts? What materials did she create that precipitated this discovery? The Learning Pattern for Mathematical Concepts • Discuss the traditional approach used to teach mathematical concepts • Discuss the Montessori approach to teaching mathematical concepts • Is there an order or sequence for proceeding through the areas? • Illustrate the learning pattern using the materials for Numbers 1-10 The Organization of the Exercises How are the exercises for Math organized? Discuss each of the six groups of activities, with materials and concepts 1. Numbers 1 – 10 2. Decimal System 3. Continuation of Counting 4. Exploration and Memorization of the Tables 5. Passage to Abstraction 6. Fractions Summary Write an original summary of the Math area and its importance in serving children. Required Reading Chapter 14 from The Discovery of the Child “The Teaching of Numeration” Include 2 quotes into your theory paper.


Number of posts : 916
Registration date : 2008-09-26
|Subject: The mathematics of zombies Fri Aug 21, 2009 5:00 pm|| |
A genuine scientific paper about the mathematics of the spread of a real zombie outbreak. Wow.
(Tahiti is lovely, thank you! Love you all! ~Vi)
Number of posts : 184
Registration date : 2009-05-19
|Subject: Re: The mathematics of zombies Fri Aug 21, 2009 7:33 pm|| |
Heavens! We've come a long way from the day when academics stayed away from pop culture lest they damage their professorial reputations. Academics used to publish only things that were comprehensible to other professors, though these authors did lose me when they dug into the math. ;^)
Number of posts : 41
Age : 29
Registration date : 2009-07-01
|Subject: Re: The mathematics of zombies Sat Aug 22, 2009 2:45 am|| |
Interesting, a friend of mine posted that same link on facebook a few days ago.
I read through the whole thing and the problems I have with it are as follows:
- It is based on a standard infectious disease "SIR" model, which I think fails to adequately take into account all the variables in a real life zombie outbreak.
- It only includes cases where beta > alpha, i.e. the zombies are better at killing humans than vice versa.
- And finally, the Zeta R term in the Z' equation makes dead bodies (zombies who have been headshotted or decapitated) return to being zombies. This is fine for something like Urban Dead, but I would hope that headshotted zombies do not come back to life in a "real" zombie outbreak.
All in all, this is fine for a scientific paper on a fictional subject, but it does not satisfy me as an adequate model of what zombies should be like.
|Subject: Re: The mathematics of zombies || |