Is the magic of mathematics true? Does it exist? Will it save the planet?
Is this stuff true? Can https://medicine.yale.edu/neurology/ it save our civilization? Can we make the planet a superior place?
Will this stuff solve the complications of our day? Will it save us from economic collapse? Will it give us the answers to these questions?
The resolution to all these difficulties, in line with MIT professor John Allen Paulos and various other researchers, is definitely the secret behind their results. They’re the ones who have found the magic of mathematics. They contact it Radical Mathematics.
Some say that Radical Mathematics is nothing at all greater than a form of cheating. I disagree. For those who can steal, it is possible to uncover the hidden mathematical methods.
Cheating is just not the answer. Rather, those who are suspicious regarding the application of Mathematics will have to discover the hidden https://bestpapers.store/ motives behind the techniques in the world’s ideal mathematicians. This is the cause why they call Radical Mathematics “secrets.” A secret reveals mathematical secrets.
These mathematicians had been within the correct location at the correct time. They knew what was about to take place. However they were not there when it happened. They were capable to predict the future of Mathematics.
In truth, Radical Mathematics will bring to the surface that which had been hidden for so extended. These secrets is going to be revealed. That is why mathematicians like John Allen Paulos have already been capable to continue to make their empires and make millions of dollars. They have been capable to predict the future. People that can not apply Mathematical Suggestions in their lives will fail. It will likely be really fascinating to view how Math will impact our future. In case you appear at politics, you might see some parallels among politics and Mathematics. Each politics and Mathematics will wind up with secret mathematical secrets, and persons will grow to be the ones who will understand these secrets.
It is achievable that Radical Mathematics is going to be the best factor that ever happened to mathematics. Those who study the hidden secrets of Mathematics would be the ones who will turn out to be the future leaders of humanity. We are going to begin to view every little thing transform into Radical Mathematics.
The ones who comprehend the secrets of Radical Mathematics may also be the ones who know what to do with that understanding. They “custome writing “ will construct civilizations. Who knows what their future holds?
No one particular has ever identified a secret towards the future. Everybody talks about the identical items, precisely the same opinions. We are all inside the exact same boat now.


Ive skew that tends to become minimized with log-amplification as discussed elsewhere . Nevertheless, this analysis goes some way to producing a far more statistically convincing system of presenting final results of immunofluorescence data. 2.7 Rare cell analysis–Flow cytometric analysis of cell samples is often applied to characterize subsets of incredibly low frequency, ranging from 1 to significantly less than 1 ppm. In these instances, it is actually essential to know the inherent variation when randomly sampling a small number of events. As described above, the SD of a count may be the square root of your quantity, e.g., when sampling from a cell/particle suspension a number of times a volume, which should really contain four cells per particles the SD are going to be 2, the CV 50 . If sufficient cells in the full sample are out there, cytometric information acquisition should be continued till a variety of cells is reached in the uncommon subset that assures the desired measurement precision–a function out there in most commercial data acquisition software. If not adequate cells are accessible, care must be taken to not come to conclusions, that are not supported by the limited precision connected with restricted acquisition. Table 91 shows an instance, exactly where 4 consecutive determinations indicated a progressive change of a home; but all the information are from the similar distribution, and δ Opioid Receptor/DOR Antagonist custom synthesis there’s no adjust from series 1 to series 4 (the information is from a simulation using a Gaussian random quantity generator having a mean of 9.0 as well as a SD of 3.0). This problem is discussed in a lot more detail in a paper by . In certain cases the limitation with the imprecision of counting compact numbers of cells is usually overcome. For instance, 1 can evaluate a bulk cell separation technology by dispensing a known variety of cells into a sample, subjecting the sample to a separation process, and analyzing the total volumes of your resulting fractions. two.8 Measurements of central tendency. Arithmetic mean, geometric imply, median, and mode–In order to accurately measure the average of a population, measurements of central tendency like the arithmetic imply, geometric imply, median, and mode can be employed. The arithmetic mean, normally referred to as just imply, is definitely the sum of all events nNOS Inhibitor supplier divided by the total quantity of events. The geometric mean may be the nth root of the product of events. The median would be the middle point in a number series, whilst the mode is just essentially the most common number. These measures of central tendency are applied to fluorescence intensity, generated by a flow cytometer to offer the MFI, geometric MFI (gMFI), or MdFI. The mode is hardly ever proper as a single measure of central tendency and will not be generally utilised within this context. two.9 MFI, gMFI, MdFI which to use–Which of those measurements is suitable is dependent on the distribution with the information itself. The MFI is suitable exactly where information has a standard (Gaussian) distribution. The gMFI is suitable exactly where information features a log-normal distribution, i.e., the logs with the raw data are usually distributed, but is influenced byAuthor Manuscript Author Manuscript Author Manuscript Author ManuscriptEur J Immunol. Author manuscript; obtainable in PMC 2020 July 10.Cossarizza et al.Pageoutliers and cannot account for any values below zero that could possibly be designed for the duration of compensation. The median, however, is robust, i.e., it is not affected by the data distribution and will not be strongly influenced by outliers. In practice, most fluorescence information collected on contemporary flow cytometers, is skewe.


Hands of Time is the mini puzzle game for Android phones or tablets.
In each level you have to activate all the circles to complete the level. Each circle is a symbol between 1 and 9. The number means how many circles the hands of the clock will move to
left and right. So 1 moves the clock's hands 1 unit left, and 1 unit right, 2 moves it 2 to the left, and 2 to the right. After choosing the initial circle, you are only left with the options the clock points to. Usually you have 2 other options but in the case where a circle moves the clock 180 degrees, you only have one option to choose.
1: Arcade Mode.
2: Survive Mode.
3: Quick Play.
- Google Play Leaderboard.
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Unlimited levels in Survive mode. Challenge yourself and your friends in Google Play.
These brand new puzzles improve cognitive skills, stimulate memory, logical thinking. It’s a best time killer game. It’s a addictive puzzle game for kids, boys and family to play.
casual game，train brain puzzle


The numerous connections between mathematics and music have long intrigued practitioners of both. Each is rich in intellectual and aesthetic content. Many of the great composers had a deep understanding of the mathematical principles underlying music, perhaps the most noteworthy being Johann Sebastian Bach, the grand master of structural innovation and invention in music.
Mathematics provides a framework for appreciating music. Of course, music has a profound emotional effect that no currently available variety of mathematics can explain. As Leonard Bernstein put it, music is not only a mysterious and metaphorical art, it is also born of science ... and any explication of music must combine mathematics with aesthetics.
Music is one of the essential forms of human expression. For centuries people have used maths to analyse it, and also to create new music. The interface between maths and music is rich and complex and may well have a fractal boundary. The last word on the link will never be written.
Peter Lynch is Emeritus Professor of Meteorology at University College Dublin and a maths fanatic. In his retirement Peter continues his research in dynamical meteorology and expounds the awesome wonders of maths in his blog, That's Maths, with a fortnightly column of the same name for The Irish Times.
Exclusive offer to RDS Members:
RDS Members who book for this talk and attend, will be entered in a free draw with a chance to win a signed copy of Peter’s book, 'That’s Maths: The Mathematical Magic in Everyday Life'. The draw will take place after the talk on March 14.
The above talk is admission free but prior booking is essential.
Voluntary donations by attendees to assist in covering costs are welcomed.


VOLTAGE DETECTOR WITH SENSE PIN
2. SENSE pin
2. 1 Error when detection voltage is set externally
By connecting a node that was resistance-divided by the resistor (RA) and the resistor (RB) to the SENSE pin as
seen in Figure 25, the detection voltage can be set externally.
For conventional products without the SENSE pin, RA cannot be too large since the resistance-divided node must
be connected to the VDD pin. This is because a feed-through current will flow through the VDD pin when it goes
from detection to release, and if RA is large, problems such as oscillation or larger error in the hysteresis width may
In the S-1002 Series, RA and RB are easily made larger since the resistance-divided node can be connected to the
SENSE pin through which no feed-through current flows. However, be careful of error in the current flowing through
the internal resistance (RSENSE) that will occur.
Although RSENSE in the S-1002 Series is large (5 MΩ min.) to make the error small, RA and RB should be selected
such that the error is within the allowable limits.
2. 2 Selection of RA and RB
In Figure 25, the relation between the external setting detection voltage (VDX) and the actual detection voltage
(−VDET) is ideally calculated by the equation below.
( )VDX = −VDET ×
However, in reality there is an error in the current flowing through RSENSE.
When considering this error, the relation between VDX and −VDET is calculated as follows.
(VDX = −VDET × 1 +
= −VDET ×
(= −VDET × 1 +
RB || RSENSE
RB × RSENSE
RB + RSENSE
By using equations (1) and (2), the error is calculated as −VDET ×
The error rate is calculated as follows by dividing the error by the right-hand side of equation (1).
RA × RB
RSENSE × (RA + RB)
× 100 [%] =
RA || RB
× 100 [%]
As seen in equation (3), the smaller the resistance values of RA and RB compared to RSENSE, the smaller the error
Also, the relation between the external setting hysteresis width (VHX) and the hysteresis width (VHYS) is calculated
by equation below. Error due to RSENSE also occurs to the relation in a similar way to the detection voltage.
( )VHX = VHYS ×
Figure 25 Detection Voltage External Setting Circuit
If RA and RB are large, the SENSE pin input impedance becomes higher and may cause a
malfunction due to noise. In this case, connect a capacitor between the SENSE pin and the VSS
Seiko Instruments Inc.


Options: a. When you use multiplication, division, or exponentiation in a formula b. When you use addition and subtraction in a formula c. Because excel uses hidden decimal places in computation d. When you show the results of formulas with different decimal places that the calculated results
Options: as parallel run involves two different terminals accessing a common database, computers are essential for systems Analysis, Flow of information in an organization is always vertical, alpha testing is the verification process a system goes through for the first time
Options: a set of physical layer standards developed by EIA and intended to replace RS-232-C., a check bit appended to an array of binary digits to make the sum of the all the binary digits, a code in which each expression conforms to specific rules of construction, so that if certain errors occur in an expression the resulting expression will not conform to the rules of construction and thus the presence of the errors is detected, the ratio of the number of data units in error to the total number of data units
. In a punched card system, data is processed by a
Options: A) Keypunch machine, sorter and posting machine
B) Accounting machine, posting machine, and billing machine
C) Sorter, posting machine, and billing machine
D) Accounting machine, keypunch machine and sorter
An intrusion detection system does not perform which of the following?
Options: Tries to identify attempts to hack into a computer system., May monitor packets passing over the network., May transmit message packets to the correct destination., Set up deception systems that attempt to trap hackers.


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The primary purpose of this study was to evaluate the effect of basic multiplication mastery () and self-efficacy outcomes for elementary age students attempting to master multiplication facts in a Computer-Assisted Instructional (CAI) environment.
Timez Attack (TA), a modern Internet based 3-D multiplication video game, was the computer program used in this : Loraine Jones Hanson. The primary purpose of this study was to evaluate the effect of basic multiplication mastery () and self-efficacy outcomes for elementary age students attempting to master multiplication facts in a Computer-Assisted Instructional (CAI) environment.
Timez AttackAuthor: Loraine Jones Hanson. The acquisition of multiplication facts by 4 elementary students with learning disabilities was compared under two instructional delivery formats—teacher directed and computer assisted.
The two interventions were compared in terms of opportunities to respond and success rate. All students mastered more facts in the teacher-directed by: Wilson et al. () compared the effects of combination CAI, Math Blaster (Eckert & Davidson, ), to teacher-directed instruction on students’ mastery and automaticity skills in single-digit multiplication ranged from 2 to 9.
Four students with LD received the combination CAI and teacher-directed instruction in each by: The study " Learning Multiplication through Computer-Assisted Learning Activities", (Chang, Sung, Chen, & Huang ), develops and implements a computer-assisted learning (CAL) program with both.
1. Introduction. Computer technologies profoundly impact research and practice in mathematics education. The numerous studies (Chang et al.,Chang et al.,Kaput,Prensky, ) reporting that computer-assisted learning (CAL) helps students to comprehend mathematical concepts indicate the increasing importance of ore.
Computer-assisted instruction with constant time delay to teach multiplication facts to students with learning disabilities of the research on the effects of computer-assisted instruction (CAI. The aim of this study is to examine the effects of computer assisted instruction materials on approximate number skills of students with mathematics learning difficulties.
The study was carried out with pretest-posttest quasi experimental method with a single subject. The participants of the study consist of a girl and two boys who.
Combining Explicit Strategy Instruction and Mastery Practice to Build Arithmetic Fact Fluency Show all authors. Stephanie Morano, Using computer-assisted instruction to build math fact fluency: Effects of a strategic intervention with iPad practice on the multiplication fact performance of fifth-grade students with learning disabilities.
CHAPTER ONE. INTRODUCTION. Background to the Study. Education in the 21 st century has simply become dependent on computer as a necessary tool for enhancing teaching and learning, communication and access to information (Mason, ).
The challenge therefore is to be able to remain relevant in the competitive education system, through the adoption and. computer assisted instruction, cooperative computer assisted instruction, and those exposed to conventional instruction.
(2) The influence of students’ gender on their performance in biology, when they are exposed to individualized computer assisted instruction, or cooperative computer assisted instruction. Research Questions 1. The purpose of this study was to examine the effects of the educational software Frizbi Mathematics 4 on 4th grade student's mathematics achievement, retention, attitudes toward mathematics and attitude toward computer assisted learning.
Two groups (experimental and control) of students from the state primary school in Gazimagusa, North Cyprus were used in. computer assisted instruction of students with adhd and academic performance: a brief review of studies conducted between andand comments Article (PDF Available).
A pretest-posttest design was used to compare the effectiveness of computer-assisted-instruction (CAI) drill and practice with the effectiveness of same-age peer-tutor drill and practice on promoting mastery of multiplication facts.
The subjects were students from three, fourth grade classes in the Reedville School District of Aloha, Oregon. ing multiplication facts may promote computa-tional proficiency, it lacks the conceptual under-standing necessary for children to obtain computational fluency.
A growing body of evidence, including research on students with significant learning problems, indicates that the most effective sequence of instruction for multiplication facts is as. The effects of computer assisted instruction for the mastery of multiplication facts on learning disabled elementary school children differing on locus of control, University Microfilms International Doc #Dissertation Abstracts International, Google Scholar.
Each student was randomly assigned to be taught two multiplication math facts, eight multiplication math facts, or a set size determined by each student’s AR.
The average AR was (SD = ). effect on the mastery of multiplication facts for students with exceptional learning needs. Computer- assisted instruction has been found to improve basic multiplication fact recall of resource room students (Irish, ). Math apps have been shown to improve learning.
Multiplication Table: A reference used by students to show the products of two factors. Multiplication tables commonly show factors between 0 but these tables can also be modified to fit the range needed per student, teacher, or classroom. Fact Fluency: Synonymous for “automatic recall”, mathematical fact fluency is the ability.
Computer-assisted instruction (CAI), a program of instructional material presented by means of a computer or computer systems. The use of computers in education started in the s.
With the advent of convenient microcomputers in the s, computer use in schools has become widespread from. The Role of Computer-Assisted Instruction in the Teaching of Probability Article (PDF Available) in Eğitim fakü̧ltesi dergisi 33(3) February with.
The acquisition of multiplication facts by four elementary students with learning disabilities was compared under two instructional delivery formats--teacher directed and computer assisted.
All students mastered more facts in the teacher-directed condition. In addition, teachers provided many more opportunities to respond and showed a higher success rate than did the software.
Download The effects of computer-assisted instruction for mastery of multiplication facts PDF
cai effect on rural algebra i students 1. the effects of computer assisted instruction on rural algebra i students. susan m. bennett. submittted in partial fulfillment of the requirements for the degree of master of arts in education at northern michigan university.
j approved by: _____ dr. frances o’neill. basic multiplication facts using various methods will enhance and increase the students’ ability to automatically recall basic multiplication facts. The purpose of this study is to investigate the effect math centers might have on students’ ability to memorize single digit multiplication facts.
In order to do this, I conducted math centers. Computer‐assisted instruction (CAI) can be a valuable instructional tool for providing the additional drill and practice that students with learning disabilities often need to master basic skills.
CAI programs that use game formats, similar to the types of activities that one might encounter in video arcades, are believed to help enhance. This study examines the impact of computer technology (CT) on mathematics education in K classrooms through a systematic review of existing literature.
Details The effects of computer-assisted instruction for mastery of multiplication facts FB2
A meta-analysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36, learners indicated statistically significant positive effects of CT on mathematics achievement. Fourth grade elementary school children exhibiting high and low mathematics anxiety were trained on multiplication facts using the Math Builder Program, a computer program designed to bring their performance to the automaticity level.
Mathematics anxiety, measured by the Mathematics Anxiety Rating Scale--Elementary version (MARS-E), was assessed before and. Math fact fluency is foundational for later mathematics education. Unfortunately, many students across the nation continue to struggle with these core skills.
Computer-assisted instruction may be a potentially valuable tool for improving math fact fluency due to its ability to differentiate instruction at the student level, provide added practice opportunities, and.
of mastery of basic addition and multiplication facts; failure to understand place value and numeration; and confusion with subtraction and regrouping. in other grades and the effect of computer assisted instruction on student errors. Table of Contents Chapter 1. The role of computer assisted teaching in learning and teaching is beyond dispute that its contributions in educational and instructional process are so significant.
According to Doğanay (), the advantages supplied by this method are as follows. It increases efficiency in education and instruction, it makes effectiveness easier in. the multiplication facts quickly and accurately.
Description The effects of computer-assisted instruction for mastery of multiplication facts EPUB
Even though students are introduced to this basic skill in the early grades, many of them have not achieved mastery performance levels to the extent that they can swiftly recall the multiplication facts. This study researched how Computer Assisted Instructional (CAI) software could help seventh grade.
The influence of computer-assisted instruction and workbook of multiplication facts by learning disabled and normal students (Doctoral dissertation, Florida State University, ). Dissertation Abstracts International, 42, Google Scholar.The Effects of Computer-Assisted Instruction on Student Achievement in Addition and Subtraction at First Grade Level.
Spivey, Patsy M. This study was conducted to determine whether the traditional classroom approach to instruction involving the addition and subtraction of number facts (digits ) is more or less effective than the traditional.
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Math tips for numerically challenged journalists
For a lot of journalists, dealing with numbers and math can be a little scary. There’s a reason many reporters will say they went into journalism instead of finance or engineering. It’s a love of words and language.
But journalists need to have a grasp of the basics since working reporters deal with math pretty much every day. Numbers make up the foundation of many stories – the municipal project is over of under budget, the politician is some percentage up or down in the polls, violence rates this year are over or below the ten-year average. So there’s really no choice but to get your head around some fundamental math concepts.
onMedia’s Kyle James, for whom math can be a struggle, offers this quick summary of a few calculations you need to know to do your job well and where you can go online to get help when all those numbers just start swimming in your head.
I fell out of love with math early on. It started in elementary school when I had a lot of trouble memorizing the multiplication tables. Then it was kind of downhill from there. The killing blow to the troubled relationship came in high school calculus. Oh, the dread I felt walking in that classroom door every day.
While journalists generally don’t need to know all that much about logarithms and differential equations, we do need to know the most obvious, such as knowing how to add and subtract, multiply and divide. But it’s also important to be able to calculate percentages, find an average, and do a few other things.
Let’s go through some of them here. Don’t worry, I’ll keep it simple enough so even I can understand it.
Percentages, representing a part of a whole, make frequent appearances in news stories. They describe relationships between numbers that might be hard to grasp if just the raw data is presented. For example, it’ll be easier for people to understand the results of an election if we report that Sally Smith won almost 56 percent of the vote instead of just writing that she won 14,337 votes out of the 25,689 cast.
Problem: What is 13 percent of 50?
The basic formula is: the percent multiplied by the ‘of’ number = ??
13 percent x 50 = ??
Change the “percent” number into a decimal. To do that, divide the number by 100.
13 / 100 = .13
Do the math laid out in Step 1.
.13 x 50 = 6.5
Answer: 13 percent of 50 is 6.5. Easy, right?
Let’s change it up a little. How can we work out the percentage?
Problem: What percentage of the total vote did Sally Smith get in the election?
Calculate the total (the sum) for the category of numbers of your choice (in this case, the total number of votes cast). That’s 25,689.
Divide the value of a particular case (votes received by Sally Smith: 14,337) by the total value.
14,337 /25,689 = .558
Multiply the result by 100 (or move the decimal point two places to the right) to convert from decimal to percent.
Answer: 55.8 percent.
Not so bad, huh?
Percent change is also often used in news stories, since it helps illustrate how a set of numbers – such as time or prices – has changed over time.
Problem: The price of a yearly bus ticket went up from $110 last year to $125 this year. What percent did the price increase?
The basic formula is (new value – old value) / old value = percent change
(125 – 110) / 110 = ??
Do the math
15 / 110 = .136
Multiply the answer by 100 or move the decimal two places to the right to get the percentage.
Answer: The price went up 13.6 percent.
Averages present a picture of a group of numbers, giving us a central value or a “central tendency”. When people talk about averages, they’re often lumping a few different things together. Let’s go through the two used mostly in journalism—the mean and the median.
The mean is the average people are most familiar with. It’s easy to compute. Just add all the numbers up in a group and divide by the number of values in that group.
Problem: What is the average price of a house on Main Street? The five houses on the street cost $125,000, $110,000, $95,000, $105,000 and $120,000?
Step 1: Add the values together.
125,000, 110,000, 95,000, 105,000 and 120,000 = 555,000
Step 2: Divide by the number of values.
555,000 / 5 = 111,000
Answer: The average price of a house on Main Street is $111,000.
But sometimes the mean can be misleading. What if there were one very expensive house on Main Street with a price tag of one million dollars? That “outlier” figure would push the mean much higher, and we wouldn’t have a good representation the general price of most of the houses there.
So in these kinds of instances, you might well want to find or calculate the middle of a collection of numbers containing an extremely high or low value. That’s the median, the middle value in a group of numbers. As an example, let’s use our house prices again.
Problem: What is the median price of a house on Main Street?
Rewrite you list from low-to-high or high-to-low (with the million-dollar house)
$95,000, $105,000, $110,000, $120,000, $125,000, $1,000,000
Take the middle number in the list. That’s your median.
But wait! We’ve got an even number of houses in our list. In this case, we would take the average of the middle two.
Answer: The median here is $115,000.
While these are a few of the most common math tools journalists should be comfortable with, there are more. The Poynter Institute journalism training school lists a few others, such as a familiarity with statistics, ability to calculate percentages, ratios, rates of change, and other relationships between numbers, an understanding of “margin of error” in polling and an ability to translate numbers into terms that your audience can understand.
Some good resources
If you’re stuck, or just want to double-check your work, go to some of the links below to get help or even a refresher course in some basic math concepts.
Statistics Every Writer Should Know. Author Robert Niles has put together a handy that puts basic statistics concepts in plain language.
Math for Journalists: Help with Numbers. Poyner has a free refresher course to get up to speed. Very helpful.
Percent Change Calculator. If you want to double-check your percent change calculation, do it here.
Newsroom Math. Here’s a handy slide show with the basics laid out.
Newsroom math cheat sheet. It’s not all that pretty, but this one page sheet lays out the most common calculations reporters need.
Mathematics Competency Test for Journalists. If you’re feeling confident in your math know-how, here’s a place to test yourself.
Written by Kyle James, edited by Kate Hairsine


When Fuller was about seventy years old, William Hartshorne and Samuel Coates of Pennsylvania were in Alexandria and, having heard of Fuller’s powers, sent for him. They asked him two questions which satisfied their curiosity.
First, when they asked him how many seconds there were in a year and a half, he answered in about two minutes, 47,304,000. Second, when they asked how many seconds a man has lived who is 70 years, 17 days and 12 hours old, he answered in a minute and a half 2,210,500,800. One of the men was working out the problems on paper, and informed Fuller that he was wrong, because the answer was much smaller. Fuller hastily replied, “‘top, massa, you forget de leap year.” When the leap year was added in, the sums matched


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Mental Maths Competition was conducted in Indian School Sohar for Class III to IV on 29th Aug 2017. It was conducted with an intention to enhance the interest, Strategic competence and computational fluency in Mathematics in children. The competition was conducted in three rounds. The preliminary round sorted the best out of the participants who then appeared for the activity round which was conducted on 27th Aug. Here the participants were tested for their problem solving skill through a puzzle which they had to solve in the limited time duration.
In Rapid fire round, each participant was asked a series of question with a time frame of three minutes. The rapid fire round tried the competence of the participants in several mathematical calculations and logical reasoning. The competition was watched by the students of class III-V who found it encouraging and interesting.
For more photos Click here


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You can find three basic groups of casino games: table games, gaming machines, and random amount generators. Poker, blackjack, roulette, baccarat, craps, and other games are part of the gaming machine category. Table video games include baccarat, seven-card stud, and keno. The random number generator (RNG) is the internal product that generates the numbers that are used in casino game titles.
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A casino game’s house edge is the difference between your initial cost and the existing value of the house. Generally in most games, the home edge is significantly less than one percent. A high house edge means you will find a higher than average winning tendency. A minimal house edge means a lesser than average winning tendency. A confident or negative slope or worth indicates if the casino is providing a fantastic service to its consumers.
One way of reducing the house edge in slots would be to limit the casino’s random number generator. This is the way to obtain the casino’s vulnerability to hackers. Another method of reducing the home edge in slots is to provide bonus payments to people who win. This escalates the frequency with which slot participants win, in order that the casino will make more income from these slot games than it would with any other type of casino activity.
Most people view online casinos as less risky than their land-based counterparts because there are no humans or folks around to look for the chances of a slot machine game winning or losing. Some gamblers argue that by setting bets within an internet casino rather than a traditional casino, there is absolutely no way to know whether a machine’s odds of winning or losing are even. This is partly why many countries have got banned online gambling.
There are a few advantages to playing slot games online, nevertheless. Online casinos offer their competitors the chance to play a variety of casino gambling games for free. It gives a gambler a chance to read more about different casino games without putting money down. A player can also practice his tactic by playing many online slots without risk. The web has proven to be a boon for most casino gamblers, giving them more ways to make money.
Gambling, at its most basic level, is really a game of chance. On the other hand, if the house edge of any slot machine game is greater than 10%, then the casino offers a casino player an exceptional gaming experience. Players should understand the home edge of the slots, they’re playing before they put their bets. Gambling should never be cured as a guaranteed earnings stream; instead, it ought to be treated as an indulgent pastime and a terrific way to spending some time.
Countless casino gaming machines provide various probability of winning. The payout percentages are different from machine to machine, which means that a new player can increase his chances of winning by playing with various payout percentages. Consequently, poker players can usually choose machines with better chances of paying out the larger jackpots. Those with smaller jackpots can make an effort to increase their likelihood of winning small payouts as well.
A casino house edge is the difference between your original stake and the amount the casino owes you after a short win. When 호텔 카지노 you make a blackjack wager, the casino pays you a portion of the winnings you earned. The house edge may be the total amount the internet casino owes you right after paying out the original bet. The longer the game goes on, the larger the home edge will undoubtedly be.
Along with playing slots and video poker, there are lots of other popular casino games that people enjoy playing. You should have a look at some of the slot machines and table games offered by online casinos to see which ones people seem to love the best. While you can find no guarantees that you will have luck with any one of them, you need to give some of these slots a try. Even if it generally does not work out, you may end up enjoying some of the other slot games and card games offered at an online casino.


- Features and feature descriptors
- Scale invariant feature descriptor (SIFT)
- Feature matching
Features and feature descriptors
Features or key-points of an image are corners which are unique in the image. Harris and FAST are two different corner detectors, we have discussed Previously. Corner detectors are invariant for translation, illumination and rotation. But it is variant for scaling.
Lets see an example
Next figure shows two different scales of same image. In smaller image, it’s easy to detect that there is a corner, but what about same image in the large scale. It will be difficult to detect that corner so this feature point will not be recognized for all scales.
So size of the window will effect the detection of corners. Large corners needs large windows and smaller corners needs smaller windows.
Scale invariant feature descriptor (SIFT)
Scale invariant feature descriptor (SIFT) is not a new way to find key-points or corners that is invariant to scale. But it is a descriptor of detected corners of different image scales or image pyramids.
Image pyramids and scale-spaces
Image pyramids or image scale space is the proposed method to handle images in different scales. We have different scale-spaces
Gaussian scale space (Gaussian pyramid)
Laplacian of gaussian (LOG) scale space
Difference of gaussian (DOG) scale space
The basic idea to build scale space is shown in the following figure
In SIFT we usually prefer DOG scale space which is an approximate of LOG and simpler in calculation.
SIFT scale space
In SIFT Pyramid we have
different levels of image resolutions (pyramids levels)
different scales of window in each octave level (different \(\sigma\) of gaussian window)
Key-point (corner) scale localization
For each key-point (corner) we need to find its best scale which have maximum value (cornerness measure). It is achieved by comparing same corner with its neighbors of above and lower scales and select scale with maximum value. For same iamge, it is not necessary for its corners to be localized at same scale.
Extract SIFT feature descriptor
After localization of a key-point in our scale space. We can get its SIFT descriptor as follow
- Extract a \(16 \times 16\) window centered by this point.
- Get gradient magnitude and multiply it by a \(16 \times 16\) gaussian window of \(\sigma =1.5\)
- Get gradient angle direction.
- Adjusting orientation (To be rotation invariant):
- Get the gradient angle of the window and Quantize them to 36 values (0, 10, 20, …, 360)
- Locate dominant corner direction which is most probable angle (angle with max value in 36 bit angle histogram)
- subtract dominant direction from gradient angle.
- Divide this \(16 \times 16\) patch to sixteen \(4 \times 4\) blocks
- For each block get magnitude weighted angle histogram and normalize it (divide by total gradient magnitudes).
angles (quantized to 8 angles [0, 45, 90, … , 360]) based on its relevant gradient magnitude i.e (histogram of angle 0 = sum(all magnitudes with angle 0))
- SIFT feature descriptor will be a vector of 128 element (16 blocks \(\times\) 8 values from each block)
The basic idea of feature matching is to calculate the sum square difference between two different feature descriptors (SSD). So feature will be matched with another with minimum SSD value.\[SSD = \sum (v_1 - v_2)^2\]
where \(v_1\) and \(v_2\) are two feature descriptors.
In brute-force matcher we have to match descriptor of all features in an image to descriptors of all features in another image. It is extremely expensive as we know any brute-force algorithm will guarantee getting a solution, but doesn’t guarantee getting optimal solution.
Random sample consensus is an iterative method for estimation of parameters of a mathematical model. We will model the transformation of points in source image to destination one, and try to find an estimate of model parameters. The basic idea of RANSAC algorithm is shown in the following flow chart.
RANSAC is a robust feature matcher. For example we can model the difference between two images to a set of transformations and run RANSAC to find best model that maximize correct matching.


Emmy Noether (March 23, 1882 – April 14, 1935) was a mathematician who became famous only after her death. Her research work has left its mark on the history of mathematics, and her life’s journey in a male-dominated world is worth a visit.
By Elsa Pécot
Emmy Noether, a girl among boys
Emmy Noether was born in 1882 in Erlangen, Germany, into a world filled with numbers. Her father, Max Noether, was a mathematician. At school, the young girl was very good at languages, especially French and English. If languages are her strengths, so is mathematical logic. At a birthday party, Emmy is the only child to solve a puzzle.
At the beginning of the 20th century, few women studied. Their place was considered to be at home, taking care of the children and the household and feeding anyone. Although she was qualified to teach English and French to little girls, she decided to take mathematics courses at the University of Erlangen. There are only two female students there! Emmy was allowed to listen to the lectures like the other students, but as a woman, she was not allowed to take the exams. This a real challenge for Emmy, who does not let herself be demoralized by this boys-only world.
Fortunately for her, things are changing and progressing. She was 22 years old when the University allowed women to obtain a university degree. She succeeded brilliantly! Bravo!
Teaching mathematics in dialogue with students, a new teaching style
With her degree in hand, Emmy wanted to pass on her passion for numbers by teaching math at the University of Erlangen. But the university does not allow women to work as professors.
Emmy, always passionate, chose to teach for free. For 8 years, she taught mathematics, participated in conferences abroad, and supervised the work of students. She could not practice her profession as a teacher until 1919, 12 years later!
This does not prevent her from being very close to her students and giving them a taste for calculations. Her method is particular; rather than giving a mathematics course, she prefers to discuss with the students and transmit her knowledge to them by discussing with them.
Emmy Noether, a pro in algebra and friend of Einstein
Emmy is the creator of abstract algebra. But what is algebra?
Algebra is the process of replacing unknown numbers in operation with symbols or letters to find the solution or generalize the result of the operation.
To find the solution, we replace the letters with different numbers. It’s a bit like swapping players on a soccer team.
In class, you use algebra when you study the formulas to calculate the area of polygons.
You have probably already heard of Einstein’s theory of relativity E = mc2, that’s algebra. We try to solve a mathematical problem, but to solve it, we replace the numbers by letters.
Emmy is brilliant. So brilliant that she is invited by her friend, David Hilbert, to join him at the University of Göttingen to help him in his research. He wanted to study Einstein’s theory of relativity and needed Emmy’s help. Einstein himself was impressed by the young woman’s talent.
It was in Göttingen that the mathematician proved two theorems of physics, a great advance for science because they are the basis of particle physics and general relativity. One of the theorems thus bears his last name: Noether’s theorem.
A small step for Emmy, a big step for physics
To understand this theorem, we must first explain the symmetries of the natural laws that you can observe in your environment. Here are some examples:
- the duration of the jump you make from a diving board will be the same from one day to another (the laws of physics are the same all the time)
- a bouncing ball will bounce the same in London or New York (the laws of physics are the same everywhere)
- your top speed when you run does not depend on whether you run left or right (there is no preferred direction in space)
- whether you weigh yourself in your bathroom or on a basketball playground, you will always weigh the same
What is Emmy Noether’s genius for? She managed to prove by calculation that behind each symmetry of natural laws, the physical quantity of the observed element (a body jumping, a ball bouncing, a body running or a person weighing himself on a scale) is conserved. And conversely, when a physical quantity is conserved, there is a symmetry of natural laws.
Fleeing the Nazis to escape death and teaching mathematics.
In 1933, the Nazi regime was established in Germany. The Nazis considered Jews to be inferior to them, and from then on, they did not have the same rights.
In addition to being a woman, Emmy was Jewish. The Nazi regime forbade her to continue teaching, and she was soon ejected from the university.
Despite petitions from her friends, the regime maintained its decision. The mathematician, therefore, flew to the United States, understanding she had no future in such a world. She became a professor of mathematics at Bryn Mawr College in Pennsylvania.
While there, she and her friend Hermann Weyl set up a support fund to help newcomers fleeing the Nazi regime in Europe.
She died two years later of cancer.
Saddened, Einstein wrote a letter to the New York Times to highlight the genius of this mathematician.
Today, a crater on the Moon and an asteroid are named after Noether, in honor of Emmy.
March 23rd, 1882
April 14th, 1935


OpenIntro Statistics 2nd Edition
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Modeling & simulation
Predicting disease progression and treatment efficacy
We develop mathematical models of physiological processes in normal and disease conditions, and Quantitative Systems Pharmacology (QSP) models of increased complexity enabling to predict disease progression or treatment efficacy in several conditions
What we do
Multiscale QSP models
COSBI has experience on a wide-range of different types of mathematical models, from deterministic ODE-based models to pure stochastic reaction networks, enabling the description of biological systems of increasing complexity, from single pathways to whole-body, hierarchical, Quantitative Systems Pharmacology (QSP) models.
Using advanced computational tools, we have successfully applied our strategy to neurological, metabolic and immuno-inflammatory disorders. We have developed a proprietary pipeline for model-based subject stratification, which demonstrated to be particularly promising in very challenging conditions, where the limited number of subjects or the complexity of the disease prevent the application of standard statistical methods.


Harmony Science Academy Carrollton *recommends that you purchase a TI-Nspire CX graphing calculator for your 8-12 student.
At Harmony, TI-Nspire technology is incorporated into Pre-Algebra, Algebra I, Geometry, Algebra II, Pre-Calculus, and Calculus classes. With their own calculator, learning can better extend well beyond the classroom.
Students benefit from having their own calculator by:
- having the same calculator for homework as they use in class
- having a valuable study aid on hand whenever needed
- downloading helpful applications just like on a computer
- mastering the TI-Nspire CAS technology before it is needed in the classroom
- being ready for any offsite test
With their own calculator their learning process extends beyond the classroom.
As the world becomes more high-tech, the fastest growing jobs are requiring high-tech skills. Math and science proficiency is becoming increasingly necessary and will benefit the students regardless of the career path they take.
For more information, visit https://education.ti.com/en/customer-support/parent-benefits
*calculators are provided in the classroom and are therefore not required


The number 2129455441 may seem like just a random sequence of digits, but it’s much more than that. In the world of data science, cryptography, and even in various cultural contexts, it holds significant meaning. Let’s dive into the fascinating world of 2129455441 and uncover its hidden mysteries.
Navigating the origins of numbers can be somewhat of a labyrinth. When it comes to 2129455441, it’s no exception. In the realms of data science and cryptography, this number holds a distinct place. What makes it stand out? Let’s scratch beneath the surface.
In the sea of numerical entities, the number 2129455441 swims against the current. This unique number, though seeming random at first glance, is often used in algorithms for its individual attributes, making it an excellent tool in the arsenal of data science.
One specific use of 2129455441 is in hashing functions. These functions map data of arbitrary size to fixed size. For instance, information in a database can be hashed into a string of the same length, regardless of its initial size. The presence of 2129455441 in such functions increases the randomness and unpredictability of the output, securing its popularity among data scientists.
The Significance in Data Science
As we dive deeper, let’s unravel the significance of the number 2129455441 in data science. It’s a field that hinges on accuracy, precision, and randomness. The number shares a unique connection with these key elements making it an essential figure in various algorithms. With an emphasis on hashing functions, I often see 2129455441, adding an impressive layer of sophistication.
In essence, a hashing function turns input of any length into a fixed size output. It’s skilled at ensuring data gets stored and retrieved efficiently, like tracking sale items within a large retail chain or keeping track of user information on social media platforms. Containing trillions of potential records, having an element of randomness creates minimal collision, meaning two input strings won’t hash to the same output value. This is where our fascinating number, 2129455441, enters the scene.
How, you ask? By being inherently prime. Prime numbers are unique in that they only have two distinct natural number divisors: 1 and themselves. This distinction is vital in hashing as it enhances the function’s dispersion. By being an enormous prime number, 2129455441 enables systems to spread out data more widely. This leads to fewer hash collisions and a more efficient data retrieval process.
Unraveling 2129455441 in Cryptography
Diving deeper into the pool of data science, let’s venture into the realm of cryptography. It’s an area where the prime number 2129455441 dances its charm. The connection between our mystery number and cryptography might not be crystal clear at the outset, but with each sentence, you’ll find the pieces of this puzzle starting to fit in.
In essence, cryptography is the practice of securing information, the main pillars of which are confidentiality, integrity, authenticity, and non-repudiation. Hash functions are used extensively in cryptographic algorithms to maintain these pillars. Given the nature of hash functions to produce an unpredictable and unique output, using large prime numbers such as 2129455441 enhances the security protocol of these functions.
With this, we’ve touched upon an important role of 2129455441—it’s used as a key factor in many cryptographic hash functions. You see, these hash functions transform an input—rendering it unrecognizable. To ensure an immense number of possibilities, the transformed input is multiplied by a large prime number.
Cultural References to 2129455441
Surprisingly, 2129455441 has made its way into popular culture. Though primarily recognized for its significance in cryptography, this giant number has found its place in various cultural manifestations.
One notable reference can be found in the world of literature. An obscure science fiction novel published in the late 2000s incorporated 2129455441 into its narrative in a fascinating way. The protagonist, a code-loving cryptographer, is faced with the challenge of cracking an intricate algorithm revolving around this prime number. As the story unfolds, it’s clear that the author was well-versed in the roles prime numbers play in cryptographic functions.
Recent advancements in technology have led to the introduction of prime numbers in the world of gaming. Enter the unexpected example of 2129455441. A popular puzzle-solving game released a feature where players had to manipulate a series of numbers to eventually construct the number 2129455441.


“There is only one thing more expensive in the long run than education, no education.” John F. Kennedy
That’s why we donated 35 exam training books to the graduating class of the Hans-Thoma-Schule in Malsch to help them prepare for their math exams.
Our trainee coordinator Tine Sell handed over the learning books to Claudia Polt-Schottmüller (learning group leader), Christoph Mayer (vice principal) and Kathrin Netischin (mathematics teacher) of the Hans-Thoma-School, making the teachers happy. And hopefully some students next year when the exams are over and there are good grades in math on the final report card.
And if you are already looking for an apprenticeship for next year or are interested in an internship or vacation job, please contact us at: email@example.com


gsl ran negative binomial pdf Function: double (unsigned int k, double p, double n) This function computes the probability p(k) of obtaining k from a negative. Binomial gsl_ran_binomial($k, $p, $n) This function returns a random integer from the .. The probability distribution for negative binomial variates is, p(k). GSL is a library that provides many useful scientific functions, including random number generation, random number distributions, statistics, negative binomial ( p, n), geometric (p), hypergeometric (n1, n2, t), logarithmic (p).
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The Type-2 Gumbel distribution function is. Kennedy and James E.
FreeBSD Manual Pages
This function computes the probability density at binomila for an exponential power distribution with scale parameter a and exponent busing the formula given above. The cumulative distribution functions for the Gaussian distribution are based on the following papers, Rational Chebyshev Approximations Using Linear Equations, W.
These functions compute the cumulative distribution functionsfor the binomial distribution with parameters p and n. The array P  contains the probabilities of the discrete events; these array elements must all be positive, but they needn’t add up to one so you can think of them more generally as “weights” — the preprocessor will normalize appropriately.
Brown, Modern Mathematics for the Engineer The Type-2 Binomlal distribution function is. After preprocessing, the random numbers are generated in O 1 time, even for large K.
These functions compute the cumulative distribution functionsand their inverses for the unit Gaussian dan. The symmetric stable probability distribution is defined by a Fourier transform. Davis, The computer generation of multinomial random variatesComp.
This function computes the probability of sampling n[K] from a multinomial distribution with parameters p[K]using the formula given above. This function returns a random variate from the flat uniform distribution from a to b. The probability distribution for geometric variates is. This function returns a random integer from the logarithmic distribution.
This chapter describes functions for generating random variates and computing their probability distributions. This function randomly shuffles the order of n objects, each of size sizestored in the array base [ The method uses the fact that a multivariate gaussian distribution is spherically symmetric.
A Paz do Senhor meus irmos! The probability distribution for hypergeometric random variates is. The first gzl returned is x and the second y.
The algorithm generates all possible permutations with equal probability, assuming a perfect source nefative random numbers. Given discrete events with different probabilitiesproduce a random value consistent with its probability.
This function returns a random variate from the chi-squared distribution with nu degrees of freedom. The following program demonstrates the use negatjve a random number generator to produce variates from a distribution. It covers every imaginable distribution and provides hundreds of algorithms.
Random Number Distributions — GSL documentation
The Exponential Distribution Random: The probability distribution for logarithmic random variates is. In particular it is important to avoid generators with a short period. This function computes the probability binkmial at x for a gamma distribution with parameters a and busing the formula given above.
More complicated distributions are created by the acceptance-rejection method, which compares the desired distribution against a distribution which is similar and known analytically. For discrete distributions the probability of sampling the integer value is given bywhere.
This function computes the probability density at x for a chi-squared distribution with nu neagtive of freedom, using the formula given above. This function computes the probability density at x for a Rayleigh tail distribution with scale parameter sigma and lower limit ausing the formula given above.


Maths - Key Instant Recall Facts - Autumn 2
KIRFs (Key Instant Recall Facts) are designed to support the development of the mental skills that underpin much of the maths work in schools. They are particularly useful when calculating, be it adding, subtracting, multiplying or dividing.
Each half term children are given Key Instant Recall Facts (KIRFs) to practise and learn at home as well as the work in school. These are sent home on A4 sheets and include practical ideas for parents/helpers to assist children in grasping the key facts. It is important that they know these thoroughly and can recall specific facts instantly.
Whilst children have a wide range of abilities in mathematics, the KIRFs are designed to be a set of facts that need to be learnt thoroughly as they build on each other year on year. Again, we stress that the children must aim to know their KIRF inside out, back to front and with instant recall.


Aspects of fractal modelling application
Keywords:model, fractal, mechanical properties, structure, prediction
Purpose of research. More than 40 years ago, the theory of fractals applied to model of materials structure and properties firstly. During this time in many publications, the connection between the fractal (fractional) dimension of various materials structural elements and their physical and mechanical properties have confirmed. But unified approach to the organisation of fractal modelling not defined. This article analyses some steps of fractal modelling in order to assess their application to specific cases of predicting quality criteria for metals and concretes. Results. One of the fractal modelling algorithms used in materials science is considered. The algorithm consist of: calculation of the fractal dimension D for the research object according to F. Hausdorff's formula; definition of object self-similarity (invariance with reference to the representation scale); model investigation for compliance with the conditions corresponding to the sensitivity index; choice of a objective function (quality criterion), variables (fractal dimensions of structural elements) and reference points; formalization of the obtained results (selection of an adequate model describing the connection between the fractal structure of the material and its properties); estimation of the fractal object heterogeneity degree according to Rainier's formula for belonging to multifractals; interpretation of the obtained results. Examples of implementation for each step of the fractal modelling algorithm are given. The expediency of supplementing the considered algorithm due to the possibility of applying fractal formalism in the quality criteria ranking by the metal and concrete example is considered. The application of such a systematic approach in fractal modelling allows to improve the investigated material properties prediction based on the analysis of their structure and macrostructure. In turn, this leads to the finding of new structure-property regularities. Conclusions. Variants for supplementing the algorithm for fractal modelling of the structure and properties for metals (steel and cast iron) and concretes are proposed. The application of these algorithms allow the correlation and sensitivity estimation between the fractal dimension of the structure and the properties, as well as the ranking of the quality criteria for the materials based on the analysis of the working range of their values.
Authors that are published in this journal agree to follow the conditions:
Authors reserve the right to the authorship of his work and cede the right to the journal of first publication of this work on conditions of the license under the Creative Commons Attribution License, which allows others to distribute it freely with the obligatory reference to the author of the original work and the first publication of the work in this journal.


Signal Transformation and Information Representation Group
About Professor Vivek Goyal
Dr. Goyal received the B.S. degree in mathematics and the B.S.E. degree in electrical engineering (both with highest distinction) from the University of Iowa, where he received the John Briggs Memorial Award for the top undergraduate across all colleges. He received the M.S. and Ph.D. degrees in electrical engineering from the University of California, Berkeley, where in 1998, he received the Eliahu Jury Award for outstanding achievement in systems, communications, control, or signal processing.
The recent and ongoing work of the STIR group has included key innovations in a broad range of fields. Our work is generally organized around conceptual themes, including quantization, sampling, and sparsity. Alongside the invention of theoretical frameworks for source coding, we work with great collaborators to maximize our technological impact in several areas of information acquisition


Above are some 7th Grade winning scholars from the recent Alliance-Wide 2019 Math field day!
HELLO AND WELCOME TO ADVENTURES IN 7th GRADE MATHEMATICS!
LET'S EXPLORE THE mathematical potential that lies AHEAD OF YOU!
Think about it. There's very little in real life that we do that does not require the principles taught in mathematics. Mathematical models and calculations are used in the real life jobs such as: automotive production, biology, nursing, video gaming, animation, air traffic control, architecture, banking, graphic design, interior design, meteorology, construction work, and the list goes on and on. Also, from a practical sense, following a recipe, installing flooring, balancing a checkbook and saving for a new video game or birthstone bracelet require a knowledge of mathematics.
There is stiff student competition in our global-RICH environment with students from Singapore, Hong Kong, Taiwan and South Korea outranking American students in mathematics and science. Our students need to become better equipped and more prepared for the global jobs of the future. That's what I'm here for, to help you -- as Alliance MIT scholars -- to succeed and become flexible mathematical thinkers!
ALSO, DON'T FORGET THAT FEMALES ARE MUCH-NEEDED IN THE FIELDS OF MATHEMATICS AND SCIENCE. BY THE WAY, THE SALARIES ARE A GREAT INCENTIVE AS WELL. SO, IT'S TIME TO TAKE THE TREK TO NEW HEIGHTS IN MATHEMATICS!


|Each episode of Junior Maths, a British children's TV program that was part of ITV Schools, featured a story about "The Mad Mathematician". For example, in this episode (currently available on YouTube), the Mad Mathematician momentarily ponders the problem of how much water would need to be added continuously to the king's tub to keep it full when its drain is unplugged. More importantly, he also must draw balloons using only straight lines to avoid being decapitated.
Based on the few I've seen, there's not a lot of fiction and only elementary math in these stories, but there seem to be some people who are nostalgic for this show that may well have helped some viewers see the beauty and importance of mathematics. The show may actually be even more fondly remembered for its unusual incidental music by Ron Geesin. In fact, that is how
Wladislaw Leszczewski found out about it and brought it to my attention as an example of mathematical fiction. Thanks again, Wladislaw!
If there is anyone out there who remembers this show and has seen more than a few episodes, please write to tell me more about it. I'm especially interested in knowing how the mathematician deserved the epithet "mad". Was he supposed to be crazy? If so, how was this manifested? Or, was he "mad" in the sense of angry. (Being threatened with death if one cannot draw balloons using only straight lines seems like sufficient cause to be angry, in my opinion.)
I have only written "ITV Schools" as the creator of this work of mathematical fiction rather than listing the individual names of those responsible. In part, that is because I am not really certain who wrote the Math Mathematician segment. If you'd like to know more about the people responsible for creating Junior Maths, you can watch this YouTube video including the full credits from one episode.


Say I've got a motor drive system where two of the phase currents are measured, and the other is known because the motor is wired in star configuration and so the currents through each phase need to sum to zero.
So I setup my hardware to measure Iu and Iw, but maybe my Clarke and Park transform software asks for Iu and Iv, so I calculate Iw from my two measured currents and feed Iu(measured) and Iv(calculated) into the software, and the transform works.
But what happens when the measured signals are noisy (with both correlated noise appearing on Iu and Iw, and also random noise appearing on both channels)? Will the noise cancel out when applying the transform?
Iu(measured) = Iu(real current) + Iu(noise)
Iw(measured) = Iw(real current) + Iw(noise)
Iv(calculated) = Iu(measured) - Iw(measured) = Iu(real current) + Iu(noise) - (Iw(real current) + Iw(noise))
= Iu(real current) - Iw(real current) + Iu(noise) - Iw(noise)
Are there any considerations to take into account with this type of setup? Is there an issue with calculating one current from the other two?
My understanding of the subject was limited at best, so I consulted someone more knowledgeable.
Dave told me that there was no difference functionally between using a calculated Iw or a measured Iw:
Quoted from Dave (firstname.lastname@example.org):
Assuming equal amounts of noise on all the phase current measurements, there will be no difference from a performance point of view than if you had measured Iu and Iv, and calculated Iw. Whenever you have one phase which is reconstructed from the other two, that phase will see the noise from both other phases. For correlated noise, they must be added algebraically. For non-correlated noise, they must be added vectorally.
Also, your customer made a mistake in his equations. The calculated missing phase is always the algebraic sum of the NEGATIVE of the other two. So, here is what the equations should look like:
Iu(measured) = Iu + Iu(noise)
Iw(measured) = Iw + Iw(noise)
Iv(calculated) = -Iu(measured) – Iw(measured) = -Iu – Iu(noise) – Iw – Iw(noise)
As you can see, the two noises are of the same polarity, which means the correlated portions add algegraically.
Then we supply Iu(measured) and Iv(calculated) to our Clarke transform, which will attempt to recreate Iw. But watch what happens:
Iu(out) = Iu(measured) = Iu + Iu(noise)
Iv(out) = Iv(calculated) = -Iu – Iu(noise) – Iw – Iw(noise)
Iw(out) = -Iu(measured) – Iv(calculated) = -Iu – Iu(noise) +Iu +Iu(noise) +Iw +Iw(noise) = Iw + Iw(noise)
So, there is no difference. Two of the phases will have their measurement plus their noise, and the reconstructed phase will have the current plus the noise from both other phases.
I hope this helps!
Thanks for the correction. I didn't really check my equations for the calculated current, I was just trying to get the general point across.
Matt HeinSo, there is no difference. Two of the phases will have their measurement plus their noise, and the reconstructed phase will have the current plus the noise from both other phases.
So this means that the 'reconstructed phase' with have twice as much noise, which is bad, right? But you say that there is no difference functionally.
I think I may need to do some simulations to see exactly what happens.
Based on the Clarke and Park transform equations, I think Dave is getting at the point that even if you had simply measured Iu and Iv from the outset, the transform software still relies on the fact that the missing phase is the algebraic sum of the negative of the other two phases. In this case, Iw sees the noise from both phases.
So when you measure Iu and Iw to calculate Iv, Iv sees the noise from both phases. As long as you are not measuring all three, then one is going to be reconstructed.
I completely agree that simulations would help shed some light on this problem.
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İlkokul Öğrencilerinin Matematiği Gerçek Hayatla İlişkilendirme Becerilerinin Çocuk Edebiyatı Eserleri Bağlamında İncelenmesi
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Within this research, in the context of children’s literature, mathematical real life connection skills of primary school third class students are investigated thoroughly according to mathematics lesson learning areas, levels and sub components. The research is designed by a case study. Participants which were determined with the typical case sampling method consisted of 15 third grade students who took part in the study online for 7 weeks. The data of the research were collected during spring term of 2020-2021 school years. The data of the research; written documents provided from students during practices; researcher observation notes; video recordings of the practises and the data obtained from the videos taken by students as performance tasks, they are analysed using descriptive analysis. Analysing the mathematical real life connection skills of students according to learning areas and in terms of content, vocabulary and visual contexts of children’s’ literature it is noticed that students frequently make connections in the learning area of numbers and operations, and that they struggle to connect real life with the learning area of data analysis. Analyzing students according to mathematical real life connection skills indicates that they frequently make explicit connections, and that they are incapable of connecting the factors which include deeper embedded mathematical meanings. It is observed that the examples that they gave from their real lives were mostly from their close environments and that they were insufficient in explaining how and for what they use mathematics in their lives. Finally we concluded that children’s’ literature provided suitable various contexts for connecting mathematics with the real life. It is noted that seven children’s literary works include the contexts of social life, life in nature, domestic life and healthy life and that these contexts can be connected with the learning areas of mathematics lesson.


Cubic Container Calculator
You can quickly find out the volume in ft 3 with this cuft calculator.
Cubic container calculator. The resulting number displayed is the cubic volume of your shipment. Cubic meter calculator allows you to calculate volume of packages in cubic meter with dimensions in cm mm meter inch feet and yard metric and imperial units for multiple products mixed cargo. How to calculate cubic yards for rectangular circular annular and triangular areas. The si unit for volume is the cubic meter or m 3 by convention the volume of a container is typically its capacity and how much fluid it is able to hold rather than the amount of space that the actual container displaces.
It helps user to calculate cubic meters cbm when shipping goods. To calculate cubic feet using dimensions that are already in feet use the formula above to solve by multiplying the three measurements together. Cbm calculator is a free utility to calculate consignment s weight and volume. How to calculate cubic feet.
User can get quick and easy calculation of how many product s will fit in a shipping container. A cubic feet calculator is used to calculate the volume of a cube shaped space in cubic feet. If you have multiple items in your shipment run each item s measurements through the calculator. Enter the measurements for your box pallet or package into the calculator.
Calculate project cost based on price per cubic foot cubic yard or cubic meter. See how you can stack items inside a shipping container standard shipping container sizes and learn about the trade off between container utilization. For example let s calculate cubic footage of a volume that is 2 feet long 3 feet wide and 1 foot high. Enter measurements in us or metric units and get volume conversions to other units.
Cubic meter calculator allows you to compare weight volume volumetric weight and number of packages in different shipment containers. Calculate cubic yards cubic feet or cubic meters for landscape material mulch land fill gravel cement sand containers etc. Related surface area calculator area calculator. Volume is the quantification of the three dimensional space a substance occupies.
It can help you determine the volume of a cubic container and the quantity of material necessary to complete the earthworks. This container calculator has many standard container sizes entered by default so it is very fast and easy to use. This is a convenient calculator to help us figure out the volume of a cuboid or a box calculete cubic inches from different unit include inches feet yards mm cm or meter with calculation formula and dynamic visual cube help us understand the answer more easily.
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Dating aptitude quiz
Job Quiz is a career aptitude test built for the modern-day job market.
It takes about 12 minutes, evaluates hundreds of career possibilities, and allows you to discover your perfect career.
Other reasons included improving activities such as cooking and DIY (26 per cent) and being able to better understand statistics in the media (25 per cent).
The importance of maths for everyday life is perhaps sometimes underestimated.
Of the parents asked, 46 per cent indicated that their primary motive was a desire to better help their children with tasks such as homework.When you’re not suited to your job, it isn’t just you that suffers.Your employer and your co-workers are worse off thanks to your inability to give 110 percent.“Understanding what we spend and what we earn to a greater extent could be the difference between a balanced budget and an uphill money struggle.” Another supporter of National Numeracy is Martin Lewis, founder of Money Saving Expert.com, who stated: “Maths is the lifeblood of good money saving, helping you understand when you’re getting a good deal and when you’re being ripped off.” However, other findings from the survey revealed that only 51 per cent felt that their maths GCSE (or O-level or Scottish Standard Grade) had helped them in the workplace and over a third (35 per cent) stated that they found aspects of daily life challenging due to a lack of aptitude in maths and numeracy.Indeed, financial literacy in itself is becoming increasingly recognised as something lacking in education.
Search for dating aptitude quiz:
“There are so many opportunities to improve your skills during everyday life, doing even a little a day can make maths feel more familiar and less scary.” Whether you want to improve your maths to help you put up some shelves, balance the books or help your children with their homework, try out our quiz to find out whether your maths and numeracy skills are up to scratch.


Generating EEG Channel Covariance Matrices
Introduction to the Channel Covariate Matrix
The key data structure that allows for this type of multivariate analysis is the channel covariance matrix. It seems like a contradiction that we will be using sinusoidal filters on our data given our above criticism. In this case, however, our coupling measure will be calculated from the channel covariance matrix, not on the underlying waveform.
My first introduction to channel covariance matrix was overcomplicated, so let me present the shorthand in four logical steps:
- A Pearson’s correlation computes the linear relationship between two vectors of values between the bounds of 0 to 1.
- EEG data is a series of channels each consisting of a vector of amplitude data. This data may be raw, filtered, or cleaned.
- A correlation matrix of EEG data would consist of a square matrix (channel by channel) and each table cell would contain the Pearson’s correlation with the linear relationship between the pair of channel amplitudes.
- A covariance matrix is identical to the correlation matrix, but measure variance which is unbounded.
Creating a covariance matrix in MATLAB
In this case, googling how to create an EEG channel covariance matrix can lead to a road of pain. I would specifically refer you to Cohen’s general tutorial on GED and this blog post from Towards Data Science. Instead, let me walk you through an example in MATLAB.
% === Exploring channel covariance matrices ================== % A channel covariance matrix encodes the linear relationship % between all pairs of channels. The resulting matrix is a % square matrix with a height/width of the number of channels. % A covariance, unlike a correlation, is unbounded. Larger % covariance values indicate the signal varies together. % Fix random generator rng(1,'twister'); % First, generate simulated EEG data no_channels = 4; no_samples = 1000; myEEG = rand(no_channels, no_samples); % Second, manually create a channel covariance matrix cov_mat = (myEEG*myEEG')/(no_samples-1); % The more commonly used mean-normalized covariance matrix myEEG_mc = myEEG - (sum(myEEG,2) / no_samples); cov_mat_mc = (myEEG_mc*myEEG_mc')/(no_samples-1); % Compare with built-in MATLAB Function cov(myEEG_mc')
Interpreting the Output
Mean-offset covariance matrix
cov_mat = 0.3343 0.2530 0.2542 0.2475 0.2530 0.3407 0.2541 0.2515 0.2542 0.2541 0.3413 0.2493 0.2475 0.2515 0.2493 0.3285
Mean-centered covariance matrix
cov_mat_mc = 0.0838 -0.0005 0.0016 -0.0007 -0.0005 0.0841 -0.0016 0.0004 0.0016 -0.0016 0.0867 -0.0009 -0.0007 0.0004 -0.0009 0.0827
Confirm that the covariance matrix is exactly a no_channels x no_channels square matrix. Each cell of this matrix contains a volume which represents the linear relationship of two channels.The covariance between the same variables equals variance, so, the diagonal shows the variance of each variable. If you want know more about the difference between variance and correlation check out this link.
Built-in cov() function in MATLAB
MATLAB’s built-in function cov() will generate a mean-centered covariance matrix. In many applications, a mean-centered covariance matrix is preferred since the original units may vary between features. The EEG data we have in this case is all measured in microvolts. Cohen extends this discussion here following equation 8.
MATLAB’s cov() function does not have an option to turn off mean-centering. However, it is trivial to modify the Mathworks function so that you gain a deeper understanding of how it works.
Spend a moment to enjoy a piece of professional code and jump down to approximately line 154:
xc c = (xc' * xc) ./ denom;
Most of the Mathworks teams' code consists of contingency checks, but the basic algorithm is identical. Select all (Ctrl-A), Copy (Ctrl-C), and Paste (Ctrl-V) into a new Document (Ctrl-N). Save the new function (“cov2.m”) with the mean centering line commented out. Once the function is run, you will see the output matches the original square matrix.Most of the Mathworks teams' code consists of contingency checks, but the basic algorithm is identical. Select all (Ctrl-A), Copy (Ctrl-C), and Paste (Ctrl-V) into a new Document (Ctrl-N). Save the new function (“cov2.m”) with the mean centering line commented out. Once the function is run, you will see the output matches the original square matrix.
data = data-mean(data,2); % mean-center S = data*data’ / (size(data,2)-1);
Minor notes #1: The denominator is usually designated as n for a population and n-1 for a sample. In practice, for EEG data in which greater than 10,000 samples are routine the difference between the two mathmatically is neglible. You could likely make a scientific argument either way, but I, like Cohen prefer just n.
Minor note #2: It is crucial to check and double check the orientation of your matrix to avoid “silent” errors. In the MATLAB function the expectation is that columns are “feature” being measured and the rows represent the observations. EEG lab formated data is usually the opposite, columns represent the observations from the time series.


Over the last weeks, I have been sharing my resources for Classically Catholic Memory. This week I am sharing some living math books and activities that we used for Classically Catholic Memory year Alpha. If you’re not familiar with Classically Catholic Memory (CCM), CCM is program that offers memory work content to explore and memorize in religion, history, science, great words (poetry, speeches, etc.), Latin, geography, math, and a timeline. I talked about how I utilize and organize CCM , and how I plan out our daily intensive which is a focused time during our morning time routine where we focus on one subject from CCM in order to make connections to other subjects or areas of life. Basically, this focused time allows our family to integrate our lives with our studies.
In CCM Alpha, the math memory work dedicates the first weeks to skip counting to 12, and the last 7 weeks are devoted to geometric formulas. For the skip counting weeks, we sang songs and did fun number mazes. Over time though that got to be a little redundant, so we shook up the intensive a bit by adding fun geometric coloring books, an activity centered on geometry and a living math book read aloud.
We use Saxon math, and it has been a blessing to our family culture. Saxon allows my children plenty of time for contemplation and connections using the spiral method. I find the spiral creates space for intuition to grow because of the repetition. I have noticed that Saxon does a fabulous job of teaching the larger abstract concept and the more detailed concrete subjects connecting them together for a firm understanding. I have also found that mimetic instruction has come easier using Saxon; I will caveat this whole post with the fact that I teach math as the language of God to my children. Therefore, I do not view math as an independent subject; I have dedicated myself to teaching a lesson of math to my children no matter their age. Just like when I am walking my children through morality or scripture reading, mathematics deserves to be taught and discussed with a student.


What is PossCalc?:|
PossCalc is a simple program designed to calculate the chances of acquiring a certain combination or permutation of a set of possibilities. For example, have you ever wondered what your chances of winning the lotto 649 are? Or perhaps how many possibilities there are to the combination to the lock on your locker? This tool makes these and many other examples easy to calculate.
Terms you will need to know:
Permutations - order of choices does matter.
Combinations - order of choices does not matter.
PossCalc is available in two forms:
PossCalc PHP - a very user friendly web-based application. My husband had taken my C code of the program to create a PHP version which makes it incredibly easy to use.
PossCalc - a terminal (command prompt for Windows users) application. This is a far less user friendly experience, however, does not require an internet connection to employ. PossCalc is available for Linux, Windows, and Macintosh users.
How to calculate from the 649 example:
The player gets to pick six numbers from one to forty-nine, they are not able to pick the same number twice, and the order of these numbers does not matter.
Number of Options = 49
Number of Choices = 6
Calculation Type = Combinations Without Repetition
How to calculate from the locker example:
My buffalo combination lock has a set of numbers from zero to thirty-nine. There is a possibility of a number being used more then once. I have to choose only three of those numbers, and the order of the numbers are important.
Number of Options = 40
Number of Choices = 3
Calculation Type = Permutations With Repetition