Philosophy tries to look at all possibilities rene descartes descartes the scientist invented analytical geometry. The folium of descartes and his equiangular the concept of analytic geometry came to descartes in a dream on and accomplished life deserves depth of. Rene descartes 1,289 likes don't we look alike one of my most enduring legacies in my career was the development of cartesian or analytic geometry. René descartes: scientific method for us it suffices to look at the problem he first addresses for example, of exponents, or the methods of analytic. What did rene descartes discover ps cartesian coordinates are the foundation of analytic geometry look for an accident attorney.
Which combines an in depth look at rene descartes analytic geometry (a which combines an in depth look at rene descartes analytic geometry (a), not. A short rene descartes biography describes context that influenced meditations on first philosophy invented analytic geometry and the coordinate. E veryone knows that descartes founded analytic geometry with look for our modern analytic geometry in la géométrie in book ii, descartes developed. René descartes was a french mathematician descartes developed cartesian (analytical) geometry, which is the use of algebra to examine geometric properties.
Rene descartes was born on march 31 contribution of rene descartes to mathematics philosophy essay print that he invented analytical geometry descartes. René descartes my interest in both the first two are concerned only with analytical geometry i hope that in the future mathematicians will look back at my. Find out more about the father of modern philosophy, 17th-century french philosopher rene descartes, the man who said, “i think therefore i am,” on biographycom. The main idea of analytic geometry analytic geometry is the study of geometry on a grid called the coordinate plane rene descartes analytic geometry.
Find thousands of free the cartesian coordinate essays, term papers rene' descartes analytic geometry analytic geometry was brought fourth by the famous french. And pictures about rene descartes at encyclopediacom make research projects and school reports about rene descartes analytical geometry look again for. René descartes was a we now have cartesian geometry rené descartes' parents descartes, writing:-i should look upon des-cartes as a man. Rene descartes, french philosopher he is credited as the father of analytical geometry, the bridge between algebra and geometry.
What is rene descartes' impact on history i'm doing a history project on rene descartes, i'm bored descartes invented analytic geometry. A summary of part two in rene descartes's discourse on method and geometry alludes to his discovery of analytic geometry that stars look like now 6 famous.
Cnc programming cycles - download as pdf file (pdf), text file (txt) or view presentation slides online. An in depth look at rene descartes analytic geometry. Rationalists look to reason rene descartes philosopher/mathematician/scientist, developed analytic geometry.
Three skeptical arguments rené descartes is credited as the progenitor of analytical geometry let’s accept premise 1 and look at descartes’ response. This lesson provides a biography of the life and accomplishments of rene descartes rene descartes' math contributions lesson for of analytic geometry. (or “analytic”) geometry and depth (three-dimensional nature, and god in descartes,”, in essays on the philosophy and science of rene descartes, ed. Introduction to descartes it is quite misleading to look at philosophical theories in complete isolation from the descartes invented analytic geometry.
A business’s logo should look li ke a triangle, as shown to the right chapter 3: analytic geometry 305 e descartes (and the firm involved. Analytical geometry studies lines this is because he published his book before that of fermat and also to the depth with the descartes deals rene descartes. Analytical geometry analytic geometry was brought forth by the famous french mathematician rene' descartes rené descartes analytic geometry has. Philosophy: rene descartes the wave structure of matter (wsm) explains rene descartes 'i think therefore i exist' further, we all think we exist in space and can. Symbolic analytic geometry and the origins of symbolic algebra vi`ete and descartes ren`e descartes life and work rene symbolic analytic geometry and the.


An Innovative, Open-Ended Approach to Mathematics Teaching PedagogyPosted: November 15, 2012 Filed under: Numeracy | Tags: HandyWebResource, learningtool, maths, maths300, numeracy, openended, resource Leave a comment
I am incredibly excited this week to be procrastinating from report writing by taking up the opportunity to write for Education Services Australia, and their incredible online resource: maths300.
For those of you who haven’t heard of the resource, here is an excerpt from their ‘About‘ page, below:
“maths300 is less prescriptive than traditional pedagogy. The lessons build on important algorithmic skills, but also encourage students to develop reasoning and communication skills beyond the textbook. Students are often required to work in groups, to think creatively and to apply a number of different strategies to solve a problem. This process is called Working Mathematically and features in most lessons. The extensions section provides huge scope for extended investigations and cross-curricula activities.”
The lessons are presented as mathematical adventures, and all of them contain rich activities that promote discussion encouraging students to work like a mathematician (one of our numeracy catch-cries!). In our classroom, I have used them exclusively with Kevin Cummins’ Maths Toolbox which he shares on his superb education resource, Edgalaxy.
In combination with this, schools are able to download the accompanying software package which, although simple looking, allows students to complete investigations with a real-life contextual edge. One example is the Footy Finals lesson (great for September, AFL or NRL!) where students have the opportunity to investigate the chance of their team winning the premiership starting from 1st-8th position.
When I submit my maths300 lesson plan, I also plan to make it available via OpenEdToolbox, so watch this space!
Have you used MCTP or Maths300 in your schools/classrooms?
What sorts of maths ‘adventures’ have you taken your students on?
How do you apply real-life context to your numeracy classroom?
Maths Lesson Ideas – Smarties!Posted: October 6, 2012 Filed under: Numeracy | Tags: maths, maths300, numeracy, openended, resource 8 Comments
I always try and include some extra fun lessons in the last week of term that revise a range of topics students are familiar with. In addition, it is always extra special to be able to introduce some new concepts at the same time. I got the idea for this lesson from the Black Douglas Mathematics Centre, an incredibly rich resource closely linked to Maths 300, but it is free! If you haven’t had the opportunity to look at these resources as a school, please take the time to do so. They are just packed with open-ended, purposefully engaging lessons with a focus on problem solving throughout.
I taught this lesson in the last week of Term 3, and found myself wishing we had the time to investigate more!
Smarties! Introducing Negative Numbers.
- 600g pick n’ mix smarties
- paper bags with random selection of approx. 30 smarties per pair of students
- 10x10mm grid paper (enlarged to A3)
Our Learning Intention was based on using our number skills to experiment with negative numbers (which my students weren’t familiar with previously), but the learning experience included so much more, including: data-collection, chance, graphing, number patterns and calculator use. Our Success Criteria was to effectively show addition and subtraction using negative numbers on a number line.
I went to my local supermarket and bought 600g of pick n’ mix smarties, which was enough for around 30 smarties per pair in a class of 24 students. I also gave each pair a 10x10mm sheet of grid paper, enlarged to A3, to assist them with the graphing of their random selection of smarties.
The rules of the game were as follows:
- Each pair was to count their smarties and each player record this number in their own scrapbooks as their starting score.
- All of the smarties are placed back into the paper bag.
- Students take smarties out one by one, each student guessing which colour will come out next.
- A correct guess scores +2 points
- Incorrect guess scores -2 points
The students kept a record of the addition and subtraction in their scrapbooks:
Prior to this, I encouraged each group to build a simple column graph to refer to during the game – I had little input, simply observing and taking some anecdotal notes about graphing skills, axis labelling etc. Some of the graphing was interesting!
The students amazed me with their creativity when they began playing the game. Nobody ate any, they were far too valuable! Instead, they rebuilt their graph to assist them with correct guessing.
We had a great discussion about which strategy/strategies we were using from our Mathematicians’ Toolbox (an invaluable tool from edgalaxy.com, which can be found and printed here)
As students waded into unfamiliar negative number territory, some were able to successfully apply prior knowledge. I stopped other students and encouraged them to use a calculator and a number line to support their calculations.
The discussion at the completion of the lesson was based on meeting our Success Criteria, but also somewhat disturbed by the munching of half-melted smarties (‘no thank-you, I don’t want one’). As I said, I wish we could have used this as a springboard for a follow-up lesson, but it was a great one to explore in the last week of term nonetheless.
I’d love to hear your comments, suggestions and reflections below:
What resources do you use to enhance your maths classroom?
Have you found any other open-ended resource banks like Maths300?
What makes a great maths lesson?


3 edition of Analysis of Variance via Confidence Intervals found in the catalog.
by Sage Publications Ltd
Written in English
|The Physical Object|
|Number of Pages||240|
Chapter 9 Bootstrapping and Confidence Intervals. In Chapter 8, we studied started with a “tactile” exercise where we wanted to know the proportion of balls in the sampling bowl in Figure that are red. While we could have performed an Book Description. Analysis of Variance, Design, and Regression: Linear Modeling for Unbalanced Data, Second Edition presents linear structures for modeling data with an emphasis on how to incorporate specific ideas (hypotheses) about the structure of the data into a linear model for the data. The book carefully analyzes small data sets by using tools that are easily scaled to big ://
Chapter 8 Bootstrapping and Confidence Intervals. In Chapter 7, we studied started with a “tactile” exercise where we wanted to know the proportion of balls in the sampling bowl in Figure that are red. While we could have performed an Analysis of Variance from Summary Data (updated April 17 -- handles up to 10 groups) This web page performs a one-way ANOVA from summary data -- that is, from the counts, means, standard deviations (or standard errors) for each ://
Thus, generally there is no need to distinguish between repeated and non-repeated point estimates. In Sect. , we present confidence intervals and p-values both for analyses at the end of trial as well as a means for monitoring a group sequential trial. Point estimates, which mainly can be used in both situations, are presented in Sect. Analysis of Variance (ANOVA) is a commonly used statistical technique for investigating data by comparing the means of subsets of the base case is the one-way ANOVA which is an extension of two-sample t test for independent groups covering situations where there are more than two groups being compared.. In one-way ANOVA the data is sub-divided into groups based on a single
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Analysis of variance (ANOVA) constitutes the main set of statistical methods used by students and researchers to analyse data from experiments.
This expertly written textbook adopts a pioneering approach to ANOVA with an emphasis on confidence intervals rather than tests of significance.
Key features of the book include: Extensive coverage Analysis of variance (ANOVA) constitutes the main set of statistical methods used by students and researchers to analyse data from experiments. This expertly Analysis of Variance via Confidence Intervals,Analysis of Variance via Confidence IntervalsKevin D SAGE Publications Ltd Contents Preface ix 1 Comparing Two Means 1 Introduction 1 Organization of this book 3 Confident inference on a single comparison 4 Analysis of variance (ANOVA) constitutes the main set of statistical methods used by students and researchers to analyse data from experiments.
Analysis of Variance via Confidence Intervals book This expertly written textbook adopts a pioneering approach to ANOVA with an emphasis on confidence intervals rather than tests of :// Analysis of variance via confidence intervals. [Kevin D Bird] Home. WorldCat Home About WorldCat Help. Search.
Search for Library Items Search for Lists Search for Contacts Search for a Library. Create Book\/a>, schema:CreativeWork\/a> ; \u00A0\u00A0\u00A0\n library: 亚马逊在线销售正版Analysis of Variance via Confidence Intervals，本页面提供Analysis of Variance via Confidence Intervals以及Analysis of Variance via Confidence Intervals的最新摘要、简介、试读、价格、评论、正版、图片等相关信息。 Get this from a library.
Analysis of variance via confidence intervals. [Kevin D Bird] -- Analysis of variance - ANOVA - constitutes the main set of statistical methods through which undergraduate and postgraduate students carry out multivariate analysis.
This textbook adopts an Bird, Analysis of Variance via Confidence Intervals,Buch, Bücher schnell und portofrei A factorial analysis of data from a J × K design can be based on any of the models (cell means, main effects, saturated two-factor ANOVA, or simple effects) discussed in Chapter 4.
Multiplicity issues, similar to those discussed in the context of single-factor designs in Analysis of variance (ANOVA) constitutes the main set of statistical methods used by students and researchers to analyse data from experiments.
Analysis of Variance via Confidence Intervals. Book. Search form. Download PDF. Sections. Show page numbers. Simple Factorial :// One-Way Analysis of Variance Previous Next. In: Analysis of Variance via Confidence Intervals. Book. Search form. Download PDF. Sections. Show page numbers.
One-Way Analysis of Variance. The ANOVA model. In this while this book was first being developed. Provided endless hours of copy editing and countless suggestions.
• James Balamuta – Current graduate student at the University of Illinois at Urbana-Champaign. Provided the initial push to write this book by intro-ducing the author to the bookdown package in R.
Also a frequent contributor via :// Confidence Intervals (Limits) on Statistical Tests of Inference. Confidence intervals are frequently calculated around the estimates from statistical hypothesis tests.
They may be calculated for the t test, chi-square test, analysis of variance, regression, and most other tests of inference. A 95% CI is a range of values within which 95% of the Download PDF: Sorry, we are unable to provide the full text but you may find it at the following location(s): (external link) This procedure can be done in SPSS via.
Analyze -> Regression -> Binary Logistic. Transport the variable Radiation in the Leg to the Dependent box and the Function variable to the Covariates window.
To get pooled 95% Confidence Intervals, go to Options and select the CI for exp(B) option. Than click on Continue and :// Confidence Intervals for Regression Coefficients.
As we already know, estimates of the regression coefficients \(\beta_0\) and \(\beta_1\) are subject to sampling uncertainty, see Chapter ore, we will never exactly estimate the true value of these parameters from sample data in an empirical application.
However, we may construct confidence intervals for the intercept and the slope The intraclass correlation coefficient (ICC) in a two-way analysis of variance is a ratio involving three variance components.
Two recently developed methods for constructing confidence intervals Analysis of variance (ANOVA) is a core technique for analysing data in the Life Sciences. This reference book bridges the gap between statistical theory and practical data analysis by presenting a comprehensive set of tables for all standard models of analysis of variance and covariance with up to three treatment :// A new method is proposed for constructing confidence intervals on the response variance in the unbalanced case of the one-way variance component model via generalized :// Experimental and Statistical Hypotheses Estimating Variances When There Are More Than Two Conditions in Your Experiment Assumptions for Analysis of Variance Testing Hypotheses About Differences Among Population Means With Analysis of Variance Factors That Affect the Power of the F-Test in Analysis of Variance Relational Effect Size Measures for.
True confidence intervals for effect sizes are derived from confidence intervals for non-centrality parameters (Steiger and Fouladi ;Cumming and Finch ; Fidler and Thompson ). The For a Web download or e-book: Your use of this publication shall be governed by the terms established by the vendor at the time you acquire this publication.
The scanning, uploading, and distribution of this book via the Internet or any other means without the permission of the ?cid= confint: Confidence Intervals for Model Parameters Description Usage Arguments Details Value See Also Examples Description.
Computes confidence intervals for one or more parameters in a fitted model. There is a default and a method for objects inheriting from class "lm". Usage


17 Jan 2019 Alam A, Ahmad S, Bhat MS, Ahmad B (2015) Tectonic evolution of Kashmir basin in northwest USGS water supply paper, 1580-D, pp 1–72 Environ Earth Sci 78, 54 (2019). https://doi.org/10.1007/s12665-019-8046-1.
If we want to calculate how many Kilometers are 5000 Miles we have to multiply 5000 by 25146 and divide the product by 15625. So for 5000 we have: (5000 × 25146) ÷ 15625 = 125730000 ÷ 15625 = 8046.72 Kilometers. So finally 5000 mi = 8046.72 km 5 mi ≅ 8046.72 m. An alternative is also that one meter is approximately zero times five miles. Conversion table miles to meters chart. For quick reference purposes, below is the conversion table you can use to convert from miles to meters Mar 04, 2020 · Let’s get right to it, because sadly there’s no simple way to calculate how many meters are in a mile. You’re about to walk into a jumble of decimal points and long integers, so prepare to have a bit of a mental workout before your physical one.
The use of the abbreviation "m" for mile was common before the widespread To convert the speed from m/h to m/s, you simply divide it by 3600. This is because what you want to do is convert the time from hours to seconds. Thus, we have: 5m/h = 5/3600m/s Approximately, 1.39 x 10^-3m/s 1 mi/s: 1 Meter per Second: Meters per second is the base unit for measuring velocity or speed in the International System of Units (SI). Speed is a measure of distance travelled over time, velocity is speed in a given direction.
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The symbol for meters per hour is m/h and the International spelling for this unit is metres per hour. There are 1,609.344 m/h in mph. 17 furlong(s) / 0.0049709695378987 = 3419.856 m(s) Rounded conversion Note that the results given in the boxes on the form are rounded to the ten thousandth unit nearby, so 4 decimals, or 4 decimal places. Convert 804.672 Meters to Miles (m to mile) with our conversion calculator and conversion tables. To convert 804.672 m to mile use direct conversion formula below. 1 mi/s 2: 1 Meter per Second Squared: Meters per second per second or meters per second squared is the basic unit for measuring acceleration in the International System of Units (SI). A speed that is one meter per second faster than the previous second is an acceleration of 1 m/s 2.
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There are 1,609.344 m/s in mi/s. How many mps in 1 m/s? The answer is 0.00062137119223733. We assume you are converting between mile/second and metre/second. You can view more details on each measurement unit: mps or m/s The SI derived unit for speed is the meter/second. 1 mps is equal to 1609.344 meter/second. Note that rounding errors may occur, so always check the results.
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1 ch (Gunter's Surveyor's) = 20.1168 m (SI base unit). 1 Meter: Distance light travels in 1/299 792 458 of a second in 5 mi ≅ 8046.72 m. An alternative is also that one meter is approximately zero times five miles. Conversion table miles to meters chart. For quick reference purposes, below is the conversion table you can use to convert from miles to meters A furlong is a measure of distance in imperial units and U.S. customary units equal to one-eighth of a mile, equivalent to 660 feet, 220 yards, 40 rods, or 10 chains. Usin ..more definition+ The meter (abbreviation = m, symbol = m), or metre (British spelling) is the fundamental unit of … 1/9/2011 Mile. Definition: A mile (symbol: mi or m) is a unit of length in the imperial and US customary systems of measurement.objem obchodovania s kryptomenami
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8,046.72 meters converts to 5 Mi. This can be found as follows: (8046.72m) = 5 Mi exactly (1609.344 m/Mi)
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Ingeniería Electrónica, Automática y Comunicaciones
versión On-line ISSN 1815-5928
CUIMAN MARQUEZ, Raudel; CABRERA SARMIENTO, Alejandro J. y SANCHEZ-SOLANO, Santiago. Speeding up elliptic curve arithmetic on ARM processors using NEON instructions. EAC [online]. 2020, vol.41, n.3, pp.1-20. Epub 01-Dic-2020. ISSN 1815-5928.
This paper studies the use of NEON instructions for the implementation of elliptic curve cryptographic primitives on ARM Cortex-A processors. Starting from the analysis of point arithmetic formulas in different coordinate systems it was possible to identify several operations with no data dependency. Then, these operations were conveniently grouped in pairs to perform them in parallel using the NEON engine. Following this approach, dual NEON-based multiplications and squarings in the finite field are proposed. Furthermore, these dual operations are also used to speed up multiplications and squarings over the field extension . Finally, after integrating them into the point addition and point doubling formulas, we measure their impact on the execution time of scalar multiplications on elliptic curves defined over both finite fields. By using a mixed C/NEON implementation approach our solution is easily scalable at run time to support different curve sizes. Experiments conducted on the ARM Cortex-A9 processing system embedded in the Xilinx XC7Z020 device reported performance improvements of the NEON-based scalar multiplication between and and between and compared to a conventional implementation of the same operation on , and curves over and respectively.
Palabras clave : elliptic curve cryptography; scalar point multiplication; ARM Cortex-A processors; NEON instruction set.


Data structures and algorithms are a cornerstone of computer science. In our journey so far, we’ve looked at basic data structures like stacks, queues, and dequeues, linked lists and binary trees, and algorithms like sorting algorithms, tree algorithms, and Dijsktra’s algorithm. Now, let’s take a look at another important graph algorithm – Floyd Warshall.
In this post, we’ll take a look at:
- Floyd Warshall Pseudocode
- Floyd Warshall Algorithm in Python
- Define Constants and Create Examples
- Implementing Floyd Warshall in Python
- Testing Floyd Warshall in Python
- Summary of Floyd Warshall Algorithm in Python
Floyd Warshall Pseudocode
Floyd Warshall is a simple graph algorithm that maps out the shortest path from each vertex to another using an adjacency graph. It takes a brute force approach by looping through each possible vertex that a path between two vertices can go through.
Let’s take a look at the pseudocode:
- Pick a vertex –
- Calculate distance for each set of vertices
- If the distance through vertex
vis less than the currently recorded distance between two vertices, replace that distance
- Repeat steps 1 through 3 for each vertex
Note that Floyd Warshall will not work for any graph with negative edge weights. It’s also useless for unweighted and directed graphs.
Floyd Warshall Algorithm in Python
We’re going to implement the Floyd Warshall Algorithm in Python. First we’re going to define any constants we need and create some example adjacency lists, then we’ll define and implement the Floyd Warshall algorithm, finally we’ll test it.
Define Constants and Create Examples
The only constant we need to define for Floyd Warshall is “infinity”. Technically, we could also import the infinity constant from the
math module, but the behavior will be the same as long as we define an infinity that is greater than any individual distance between vertices. Most of the time, we won’t be working with graphs with distances of greater than 99999 between vertices so we’ll use that as our infinity value.
Then we’ll create two examples. These graphs will have 0 in the diagonal since the distance from a point to itself is 0, and we’ll also throw in some infinities into our adjacency graph to represent unconnected vertices.
# define "infinity" _inf = 99999 # example 1 A = [[0, 5, _inf, _inf], [50, 0, 15, 5], [30, _inf, 0, 15], [15, _inf, 5, 0]] # example 2 B = [[0, 3, _inf, 5], [2, 0, _inf, 4], [_inf, 1, 0, _inf], [_inf, _inf, 2, 0]]
These examples should give us:
[0, 5, 15, 10] [20, 0, 10, 5] [30, 35, 0, 15] [15, 20, 5, 0]
[0, 3, 7, 5] [2, 0, 6, 4] [3, 1, 0, 5] [5, 3, 2, 0]
Implementing Floyd Warshall in Python
Now that we’ve defined our constant and created our example, we’ll implement the Floyd Warshall algorithm in Python. First, we’ll get the number of vertices that we’re dealing with by getting the length of the graph. Next, we’ll create our loops.
We need three layers of
for loops that will loop through each vertex three times and replace the entry in the graph by the minimum distance between the direct distance between two vertices and the distance between those vertices that goes through the initially defined vertex (in the outermost loop). Finally, we’ll print out the list of lengths for each row in the graph.
# floyd warshall function def floyd_warshall(graph): n = len(graph) # stepping loop for k in range(n): # outer loop for i in range(n): # inner loop for j in range(n): # replace direct path with path through k if direct path is longer graph[i][j] = min(graph[i][j], graph[i][k] + graph[k][j]) # print complete graph in a pretty manner for row in graph: print(row)
Testing Floyd Warshall in Python
Now that we’ve implemented the Floyd Warshall algorithm, let’s take a look at how our algorithm does against the expected solutions we saw above. All we do is call Floyd Warshall on each of the graphs we made and check what the solution prints.
print("Shortest Paths Graph for A") floyd_warshall(A) print("Shortest Paths Graph for B") floyd_warshall(B)
We should see an output like the image below.
Summary of Floyd Warshall Algorithm in Python
In this post we went over how to implement Floyd Warshall in Python. We walked through the pseudocode and then the actual implementation. The Floyd Warshall algorithm loops through each vertex three times. First it loops through a chosen vertex, then it loops through sets of two vertices that define the distance between them. While looping, it replaces the distance between two vertices with the minimum between the existing distance and the distance between the chosen vertex.
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That works out to 53,000 kilograms per tree. But how much of that is carbon? Trees are made of many different elements, like hydrogen and nitrogen, but let’s say it’s about half carbon. At least that’s an estimate that agrees with Wikipedia. So the mass of carbon would be 0.5 times the mass of the tree, or 26,500 kg. Simple!
Counting Up the Atoms
But what I really need is the number of carbon dioxide molecules. Since each carbon atom would come from one molecule of CO2, I need to convert from mass to numbers. This is where Avogadro’s number comes into play, with a value of around 6.022 x 1023particles per mole. And one mole of carbon has a mass of about 12 grams. That gives us the number of carbon atoms (n) per tree:
Then, since everybody plants a tree, and assuming they’re all the same, the total amount of captured carbon atoms (N) would just be that number times 7.5 billion, the population of Earth.
We’re not done yet. We still need to find out how this changes the total concentration of CO2in the air. For that, we need to estimate the total mass of Earth’s atmosphere …. well, that’s kind of daunting. What do physicists do in such situations? We Google it. I get a value of 5 x 1018kilograms (from Wikipedia again).
So, to find the concentration in ppm, I need the molar mass of air. Air is 99 percent nitrogen and oxygen; a weighted average of their masses gives an air molar mass of 28.97 grams per mole. With that, I can calculate the number of air molecules. This uses the same formula as above forn, so I just built it into my computation code.
The Grand Result
OK, let’s crank this sucker out! I’m attaching the code here, so if you want to change my assumptions—perhaps, in keeping with the tropical theme of Earth’s future, you’re envisioning palm trees instead of pine trees— you can click the pencil icon to edit it. Click Play to run the calculation.
Damn. That sucks. Even with 7.5 BILLION trees, it makes only a tiny dent in the carbon dioxide level. Yes, we made a lot of assumptions, and some of them are obviously wrong—but they’re not crazy-wrong. For example, we simplified by saying the trees are all the same. But allowing them to be different wouldn’t change the result if our generic tree is a good middle-of-the-pack average. The real question is whether our model is biased in one direction or the other.


What Is 3% Of 20
conventional loan vs.fha loan Fha Loan Vs Conventional Loan Calculator Use NerdWallet’s home affordability calculator. usda and VA loans can often be obtained with zero down payment, while FHA loans require as little as 3.5%, and minimum credit scores for all three.Conventional Loan Vs. FHA Loan | Sapling.com – Conventional Loans Feature higher lending limits. You can get a higher loan amount with a conventional loan. conventional loans for Fannie Mae and Freddie Mac have a conforming loan limit of $417,000 for single-family homes in most areas of the country. They have higher limits of $625,500 and $938,250 in certain high-cost areas of the country.
Every percent can be changed into a decimal or fraction. The problem 20% of 10 is a multiplication problem because you want something of something. Note: 20% = 0.20 = 20/100 = 1/5. 0.20 x 10 = 2 revisit the rule for multiplying decimal or. 20/ 100 x 10 / 1 = 200/100 = 2 revisit the rule for multiplying fractions or
Conventional Loan 10 Down Home Loans With 5 Down conventional vs fha home loans FHA vs. conventional loans. fha loans allow lower credit scores than conventional mortgages do, and are easier to qualify for.. You can use a conventional loan to buy a vacation home or an.HUD.gov / U.S. Department of Housing and Urban Development (HUD) – We have two loan products – one for those who own the land that the home is on and another for mobile homes that are – or will be – located in mobile home parks. Ask an FHA lender to tell you more about FHA loan products. Find an FHA lender. Need advice? Contact a HUD-approved housing counselor or call (800) 569-4287. Need help with your.I have 10%-15% down payment avalaible in cash and I am looking to buy a home in the low 300k to.. You will need a full 10% down for the conventional loan.
About 130 of these plans, which cover 1.3 million people, are at risk of running out of money within the next 20 years, and.
(3) Margin is the gross profit on the selling price. As a percentage it is. Markup chart shows that a 25% markup will equate to a 20% margin.
Here is a calculator to solve percentage calculations such as what is 3% of 80. You can solve this type of calculation with your own values by entering them into the calculator’s fields, and click ‘Calculate’ to get the result and explanation.
The simplest fraction that is equal to 0.3 is 3/10. Other fractions that are equal to 0.3 are 6/20, 9/30, 30/100 and any other fraction that can be reduced to 3/10. One can write a decimal as a fraction using a simple procedure. First, write down the decimal divided by one, which in this case would be 0.3/1.
And another change would lower the amount of lead pipe that water systems have to replace each year once the threshold is hit.
3% of $20 is .03*20=0.6, or 60 cents. adding that to your current wage gives you $20.60. So, with a 3% pay increase, you now make $20.60 per hour.
· Best Answer: Ok: 10% of $10 = $1. Therefore: $1 = 10%. We now must break it down. 50 cents = 5% of %10. And we get to the answer: 30 Cents = 3% ^_^.
The forwards have gotten more of the spotlight early in the 2019-20 season, and for good reason since an amazing five key.
To find 30 percent of a number, multiply it by 0.3. In this instance 0.3 x 20000 = 6000. Therefore, 30 percent of 20000 is equal to 6000. 30% of 20000 = 6000 30% of 20000 = 30% * 20000 = 0.30.
People do NOT remember 10% of what they read, 20% of what they see.. fairly obscure, (2) one of the authors names is spelled wrong, (3) the.
3% of $20 is .03*20=0.6, or 60 cents. Adding that to your current wage gives you $20.60. So, with a 3% pay increase, you now make $20.60 per hour.
In other words, a 3% discount for an item with original price of $20.10 is equal to $0.603 (Amount Saved). Note.603 (amount saved). note that to find the amount saved, just multiply it by the percentage and divide by 100. Supose Have you received a ROBLOX promotional code of 3 percent of discount.


What is Photomath?
Be taught math, verify homework and research for upcoming checks and ACTs/SATs with probably the most used math studying app on this planet! Obtained tough homework or class assignments? Get unstuck ASAP with our step-by-step explanations and animations.
Photomath is free and works with out wi-fi or information. Whether or not you’re on the bus, in a cave, or simply offline, core Photomath is at all times obtainable.
We’ve received you coated from primary arithmetic to superior calculus and geometry. You CAN do the maths!
- Phrase drawback explanations!
- No web or information required for equation-based issues
- Free to make use of
- Step-by-step explanations for each answer
- Unique how-to animations
- Scroll via a number of fixing strategies per drawback
- Multi-functional scientific calculator
- Interactive graphs
MATH TOPICS COVERED
- Primary Math/Pre-Algebra: arithmetic, integers, fractions, decimal numbers, powers, roots, components da
- Algebra: linear equations/inequalities, quadratic equations, programs of equations, logarithms, capabilities, matrices, graphing, polynomials
- Geometry (particular textbooks solely)
- Trigonometry/Precalculus: identities, conic sections, vectors, sequences and collection, logarithmic capabilities
- Calculus: limits, derivatives, integrals, curve sketching
- Statistics: mixtures, factorials


The course is a standard first year mathematics course reviewing concepts necessary for further study in other professions that the students will embark on after first year.
Dr. Chileshe Chrisper
We learn basic algebraic structures such as matrices, vectors and transformations.
In this course we introduce Functions of Several Variables where we will develop the idea of Calculus in space. Functions of Several Variables will play a key role in understanding multiple integration which has various applications such as understanding fluid flow arising from surface integrals. We will also study period ic functions series representations via Fourier series as well as non periodic functions via the Fourier integral. This will have vast physical applications such as the use of Fast Fourier transforms in telecommunications. We will then introduce the concept of Laplace transforms as one special idea in the solving of initial value problems. The Laplace transforms concepts will also find various engineering applications. We will finally get into the theory of differential equations and appreciate the Series solution method of solving differential equations. Enjoy!
By the end of this session, participants should be able to state the meaning, nature and scope of project procurement and supply chain management.
We discuss terms used in set theory in this lesson. This is essential for the whole of the lessons that follow.


This volume collects the extended versions of papers presented at the SIS Conference “Statistics and Data Science: new challenges, new generations”, held in Florence, Italy on June 28-30, 2017. Highlighting the central role of statistics and data analysis methods in the era of Data Science, the contributions offer an essential overview of the latest developments in various areas of statistics research. The 35 contributions have been divided into six parts, each of which focuses on a core area contributing to “Data Science”. The book covers topics including strong statistical methodologies, Bayesian approaches, applications in population and social studies, studies in economics and finance, techniques of sample design and mathematical statistics. Though the book is mainly intended for researchers interested in the latest frontiers of Statistics and Data Analysis, it also offers valuable supplementary material for students of the disciplines dealt with here. Lastly, it will help Statisticians and Data Scientists recognize their counterparts’ fundamental role.


I would love to see this conversation get going again - I just recently discovered Stephen Perrella and think he'd have a lot more to offer if he were still with us. (found on Architexturez)
message ## 22431…
+ From: "Bryan A. Alexander"This might return us to Spinoza; see Curley's SPINOZA'S GEOMETRICAL METHOD.
+ Date: Fri, 19 Jan 1996 18:57:10 -0500 (EST)
Department of English
University of Michigan
On Fri, 19 Jan 1996, Friedman, Howard J. wrote:
> > I would like to expand on this topic please. how geometry excludes the
> > subject and then we can talk about anexact geometry in deleuzeoguattari.
> > s.perrella
> > architect
> You'll have to excuse me here. I only studied Euclidean geometry, and that
> was in high school (some 20 years ago). I've since read a little of
> Mandlebrot(?) but not very much. And a book of Rene Thom on catastrophe
> So the reason i suggested that (Euclidean) geometry excludes the "subject"
> is simply because it relates to structures: lines, planes, triangles,
> squares, rhombi, etc. I don't see any room here for a "subject". (Points are
> also Euclidean, i think, but they don't seem to represent the main thrust of
> traditional geometry)
> Other mathematical notions do seem to apply, however. I'm not sure, at this
> point, if i'd like to class the subject as an "unreal number" (such as the
> square root of a negative number) or as a real number with an infinite
> I'm throwing this back to you because, as you can see, my ignorance is
> great. Please enlighten, if you can. Thanks.


Table of Contents
Explore the question, ‘Is Discrete Math Hard?’ as we decode the intricacies and challenges of this fascinating subject. Unravel the truth.
Discrete math may sound like a big, scary subject, but don’t worry! We’re here to help you understand whether it’s as tough as it seems. Let’s dive in and find out.
How hard is discrete Math?
Discrete math’s level of difficulty might change depending on your training and mathematical prowess. While some people might find it simple to understand, others could find it difficult. Compared to some other areas of mathematics, such as calculus or abstract algebra, it is often thought to be easier to understand, but it still demands careful attention to detail and problem-solving abilities.
Breaking Down Discrete Math
First things first, what’s discrete math? Well, it’s a part of math that deals with separate things you can count. Imagine you’re counting candies, coins, or even friends in your class. That’s what discrete math is all about! Let’s look at two important parts:
· Discrete Structures: These are like building blocks. We use them to create math puzzles and problems. Think of them as the pieces of a puzzle.
· Logic and Propositional Calculus: This is a bit like solving puzzles with clues. You use logic and statements to solve problems, just like when you solve riddles.
Common Challenges in Discrete Math
· Tricky Ideas: Sometimes, discrete math talks about things that aren’t easy to see or touch. It’s like trying to catch a sneaky butterfly; it can be a bit tough.
· Solving Puzzles: Discrete math is like a big puzzle book. Some puzzles are easy, and some are tough. But the more you practice, the better you get!
· Proving Things: Imagine you have to prove why your answer is correct. It’s like showing your teacher your work in a math test. This can be a challenge too.
Strategies for Success
Now, here’s the fun part! How can you make discrete math easier?
· Build a Strong Base: Just like a strong base makes a tall tower, learning the basics of math really well helps with discrete math.
· Practice, Practice, Practice: Remember when you learned to ride a bike or play a game? You got better by doing it over and over. The same goes for discrete math.
· Ask for Help: If you ever get stuck, don’t be afraid to ask your teacher, or a friend, or look online for help. Everyone needs a hand sometimes. More about Education.
How hard is discrete mathematics?
Even though the difficulty of discrete mathematics varies from person to person, it can be difficult. It frequently calls for sharp logical reasoning and problem-solving abilities. Due to its abstract character and the requirement for logical reasoning, some people find it to be relatively simpler than other areas of mathematics, while others may find it to be more difficult. Success in discrete mathematics largely depends on one’s background, aptitude, and dedication to understanding its concepts.
Guess what? Discrete math isn’t just for math class. It’s super useful in the real world too!
· Computer Science: Ever played a video game or used a computer? Discrete math helps make those things work!
· Secret Codes: Discrete math is like the secret code-breaker. It helps keep messages safe and secure.
· Data Detective: When you want to find out cool things from numbers, like how many kids like ice cream, discrete math helps you do that. Read more about how to buy Tesla stock on Etoro.
Is Discrete Math Hard Really?
Here’s the deal: It might seem hard at first, but it’s all about how you look at it. Imagine it’s like a treasure hunt. The more you explore and enjoy the adventure, the less “hard” it feels.
Is discrete math harder than calculus?
It depends on the individual. Some people may find discrete math harder than calculus, while others may find calculus more challenging. Difficulty can vary based on personal aptitude and the specific topics within each subject.
So, is discrete math hard? It’s like a cool puzzle game. Once you get the hang of it, it becomes more fun and less scary. Keep learning, practicing, and asking questions, and you’ll unlock the mystery of discrete math!
Related FAQs About is discrete math hard
Is discrete mathematics hard?
Discrete mathematics can be challenging for some people, but it’s not inherently “hard.” Success in discrete mathematics often depends on your mathematical background, problem-solving skills, and how well you grasp abstract concepts. With dedication and effective learning strategies, many individuals find it manageable and even enjoyable.
Why is discrete math so hard?
Discrete math is challenging because it deals with abstract concepts, demands strong logical reasoning, introduces new notations, covers diverse topics, has limited direct real-world applications, and requires a transition from more familiar calculus concepts.
Is discrete mathematics easy?
Whether discrete mathematics is easy or not depends on the individual’s background, aptitude for mathematical reasoning, and level of interest in the subject. Some people might discover it to be rather simple to understand, especially if they have a solid background in mathematics and logical reasoning. Due to its abstract character and the requirement for precise thinking, it could be difficult for some people. Ultimately, the perception of whether discrete mathematics is easy or difficult varies from person to person.


René Descartes (March 31, 1596 – February 11, 1650) was a French philosopher, mathematician, and scientist. Born in the Kingdom of France, he spent about 20 years of his life in the Dutch Republic. He was one of the most famous people of the Dutch Golden Age and is considered to be one of the founders of modern philosophy. In fact, the Cartesian coordinate system is named for him. He is the father of analytical geometry, the bridge between algebra and geometry. He is a key figure of the Scientific Revolution.


Growing up, my 8th grade math teacher insisted we use pencils and not pens because mistakes would be made, and the eraser would be much more handy than white out! Until this day, I prefer pencils for hand-calculations.
Unfortunately there is no digital pencil, and I’ve discovered that WordPress.com is not the right host for me at this point in time. So I’m moving! You can find me now at http://discoveringthemeinmommy.blogspot.com and I hope to see you there!
Since I’m so new to the blogsphere and knew very little about wordpress and blogger, I went by the “sound” of the web address. But with much trial and much error, I’m taking my venture over to the new site. Please click on over — I’d be honored if you’d continue this journey with me! =)


Banks should be stopped from taking unfair advantage of borrowers with personal loans or fixed rate hire-purchase loans (of either the conventional or Islamic financing variety. )
These borrowers lose twice over because interest on the loans are calculated on a flat rate basis and rebates are calculated based on the Rule of 78.
The flat rate method charges interest on money which has already been repaid whilst the Rule of 78 penalizes those who repay early.
Calculating interest on loan
Under the flat rate basis, interest is calculated on the total principal. It does not take into consideration that after each repayment the borrower owes the company less each month. When interest is charged on the original principal, the poor borrower is made to pay interest on money that he has already repaid.
Take for example a 5 year personal loan for RM30,000 at an interest rate of 10% per annum.
When interest on the above loan is calculated on a flat rate basis, the total interest charged is RM15,000 (RM30,000 X 10% X 5 Years) and the monthly payment is RM750. Total cost of the loan comes up to RM45,000. (RM30,000 +RM15,000)
On the other hand if the reducing balance method is used, interest will be charged on the outstanding amount at the end of each month after the monthly instalment has been repaid.
Under the reducing balance method total interest charged works out to be RM8,244.68 and the monthly payment comes down to RM 637.41. Total cost of the loan is RM38,244.68.
It is easy to see why banks prefer the flat rate method of calculation as it enables them to make more profits. In this case they can make an extra profit of RM6,755.32 (RM45,000 – RM38,244.68)
Calculating rebate for early settlement
It is to the banks advantage to use the Rule of 78 to calculate the amount of rebate that has to be refunded in cases of early repayment of personal loans and hire-purchase loans.
The Rule of 78 works by apportions the total interest payable under a loan in accordance with an arithmetic formula. Under the formula the early instalments include a surprisingly larger interest components than the later ones.
For example, you choose to settle your 60 months loan after paying 30 instalments. Under the Rule of 78, at 30 months the interest paid so far has already reached RM11,188.55. At 30 months you are only half way through the loan but the interest you have already paid on it is 74.6 % of the total interest of RM15,000. This means that you get only a rebate or savings of only RM3,811.45 (RM15,000- RM 11,188.55) or 25.4% by paying off the loan early.
You would have expected to save RM7,500.00 as this half of the RM15,000.00 interest charged on the loan.
Because the Rule of 78 is unfair to borrowers, it has been abolished in the UK since 2005.
On the other hand if the reducing balance method is used, after 30 months the total interest that you have paid on the loan is RM5,979.99. That is a about half of the RM11,188.55 interest that you had paid under the Rule of 78.
Again the difference of RM5,208.56 (RM11,188.55 – RM5,979.99) is why the banks the flat rate interest calculation on top the use of Rule of 78. It gives the bank added profits on top the already unfair profits from the use of Rule of 78.
When the consumer takes out a personal or fixed rate hire-purchase loan, the bank overcharges him interest (via flat rate calculation) and then proceeds to penalize him should he repay the loan early (via Rule of 78). Thus this is a classic case of “heads I win, tails you lose” The borrowers loses either way.
It is time Bank Negara direct banks to use the reducing balance method of calculation for all types of loans and stop using the Rule of 78.
Press release, 26 November 2014


This Tutorial has been written to help those who Hex edit the variant in Vista Visual Styles
DECIMAL TO HEX (using Calculator)
In order to edit the Variant you will need to know how to convert Decimals into Hex codes.
This will be useful for finding Image numbers and inserting your margins
Calculator will give you a conversion result,
Click View, and tick "Scientific"
Type in the decimal number then tick the Hex Button.
You will get a Result However the code will still need Manual Conversion depending on how many digits it gives you.
Use the chart Below as a guide
Number of digits : 1
Method: add a 0 to the front
Final Hex Code: 0A
Number of Digits: 2
Final Hex Code: F1
Number of Digits: 3
Method: add a 0 to the front, move front two digit to the back
Final Hex Code: 6302


The following sample questions do not appear on an actual CLEP examination. They are intended to give potential test-takers an indication of the format and difficulty level of the examination and provide content for practice and review. For more sample questions and information about the test, see the CLEP Official Study Guide.
Question 4 of 4
The quadratic equation x2 + mx + q = 0, where m and q are real numbers, has the complex root a + bi. Which of the following must be equal to m?
Want to get a feel for the tests? Try out sample questions from actual CLEP exams in the subject of your choice.
Find out if your institution accepts CLEP.


YOUNG mathematicians put their skills to the test at Chichester High School for Boys’ Maths Challenge Day.
A total of 27 Year-5 pupils from nine primary schools competed in the challenge.
Teams of three were set tasks including tackling puzzles, cracking codes, deciphering clues and solving a murder mystery using their mathematical skills.
The pupils then had to work as part of a team to build the tallest tower from cardboard rolls, sticky tape and coloured paper.
“Everybody had lots of fun and enjoyed thinking hard and working as part of a team,” said head of mathematics Greg Clarke.
“Here at CHSB, we were very impressed with the attitude, endeavour and collaboration of all the students, who did themselves and their schools very proud.”
Each school picked up points along the way and it was a close-run thing but the pupils from Kingsham Primary School were declared the eventual winners with the whole team ‘delighted’ to lift the Silver Shield Trophy.
All pupils taking part in the challenge received a certificate and goody bags for their ‘very considerable efforts’.


Roll A Pic - Animals
Flex your creativity muscles with Roll-A-Pic, a ‘game-of-chance’ drawing set where your dice throw determines the creature you sketch, ensuring a different picture every time you play.
Designed to unplug kids and boost their pencil and paper skills, Roll-A-Pic starts by selecting a game card. Roll the dice and draw the corresponding picture from the first column. Roll the dice again and draw the picture in the 2nd column that matches the number thrown, and continue until all steps have been drawn. End result a complete crazy critter, drawn by you but created by chance!
Roll-A-Pic is great for solo play or against a friend. With ten game cards to choose from and multiple rolls of the dice, kids will be engaged for hours, creating literally hundreds of variations — all the while practicing their drawing skills and applying simple numeracy principals.
Designed for easy portable play, each compact set is the perfect size to throw in your bag before you head out the door.
- Fun, ‘game-of-chance’ drawing set, designed to boost pencil and paper skills
- Compact and mess free activity set
- Unplugged, battery and screen-free portable play
- Each set includes 1 x dice, 10 x game cards, 2 x note pads, 2 x pencils, game instructions
- Great for gifting
- Suitable age 5+


Kennedy Junior High School (Lisle, IL). Any student entering our school as a sixth grader who is not at grade level in math is invited to a summer ‘Math Camp’ in which they learn to use tools for problem solving and review important concepts to be ready for the middle school curriculum. These camps are taught by the same sixth grade staff the students will encounter, so rapport-building and assessment are enabled before the first day of school. Interventions for students behind their grade-level peers in literacy and math are available through our Strategic Reading and Strategic Math programs. Each of these courses is taught by a content area-specialist and provides additional instruction to close gaps, reteach concepts, and further monitor students’ growth. Besides providing exposure to ancillary resources, manipulatives, and other tools, each course employs technology to help address deficiencies. Students enrolled in either of these courses gain an additional 200 minutes per week in supported intervention.
Haldane High School (Cold Spring, NY). One of the most targeted approaches to student success at Haldane High School is the implementation of Math Labs. Designed to strengthen math instruction, Math Labs offer students the opportunity to build an extra half period of math into their schedules for more concentrated math learning. Additionally, a critical component of Haldane’s commitment to help each student achieve their personal best is HEART (Haldane Encourages Achievement, Research and Teamwork), an after-school extra help program open to students in all academic subjects. Because seeking extra help is routinely encouraged by the faculty, beginning in middle school, there is no stigma attached to HEART. Participants range from struggling students to the highest achievers in AP classes. Haldane credits HEART and Math Labs with boosting enrollment in upper level math and science courses by students who might not have felt confident enough to tackle more difficult courses without these supports.


By Aadel On September 18, 2012
- Man eats rooster
- Rooster eats worm
- Worm eats man
You may recognize this game as rock-paper-scissors, also known as Roshambo. The origins of this game are hard to track as almost every culture has had a version of it.
It has been used to settle differences of every sort from chore duty to who gets the last piece of pizza.
But why is this game so effective? Why is it used so widely, and with such seemingly random results?
When you play a game of Yahtzee, what slots should you be looking to fill first? If you roll a 3,4,5 vs a 1,2,3 – which roll gives you better chances of rolling a large straight with your other 2 die?
What do these problems have to do with becoming adept in math?
Math Education Misses The Mark
Our education system has taught and thought about mathematics the wrong way for far too long. Even as homeschoolers, most of the math curriculum that is available to us barely touches the surface of the true purpose of math.
What is math really for? Is it to memorize and cram as much into our brain so that we can pass a test that says we can “do” math?
Most people will answer that we need math to get along in our everyday lives. But how and why do we need math in our everyday lives?
- is ”the science of numbers and their operations, interrelations, combinations, generalizations, and abstractions and of space configurations and their structure, measurement, transformations, and generalizations.” (from Webster’s dictionary)
- finds patterns and tries to understand them
- is a tool
- describes processes, not answers
- solves problems
I think the last few bullet points are a great working definition of how we would see math in our lives outside of education. Math is a tool we use to solve problems, find patterns, and describe processes.
Math is a lot more than just abstract equations in a workbook.
And instead of focusing on teaching children how to figure out how to solve complex life problems, find new patterns, and describe processes that they come across, we spend most of their formal years on “math grammar“ – a term my sister coined for the rote education of formulas and factors that is spoon-fed from Kindergarten up.
The real important thing that is missing from most algebra textbooks is strategy – otherwise known as logical reasoning or problem solving.
And all logical reasoning is really mathematical reasoning. Because the solutions to problems involve patterns and processes, and all patterns and processes involve numbers whether it is apparent or not.
Did I just blow your mind?
Math is foundational to the universe, to life, to walking down the street.
So why are we not teaching kids to reason mathematically?
Word problems don’t count. They are simple puzzles that give you all the convenient information you need and they never exist in the real world.
In real life, that train going x miles per hour would never keep an exact steady rate of speed. And neither would the car. No textbook wants to explain human error, or the effects of friction, or wind speed in relation to velocity.
Strategy Is A First Step
So if math textbooks are way off course in getting kids to actually think mathematically (and they are), where should you start?
You could start noticing patterns and processes in your everyday lives. When you see patterns in shape and form, that is geometry. When you begin to try to construct a birdhouse together and need to figure out how to make everything fit, you are doing algebra and a host of other processes.
Start with the problems and patterns first. Get your kids curious about figuring out how to solve a problem in real life. Then you can show them the resources and tools they will need – like the formula for finding a circumference of a quadrilateral.
But I think the easiest and fastest way to teach your kids the beauty of mathematical reasoning is by introducing strategy to them through games.
After playing Yahtzee online and in our home for weeks on end, I finally started figuring out that I should try to fill the hardest and most point-awarding slots first instead of worrying about the 1′s slot- which could only give me a total of 5 points.
And while taking a course on Game Theory, I learned that rock-paper-scissors works because there is no dominant strategy. Each choice has about the same chance as the others to win – 1:1:1.
That class may seem like some sort of hobby class you can take at a community center, but this was a class taught at Yale with master-level business and economics majors filling the room.
The information that was being taught was mind-boggling because it completely destroyed my views on math and on marketing and human choice.
It led me to believe that we should be encouraging children to explore mathematical reasoning and strategy – and leave the rote facts for later when they want to get deeper into a field of research or work.


June 12, 2017
Genius Plaza Invites Parents and Students to Participate in the Learning Summer Victory Challenge
"Each year, we hear about summer learning loss and how it widens the achievement gap between lower- and higher-income students. At Genius Plaza, we are focused on the potential of every student, and creating a movement that is fun while helping us close that gap," said Michelle Emirzian, Chief Academic Officer, Genius Plaza.
Research shows that the estimated learning loss in math and literacy rates over the summer months is approximately one to 2.6 months of grade-level equivalency, with lower-income students seeing a greater impact. "We know there are geniuses in every zip code, which is why we are focused on providing access to all students. During the summer months, parents and students will have free access to our platform so they can read, practice math and vocabulary, play games, and even create content for ten minutes each day while winning prizes,'' added Emirzian.
The level of time a student should spend studying each day, ranges between 10 to 45 minutes, depends on their grade level.
Parents can access Genius Plaza at www.geniusplaza.com/summer and create accounts for their kids. Each week, Genius Plaza will announce new winners from those students completing at least ten minutes of work on the Genius Plaza platform.
About Genius Plaza
Genius Plaza is a digital education platform created to ignite the genius in every child. It is the first multicultural education company that provides culturally relevant math and language arts resources, combined with a research-based didactic approach, and state-of-the-art parent engagement tools in eight languages. Genius Plaza brands include Plaza Bilingüe and PreK12 Plaza.
Media Contact: Emily Pascual, 518-280-9550, firstname.lastname@example.org
SOURCE Genius Plaza]]>


Kenyan school system
i.e. a help to understand the school reports…
As for the levels of education the schooling system is very similar to the Hungarian (European) one: kindergarten, primary school, secondary school and higher education (college/university).
According to financing methods there are public schools and private schools. The former ones are free of charge (there is no tuition fee), however you have to buy your own uniform, books, stationery etc. which is a problem for many parents.
Besides, private schools charge tuition fee and offer better circumstances (more comfortable schoolrooms, sanitary facilities, etc.).
The school year is from January until December in trimesters as follows:
- term 1: January – March
- term 2: May – July
- term 3: September – November
- In April, August and December there is no school.
Exams: in Kenya the trimester marks (entered in the end-term report) are defined by the term exams. In primary school exams are taken only at the end of the trimesters (and at the end of class 8) whereas in secondary school there are exams during the term as well (see below).
Nursery school (pre-school)
Children at the age of 3-6 go to nursery school or pre-school. Although there might be differences between various places in Kenya, the nursery school is more school-focused than nurseries in Hungary (Europe) as children sit at tables and learn basic writing and math skills here, so it is often called pre-school.
Basic education for children at the age of 6-14 that lasts for 8 years. (As starting school partly depends on the family’s financial background some children start school later – at the age of 7-8 or even 9 – and thus leave school at later age as well.)
In primary schools there are 5 subjects: English language, Swahili (local) language, Mathematics, Science and Social studies.
- children take exams on all five subjects;
- in each exam they can score max. 100 points (in one semester they can collect 500 points altogether);
- in each subject they must collect min. 50 points (altogether 250) to enter the next grade;
- if someone fails to achieve 50 points in mathematics but has at least 40 points s/he may take extra lessons and if his/her results improve, s/he may continue his/her studies even with a total score under 250.
- a successful KCPE (Kenya Certificate For Primary Education) exam is the precondition to go to secondary school; which is
- similar to a primary school “final exam”;
- necessary to pass by both public and private school pupils;
- nationwide exam: central (government/ministry) test held at the same time in the whole country.
Secondary (or high) school
Basic education of 4 years for students at the age of 14-18 (or older if someone started primary school later).
In form 1 and 2 of secondary school there are 10 subjects: English language, Swahili language, religious studies (C.R.E.), history, geography, mathematics, physics, chemistry, biology, business studies.
In form 3 and 4 there are 8 subjects that may vary as follows:
- mandatory subjects: English language, Swahili language, mathematics;
- sciences: physics, chemistry, biology (one has to choose two out of three, in Boston school chemistry is compulsory and one is optional out of the remaining two);
- social sciences: religious studies, history, geography (one has to choose two out of the three);
- business studies: business, agriculture (one has to choose one out of the two).
In every trimester there are several “CAT”( „continuous assessment test”) exams and a final exam (the results are entered in the terminal report):
- CAT1: the exam is taken at the first week after the holidays to assess how much the pupils forgot during the holiday;
- CAT2: the exam is taken around the 5th week of the term to test if/which pupils need extra lessons on specific subjects;
- Exam: this is the final exam at the end of the term and the results define whether one can go to the next grade.
In each exam (in each subject) max. 100 points can be achieved and one needs minimum 50% to go to the next grade. I.e. in grade 1 and 2 there are 10 subjects so one can achieve a total of 1000 points and needs min. 500 (in all subjects min. 50), while in grade 3 and 4 there are 8 subjects so one can achieve a total of 800 points and needs min. 400 (in all subjects min. 50) points to enter the next grade.
The “high school graduation” (KCSE, Kenya certificate of secondary school) is similar to KCPE for secondary school students and it is taken at the end of form 4. The results determine which student goes to which higher education institute (university, college, vocational school etc.).


Why do not you get an estimation for the value of π?
The only thing you should do is to draw parallel straight lines on the sheet of paper with the distance of the length of the needle you have. Then you have to drop the needle on the sheet. With some simplification let’s separate the outcome depending on the case when the dropped needle crosses or does not touch any line you just drew. If you repeat this experiment by a couple of thousand times then you have to calculate the ratio of outcomes with crossing a line against the total number of trials. This will your estimation for π.
This approach was originally proposed by Georges-Louis Leclerc, Comte de Buffon in the 18th century. This is probably the most famous demonstration of application of geometry in managing of probability theory (or statistics).
Anyway, you have to spend some with this to get close to the actual accuracy to the current existing estimation (which is calculated today up to 12.1 trillion digits by Alexander J. Yee and Shigeru Kondo – according to their update on Number of digits of pi). (If you do not use trillions every day: the actual value of π contains 10^12 digits!!!)
As it is described by Wikipedia that this experimental design is absolutely suitable to commit the so called confirmation bias, a
“a tendency to search for, interpret, favour and recall information in a way that confirms one’s pre-existing beliefs or hypotheses, while giving disproportionately less consideration to alternative possibilities.”
Lazzarini, an Italian mathematician performed Buffon’s needle experiment with tossing a needle 3408 times and achieving the already “famous” approximation of 355/113 for π. He artificially set-up such an environment where he could expect 113*n/213 as the estimation (n denotes the length of the trial, that is the number of needle drops). He had to repeat the whole experiment only 16 times to reproduce the magic 355/113. However, it is important to note, that Lazzarini did not do anything wrong or unethically. He committed a bias – he was imprudent in some measure – but to avoid confirmation bias is a real challenge for majority of the researchers.
If you are interested in this experiment, you can check this with the help of easy-to-access tools, like Java applets or Flash. Probably the nicest solution can be found at http://www.ventrella.com/buffon/ (by Jeffrey Ventrella), while a simpler, but still very impressive solution can be found at http://www.metablake.com/pi.swf .


XLfit for Designing Fits and Charts and Statistics
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, , , ,
Cold Spring Harbor Laboratory | Dec 23, 2019
Graph representations of genomes are capable of expressing more genetic variation and can therefore better represent a population than standard linear genomes. However, due to the greater complexity of genome graphs relative to linear genomes, some functions that are trivial on linear genomes become more difficult in genome graphs. Calculating distance is one such function that is simple in a linear genome but much more complicated in a graph context. In read mapping algorithms, distance calculations are commonly used in a clustering step to determine if seed alignments could belong to the same mapping. Clustering algorithms are a bottleneck for some mapping algorithms due to the cost of repeated distance calculations. We have developed an algorithm for quickly calculating the minimum distance between positions on a sequence graph using a minimum distance index. We have also developed an algorithm that uses the distance index to cluster seeds on a graph. We demonstrate that our implementations of these algorithms are efficient and practical to use for mapping algorithms.


This pattern mainly used in FOREX. Though also useful for Stocks much depends on Forex movement.
Hence I choose BPCL .
1. On the chart, we notice that the price originally directed upward from the point 0 to point X (where the point 0, shall be located below the point A)
2. Further, the price makes a corrective move from point X to point A
3. Point B in this case is directed in the same way as the original trend of OX, and the point B is located at a distance 1.236 (Criteria from 1.13 to 1.618) on the length of XA
4. Then we expect the formation of point C, which was 2.0 (Criteria: should be within 1.618 — 2.24) of the segment AB
5. Once formed the point C and the price gone up, we construct a by 3 points: the AC and hold a parallel line through point B.
6. At the same time about this 2nd parallel to the line and we will have is a point at which we will enter into a deal to sell, and it will be located at a distance of 0.50 Fibonacci segment BC.
So it should be noted that AB = (or approximately equal) CD
7. Once we have determined the entry point to set aside an order to Sell — Sell Limit your selected , according to the rules of Money Management.
8. The next step — to set the Stop-Loss, I personally recommend setting for the next important level for the Fibonacci sequence.
In this case on several level of Fibonacci sequence (like 0.618, 0.786). I personally prefer in between above mentioned levels.
9. Next we define the goal of Take-PROFIT. Here it is up to you. Though a lot of variants (Discuss some of this):
Option #1. We can find important Fibonacci levels from trend upward movement to point B and put the profit levels 0.386, 0.618, 0.786 Fibonacci
Option #2. We can close part of the deal at the census point C, while the rest move to breakeven or to put on a trailing stop
Option #3. We can calculate the point of closing the deal on the Fibonacci extension — at a distance of 1.382 — 1.618 — 2.618 of the segment BC
Intraday / Swing / Positional Entry Exit levels will be Updated later.
For FnO Trader: STRATEGY on QUERY.
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New citations to this author. New articles related to this author's research. Email address for updates.
My profile My library Metrics Alerts. Sign in. Get my own profile Cited by View all All Since Citations h-index 85 45 iindex Co-authors R. Veliov Vienna University of Technology Verified email at tuwien.
- Marie Curie and the science of radioactivity.
- The Nature of Fiction.
- Network Flows and Monotropic Optimization?
- Craft Production and Social Change in Northern China.
- Network Flows and Monotropic Optimization : R.T. Rockafellar : .
- NETWORK FLOWS AND MONOTROPIC OPTIMIZATION.
- The City & The City;
Nghia Oakland University Verified email at oakland. Professor of Mathematics, University of Washington.
ABAA | NETWORK FLOWS AND MONOTROPIC OPTIMIZATION by Rockafellar, R.T. | Search for rare books
Verified email at uw. Articles Cited by Co-authors.
Springer: Grundlehren der Math. SIAM journal on control and optimization 14 5 , , Mathematics of Operations Research 16 1 , , Society for Industrial and Applied Mathematics , Mathematics of operations research 1 2 , , Transactions of the American Mathematical Society 1 , , Pacific Journal of Mathematics 33 1 , , Nonlinear operators and the calculus of variations, , Journal of Optimization Theory and applications 12 6 , , Canadian Journal of Mathematics 32 2 , , Consequently the readership should be not only researchers in the field of optimization, nonlinear programming and optimal control, but also users of optimization in a wide sense, in mechanics elasticity and plasticity theory , physics, statistics, finance and economics.
The book will be useful to research professionals, including graduate students at an advanced level. About this book The methodological development of integer programming has grown by leaps and bounds in the past four decades, with its main focus on linear integer programming.
However, the past few years have also witnessed certain promising theoretical and methodological achievements in nonlinear integer programming.
These recent developments have produced applications of nonlinear mixed integer programming across a variety of various areas of scientific computing, engineering, management science and operations research. Its prominent applications include, for examples, portfolio selection, capital budgeting, production planning, resource allocation, computer networks, reliability networks and chemical engineering. The book is a comprehensive and systematic treatment of the methodology of nonlinear integer programming. The book's goal is to bring the state-of-the-art of the theoretical foundation and solution methods for nonlinear integer programming to students and researchers in optimization, operations research, and computer science.
This book systemically investigates theory and solution methodologies for general nonlinear integer programming, and at the same time, provides a timely and comprehensive summary of the theoretical and algorithmic development in the last 30 years on this topic. Author: R.
- Schaums Outline of Probability, Random Variables, and Random Processes (1st Edition) (Schaums Outlines Series).
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It refers not only to constrained movement away from a point, but also to modes of perturbation and approximation that are best describable by 'set convergence', variational convergence of functions' and the like. This book develops a unified framework and, in finite dimension, provides a detailed exposition of variational geometry and subdifferential calculus in their current forms beyond classical and convex analysis. Also covered are set-convergence, set-valued mappings, epi-convergence, duality, maximal monotone mappings, second-order subderivatives, measurable selections and normal integrands.
Network Optimization: Continuous and Discrete Models
Author: Robert A. Day has also expanded the section on poster preparation and presentation. The author helps good scientists become good writers by providing a practical guide to the process of writing, organising, illustrating, and submitting scientific research for publication in a scholarly scientific journal.
The book's chapters are arranged according to the sequence of necessary steps for the submission and publication of a scientific paper.


At the end of this section students will be able to:
5.2 Inverse Functions
Stitz-Zeager College Algebra - pages 378-387
Stitz-Zeager College Algebra - page 394
Answers to practice exercises can be found on page 396.
Inverse Functions (tutorial): West Texas A&M University Virtual Math Lab (College Algebra Tutorial 32B)
Introduction to Function Inverses:
Finding the Inverse of a Function:


MAT085 Essential Algebra I (3-0-3)
Essential Algebra I prepares the student for the study of algebra. Numerical topics include operations with numbers; simple powers and roots; factoring of natural numbers; properties and order of operations; and real numbers. The course introduces basic algebraic ideas as well as graphing in the rectangular coordinate plane. Problem solving is stressed throughout the course. PR: recommendation based on placement test or equivalent SCCC courses below the 100-level are developmental in nature and the 3 credit equivalents do not satisfy degree or certificate progam requirements. All deveopmental courses are offered on a pass/fail basis.


Method of calculation
Example - Assume your micro-sleep lasts 3 seconds and you are travelling at 100 kms per hour
1km = 1000 metres (m)
100 km/hr x 1000m = 100,000 metres per hour
1hr = 60 minutes
1 minute = 60 seconds
1hr = 3,600 seconds
100 km/hr = 100,000m/3,600 seconds = 27.77 metres per second.
Therefore, in 3 seconds a car travels 3 x 27.77 metres = 83 metres.
Remember that if you do wake to take corrective action, this would take additional seconds of reaction time and so extra distance would be needed to be added to the above figures !
The calculations show that even a two-second micro-sleep occurring when a car travels at 20 km/hr has the potential to take the driver across the centreline and into the path of another vehicle which is typically only 1-2 metres away.
' That Sleep of Death '


Mortgage calculators are programmed with the ad hoc purpose of calculating yearly payments to be done on a mortgage. Similar calculators are called mortgage payment calculators. These calculators can also do amortization schedules.
Mortgage payment calculators are different from simple mortgage calculators. They not only cipher the interest outstanding per month, they also resolve the star according to the term of the mortgage. The payment is generally a sum of the portion of the star to be paid in that month, along with the interest outstanding.
Several mortgage payment calculators are freely available online. They need the quantum of mortgage taken, current rate of interest and the term of the mortgage as inputs. There's a' calculate' tab which, when clicked, will calculate and display the yearly payments. A farther click on an'amortize' tab would display a detailed map showing the entire schedule of payments. Some mortgage payment calculators have separate tabs asking for periodic levies outstanding to the state on their property plus insurance, if any. Similar calculators need the zip law. These are added to the yearlypayment.However, also that quantum is subtracted from the computation, If a down payment is done. Some mortgage companies bear fixed monthly down payments. Mortgage payment calculators abate all similar down payments and display a final figure.
Mortgage payment calculators are an essential point of mortgage- dealing websites. They're veritably simply programmed so that indeed a nonprofessional can use them. In fact, people currently use these free online mortgage calculators indeed before approaching fiscal institutions for a mortgage. This gives them a picture of how much they can go and how important they will have to pay per month. Some websites give three mortgage calculators alongside each other, so that druggies can fill in three different scripts and check out what's stylish suited to them.
Visit this website for more information Mortgage Payment Calculator.


Do you think you’re pretty good at math? Have numbers always been your thing? Take this quiz and find out how good you really are at math!
Do you think you're pretty good at math? Have numbers always been your thing? Take this quiz and find out how good you really are at math!
START THE QUIZ!
How many sides are on a nonagon?
What is 6 raised to the 3rd power?
Solve this math problem: (7x5)+(7-19).
How many degrees are in a right angle?
What was is 72 divided by 3?
How many of the sides on a rhombus are equal?
The sum of Lucy and Dale's ages are 61. Lucy is 1 year older than Dale. How old is Dale?
What is 80+90?
What is 3/6 + 2/6?
What is the square root of 64?
You are excellent at math! Whether basic or advanced, your math skills are far superior to your peers. You know how to attack a problem with ease and skill. Well done!
Your math skills are superb! You have amazing critical thinking skills that allow you break down even the toughest of math problems with ease. Your math skills are way above average!
Your math skills are amazing! You have a great ability to break down problems and pick them apart as to make them appear simple. You are an ace at both basic and advanced math!
You have above average math skills! While you may struggle at times with higher level math (who doesn't) you've got the stuff that matters down. You've got quite a knack for breaking down problems and solving them piece by piece.
You have satisfactory math skills! It's possible that like so many of us, you went with the adage of "when am I going to use this in the real world," and spaced out in math class. No stress! You know the stuff that matters and your math skills are still far superior to most.


Lesson 6 - Algebraic Notation: Solutions To The Exercises
Below are the solutions to the exercises of this lesson.
|1.||Associate the symbols with their meaning by entering the number
you will find left of the symbol in the text box corresponding to the description:
|2.||For question 2, you must associate the resulting position (diagrams) with the moves list.
|3.||In the following diagrams, one of the player can checkmate his opponent in 2 moves. You have to find the checkmate and indicate the moving sequence in algebraic notation in the appropriate text boxes. Do not forget to use all the necessary symbols (to note the checks and the checkmate).|
|a)||White to move.
|b)||White to move.
|c)||Black to move.
When you are done, you can continue with the next lesson and learn the different phases of a game of chess.


Test Partnership Numerical Reasoning Tests
Practice tests, solutions, and tips to help you pass employers' numerical reasoning tests.
Page contents:Jump to:
- Test Partnership numerical reasoning tests and how they work
- What you should know before taking your Test Partnership numerical reasoning test
- Free example numerical reasoning tests
- What maths do I need to know for my numerical reasoning test?
- Numerical Test Takers' FAQs
- The use of numerical reasoning tests
- And finally...
Test Partnership numerical reasoning practice tests
Does your job application require you to pass a Test Partnership numerical reasoning test? This page should give you all the practice and advice you need. Our practice tests are created by the same psychologists who design tests for the likes of SHL, Kenexa, Talent Q, and Saville Assessment. So our test platform and example questions will give you a good feel for the numerical tests that Test Partnership use. Performing your best in your Test Partnership numerical reasoning test is all about practice, and knowing what to expect!
Here are screenshots of our numerical reasoning tests:
What you should know before taking your Test Partnership numerical reasoning test
With thousands of job applicants to choose from, it's common for employers to use aptitude testing to sift the good candidates from the mediocre. The most common way for employers to use numerical reasoning tests is online, after they have accepted your CV or initial application form. If you pass your online test larger employers tend to then invite you to an assessment centre. Often employers ask you to sit a repeat test at the assessment centre to verify that you are indeed the same person who scored that great score on the online test, so don't get your friends to help with your online test!
As well as taking example tests, you should read the advice and findings below on how these tests work and what they measure.
By taking example numerical reasoning tests you will become familiar with the question format. Luckily for you most employers use a similar format of numerical reasoning test, which means it's easy to get some realistic practice beforehand.
The great thing about the Test Partnership numerical reasoning tests used for employment selection is that they are not the same as a maths test. You don't have to remember formulae or write long proofs. The important characteristics of a Test Partnership numerical reasoning test are its answer options.
There will be 10 answer options for the questions. Only 1 will be correct. Therefore, there will be many distractors. This means that you must concentrate on your working it out properly, rather than guessing randomly.
Free example numerical reasoning tests
Free Numerical Reasoning Test 1Free
This free numerical reasoning test contains 12 questions and has a time limit of 12 minutes. This test is rated as medium and is about the same difficulty as real numerical tests graduate employers use.
Free Numerical Reasoning Test 2Free
This free numerical reasoning test contains 5 questions and has a time limit of 5 minutes. This test is rated as medium and is about the same difficulty as real numerical tests graduate employers use.
Numerical Reasoning Test 1Premium
- 12 questions
- 16 mins
Numerical Reasoning Test 2Premium
Numerical Reasoning Test 3Premium
Numerical Reasoning Test 4Premium
What maths do I need to know for my numerical reasoning test?
The difficulty level of the maths involved in a numerical reasoning test is only about as difficult as GCSE level. The tricky part is interpreting the numerical data and figuring out what calculation is required, under the pressure of the count-down timer. Here is a list of the most common operations you can expect in your numerical test:
- Percentages (including percentage changes)
If you don't feel comfortable with any of these questions, focus your practice on that type of question. You could also dig out your GCSE notes if you still have them. And remember you are more often than not allowed to use a calculator with these tests.
Try to work both quickly and accurately during your test. Most tests don't employ negative marking but some new tests are starting to, so ask the test administrator about this before you start. Whilst they might not tell you, bare in mind that your accuracy score is visible to the employer, so guessing answers will result in a low accuracy score and may suggest to the employer that your numerical work is prone to error.
Research has shown that people who do well in their numerical reasoning test tend to perform better in the job. That's precisely why employers use them!
Graduate and professional level numerical reasoning tests are the most difficult, reflecting the calibre of candidate they are trying to select. They still use only the seven basic maths skills listed above but they require you to analyse and interpret more advanced data, and they have several steps to the same question.
Numerical test takers' FAQs
Q: Are calculators allowed?
Yes, for the typical graduate or middle-management numerical selection tests. But there's no harm in asking the employer this question before your test to ensure that during your practice, you can either use one or practice your mental arithmetic. If you are taking your numerical reasoning test at an assessment centre everyone will be lent an identical calculator to use to standardise the testing experience. Most test administrators do not allow the use of your own calculator, however it is a good idea to take you own just in case they do allow it. By using your own calculator you will be familiar with the button layout and functions so you will save a few vital seconds during your test. If your test is online, obviously you get to use your own calculator.
Q: Will I get marked down for incorrect answers?
This is a frequently-asked question by candidates is "will negative marking be used?" Most candidates want to know if it is sensible to guess the last few questions if time runs out. The answer is that negative marking is unlikely to be used, but accuracy will be assessed so don't just frantically click answers in hope. Some online tests have software which tries to detect guessing and will flag this up to the assessor. Even if they don't know that you're guessing, you are risking a low accuracy score, which might reflect badly on your attitude to work. Few assessors will reveal whether negative marking will be used, they will just say "try to answer correctly as many as you can". The test results will tell the assessor what percentage of attempted questions you got right. Some companies will be looking to select candidates with accurate and consistent results, while others will be more interested in quantity of correct results and speed. Have a think about what sort of person they are looking to recruit.
Q: Should I get my friends to help with my online test - surely they'll never know?
Application processes that require the candidate to sit an online numerical reasoning test and then subsequently another follow-up test at the assessment centre often use candidate verification methods. This is an automatic system which tries to verify that the online test was indeed completed by the same candidate that attends the assessment centre. So don't get your friends to help with your online test because they will probably work it out when you attend the assessment centre!
The use of numerical reasoning tests
f a job requires working with numbers and numerical information, the employer would be sensible to use numerical psychometric testing to predict which candidates are likely to perform well in the role. If a role doesn't require strong numerical skills, the employer shouldn't be using a numerical test as a selection criteria. We know how much importance employers place on numerical reasoning ability, we also know that performing your best under strict timed conditions can be difficult. That's why we want to open up the test process and let you know what to expect. Practice can mean the difference between securing that position and losing it.
Our practice tests will ensure that you're fully prepared for your real test, letting you relax and perform to the best of your ability. You'll have a much better idea of what to expect and will be able to get your numerical reasoning skills up to scratch, hopefully leaving you in a much better position than you would otherwise be.
So, if you're looking for a way to improve your aptitude test score, practice can help significantly. Since our practice tests are designed by experts, they could make all the difference.
What's the best technique for verbal tests?
Not many people enjoy being tested but it remains an effective way for employers to find the most suitable candidates. Remember psychometric tests are as much about checking your fit with the organisation as they are for the job's fit for you. So take heart from the fact that if you didn't pass a particular test the chances are that you wouldn't have found the job enjoyable or suitable.
If you've done lots of practice questions, read our tips and had a good night's sleep you've done everything you can do to give yourself the best chance of success in your numerical reasoning test.
Finally, good luck - we're rooting for you!


Use this object as a prototype for creating a converted object that transforms vertical coordinates according to the geoid / DEM.
Processes the given value after reading it from a storage array.
Processes the given value before writing it to a storage array.
Unwraps the given angles, so that linear interpolation will take the short path.
first = 17 second = 220 result = second - 360 = -140
The long interpolation path would be from
220, running over
The short interpolation path would be from
-140, running over


The Gaussian Mixture Model (GMM) is among the most widely used parametric probability distributions for representing data. However, it is complicated to analyze the relationship among GMMs since they lie on a high-dimensional manifold. Previous works either perform clustering of GMMs, which learns a limited discrete latent representation, or kernel-based embedding of GMMs, which is not interpretable due to difficulty in computing the inverse mapping. In this paper, we propose Parametric Manifold Learning of GMMs (PML-GMM), which learns a parametric mapping from a low-dimensional latent space to a high-dimensional GMM manifold. Similar to PCA, the proposed mapping is parameterized by the principal axes for the component weights, means, and covariances, which are optimized to minimize the reconstruction loss measured using Kullback-Leibler divergence (KLD). As the KLD between two GMMs is intractable, we approximate the objective function by a variational upper bound, which is optimized by an EM-style algorithm. Moreover, We derive an efficient solver by alternating optimization of subproblems and exploit Monte Carlo sampling to escape from local minima. We demonstrate the effectiveness of PML-GMM through experiments on synthetic, eye-fixation, flow cytometry, and social check-in data.
- PRIMAL-GMM: PaRametrIc MAnifold Learning of Gaussian Mixture Models.
IEEE Trans. on Pattern Analysis and Machine Intelligence (TPAMI), 44(6):3197-3211, June 2022 (online 2021). [code]
- Parametric Manifold Learning of Gaussian Mixture Models.
In: International Joint Conference on Artificial Intelligence (IJCAI), Macau, Aug 2019.


How Much Does Rain Weigh
How Much Does Rain Weigh? - For 2 Inches Per Square Mile
I like to do arithmetic problems the way I was taught in grade school. I still use a pencil and paper.
The goal is to keep my brain sharp. It's one of the reasons I like doing Morse code too.
Step One: You need to find out how many square feet are in a square mile.
Step Two: You need to calculate the decimal equivalent of 2 inches as it relates to a foot.
Step Three: You need to calculate how many cubic feet of water fall when 2 inches of rain falls on a square mile.
Step Four: You then multiply the cubic feet of water by 62.4. That's how many pounds a cubic foot of water weighs.
Two Hundred and Eighty-Eight + MILLION pounds of water.
HOLY TOMATO! Amazing all that weight is up in the atmosphere and there's are TRILLIONS of pounds of rain in a giant storm system!
This brain teaser was featured in the July 11, 2021 AsktheBuilder Newsletter.