What the metric snobs fail to realize is how counter-intuitive the metric system is. Powers of ten is a wonderful idea, but it is only possible once you have divorced numbers from the real world. I mean, if you asked a caveman what two and two add up to, he'd probably say, "two what and two what?" As if two apples and two rabbits couldn't be added, because they were different things. The idea of "four" has to await the transition from seeing numbers as adjectives to seeing them as nouns in and of themselves.
In the meantime, when math is mostly done at the counting stage, you find certain numbers more handy (literally) than others. Five fingers make a hand, and then you have to start counting over. Four hands make twenty, and beyond that it's hard to hold numbers in your heads. So fives and twenties are very important to people whose primary job is to tally sheep or sacks of grain or game animals.
But when it comes time to share out amongst the clan what has been caught or gathered, then the number twelve becomes very important. Twelve can be evenly divided by two, three, four, and six, while ten is only divisible by two and five. For that matter, simple shape division -- as in, cutting a pie -- is easy to do in halves, thirds, fourths, and sixths. This is why the "dozen" is so important a number in various Indo-European languages. Secondarily, the principle that you can always cut something in half leads to a lot of things divided by two, four, eight, and sixteen.
The handiness of the dozen is why twelve is worked into a number of other systems. The Babylonians took the handy numbers twelve and five and decided that sixty would be a good, round number for large calculations. This is why there are sixty minutes in an hour, twenty-four hours in a day, and 360 degrees in a circle. Because when you're manipulating reality in an analog fashion -- making dials and doing geometry -- the number ten is a pain.
You try dividing a circle into ten equal sections by hand. For that matter, try dividing a ruler into tenths. Pick whatever base length (inch, centimeter, cashew nut -- make something up) you want. Now divide those base lengths into tenths. Make standard rulers in tenths of something so everyone can use them in their work. Go ahead. I'll wait.
Yes, the metric system makes a lot of calculations work out much faster. I'm glad the US adopted decimal currency back in the late 1700s. It is far easier than the British system of pounds, shillings, and pence, where there were twenty shillings in a pound and twelve pence in a shilling (and therefore 240 pence in a pound). But you can see why it was done that way: twelve pence is easier to portion out than ten pennies; meanwhile, if you think of money as actual objects (mounds of coins) rather than abstract numbers, then physically counting large amounts of money is easier if you do it by twenties. A pound of silver is the product of the two handiest large numbers to physically calculate with: a dozen and a score.
Meanwhile, the avoirdupois pound, where you're mostly weighing things out, wants an even scale. It uses the principle of division by halves. A pound is sixteen ounces, as is a pint (a pint's a pound the world around!). A pint = 2 cups of eight ounces each. A cup is divisible into sixteen Tablespoons (one half ounce each). Going the other way, two pints is a quart, four quarts is a gallon.
Is the Imperial system arbitrary? No. It is true to reality as it is found and experienced. The metric system is arbitrary, since it picks one number to use as the basis for all numbering. You think I'm wrong? Then why do computers work in binary rather than base 10? Why do we buy memory cards in 2GB, 4GB, 8GB? Because machines work in multiples of two, while we have chosen to work in multiples of ten. (The major alternative to base 2 in computer science is base 16, by the way, not base 10.) Yes, we find it easy to reckon in tens, but it's arbitrary. And it doesn't help you when you're doing ordinary tasks like portioning out food.
I'm not saying we should dump the metric system. I'm just saying that jerks who think the metric system is naturally superior are, well -- jerks.


The Network | Computational | Math command adds a Math module.
The Math module creates a new output lattice from one or more input lattices by applying a numeric expression to one or more input lattices. The output lattice is calculated one node at a time by applying the numeric expression to the input lattice nodes.
It is NOT necessary for the input lattices to be have identical X, Y, or Z ranges. This module is currently limited to a maximum of 3 input lattices.
When evaluating expressions that may contain 'no data' (either NULL, or blank) values as part of a grid file, the Math module can specify which numeric value is to be treated as 'no data'. See the Math Module Examples page for sample math expressions.
Lattice is the input type for the Math module.
The Math module creates a uniform lattice. It may be connected to the Graphics Output Modules or the Computational Modules. An Info Module may also be connected to the output node.
The Math module properties are described below.
Select the Math module in the Network Manager
to display its properties in the Property Manager.
The Math module contains the following tabs in the Property Manager:
Enter a numeric expression to define
the generated lattice values.
Next to Input lattice A, Input lattice B, and Input lattice C, are the module names of the lattices attached to the math module. These can be changed by connecting a different lattice module to the Math module.
The Output type is the format that is used to save the output lattice. To change the type, click on the existing option and select the desired output lattice type from the list.
Click the next to Output Components to open the section and display the output component options. The Output components is the number of components to create in the output lattice. To change the number of components, highlight the existing value and type the desired value or click the to increase or decrease the number of components.
The Expression is the mathematical equation that will create the first component in the output lattice. The math module can have between one and 100 expressions which create that number of components in the output lattice. To change the equation, highlight the existing text and type the equation, in the form A + B + C. A, B, and C refer to the input lattice components. When used without a number after the letter, the first component is used. When used in the form A1+B2+C4, the letter refers to the input lattice and the number is the component where 1 is the first component of the input lattice, 2 is the second, and so on.
To use the X, Y, or Z values in the equation, type the letter X, Y, or Z in the expression. The X, Y, and Z value of the node being calculated is used in the equation for that node.
The index value of the current node can also be used in the equation. To use the index value, type the letter i, j, or k in the equation for the X, Y, or Z position. The i is the X node index, j is the Y node index and k is the Z node index. The first node in each direction has the value 1. The next node in each direction has the value 2 and so on.
If the function cannot be evaluated, the corresponding lattice node is blanked.
Introduction to Modules
Math Module Geometry
Math Module Examples


2 edition of Identification of linear systems by an asymptotically stable observer found in the catalog.
Identification of linear systems by an asymptotically stable observer
by National Aeronautics and Space Administration, Office of Management, Scientific and Technical Information Program, For sale by the National Technical Information Service] in [Washington, DC], [Springfield, Va
Written in English
|Statement||Minh Q. Phan ... [et al.].|
|Series||NASA technical paper -- 3164., NASA technical paper -- 3164.|
|Contributions||United States. National Aeronautics and Space Administration. Scientific and Technical Information Program.|
|The Physical Object|
Control theory in control systems engineering is a subfield of mathematics that deals with the control of continuously operating dynamical systems in engineered processes and machines. The objective is to develop a control model for controlling such systems using a control action in an optimum manner without delay or overshoot and ensuring control stability. A note on uniform global asymptotic stability of nonlinear switched systems in triangular form among a given family of asymptotically stable systems. Sim-ple examples show that switching might have a destabilizing It is not hard to show that the switched linear system (3) is asymptotically stable for arbitrary switching if the set of.
The concept of an asymptotically-stable solution was introduced by A.M. Lyapunov ; it, together with various special types of uniform asymptotic stability, is extensively used in the theory of stability, . For linear systems, a Lyapunov function can always be constructed if the system is asymptotically stable. In many nonlinear systems, a part of the system may be linear, such as linear systems with memoryless nonlinear components and linear systems with adaptive control laikipiatourism.com by:
Theorem: The equilibrium point x = 0 of x˙ = Ax is stable if and only if all eigenvalues of A satisfy Re[λi] ≤ 0 and for every eigenvalue with Re[λi] = 0 and algebraic multiplicity qi ≥ 2, rank(A − λiI) = n − qi, where n is the dimension of laikipiatourism.com equilibrium point x = 0 is globally asymptotically stable if and only if all eigenvalues of A satisfy Re[λi]. Moreover, some new configuration of Utkin reduced-order observer for canonical systems without external disturbances, Walcott-Zak full-order observer for MIMO systems with external disturbances and Edwards and Spurgeon reduced order observer for canonical MIMO systems with external disturbance have been successfully designed by Edwards and.
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Identification of Linear Systems by an Asymptotically Stable Observer Minh Q. Phan tit+' Alarko_ para?rzet(r,s of the observer arc idcntiJicd from mpPlt-otzttr+tl data. The Ahrrkov parameters of the oct+laikipiatourism.com are then r+covcrcd Identification of Linear.
Oct 01, · This paper presents a formulation for identification of linear multivariable systems from single or multiple sets of input-output data. The system input-output relationship is expressed in terms of an observer, which is made asymptotically stable by an embedded eigenvalue assignment laikipiatourism.com by: Get this from a library.
Identification of linear systems by an asymptotically stable observer. [United States. National Aeronautics and Space Administration. Scientific and Technical Information Program.;].
The connection between the state space model and a particular auto-regressive moving average description of a linear system is made in terms of the Kalman filter and a deadbeat gain matrix.
The procedure first identifies the Markov parameters of an observer system, from which a state space model of the system and the filter gain are laikipiatourism.com by: A qualitative relationship of the time-varying observer with the Kalman filter in the stochastic environment and an asymptotically stable realized observer are discussed briefly to develop.
Lim, R.K. and Phan, M.Q., "Identification of a Multistep-Ahead Observer and Its Application to Predictive Control," Proceedings of the Nonlinear Dynamical Systems Symposium.
The 35th AIAA Aerospace Sciences Meeting and Exhibit, Reno, Nevada, Januarypp. Jan 01, · Novel methods of system identification are developed in this dissertation. First set of methods are designed to realize time varying linear dynamical system models from input-output experimental laikipiatourism.com: Manoranjan Majji.
Phan, L. Horta, and R. Longman. Linear system identification via an asymptotically stable observer. Journal of Optimization Theory and Applications, –86, Cited by: M. Phan, L. Horta, J.-N. Juang, and R. Longman, Identification of Linear Systems via an Asymptotically Stable Observer, (a unified treatment of material appearing in a series of publications), NASA Technical PaperLinear Systems W e ma y apply the preceding de nitions to L TI case b considering a system with diagonalizable A matrix (in our standard notation) and u 0.
The unique equilibrium p o in t is at x = 0, pro asymptotically stable, but is marginally stable. Exercise: F or the nondiagonalizable case, use y our understanding of Jordan form to sho. 12 Stability of linear systems Deﬂnition An autonomous system of ODEs is one that has the form y0 = f(y).We say that y0 is a critical point (or equilibrium point) of the system, if it is a constant solution of the system, namely if f(y0) = 0.
Deﬂnition (Stability). “A Linear Time-Varying Approach for Exact Identification of Bilinear Discrete-Time Systems by Interaction Matrices,” AASAdvances in the Astronautical Sciences, Vol.pp.
Notice that non-linear systems (and some linear systems) may have more than one equilibrium state. Definition [Ref.1] [Stability and Uniform Stability in the sense of Lyapunov] The equilibrium state 0 of (1) is (locally) stable in the sense of Lyapunov if for every ε > 0, there exists a δ(ε,to)>0 such that, if xt.
In this paper we construct a homeomorphism from the set of p × m transfer functions of McMillan degree n onto the open subspace of asymptotically stab Cited by: 7. Observing a subset of the states of linear systems M. Aldeen H. Trinh Indexing terms: Linear networks, Modelling, Dynamic systems Abstract: A selective state observer capable of asymptotically tracking any arbitrarily chosen subset of the state vector of linear time-invariant.
Recalling a well-known early approach for system identification based on the concept of minimum realization, Kalman proposed a state-space model of the lowest possible dimension among all realizable systems and constructed effective linear state-variable models from input-output data .After that, the Observer/Kalman filter Identification (OKID) technique is an extension of an eigensystem Cited by: 3.
George Ellis, in Observers in Control Systems, Filter Form of the Luenberger Observer. The Luenberger observer can be analyzed by representing the structure as a transfer function.
This method will be used throughout this book to investigate system response to nonideal conditions: disturbances, noise, and model inaccuracy. since the system is asymptotically stable. This means that G(s) cannot have any poles on the imaginary axis or in the right half of the complex plane.
So any poles it does have must have a negative real part, as required. So far, we have divided systems into two classes: those that are asymptotically stable and those that are not. We shall. () Uniform stabilization for linear systems with persistency of excitation: the neutrally stable and the double integrator cases.
Mathematics of Control, Signals, and Systems() Chaotification of unknown linear and nonlinear systems with laikipiatourism.com by: In control engineering, a state-space representation is a mathematical model of a physical system as a set of input, output and state variables related by first-order differential equations or difference laikipiatourism.com variables are variables whose values evolve through time in a way that depends on the values they have at any given time and also depends on the externally imposed values of.
See Lyapunov stability, which gives a definition of asymptotic stability for more general dynamical laikipiatourism.com exponentially stable systems are also asymptotically stable. In control theory, a continuous linear time-invariant system (LTI) is exponentially stable if and only if the system has eigenvalues (i.e., the poles of input-to-output systems) with strictly negative real parts.(a) Stable in the sense of Lyapunov (b) Asymptotically stable (c) Unstable (saddle) Figure Phase portraits for stable and unstable equilibrium points.
of uniformity are only important for time-varying systems. Thus, for time-invariantsystems, stability implies uniformstability and asymptotic stability implies uniform asymptotic stability.System Identification, Observer Identification, and Data-Based Controller Design.
James A. Frueh, Ph.D. Iterative Learning Control with Basis Functions. Nilesh V. Kulkarni Optimal Control Synthesis by Neural Networks. Thomas J. Weaver Non-Linear System Identification. Undergraduate Work Advised: Christopher Griffith,


Can You Solve This Puzzle?
Let’s take a look at a sequence of numbers and determine the rational reason for the sequence. These numbers are not my birthday, driver’s license number, address, or the key to my gym locker. There is a rational, logical reason for the order of these numbers. What is the rational reason for the order? Take a few minutes and see if you can figure it out.
8 5 4 9 1 7 6 3 2 0
Do you have an answer yet? If you haven’t figured it out, don’t be too miffed. One in twenty people come up with the correct reason according to Dr. Alan Weiss, a business consultant who has written about The Rational Sequence in a book called Process Visuals.
If you didn’t solve the problem you most likely…
Categorized the problem as a math problem.
You gave it your best shot and instantly went to playing around with the numbers, quickly trying to unlock the right formula. Most likely you didn’t stop to think about it, you just aggressively attacked the problem.
Perhaps you tried finding the difference between the numbers, and checking for patterns. Maybe you attempted multiplying the numbers, subtracting the difference, adding 10, dividing by every third number, and so on.
Now here’s the big reveal—the numbers are in alphabetical order.
The point is, once you label anything, (a “number’s problem” in this case) you determine the limits of your ability to solve the problem.
The big question is……
How does this apply to you?
Our jobs are ultimately centered around driving more sales. How do we get more customers? Why don’t we have more clients?
How do we get new business now?
What are we going to do to meet our numbers this month?
This quarter? This year?
On and on and on….
We turn towards and look for solutions categorized on the assumptions we make about the problem.
The sales team hasn’t been hitting their numbers for several quarters. In our scenario, the reps are all motivated, hardworking, and eager to close business. What could be wrong?
You quickly label the problem as a “training problem,” and begin to focus on implementing the best training you can find. If your team’s performance remains flat, you look for more effective and relevant training.
If that doesn’t work, you hire more trainers, different trainers, high-profile trainers, sales fundamentals trainers, dog trainers, circus trainers, technical trainers…..and more!
Hey, you’re a persistent leader who always goes the extra mile, with a strong work ethic, and a core belief that you’re a problem solver, or you wouldn’t be in this role to begin with, right?
As our example demonstrates, once the problem is labeled, the solution will fit into the same category.
We labeled our lackluster sales performance a“training problem” and applied training solutions. When things weren’t working, and sales remained flat, we looked within the training problem solution set for more answers.
We persisted, but with the wrong solution set. We never stopped to questions our initial assumption that we had a “training problem.”
The point is this: cautiously categorize problems.
Quickly made assumptions can send you on a wild goose chase for solutions that will never produce effective results.
Because new ideas and remedies have to fit into the classification of the solution set, there’s no room for anything outside of the premise.
If you’re trying to solve a “numbers problem” with numbers, and it’s an alphabet solution, not even a mathematician will get you there.
The most productive thing you can do is take the time to thoughtfully identify and categorize problems; apply multiple remedies, and consistently evaluate your assumptions, paradigms, and suppositions.
Because when you finally realize a “numbers problem” is solved with letters, you will get to the right solution.


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Yesterday I used a programming challenge to illustrate a use of generators. The solution to the problem given in that post was far from ideal – just a brute force hack, really. Today, let’s look at a respectable solution to the problem.
Again, the problem:
Imagine you are given a set of weights, each weight in the series increasing by a factor of three. The weights are the power series of 3, in other words:
[1, 3, 9, 27, 81, 243, 729, 2187, ...]
You also have a balance. You can put each weight in the series on one side or the other of the scale. This can be represented as follows:
['R', '-', '-', 'L', 'R', 'L', '-', 'R']
The letter represents which side of the balance the weight is on, if it’s on the scale at all:
"R" means "right" "L" means "left" "-" means "not on the scale"
The position of the letter in the list represents the amount of weight. So, in the example above, the "R" in the 0-position in the list means the 1lb weight is on the right side of the scale, because 30 is 1. The "L" at index 3 means the 27lb weight is on the left side of the balance, because 33 is 27. Etc.
[1, 3, 9, 27, 81, 243, 729, 2187] ['R', '-', '-', 'L', 'R', 'L', '-', 'R']
This makes it easy to see that there are 2269lbs of weight on the right-hand side of the balance:
1 + 81 + 2187 = 2269
and 270lbs of weight on the left-hand side:
27 + 243 = 270
Now, the challenge is to write a program that takes in a number representing an arbitrary amount of weight that will be placed on the left side of the scale as input and outputs a list of Ls, Rs and -s that represents a combination of weights from your collection that will balance the scale with the input weight placed on the left.
The example given would be the answer for input 1999, for example – because it represents 2269lbs on the right and 270lbs on the left and:
2269 - 270 = 1999
Yesterday’s "solution" found the asnwer by brute force: just generate every possible combination of weights for a list of a certain lenght and test them all until you find the solution.
But it’s possible to do this MUCH more efficiently … by recognizing that this is actually a number system – a number system base 3, to be exact, since our weights are powers of 3. The weights represent columns in a base-3 representation, really. Just like powers of 10 do for our everyday number system. A number like
11 tells you you have 1
10 and 0
1s – that is, one 101 and 1 100.
So, in a base 3 number system,
11 would be
4 – 1 31 and 1 30. So,
3 + 1 = 4.
And that’s pretty easy to see if you print out a bunch of results from yesterday’s program. I’ve added the weights for convenience here:
0, ['-'], ) (1, ['R'], ) (2, ['L', 'R'], [1, 3]) (3, ['-', 'R'], [1, 3]) (4, ['R', 'R'], [1, 3, 9]) (5, ['L', 'L', 'R'], [1, 3, 9]) (6, ['-', 'L', 'R'], [1, 3, 9]) (7, ['R', 'L', 'R'], [1, 3, 9]) (8, ['L', '-', 'R'], [1, 3, 9]) (9, ['-', '-', 'R'], [1, 3, 9])
It’s easy to see that there’s a real sense in which these increment by
1 each time:
(2, ['L', 'R']) (3, ['-', 'R']) (4, ['R', 'R'])
Add 1 to an "L" and you get "-"
Add 1 to a "-" and you get "R"
['L', 'R'] + 1 = ['-', 'R']
So, this is a regular number system. With two important quirks:
The order of significance is reversed. The "ones column" is the leftmost column … the mirror image of our everyday number system, where it’s the rightmost
These numbers aren’t direct representations of their decimal equivalents – rather, you get the decimal equivalent by subtracting the "L" total from the "R" total. Which is another way of saying that this number system has both additive and subtractive elements in its representation, whereas our everyday base-10 system is only additive.
An illustration of this aspect comes from adding
1 to the
['R', 'R'] + 1 = ['L', 'L', 'R']
It’s just like "carrying the one" in our traditional arithmetic (though keep in mind (1) from above – the order of significance is reversed).
Both columns are "full" – since they contain "R". So, we max out by adding a new column. Then we have to "zero" all the remaining columns – which in this case means setting them to "L". That’s because of the second quirk.
In our own everyday number system, when you carry, you carry a 1, the lowest positive value in a column.
9‘s successor is
10 – the highest positive value in one column is succeeded by returning that column to no value and adding the lowest possible value. That’s how an additive number system works. But this system is an offset system. So, you carry the highest possible value into the next column, and you counterweight it in the other columns.
successor(['R']) = ['L','R']
In fact, an interesting property of this system is that it always "ends in R." The most significant column is always maxed out. Again, that’s because this is an offset system, not an additive system. The number we’re representing is actually the weight that would need to be added to balance the system out. We always express the counterweight in some power of 3 plus some adjustements. The power of 3 is always to the right, and the adjustments are to its left.
So, in some important sense,
5 in this system:
['L', 'L', 'R']
Is 32 = 9:
['-', '-', 'R']
Plus some adjustments:
4 in "counterweights."
(9, ['-', '-', 'R']) (-4,['L', 'L']) (5, ['L', 'L', 'R'])
Which in turn suggests an efficient solution to the programming challenge.
Let’s recap what we did in clearer terms: we found
5 in the system by finding the nearest power of
3, which is
9, and then counterweighting it down to
5. The question is whether there is a quick way to find the counterweight?
Well, there is.
Take a look at how you represent
4 in this system:
(4, ['R', 'R'])
It should strike you as not at all a coincidence – because it isn’t at all a coincidence – that this is the "flip" of what we had to
merge on to
9 to get
5. The nice thing about an offset system is that subtraction is damn easy. You just take a number, flip all the digits around the
0 value, and drop it right on in. If
['R', 'R'], then
-4 is automatically
['L', 'L'], and since any power of
3 is just an
R in the proper column with
0 values) in every other column, all you have to do is replace the dashes with the
flip of whatever number you’re trying to offest by.
(5, ['L', 'L', 'R']) = (9, ['-', '-', 'R']) - (4,['R', 'R']) (5, ['L', 'L', 'R']) = (9, ['-', '-', 'R']) + (-4,['L', 'L'])
So, the algorithm is more or less (with one wrinkle):
- Find your number
- Find the power of
3that’s strictly higher than the number
- Subtract your number from that
- Represent the difference in this system
- Flip the representation
- Merge it with the representation of the power of
3that’s strictly higher than your number
In this case:
['L', 'L', 'R']
And of course step (4) is what presents the wrinkle.
"Represent the number in this system" is just a recursive call to – what else? – this same algorithm. But you’ll have noticed that if you always go to the next-highest power of
3, you’ll fall into an infinite loop – since the difference in this case would of course be
9 - 4 = 5 which is the same case that led us here…
So, there’s also a branch condition – if the difference is greater than my target number (and
5 > 4), then instead you should find the next lowest power of
3, find the difference, and add. Which means basically taking the difference and merging it with the next-lowest power of
- 5 is greater than 4 – OOPS!
- 4 – 3 = 1
- 1 is
- Therefore 4 is
If you want to be complete, you can also account for the case where you’re supposed to return a power of
3, in which case just generate it and you’re done, but this branch is just a minor optimization.
The code I wrote for this is below, but in the intersted of full disclosure, a funny thing happened on the way to submitting it: it got rejected, with the cryptic message "Failed 4 out of 5 tests." No indication of what these tests were was given. Since I am convinced this code is correct, I’m chalking it up to the shadiness of the source of the challenge. The challenge imposed a limit of 1billion for the numbers they would run the code over. I haven’t run this ALL the way up to 1billion yet (it turns out to take a very long time to run a billion trials of this), but I’ve run it most of the way there and failed to find a case that doesn’t check out. Not to mention, the proof that it’s correct seems to write itself – this is, after all, a straightforward number system with a straightforward successor function. If someone knows what I’m missing, please point it out in the comments.
def gen_weights(n): i = 0 acc =  while 3**i < n: acc.append(3**i) i += 1 acc.append(3**i) return acc def flip_char(c): if c is "R": return "L" elif c is "L": return "R" elif c is "-": return "-" else: print("INVALID") def flip(a): return [flip_char(c) for c in a] def merge(a,b): a = a[:] for i,item in enumerate(b): a[i] = item return a def answer(n): if n is 0: return ["-"] elif n is 1: return ["R"] elif n is 2: return ["L", "R"] elif n is 3: return ["-", "R"] else: ws = gen_weights(n) an = ws[-1] targ = an - n if targ > n: return merge(["-" for i in range(len(ws) - 2)] + ["R"], answer(n - 3**(len(ws) - 2))) elif n == an: return ["-" for i in range(len(ws) - 1)] + ["R"] else: return merge(["-" for i in range(len(ws) - 1)] + ["R"], flip(answer(targ))) def is_solution(n,a): ws = gen_weights(n) lhs = n rhs = 0 for ind,i in enumerate(a): if i is "L": lhs += ws[ind] elif i is "R": rhs += ws[ind] return lhs == rhs limit = 1000000000 while i < limit: if not is_solution(i,answer(i)): print(i,answer(i)) i += 1


As NFU subscribers are aware, I take a dim view of Dr. Shiva, who seems to me to be a troublemaker, if not a troll, as he’s exerted a divisive influence on the vaccine safety movement, and his attacks on RFK, Jr. are indefensible.
That said, I’m persuaded that his take on the anomalous numbers out of Antrim County, Michigan, is worth considering by all those who care more about election integrity than about getting Donald Trump out of the White House. If he really is the choice of the American electorate, he should remain in office; and so if there are grounds to think he is that choice, and that Biden’s victory was as authentic as Bush/Cheney’s, they ought to be investigated. Period.
Here, below, is the link to Shiva’s presentation.
From David Diamond:
Thanks to the charms of remote learning I’ve just had to coach my daughter through linear equations. So here it is: y=mx+b where y equals the number of Biden votes gained, m is the rate at which their transferred, x is either the raw votes or the number of actual Biden votes and b is the point at which the algorithm kicks in. The Michigan data conforms to this equation. Using Antrim county, which is the only place where we have actual and reported results and using the point in the data where the line turns negatively sloped—a pattern identical in every precinct—one could derive an actual value for m and b. The probability of this occurring naturally are mise-en-abyme mind-boggling. You can thank millennial incompetence for the algorithm being so transparent.


It’s a normal day at Hourglass HQ and I’ve been grappling with quantitative information. There have been pixel calculations followed by income tax for overseas teachers, and I haven’t even had lunch yet!
These activities would not surprise the helpful people at the charity, National Numeracy. Their Chief Executive, Mike Ellicock, says we’re constantly challenged by numbers in everyday life, and it’s impossible to make good decisions without them. Whether we’re working out whether to use award points or money to buy an airline ticket, or how to adjust a recipe to feed six people instead of four, fractions, percentages, approximation, spatial understanding, rates of change, graphs and basic arithmetic are all part of number sense and help us to interpret the information around us.
School maths is letting us down
Nevertheless, National Numeracy believes that school maths is letting us down. Research released earlier this year revealed that over half of adults in the UK have poor or low numeracy skills, equivalent to the level expected of a primary school child and 1 in 4 people would be put off applying for a job if numbers and data were listed as a requirement,
Of course it’s crucial for schools and students to do well in maths. Without a decent GCSE grade, post-16 education is a very different place. Ellicock takes this a step further, stating that the fallout from a numerically illiterate population can be disastrous. He identifies a causal link between the sub-prime financial crash which started in the US and a lack of consumer understanding of the implications of interest rates and mortgage payment commitments.
Always keen to raise low levels of numeracy among both adults and children, National Numeracy has renamed this month “Checktember”. Everyone is encouraged to go online to check they have the number skills needed for everyday life and work.
There's also the National Numeracy Challenge, a free service which helps people to check their level and get help to improve. A score of 80 or more is roughly equivalent to a GCSE pass (Adult Level 2) but whatever the level achieved, there are learning resources provided for free to build up your skills.
Mary Meredith, Hourglass Education


thanksgiving coordinate pair worksheet
Graphing pictures on a coordinate plane / Graphing coordinate.
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Ordered pairs the coordinate system. Graphing ordered pairs to make a picture of a turkey. In this math worksheet, students graph ordered pairs on a coordinate grid.
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Mystery picture worksheets. Student plot the points on the graph paper and connect the lines to make a picture. These can be used to teach coordinate grids and.
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Plotting Ordered Pairs - smaller coordinate plane (Grades 1-4) Plotting Ordered Pairs - smaller coordinate plane - student will also write what they think the picture.


We update the server immediately so the most current version is always available. A tape diagram, number line diagram, or area model.
Questions Eliciting Thinking Would the value satisfy the first inequality. Assuming that the proportion of people who choose to leave work for the UBI is reasonably small, the total cost is a small fraction of that calculated above.
So this distance right over here is feet. Here are more problems: You could have gone the other way.
And you could calculate the difference between these two weights. Addition or subtraction of two whole numbers with whole number answers, and with sum or minuend in the range,orrespectively. This keeps the marginal effective tax rate low enough to encourage people to work rather than live off UBI.
Obviously, this too is something of an unrealized ideal: Write this equation to find the heaviest and lightest bag the machine will approve I know the answer is We have to start at 0, since dogs have to weigh over 0 pounds: In practice, very few libertarians would actually support such a plan, even if it came with a roll back of all the existing welfare state transfer that it would duplicate.
Absolute Value functions typically look like a V upside down if the absolute value is negativewhere the point at the V is called the vertex. A number between 0 and 1 used to quantify likelihood for processes that have uncertain outcomes such as tossing a coin, selecting a person at random from a group of people, tossing a ball at a target, or testing for a medical condition.
So either way we say Please help me complete this problem.
When a new product comes out, little errors always show themselves and users are always kind enough to send them in. For both examples It is easy for me to solve equations, but difficult to write one; and the book does not tell me how. Has a runner deciding to run in a marathon lost his liberty in a meaningful sense by compelling himself to run each day.
Then again some people might call me a statist or paternalist and argue that the state cannot possibly know more than individuals do…the alternative would then be anarchy or to carefully formulate conditions under which we know the state would know more than individuals.
The BC versions of this review will be out in a couple of weeks. No picture this time. We see the solution is: If needed, clarify the difference between a conjunction and a disjunction. And that's the range. The next day continued the swell of visitors. Check or justify your answer. A difference is described between two values.
Maybe more to another aspect, how common are situations where say taking a bathroom break would be unduly disruptive.
There one can see the behavior of these new states clearly, unobscured by their surroundings. Bernard has a big house said Mr. Having an economy wide labor shortage, or at least full employment, does wonders for workers bargaining power, and for all kinds of basic workplace rights.
Or you could've done it the other way around. The student does not understand how to write and solve absolute value inequalities.
Are you ready to try some on your own now. Learn these rules, and practice, practice, practice. This is one area where employees may be even worse off than slaves — after all, you have to pay serious capital for a new slave, but a new employee costs no more per hour and possibly even less than the one you just used up.
Therefore, the piecewise function is:. gabrielgoulddesign.com Ratios and Proportional Relationships. Understand ratio concepts and use ratio reasoning to solve problems.
gabrielgoulddesign.com1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
These absolute value word problems in this lesson will explore real life situations that can be modeled by either an absolute value equation or an absolute value inequality. You may need to review the lesson about how to solve absolute value equations and absolute value inequalities.
In this module, we will learn to solve linear and absolute value equations and inequalities. We will also explore a range of story problems which can be solved utilizing linear equations.
6th Grade Math Games. According to the Common Core Standards, 6th grade math games should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes.
Knowing the definition for a compound inequality is one thing, but being able to identify one in a word problem or phrase can be an entirely different challenge. Arm yourself by learning some of the common phrases used to describe a compound inequality and an absolute value inequality. Explore math with gabrielgoulddesign.com, a free online graphing calculator.How to write absolute value inequalities from word problems


Derek owes the bank $120 two years later, $100 for the principal and $20 as interest.
"What Is the Difference Between a Mortgage Interest Rate and an APR?" Some forms of interest income are subject to taxes, including bonds, savings, and certificate of deposits(CDs). Use our interest rate calculator to work out the interest rate you're receiving on credit cards, loans, mortgages or savings. Note that our interest rate calculator uses monthly compounding. Good credit scores are built over time through timely payments, low credit utilization, and many other factors.
See the free Monthly Interest Example spreadsheet, and make a copy of the sheet to use your own numbers. © 2013 - 2020 CompareHero. It can also be referred to as the annual equivalent rate (AER). Anyone who wants to estimate compound interest in their head may find the rule of 72 very useful. n = number of periods. Changing interest rates are supported. This is the power of compound interest everyone likes to talk about, illustrated in a concise graph. With so many different short-term loan vehicles and other financial products available to consumers, deciphering the interest you are paying or the interest that is being paid to you can be very difficult. Whether you’re paying interest on a loan or earning interest in a savings account, the process of converting from an annual rate (APY or APR) to a monthly interest rate is the same. If you'd like to use a spreadsheet to calcuate your interest, give this simple loan calculator spreadsheet from Vertex42 a try. From the perspective of a lender, they are more hesitant to lend to borrowers with low credit scores and/or a history of bankruptcy and missed credit card payments than they would be to borrowers with clean histories of timely mortgage and auto payments. For instance, an 8% interest rate for borrowing $100 a year will obligate a person to pay $108 at year end. It can give an indication of exactly how much your mortgage, CIMB x Poptron #ExtraNotOrdinary Bazaar Empowers Over 100 Micro Brands Through COVID-19, What’s The Right Credit Card for You? To calculate a monthly interest rate, divide the annual rate by 12 to account for the 12 months in the year. As can be seen in this brief example, interest rate directly affects total interest paid on any loan. For more information about or to do calculations involving inflation, please visit the Inflation Calculator. Calculate the simple interest for the loan or principal amount of Rs.
For assistance calculating returns on investments, try LIBOR is a commercial rate calculated from prevailing interest rates between highly credit-worthy institutions. A fixed deposit provides (banks and other financial institutions) offer preferential interest rates to senior citizens that may range anywhere from 0.25% to 0.75% over the regular rate of interest for customers.
For more information or to do calculations involving APR, please visit the APR Calculator. That said, APY makes it easy to quickly find out how much you’ll earn annually on a savings account with no additions or withdrawals.. Thank you. This is because interest is also earned on interest. "APY, APR, and Interest Rates: What You Need to Know and the One Thing You Don’t Want to Overlook." Simple interest is calculated as a percentage of principal only, while compound interest is calculated as a percentage the principal along with any accrued interest. uses the Newton-Raphson method to calculate the Although individual credit standing is one of the most important determinants of the favorability of the interest rates borrowers receive, there are other considerations they can take note of. To maintain the value of the money, a stable interest rate or investment return rate of 4% or above needs to be earned, and this is not easy to achieve. For example, it can calculate interest rates in situations where car dealers only provide monthly payment information and total price without including the actual rate … Calculating interest month-by-month is an essential skill. vehicle loan or fixed rate loan is costing you.
An interest rate is a percentage that is charged by a lender to a borrower for an amount of money. Consumer Financial Protection Bureau. All of that activity can make calculations cumbersome, but it’s still worth knowing how your monthly interest adds up. To calculate the rate of return on an investment or savings balance we use an adapted version of the compound interest formula used in the compound interest calculator. Want a spreadsheet with this example filled in for you? Normally, the loan rate is a little higher and the savings rate is a little lower than the reference rate. Nominal rate is the sum of the general level of inflation and the real rate of interest that is being applied. Interest can be calculated monthly, daily, annually, or over any other period. Ally. To do calculations or learn more about the differences between compounding frequencies, please visit the Compound Interest Calculator. In the U.S., credit scores and credit reports exist to provide information about each borrower so that lenders can assess risk. APY will be higher than your actual rate unless the interest is compounded annually, so it will give an inaccurate result.
The concept of interest is the backbone behind most financial instruments in the world.
This will create more jobs, push up salary level, and boost consumer confidence, and more money will be spent within that economy.
Taxes can have very big impacts on the end balance. A calculator based on these provisions is available below to help users (including regulators, consumers, creditors) calculate the APRC of a given value of credit.
What Is the Difference Between a Mortgage Interest Rate and an APR? The APY accounts for compounding, which is the interest you earn as your account grows due to interest payments. Leave the inflation rate at 0 for quick, generalized results. Derek owes the bank $120 two years later, $100 for the principal and $20 as interest.
For example, if Derek saves $100 at 6% for 20 years, he will get: This is tax-free. translates as a cost of borrowing. That's where our calculator steps in, giving you a clear indication of what you may be paying.
It is good to use an amortization schedule to understand your interest costs, but you may need to do extra work to figure out your actual rate. In general, one of their main goals is to maintain steady inflation (several percentage points a year). Full disclaimer. For example, in the United States, the middle class has a marginal tax rate of 25% and the average inflation rate is 3%. To calculate the monthly interest on $2,000, you'll multiply that number by the total amount: 0.0083 x $2,000 = $16.60 per month; Convert the monthly rate in decimal format back to a percentage (by multiplying by 100): 0.0083 x 100 = 0.83%; Your monthly interest rate is 0.83% For a quarterly rate, divide the annual rate by four. interest rates on loans. (Includes Calculator), Balloon Payments: Definition and Benefits, nominal, effective and APR interest rates. Interest rates are usually expressed annually, but rates can also be expressed as monthly, daily, or any other period. Discover. This translates as a cost of borrowing. We enter into the formula your current balance, original principal amount, number of compounds per year and time period. Justin Pritchard, CFP, is a fee-only advisor in Colorado. However, if Derek has a marginal tax rate of 25%, he will end up with $239.78 only because the tax rate of 25% applies to each compounding period.


In this paper, a Riemannian BFGS method is defined for minimizing a smooth function on a Riemannian manifold endowed with a retraction and a vector transport. The method is based on a Riemannian generalization of a cautious update and a weak line search condition. It is shown that, the Riemannian BFGS method converges (i) globally to a stationary point without assuming that the objective function is convex and (ii) superlinearly to a nondegenerate minimizer. The weak line search condition removes completely the need to consider the differentiated retraction. The joint diagonalization problem is used to demonstrate the performance of the algorithm with various parameters, line search conditions, and pairs of retraction and vector transport.
Lecture Notes in Computational Science and Engineering
Applied mathematics,Computer science,Riemannian manifold,Degeneracy (mathematics),Regular polygon,Theoretical computer science,Stationary point,Line search,Smoothness,Broyden–Fletcher–Goldfarb–Shanno algorithm,Optimization problem,Distributed computing


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This contains a series of item previously appearing in the Intelligencer and extracted from either MacKenzie's Five Thousand Receipts published in 1851, or from a hand-written mathematics course book written by my great-grandfather in 1849. The following is from the math book:
"No. 16. I dropped a ball from Jackson's bridge
I know that the acceleration of gravity is 32 feet per second per second, and the distance fallen is half the acceleration multiplied by the time squared, so that in the first second the ball would drop 16 feet, at the end of the second second it would have fallen 64 feet, etc. (S = 1/2 AT). The answer was given as 244 feet, 10 inches, with the following:
"Note for the solution of the above problem: Divide the length of the given pendulum by the length of the pendulum vibrating seconds (39.2 inches) multiply the quotient by the square of the number of vibrations given in the question and that product by 16 (the number of feet that the ball falls in the first second of its descent) and the product will be the answer."He took the length of the pendulum in inches for this solution. I do not know where the 39.2 inches came from, or why the square of the number of vibrations enters into it. Can any physicist/mathematician who reads this enlighten me?
Mead, a retired financial executive, was for many years Treasurer of San Francisco Mensa. He travels frequently and collects antiques.
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I had recently bought Halloween bags for your children. They do not know I have done this. I want it to be a surprise. I would like your expertise on the best way to decorate their bag so they can keep it for years to come. The bags are made out of cotton. They are also orange. I have paper cut outs of a witch, spider, and a bat. They can be traced onto material and then glued onto the bag? If you have an easier, or better idea, I would love to hear from you!
Feel free to email me at: firstname.lastname@example.org
I would like for the kids to have addition and subtraction flashcards to practice at home. We will be starting to work on math facts soon. So this would be very helpful.
1 + 5 = 6 7 – 3 = 4 10 – 2= 8 5 + 5 = 10 6 = 6 = 12 14 – 7 = 7 2 + 3 = 5
They also need to know their doubles in math!
Our new room mother is Jennifer Shea. She will be in touch with you shortly!
I am so grateful to you for helping your child to read! It definitely shows in the classroom. So impressed


Are you searching for someone to complete your math homework or exam? There is service called “take my online math class” right here, so stop searching here and there. They provide custom authored, step-by-step answers with full confidence. Even your online math homework and exam taking can be done by them. You input the information about your math assignment or online course to their webpage. After that, they give you a pricing based on the questions' complexity and how quickly you need to have the answers. When your work is completed, you may safely make a payment online, and you'll receive an email telling you where to find the solutions. That simple.
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Buies Creek, N.C.—One of Dr. Jerry Taylor’s heroes is 18th century physicist Sir Isaac Newton, the man who discovered gravity and developed the science of mechanics. Both Newton’s and Taylor’s mathematical careers spanned almost 50 years. And though the two are centuries apart, they share something in common, a dedication to excellence. On Oct, 31, Taylor, who retired from Campbell University’s Math Department in 2007, received the W.W. Rankin Award for outstanding contributions to math education from the North Carolina Council of Teachers of Mathematics (NCCTM). For Taylor, it was an affirmation of the tough teaching style many students struggled to avoid.
One of the university’s hardest teachers, according to the students, and four of his colleagues whose last names also began with “T,” even received a nickname, “The Terrible Ts.” But the success of many of those who matriculated through Taylor’s courses, however painful, helps to validate his demanding teaching methods.
“I didn’t enjoy being a ‘Terrible T,’ necessarily,” said Taylor in his trademark hat and bow tie, “but it wasn’t all bad. I got some of the more serious students in my classes. I can’t prove that, but I know that many of them have gone on to very good careers, some even in mathematics.”
But Taylor’s fervor for mathematics didn’t just extend to college students. Over 30 years ago, he initiated a local math contest for high school students in the Harnett County area that soon developed into an annual state-wide competition. Begun in 1979, the North Carolina Mathematics Contest, sponsored by the NCCTM, is a state level competition in comprehensive mathematics for secondary students who have excelled in regional contests held earlier across the state. The winners are invited to compete in national competitions and receive a full scholarship from one of the participating universities, including Duke, Davidson, Campbell, East Carolina, the University of North Carolina at Chapel Hill and others.
“Students taught me many things,” said Taylor, reflecting on his long career. “Some taught me to be a little better organized. Sometimes they showed me a different way to work a problem better, a shorter solution, to look at things in another way. It’s amazing what you can learn.”
A native of Arkansas, Taylor graduated from the University of Central Arkansas and received a Master of Science degree in mathematics from the University of Arkansas. He went on to earn a Ph.D. in Math Education from Florida State University.
The W.W. Rankin Award is named in memory of a professor of mathematics at Duke University. The Rankin Award is the highest honor given by the NCCTM.
“I felt very fortunate to win the award,” Taylor said humbly. “I’ve watched them give out that award many times and most who received it had worked hard over the years.”
Photo Copy: Dr. Jerry R. Taylor displays the award given to him by the North Carolina Council of Teachers of Mathematics.


Our topic for the 1st half term is:
'Down at the bottom of the garden'
Through our topic, Down at the Bottom of the Garden we will be learning lots of fascinating facts all about minibeasts! The children will have the opportunity to become super scientists by hunting for minibeasts in the wellies and waterproofs area and on the school paddock. We will be using the Percy the Park Keeper stories and The Very Hungry Caterpillar to explore minibeast habitats and to introduce the children to life cycles. They will learn and be able to retell the classic story of The Very Hungry Caterpillar by Eric Carle and will bring this story to life by creating beautiful hanging mobiles to represent the life cycle of a butterfly. In phonics this half term, the children will be learning the set two sounds and begin to apply them in their independent writing. In mathematics, we will be focusing on 3D shape, time and addition and subtraction. To finish the term, the children are invited to a very special tea party!
Our topic for the 2nd half term is:
Our topic gets off to a swashbuckling start with an exciting pirate day! The children will learn all about what it's like to be a pirate, make their own treasure maps and go on the hunt for lost jewels! We will be getting creative and using a range of materials to make an underwater sea creature and learning about different types of vehicles that travel on or under the water. We will be learning some sea shanties and reading stories and non-fiction texts linked to the sea. During number fun, our focus will be on shape, space and measure, where we will be learning to describe the position of the treasure on the map and the distance to the pirate ship! As well as this, we will be taking part in our first sports day and joining in with Wimborne's Got Talent at the end of term!


REVIEW: Steps to follow for the “Mesh Current” method of analysis: (1) Draw mesh currents in loops of the circuit, enough to account for all components. (2) Label resistor voltage drop polarities based on assumed directions of mesh currents. (3) Write KVL equations for each loop of the circuit.
There is no need to write KVL equations for loops containing mesh currents assigned to current sources. Solve the resulting loop equations for the mesh currents. Determine any requested current or voltage in the circuit using the mesh currents.
Loop Current Method Identify the meshes, (the open windows of the circuit) and loops (other closed paths). Assign a current variable to each mesh or loop, using a consistent direction (clockwise or counterclockwise). Write Kirchhoff's Voltage Law equations around each mesh and loop. Solve the.
Mesh current method (step 4). Number of required equations. This is the currently selected item. Linearity. Superposition. Next lesson. Natural and forced response. Loop current method. Linearity. Up Next. Linearity. Our mission is to provide a free, world-class education to anyone, anywhere.
Mesh-current analysis: A mesh is a loop with no devices enclosed by the loop, where the mesh boundaries are those devices that form the loop. Mesh-current analysis lets you find unknown mesh currents in a circuit using Kirchhoff’s voltage law (KVL). Mesh equations are KVL equations with unknown mesh currents as variables.
Mesh current method. The Mesh Current Method is quite similar to the Branch Current method in that it uses simultaneous equations, Kirchhoff's Voltage Law, and Ohm's Law to determine unknown currents in a network. It differs from the Branch Current method in that it does not use Kirchhoff's Current Law, and it is usually able to solve a circuit with less unknown variables and less simultaneous.
The idea is to write the appropriate number of independent equations, using mesh currents as the independent variables. Subsequent application of Kirchhoff’s Voltage Law (KVL) around each mesh provides the desired system of equations. The Mesh Current Method For Analysis Of Electric Circuits (photo credit: Michelle Munteanu via Youtube).
To write the mesh equations, we Identify the mesh currents. Express the element currents and voltages as functions of the mesh currents. Apply KVL to the meshes of the circuit.
I'm trying to solve this circuit via mesh analysis in order to challenge myself but I'm splitting my head here. I'm not asking you to solve the whole circuit, I'd just like some help with the writing of the equations. It says that I have to use PSpice but I'm trying to do it manually.
Mesh Equations Introduction The circuits in this problem set consist of resistors and independent sources. We will analyze these circuits by writing and solving a set of mesh equations. To write mesh equations, we 1. Express the element currents and voltages in terms of the mesh currents. 2. Apply KVL to the meshes of the circuit.
Super Mesh Circuit Analysis: Suppose any of the branches in the network has a current source, then it is slightly difficult to apply mesh analysis straight forward because first we should assume an unknown voltage across the current source, writing mesh equations as before, and then relate the source current to the assigned mesh currents.
A similar problem crops up in the mesh-current method when a current source is located in two meshes simultaneously, i.e. it is not in an outside branch of a mesh. In that case, the voltage across the current source would show up on the KVL equations. The voltage across the current source becomes another unknown in the set of mesh-current.
How To Write Mesh Current Equations Different Lan That Connects The Network Information Technology Essay, Private Education Business Plan, Best Bibliography Ghostwriting Site For Masters.Resume Match Marseille Le Havre, Web Validity In Tuberculosis Research Essay, Guide To A College Essay.
Abstract: This paper shows how to write node or mesh analysis linear circuit equations by inspection of the circuit schematic diagram and obtains two different matrix solutions of these equations. The linear circuit can have resistances or impedances, controlled sources, ideal operational amplifiers, or mutually coupled coils. The first matrix solution finds the node-voltage or mesh-current.
Chapter 3 Nodal and Mesh Equations - Circuit Theorems 3-64 Circuit Analysis I with MATLAB Applications Orchard Publications 3.15 Answers to Exercises Multiple Choice 1. E The current entering Node A is equal to the current leaving that node. Therefore, there is no current through the resistor and the voltage across it is zero. 2.By inspection, write the mesh-current equations for the circuit in Fig. 3.116.Example 1: Find the current flowing in each branch of this circuit. Solution: The number of loop currents required is 3. We will choose the loop currents shown to the right. In fact these loop currents are mesh currents. Write down Kirchoff's Voltage Law for each loop. The result is the following system of equations.


We all would like to have a little extra money to spend on anything, like a shopping spree, food, maybe a down payment for a car. I bet your can think of something you would buy if you had $1000. I can show you two easy ways to save 1000 dollars in a year.
This one is very simple. There is 52 weeks in a year. So if you lay out every week in a year, for example every Friday, and mark on the calendar your first Friday as number 1 then continue every Friday up to number 52. So each week you will save that weeks amount, each week the amount is going to be more. So week 1, you save $1, week 2, you save $2, week 3, you save $3,week 52, you save $52. Now after all your weeks you should have $1378 saved up. Now really what can you do with that much funds !


Blackjack possible combinations
There are three underground chambers or "rune rooms" around Loc Muinne. Each room has a warded chest protected by one of twenty-four possible combinations of four.A hard 17 is when the dealer has a combination of. it’s theoretically possible for blackjack to. When to Hit or Stand in Blackjack. A blackjack strategy.Linger Longer Learn how to Linger longer than the rest of your family and be champion of the deck.RECOVRING MASTER LOCK COMBINATIONS Guide & Combination List 1Edition. Note that there are 64,000 possible combinations on a master lock (0-39 makes.The dealer then turns to the next player to his left and serves him in the same manner.In games such as Blackjack or Spanish 21, the final bet may be several times the original bet, if the player doubles or splits.
The 8 “Best” Roulette Betting Systems - 888 CasinoMoreover, the results of more volatile games usually converge to the normal distribution much more slowly, therefore much more huge number of rounds are required for that.Blackjack. A deck of 52 cards is dealt for blackjack. a. How many possible combinations of two-card hands are there? Number of two-card hands= b. What is.
If it is a ten-card, it is turned up, and those players who have made the insurance bet win and are paid double the amount of their half-bet - a 2 to 1 payoff.Probability and gambling math discussion from the Wizard of Odds.
In the latter case, the player loses and the dealer collects the bet wagered.Casino Mathematics. One casino owner would often test his pit bosses by asking how a casino could make money on blackjack if the. Two-dice combination.Dealing cards in blackjack is an experiment that generates events such as the occurrence of a certain card or value as the first card dealt, obtaining a certain total of points from the first two cards dealt, exceeding 21 points from the first three cards dealt, and so on.
patterns possible on 3x3 matrix of numbers - Stack OverflowIn games which have a skill element, such as Blackjack or Spanish 21, the house edge is defined as the house advantage from optimal play (without the use of advanced techniques such as card counting or shuffle tracking ), on the first hand of the shoe (the container that holds the cards).
Texas Holdem Poker 100K - Android Apps on Google Play
He must continue to take cards until the total is 17 or more, at which point the dealer must stand.The amount of his original bet then goes on one of the cards, and an equal amount must be placed as a bet on the other card.Note that a standard 40-digit Master Lock has 64,000 possible combinations that may open the lock. However, don't let that discourage you. If you don't know the.In games of chance, most of the gambling probability calculus in which we use the classical definition of probability reverts to counting combinations.With a total of 10, he should double down unless the dealer shows a ten-card or an ace.
From a mathematical point of view, the games of chance are experiments generating various types of aleatory events, the probability of which can be calculated by using the properties of probability on a finite space of events.While the popularity of Blackjack dates from World War I, its roots go back to the 1760s in France, where it is called Vingt-et-Un (French for 21).To obtain favorable results from this interaction, gamblers take into account all possible information, including statistics, to build gaming strategies.*Pure 21.5 Blackjack is. Achieve the best possible point total of 21. A “Soft” hand is achieved when a hand contains an Ace with a combination of two or.Possible Duplicate: android lock password combinations Respected sir, I came across a question which asked for finding all the unique pattern possible given a 3x3.It is up to each individual player if an ace is worth 1 or 11.Blackjack is one of the. as close as possible. hand are two Kings of Spades and the Dealer has Blackjack. Additional winning combinations are.Probably something which happens to many people. We forgot the passcode for the combination lock of our luggage bag and we could not contact the company.
11 Strategies For Beating Blackjack, In Order Of Effectiveness written by Sam Greenspan. In every single movie about Las Vegas and the gangsters that run it,.
UNLV Center for Gaming Research: Casino MathematicsThe sample space here is the set of all 6-size combinations of numbers from the 49.Unfortunately, the above considerations for small numbers of rounds are incorrect, because the distribution is far from normal.
Play Free Casino Games - Mindjolt GamesI've sent the manufacturer a link to this video. Possible combinations: 10,000 Time to pick: 3-10 seconds Brand: Goldwall Model: MG213 / MG214 / MG283.the combinations can be of the integers from 1 to n. See also. The. XPRNT) to keep the code as short as possible. * Combinations 26/05/2016.
The complete mathematical model is given by the probability field attached to the experiment, which is the triple sample space—field of events—probability function.The dealer thoroughly shuffles portions of the pack until all the cards have been mixed and combined.Texas Holdem Poker 100K. 143. Solek. play whereby the winner is determined by the ranks and combinations of their. the Ace blackjack 21 game.Blackjack may be played with one to eight decks of 52-card. See my Blackjack House Edge Calculator to determine the house edge under 6,912 possible rule combinations.
If the dealer has a natural, he immediately collects the bets of all players who do not have naturals, (but no additional amount).
All possible combinations of set of values - MATLAB
For example, the experiment of dealing the first card to the first player has as its sample space the set of all 52 cards (or 104, if played with two decks).The total number of possible combinations for each of the two cards is C(52, 2) = 1326, for the 1-deck game and C(104, 2)=5356 for the 2-deck game. Probability of obtaining a natural blackjack is P = 8/663 = 1.20663% in the case of a 1-deck game and P = 16/1339 = 1.19492% in the case of a 2-deck game.
Combinatorial calculus is an important part of gambling probability applications.Blackjack In the game of blackjack played with one deck, a player is initially dealt two cards. Find the number of possible combinations by evaluating C. 12.Blackjack is a casino banked game, meaning that players compete against the house rather than each other. The objective is to get a hand total of closer to 21 than the dealer without going over 21 (busting). At the start of a Blackjack game, the players and the dealer receive two cards each.S You Think You're a Blackjack Expert?. Note: there are 58 possible combinations of cards which would make up a hand totaling hard 12.


Description or summary of the book: The elegance of mathematics meets the creativity of art in this unique coloring book. The golden ratio is the mathematical equation that describes what many consider the divine proportion, and its found throughout nature, as well as in art and architecture. This stunning coloring book showcases the beauty of Fibonacci's most famous formula, exploring the many ways numbers and beauty combine. Logical and creative minds alike will enjoy filling in the spirals and designs in these remarkable images.
Estimated reading time (average reader): 5H19M59S
Other categories, genre or collection: Stationery, Crafts & Hobbies
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3 Links Everyday Grade Homework Math
4 3. 9, 23, 32, and 33 Children solve problems with complements of 10 and 2-, 3-, and 4-digit numbers 5th grade math skills: Find out what you need to know for your student Fifth-graders will continue to deepen their understanding of addition, subtraction, multiplication, and division of fractions. Find many great new & used options and get the best deals for Everyday Math Skills Links Ser.: Everyday Mathematics, Grade 3 by Bell (2008, Trade Paperback) at the best online prices at …. 3rd Grade Math Packets Worksheets splash math grade 3 free homework sheets everyday math skills link grade 2 mathematics in our world fractions with decimals in them So what can you expect from budgeting worksheets in general? With their organized sections, you can just Importance Of Personal Presentation And Professional Image In Beauty Therapy write down the necessary information on your finances and the …. These math sheets can be printed as extra teaching material for teachers, extra math practice for kids or as homework material parents can use The Everyday Mathematics Difference. Samples of tessellations. 11 Home Link 1 12 1–2. Cause and Effect. Read Everyday. LISTEN TO STORY (WMA 8.73 MB). keyboard_arrow_up Look Inside * School Price: $16.38. Our district uses Everyday Math. Grade 5 unit 5 parallel assess ccss key.pdf math boxes pg. Synthesis Of Chalcone Lab Report
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Publication: Basic reproduction number for vector-borne diseases: impact of assumptions on EIP duration
Researchers have shed light on the impact of assumptions for the duration of the extrinsic incubation period (EIP) when modelling the dynamics of vector-borne diseases.
Writing in Vector-Borne and Zoonotic Diseases, they report: “Mathematical modeling and notably the basic reproduction number R0 have become popular tools for the description of vector-borne disease dynamics.
“We compare two widely used methods to calculate the probability of a vector to survive the extrinsic incubation period. The two methods are based on different assumptions for the duration of the extrinsic incubation period; one method assumes a fixed period and the other method assumes a fixed daily rate of becoming infectious.
“We conclude that the outcomes differ substantially between the methods when the average life span of the vector is short compared to the extrinsic incubation period.”
Taken from: Hartemink Nienke, Cianci Daniela, and Reiter Paul. R0 for Vector-Borne Diseases: Impact of the Assumption for the Duration of the Extrinsic Incubation Period. Vector-Borne and Zoonotic Diseases. March 2015, 15(3): 215-217. Doi:10.1089/vbz.2014.1684 (EDENext246)
For more information:


Instructor: Mr. Geanuracos (Mr. G)
School: Columbia High School
Room #: 4
Phone: (440) 236-5001
The course aims at helping students understand the fundamental concepts of Calculus: limits, derivatives, and integrals. Multiple representations of functions (graphical, numerical, algebraic and verbal) deepen these concepts by allowing students various ways to access and coordinate knowledge. .
· Three ring binder ( I suggest at least 1 inch) A folder will also be helpful
· Loose Leaf paper
· Text Book: Finney, Ross L., Franklin D. Demana, Bert K. Waits, and Daniel Kennedy. Calculus: Graphical, Numerical, Algebraic: AP Edition. Boston: Pearson Prentice Hall
I will use a Texas Instruments 84 + C Silver Edition graphing calculator in class regularly. Students will need to have a graphing calculator as well. I recommend the TI-84+ C Silver Edition. We will use the calculator in a variety of ways, including:
• Conducting explorations
• Graphing functions within arbitrary windows
• Solving equations numerically
• Analyzing and interpreting results
• Justifying and explaining results of graphs and equations
Earning your Grade:
Grades for each 9 weeks are determined by the following percentages:
· Class work & Homework 20%
· Quizzes 30%
· Tests 50%
***Students can expect a test or quiz usually once a week. Plenty of advance warning and review will be given.
Final Grades will be calculated with each 9 weeks counting 40% each and the Exam worth 20%.
A 100 – 90
B 89 – 80
C 79 – 70
D 69 – 60
F 59 and below
Homework/Class Assignments/Teaching strategies:
· Throughout the course, students work together on a regular basis, both formally and informally. At times, I set up groups to work on a particular activity, but students do not need to be told to work together. Our classroom has tables instead of desks to make it more conducive to group work. When students are working on a problem, they will often work alone initially but then turn to their partners to collaborate. This course teaches students how to use graphing calculators to aid in solving problems. I provide students with the opportunity to work with functions represented verbally. The course teaches all topics associated with integrals as delineated in the Calculus AB Topic outline in the AP Calculus course description. In discovering new concepts, the class works as a whole. It is not necessary for students to raise their hands. If students have a thought to share, they are welcome to make a contribution. If they are so inclined, students will go up to the board to illustrate a point. At times, I am able to step back and just listen to the interaction among my students as they explore a topic. Technology can be used to help make calculus concepts come alive and it enables students to “see” what is being discussed. Students are issued TI-84+ calculators that they will use to interpret Our classroom also an interactive white board as well as enough Ti-83+ /84+ calculators for every student to have their own. Topics are presented using the “rule of four”: graphically, numerically, algebraically, and orally. Through this multifaceted approach, students gain an in-depth understanding of the material.
· Starting in October, I assign six AP free-response questions for students to work on for two weeks. Students may work on these questions with one other person and come to me for extra help. At the end of the two weeks, I randomly select one of these questions for a quiz. Students are graded as they would be graded on an AP Exam. Students are expected to explain the solutions to problems using written sentences.
Tests and Quizzes:
You will have a major test or quiz at least once every two weeks. Tests and quizzes will be a mix of short answer and multiple choice questions. I want to see your thought process, even if you get the final answer wrong, you may be able to get some points for your work. Don’t ever give up!
Preliminaries 4 days
Introducing hidden behaviors
The calculator can mislead as well as help. y = cos(95x) and y = int(x), for example, do not graph properly in a standard viewing window and y = (1 + 1/x)x will not graph properly for x > 1012.
Review piecewise functions
Introduce y = fpart(x), the "fractional part of x," a built-in TI function, as a non-standard function requiring careful analysis.
Test on summer review
A test on some Precalculus concepts to determine both readiness for AP Calculus and motivation. (Students are supposed to complete this review on their own over the summer.)
Limits and Continuity 7 days
Finding limits numerically, graphically, algebraically.
For example, students use the calculator to compute values of y = xsin(x) for a sequence of values approaching x = π/2 then trace these values on the graph. Later they will use the properties of continuous functions to compute the limit exactly. Similar work is repeated for other functions, including polynomials.
One-sided limits, limits at infinity. Removable and essential discontinuities. Formal Limits: Target Values, epsilon-delta as domain/range restrictions. Exploring Calculus with the Geometer Sketchpad is very helpful here. Students will be skilled with finding and interpreting limits by the end of this unit.
Differentiation Preliminaries 17 days
Essay 1: Analyze the function y = int(sin(x))
Developing the concept of the derivative
We follow a similar multiple representation approach here as for examining limits. Students approximate the derivative of a quadratic polynomial (at a point) by finding the average rate of change of the function over smaller and smaller intervals. These limits are visualized on a graph and, finally, computed algebraically using the definition of the derivative. The process is repeated with many functions. When the processes have been established, we introduce NDeriv, the calculator derivative approximator.
Discovering derivative formulas for power functions, A sin(Bx), A cos(Bx), ln(x), ax
The students use the calculator's ability to graph an approximate derivative using NDeriv to graph derivatives of these functions and guess formulas for the graphs. Later we derive the formulas.
Classifying functions as differentiable or not
We examine the two ways in which a function can fail to have a derivative at a point, by not being continuous there (hole, jump, vertical asymptote or infinite oscillation) or by having different values for a left-handed and right-handed derivative (corner.)
The Product and Quotient Rules
Tangent lines and tangent linear approximations
Higher order derivatives
Turning points, Concavity, Points of inflection
First and Second Derivative Tests
The Mean Value Theorem
Some Advanced Techniques 13 days
Essay 2: Analyze the function y = sin(x) + kx
The Chain Rule
Derivatives of Inverse Functions
Implicit Functions, Implicit Differentiation
We do a lot of work with Converge in the computer lab to graph relations and to then use those visualizations to support the algebraic techniques of implicit differentiation.
Using Local Linearity to Find Certain Limits
L'Hopital's Rule and Indeterminate Forms
Integration Preliminaries 13 days
Recovering distance from velocity
Left- and right- rectangle approximations
Sigma notation and Riemann sums
The definite integral
Numerical methods (Rectangles, Trapezoids)
Properties of the integral
Average value of a function
Integrals as accumulators
Integrals and signed areas
The First Fundamental Theorem of Calculus
Applications of Differentiation 10 days
Differential Equations 10 days
Initial value problems
IVP Lab, a Converge based lab
Visualizing solutions with slope fields
The Second Fundamental Theorem of Calculus
Separation of Variables
Integration Techniques 8 days
Integration by substitution
Integration by Parts
Supporting both methods with our calculator for accuracy
Applications of Integration 15 days
Finding volumes of uniform cross-section
Finding volumes of solids of revolution
AP Exam Review 15 days
The AP Exam
Introduction to Multivariable Calculus 12 days
Finding volumes of solids (informal double integration)


This Mental Math: Subtract Tens - Homework 12.1 Worksheet is suitable for 1st - 3rd Grade. Now that your class can add by 10s they can start subtracting by 10s. This clear, learner-friendly learning exercise provides a good example (10-rods are pictured) and 7 problems to solve.
Help with Opening PDF Files. Lesson 8.1 Lesson 8.2 Lesson 8.3 Lesson 8.4 Lesson 8.5 Lesson 8.6 Lesson 8.7 Lesson 8.8.


Two teams from Niles North will be represented in the second round of the High School Mathematical Contest in Modeling (HiMCM) for the second year in a row. Students will be competing for a chance to represent the United States at the International Mathematical Modeling Challenge (IM2C) later this spring. HiMCM is a math competition where students from across the United States and around the world work in teams of 4 to select, research, construct, and represent a mathematical model to solve a real-world problem.
A total of 779 teams competed in November 2020, and papers were udged into one of five categories: Outstanding (top 1%), Finalist (top 8%), Meritorious (top 20%), Honorable Mention (top 50%) and Successful Participant.
Each team selected a problem they would address, and then worked for up to two weeks to write a 20-page paper describing their mathematical model and results. Both North teams chose the following problem: Problem A Problem: The Best Summer Job
Although it’s only November, you need to start planning for your 2021 summer job. You have a variety of choices this year and want to determine your “best” choice. You pose this problem for your team of math friends:
We have many opportunities for a summer job. Some allow us to work from home virtually/electronically, some are a walk or bike ride away, and others require us to drive or take a train. Each job offers differing numbers of hours each week and the hourly rates also vary. Some involve physical activity, or at least not sitting at a desk (e.g. cashier at a store, lifeguarding, or wait staff at a restaurant), while others are mostly sedentary and perhaps use analytical and organizational skills (e.g. data analysis, office administration, or research).
Let’s develop a model that will evaluate the choices we have for our summer jobs and help us all find the “best” job. While we certainly want to earn and save some money, we also want to have time for recreation activities (e.g. exercise, outings, and social time with friends). Let’s make our model one that will be helpful for all high school students to think about and analyze their summer job options.
The team of Maddie Burroughs, Lisa Duan, Kalliope Kobotis and Ana Vuckovic earned Finalist and will advance to IM2C this spring.
The team of Dominick Bogdan, Kyle Kenmotsu, Liam Perrault and Hassam Uddin earned Meritorious and they also will advance to IM2C.


Formula for a Rolling 12 month Average Excel Help Forum
9/10/2015 · The 3 month moving average for April should be 100%. (15+20+25 = 60 / 3 = 20. 20 is a 100% increase from the 10 in January) (15+20+25 = 60 / 3 = 20. 20 is a 100% increase from the 10 in January) I have attached my workbook.... A 12-month rolling average, also known as a "moving average," provides you with that long-term perspective. As new months roll in, this indicator updates. Each shifting 12-month period generates a new average. Though this calculation requires holding on to more data, when forecasting sales or budget expenses, this kind of tracking makes the difference between assumptions and analysis.
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Download the 12 Month Moving Average Excel template from the Business Tools page. Take this Excel Workbook and modify it to fit your reporting needs. Take this Excel Workbook and modify it …... 4/05/2018 · Re: Formula for a Rolling 12 month Average New to the forum and I think I am trying to so similar. I want to show columns with 13 months of data with a total for Current YTD and 12 Month Total.
Calculate moving average by group SAS Support Communities
The Average function in this situation uses the current value and the 12 preceding values, thus making a 13 month average. To see this, you have to test a row beyond row 13. I’m not sure if you will see it when you are also partitioning. The code I was using did not also partition since they wanted to see the average continue over all of the time in the database. how to give a gifts fable 2 I was trying to calculate 12 month moving average for each individual clients. I have the following simplified data in a table named individual_moving_avg …
How to calculate 12 month moving average Tech Community
How to Calculate the 3 Point Moving Averages from a List of Numbers and Describe the Trend. Updated on November 12, 2016. Mark. more. Contact Author. To calculate the 3 point moving averages form a list of numbers, follow these steps: 1. Add up the first 3 numbers in the list and divide your answer by 3. Write this answer down as this is your first 3 point moving average. 2. Add up the next 3 how to find user password with cmd Now I need to create a new datapoint to list the calculated 12-month moving average of my total apples for the past 12 months. I want to use SUMIF / SUMIFS and dynamically count all data points indicated as containing "Apples": From the current month to 11 months previously.
How long can it take?
Calculate 12 Month Moving Average Excel
- S&P 500 Moving Average motif.com
- Formula for a Rolling 12 month Average Excel Help Forum
- S&P 500 Moving Average motif.com
- How do I figure out a 12 month moving average and a
How To Find 12 Month Moving Average Mttbf
The reason the first two rows do not have a Moving 3-month Average is, they do not have two previous rows to average their amounts with (the formula takes the current month, adds the two previous months, and returns an average of the three of them).
- For example, the moving average of three-month temperatures can be calculated by taking the average of temperatures from January to March, then the average of temperatures from February to April, then of March to May, and so on.
- The averaging process then moves on to the next day where the 10-day SMA for day 12 is calculated by adding the prices of day 3 through day 12 and dividing by 10. The chart above is a plot that contains the data sequence in the table. The simple moving average begins on day 10 and continues. This simple illustration highlights the fact that all moving averages are lagging indicators and will
- 31/07/2014 · Help with Formula Placement for 12 Month Centered Moving Average I'm creating a sales forecasting tool in Excel. Im wanting to compare a 12, 6, and 4 month centered moving average.
- Download the 12 Month Moving Average Excel template from the Business Tools page. Take this Excel Workbook and modify it to fit your reporting needs. Take this Excel Workbook and modify it …


Jan 27, 2022
AMATH 175 - Financial Math
This course applies mathematics to personal finance. Concepts include linear and piecewise linear functions; quadratic, exponential, and logarithmic relationships; graphing; distributions; measures for center; and spread of distributions. Financial concepts include income, taxes, discounts, simple and compound interest, buying on credit, depreciation, expenses, budgeting, annuities, stocks and bonds, and planning for retirement.
- Analyze problems and persist in solving them.
- Communicate mathematical solutions by using a variety of mathematical concepts and representations.
- Explain your mathematical reasoning.
- Listen to or read the point of view of others, ask questions to improve understanding and provide feedback.
- Model with mathematics.
- Use appropriate tools and mathematical strategies.
- Analyze and interpret graphs, charts and data.
- Use clear definitions in discussions with others, specify symbols, labels and units of measure.
- Calculate accurately and efficiently.
- Look for and make sense of mathematical patterns and structures.
- Look for patterns and/or repeated calculations to apply math formulas and strategies.
- Evaluate the reasonableness of results.


Jung’s late work led him to link the ancient mathematical psychiatry of the oldest book in the world - the I Ching - to the most advanced mathematics and physics of the current era. What is it that psychoanalysis, quantum physics, and topology alike have stumbled on to: a new relation to time, space, matter, and energy - and a new kind of science.
Jung - Synchronicity
Lacan - Seminar 26: Topology and Time
Franz - Number and Time
Mindell - Quantum Mind