Even if you don’t know how blackjack card counting works, we bet you have definitely heard of this advanced strategy before!
It’s been made famous by countless movies and television shows, most notably, 21 (2008) which tells a slightly dramatised version of how the MIT Blackjack Team used card counting to take on Las Vegas casinos throughout the second half of the 20th century.
Even if you haven’t seen that one, card counting is featured in The Hangover (2009), Rain Man (1998), Passionada (2002), and Animal World (2018).
So, you’ve seen it work on screen. But have you ever wondered how it actually works or whether you could do it yourself here in New Zealand? Let’s take a look.
Card counting is just one of many different strategies used by blackjack players to try and reduce or remove the house edge.
Unlike other tools that a blackjack player might use, such as basic strategy and perfect strategy, blackjack counting cards requires you to do a bit of extra work.
While basic and perfect strategy focus on whether to hit or stand in every possible combination, card counting can help you to understand the likelihood of high or low cards being drawn from the shoe.
Combined with basic strategy, this allows you to vary your bet sizes to maximise the times when the deck is stronger.
Sounds complicated? That’s because it is.
Before we look at how card counting blackjack works, let’s address an important question – is it legal to count cards?
Yes, it’s completely legal to count cards in New Zealand and most other parts of the world. Provided you are doing the number crunching in your head and you’re not using any devices to help you, then you’re in the clear.
As its name suggests, card counting in blackjack involves counting the cards that come out of the shoe.
You’re not simply adding up how many cards you see, though. You’re tasked with assigning a value to each card and then adding and subtracting those values to form a “running count”. It is only basic arithmetic, but you need to do it quickly and constantly throughout the game.
Essentially, there are four steps to counting cards:
The exact approach varies depending on whether you are playing blackjack with a single deck or several in the shoe. The basics remain the same, but there is a little extra work involved for multi-deck games.
The process of counting cards with just one deck is a little simpler. Firstly, you need to assign a value to the cards, these are:
You start at zero and then use these values to calculate your running count. So if you see a two, four, eight, and 10 drawn, the calculation would be:
0 + 1 +1 + 0 -1 = 1
This means that the running count after these four cards is +1.
As the count rises, you should increase your bet sizes. This is because a higher count indicates that there are fewer lower-valued cards left in the deck, increasing the likelihood that you could get blackjack or a similarly-high hand.
Most blackjack games found in casinos today use multiple decks in the shoe. This makes card counting more difficult because it increases the number of aces and 10s that can be drawn.
In a single-deck game, as soon as you’ve seen four ace cards, you know that it’s impossible for you or the dealer to have blackjack.
But when there are several decks, seeing four aces might have reduced the odds of blackjack, but it most certainly is not a zero chance.
This is why advanced blackjack card counting involves turning the running count into the true count
To do this, you must divide the running count by the number of decks in the shoe. So if you think there are five decks and the count is currently +5, you would divide +5 by five to get a true count of +1.
However, you may not always know how many decks are in the shoe. In this case, you can try asking the dealer or you can estimate.
Yes and no. The effectiveness of online blackjack card counting depends on the game you choose to play.
Most online blackjack games use continuous shuffling which essentially reshuffles the cards in the shoe after every round of dealing. This reduces the effectiveness of card counting.
Continuous shuffling machines may not be used on live dealer games, so this could make your card counting more effective. However, the dealer still often shuffles the deck manually every few hands.
Despite this, card counting online blackjack may still be useful for you if you want to use it to practice before heading to a land-based casino or casino online.
Counting cards can be an effective way to reduce the house edge in blackjack. However, it is not as simple as it may appear in the movies.
Sure, blackjack card counting only requires you to add and subtract one each time, but it’s still mentally taxing. You will also need to do some division to convert the running count to the true count in multi-hand games.
If you want to add a new challenge to your blackjack playing, then counting cards is definitely a viable way to do this. But it’s important to understand it’s not a tool to guarantee you’ll win.


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The University of Manitoba is a public comprehensive university. Buy University of Manitoba diploma. Founded on February 28, 1877, seven years after the creation of the province of Manitoba and four years after the creation of the city of Winnipeg, the school is located in the southern suburbs of Winnipeg, the capital of Manitoba. It is an old university in western Canada.
The University of Manitoba in Canada has many advantageous majors. Order University of Manitoba degree. Below, the editor of Bida Study Abroad will introduce to you several types of advantageous majors at the University of Manitoba in Canada.
How much to purchase a fake University of Manitoba diploma certificate
One of the advantageous majors of the University of Manitoba (mathematics and statistics): Manitoba’s mathematics and statistics majors are very strong, specifically applied mathematics, mathematics mathematics, and statistics; Fake Canadian degree online.
The second advantageous major of the University of Manitoba (Engineering): Engineering majors are also very popular and the competition is fierce. Specifically, there are engineering science, geological engineering, geological/geophysical engineering;
The third advantageous major of the University of Manitoba (natural resources and environmental protection): specifically environmental science and environmental studies.


‘I was no good at mathematics so Sam probably isn’t going to be any good either.’
Throughout my career, I’ve heard this countless times at parents’ evenings. At first it surprised and saddened me, but as time went on, I became more prepared for it. I now respond to such comments by suggesting that the Sams of this world haven’t yet had an opportunity to develop their skills and their parents should talk about numbers and shapes whenever they can at home.
The usual response is that they wouldn’t know where to start. Many parents say they can help with reading, but not maths. I suggest some possibilities – talking about quantities in the kitchen, looking for shapes, times and distances on the way into school – but many of my suggestions seem to fall on deaf ears. Maths anxiety runs deep in our society.
As a maths teacher, it’s probably no surprise that I love maths so, for the past 16 years, it’s been my mission to change this “can’t do” attitude. I take every opportunity to tell my students about brain plasticity and that they can improve their understanding of maths – and that, in fact, with effort and practice we can all improve in anything.
I tell them I wasn’t ‘a natural’ at maths, but moulded my brain to think mathematically through card games, darts and puzzles. I’ve also been careful to make sure they know they can make mistakes – they are happier to give it a go and not worry if they feel confident that having the wrong answer isn’t a problem.
I also try to practise what I preach. If I don’t know a solution I am honest with them, say I don’t know and then work out how to solve it. I remember the first time I tried to solve the four fours problem. This is an exercise where you use the integer 4 exactly four times to create a calculation that totals zero to 20. Nobody in the class could make 19 – not even me. One of my students clocked this so I worked alongside them to find the answer. A few minutes later I realised the solution, gave a clue and one of them got it.
But it often feels as though moments like these are few and far between. So I was thrilled when I received a note from one of my students recently. They started by saying I had helped them love maths, which I was delighted about. It was the last part that really stood out, however. ‘The lessons you have taught me have made me realise that I can do well in maths,’ they wrote. ‘But they have also motivated me in all my other subjects, my sport and everything I do in life.’
When Edward* first came into my class he had been a lower attainer. One of his teachers felt that he showed some potential, however, so he was given the opportunity to move up. At first, he was in awe of students and his automatic reaction was, ‘I can't do maths, this is too hard, I can't answer as many questions as the others.’
My response was to say "you can't yet” and, slowly but surely, he took that outlook on. He started to ask more questions, do extra work and became more confident about not knowing something straight away. He saw that practice and effort brought him progress both in maths and in sport, which he enjoyed but had not excelled in.
That’s the crux of maths anxiety for me as a professional. It’s not just about teaching children maths – it is also creating a belief that they can learn and that learning will improve their life experience.
Our society needs people who can think and solve problems effectively. At the very least, we need people to be able to reason and judge for themselves whether a message from a computer is fake or true. Maths holds a beauty for me, but even if you don’t feel that, its ability to develop thinkers with clear communication skills is really valuable.
But much more than that, maths anxiety is a sign of a fear of failure, and we really need to help our young people to develop resilience. Maths, with its focus on problems and solutions, can help us to do this. Seeing the results of my many hours spent explaining that our brain is an amazing organ was brilliant, but knowing this goes beyond my subject has made me even more dedicated to the cause.
* All names have been changed.
We want to celebrate teachers by sharing as many of your stories as possible. If you would like to blog about your proudest teaching moment – whatever that might be – please email us at firstname.lastname@example.org.


In November, fifth graders working with Hollie McLachlan at Reiche Community School completed a Side x Side program led by teaching artist, Nance Parker. The program integrated a literacy and math unit that included Roald Dahl’s story, “The Witches,” with paper sculpture, watercolor, and collage. Parker introduced students to the work of Romare Bearden, whose collages influenced their creations. Each student created their own paper witch, adding multiplication facts as a design on the witch’s arms and number patterns as a design on the legs. For a culminating event, students exhibited their completed witches and spoke about the process of creating them to another fifth grade class.


The Domestic Trade, Cooperatives and Consumerism ministry (KPDNKK) has announced that fuel prices will remain the same for April 2015 – RON 95 petrol will continue to be priced at RM1.95 a litre, RON 97 petrol at RM2.25 a litre and diesel at RM1.95 a litre.
However, a KPDNKK spokesperson has told Bernama that RON 97 petrol will be subject to a 6% GST from tomorrow, which effectively raises its price to RM2.385 a litre.
The rule, however, is that GST will be applied to the final figure, and the only time the question arises if the price is rounded up to RM2.39 or down to RM2.38 is if you were to buy a only a litre of fuel per time at the pump. We’ll need to confirm that one.
For those who do pump more than a litre at a go (which is most folk), the maths are simpler – for example, if you pump 10 litres, then it should work out to RM22.50 (at RM2.25 per litre) plus RM1.35 (the 6% GST) to make it RM23.85.
If you pump RM50 worth of RON 97, the final bill will add on 6% GST (or RM3) on that amount to make it RM53.
- Source: paultan.org


Maths at Old Hall Drive Academy
At Old Hall Drive we follow the National Curriculum (2014). Each class has a daily maths lesson and we also link maths to other subjects whenever possible.
The National Curriculum for mathematics aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
(Department for Education (2013) The National Curriculum in England: Key Stages 1 and 2 framework document. [Online] Available from: https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum [Accessed October 2016].
Our teaching sequence uses a CPA approach as we feel this is the best way of meeting the aims:
- Concrete: this is practical maths, investigating all aspects of maths using items children can hold and move to build a solid basis, especially in number and calculation. Children count, add and subtract objects, then count in groups to multiply and divide and to develop a good understanding of fractions. They investigate shapes by building with them or drawing round them and later by comparing them. Throughout school, we encourage children to use objects to help them understand new ideas.
- Pictorial: this is next step and means that children move on to using pictures to support their understanding. This could be a picture we give them or a sketch they draw themselves.
- Abstract: this is the stage where children are able to calculate without equipment to support them. They have a good understanding of shape and are able to visualise them to work with them. Their understanding of fractions helps them to develop into using decimals and percentages and to work with ratio and proportion.
We encourage learning through reasoning and solving problems as this gives children chance to develop their skills and understanding in an interesting way. Children who can reason about and explain the decisions they make mathematically, generally have a deeper and more solid understanding than those that can just follow procedures. They tend to have a wider range of techniques to use, which means they are more resilient and independent learners


"I’m Ukrainian, was born in Paris and lived in London and Kyiv before my family moved to Munich. I have been a student at MIS for three years now. I like the people here and the great community we have.
I am part of one of the Maths Advanced groups at MIS and my group has 18 students. In one of our recent projects we calculated the weight, density and surface area of a whale! We used specific formulas and technology to do that, dividing the whale into different shapes to start off with. I think working on a task like this teaches me how to apply technology to solve real world problems.
I have many interests but have already made a decision on what I’d like to study at university. This helps me to focus now on subjects, like Math, that are required later for applying at my preferred universities."
Christina, Grade 10 student


PTC's Indigenous Sparks™ held a science and physics workshop at two schools in 2015. The students engaged in a series of practical physics investigations leading to a mathematical relationship. The focus centred around the application and understanding of Newton's laws of motion in everyday scenarios.
UTILISE NEWTON’S THIRD LAW TO EXPLAIN THE FOLLOWING SCENARIO BELOW
UTILISE NEWTON'S SECOND LAW TO WORK OUT THE FOLLOWING EQUATIONS
1. Looking at the image above what is the force necessary to give a mass of 75 kg, an acceleration of 3m/s/s
2. What is the force necessary to move this 55kg structure at an acceleration of 4m/s/s Force (F)=
3. What is the force necessary to move a 25 kg formation at an acceleration of 2.5 m/s/s Force (F)=
UTILISE NEWTON'S FIRST LAW TO DESCRIBE WHAT IS OCCURING IN THE IMAGES BELOW


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You have just modeled a ray, a plane figure in geometry that has one endpoint but continues in the other direction forever. A ray is named based on the direction in which it extends. Ray In Geometry Examples. Things to try One will be an endpoint, the start of the ray. On its way to infinity, a ray may pass through more than one point. Each ray starts from P and it is the end point. Because English-language speakers, readers, and writers move their eyes from left to right, almost all rays you see symbolized in mathematics will have left endpoints and right arrows. line segment It originates at our star, the Sun, and travels one way, striking earth some eight minutes after it left its "endpoint," the Sun. A ray of sunshine is a ray. You can further use a torch to explain rays. Thus, the line is AB. Inductive & Deductive Reasoning in Geometry, Line Segments (Definition, Formula, Example), What is a Coordinate Plane? Label both points with capital letters. ) or simply by a letter, usually lowercase (for example, line line By the end of this lesson, you will be able to. A ray is named based on the direction in which it extends. A ray is also called half-line. This is the same as the definition of a Ray in ordinary plane geometry, Instructors are independent contractors who tailor their services to each client, using their own style, In plane geometry, a ray is easily constructed with two points. This ray will be called QP as it starts at Q and extends towards P. So, the ray QP is represented as: Step 1: The definition of a ray states that "A ray is a part of a line that begins at a particular point (called the endpoint) and extends endlessly in one direction." Naming rays. In the above diagram, press reset. Get better grades with tutoring from top-rated professional tutors. Sorry, we could not process your request. passes through point B at (53,20) on its way to infinity. Now we have a ray. Get help fast. Math Homework. Learn more about rays and their attributes in the lesson titled What is a Ray in Geometry? A ray travels in one direction for infinity and can pass through other points along the way to infinity. This is the same as the definition of a Ray in ordinary plane geometry, the only difference being that we know the coordinates of the points involved. A The sun is the starting point or the point of origin and its rays of light extend indefinitely in our solar system. interpret how ray is produced from a line. This fourth grade geometry lesson teaches the definitions for a line, ray, angle, acute angle, right angle, and obtuse angle. coordinates A Use a straightedge to draw a line starting at your endpoint and continuing through your second point. We also need some other point along the one-way line. Thus the ray definition geometry stands as follows. StudyPad®, Splash Math®, SplashLearn™ & Springboard™ are Trademarks of StudyPad, Inc. Symbols save time and space when writing. What is Geometry? The inequality x≥-1 can be represented by the ray above, whose endpoint is at -1 on the real number line. See also the definition of a Ray in plane geometry. Thus the ray definition geometry stands as follows. The naming conventions are also the same. Let's explain how a ray is generated in basic geometry. A ray is a line that starts at a given point and goes off for ever in some direction. To draw a ray, place two points on a piece of paper. Examples might be modified periodically to make the concept easy for better understanding. The sun rays are an example of a ray. So, the ray PQ is represented as: B B Varsity Tutors © 2007 - 2020 All Rights Reserved, ARM-P - Associate in Risk Management for Public Entities Test Prep, SAT Subject Test in Spanish Courses & Classes, SAT Subject Test in Korean with Listening Tutors, ANCC - American Nurses Credentialing Center Test Prep, CAE - Certified Association Executive Exam Test Prep, CIA - Certified Internal Auditor Test Prep. Thus P is called the initial point. The path an arrow travels from a bow is a ray and has the added benefit of being, well, arrow-shaped. Tennis pro, Rafael Nadal, famously serves tennis balls at some 217 kph (135 mph), which defies gravity's tug so well it seems to travel in a straight line, just like a ray. Varsity Tutors does not have affiliation with universities mentioned on its website. Then, we write the endpoint and other point together as capital letters, capped by a tiny, one-way arrow (pointing to the right): This is the symbol for Ray RN→, named after an NFL quarterback, who can throw a football that very nearly moves like a ray. A ray is a line with a starting point called an endpoint. A ray is named with its endpoint in the first place, followed by the direction in which its moving. Lasers are excellent examples of rays because unlike sports balls, they are not much affected by earth's gravity, so they shine in steady, straight one-way lines from their source. Go into a dark room and turn the flashlight on. The vertex of the angles is the starting point of the rays. The naming conventions are also the same. A ray is named using its endpoint first, and then any other point on the ray (for example, Here are the most common geometrical symbols: In coordinate geometry, an inequality can be represented as a ray on a number line. Local and online. In geometry, a ray can be defined as a part of a line that has a fixed starting point but no end point. Given a line and; A and B are two distinct points on the line. Lines, Segments, and Rays Although we all know intuitively what a line is, it is actually difficult to give a good mathematical definition. Find an LED flashlight. the only difference being that we know the He is the endpoint; the traveling football is the one-way line. You can measure the length of a segment, but not of a line. Definition Of Ray. Step 2: As per the defition of a ray, among the figures given only Figure 2 represents a ray, Points,-Lines,-Line-Segments,-Rays-and-Angles-Gr-4. 4.9/5.0 Satisfaction Rating over the last 100,000 sessions. We also study how the size of the angle is ONLY determined by how much it has "opened" as compared to the whole circle. is a part of a line that has one endpoint and goes on infinitely in only one direction. So, the ray PQ is represented as: Look at another example. Instead of handing out math worksheets on lines, line segments and rays, show your children how the sun rays are an example of geometric rays, where in the sun is the starting point and how its rays reach the Earth. Tennis pro, Rafael Nadal, famously serves tennis balls at some 217 kph (135 mph), which defies gravity's tug so well it seems to travel in a straight line, just like a ray. A ray is also called half-line. A point Do It Faster, Learn It Better. A ray is the trace of a moving point in straight infinitely far from a fixed point. 1-to-1 tailored lessons, flexible scheduling. EduDesh is a website for learning things the easy way. line This bar-code number lets you verify that you're getting exactly the right version or edition of a book. Copyright © 2020 Studypad Inc. All Rights Reserved. Find a tutor locally or online. Explanation: . It may pass through another point as it does so. The light beam from a classroom LCD projector is a ray; so is light from a movie projector at your local cinema. How do we name a Ray? of the points involved. ray A ray is a These shapes have only 2 dimensions, the length and the width.. ISBN. When naming a ray, it is denoted by drawing a small ray on top of the name of the ray. ISBN-10: 0395676134. When naming a ray, it is denoted by drawing a small ray on top of the name of the ray. Thus P is called the initial point. m Since the middle letter of the name of this angle is , is the common endpoint; therefore, the name of each ray starts with .This makes and the correct choice. Choose one point to be the endpoint. A line can be named either using two points on the line (for example, How do we name a Ray? Names of standardized tests are owned by the trademark holders and are not affiliated with Varsity Tutors LLC. definition of a Ray in ordinary plane geometry, Definition and properties, altitude, median, Definition and properties, altitude, diagonals. Draw one arrowhead on the open end of your line (the one opposite the endpoint).
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Solve the above proportion to obtain the length L in inches: We conclude that 14.5 centimeters is equivalent to 5.7086614173228 inches: We can also convert by utilizing the inverse value of the conversion factor. In this case 1 inch is equal to 0.1751724137931 × 14.5 centimeters.
Op dezelfde manier kan men vragen:,How many points are in an inch?
There are 72 points in 1 inch. To convert from inches to points, multiply your figure by 72 (or divide by 0.013888888888889) . How many inches are there in 1 point?
Op deze manier,How long is 3 point 5 centimeters in inches?
For practical purposes we can round our final result to an approximate numerical value. We can say that three point five centimeters is approximately one point three seven eight inches: An alternative is also that one inch is approximately zero point seven two six times three point five centimeters.
Vraag is ook:,How long is 5 inches in cm?
How long is 5 inches? How far is 5 inches in centimeters? 5 in to cm conversion. An inch is a unit of length equal to exactly 2.54 centimeters. There are 12 inches in a foot, and 36 inches in a yard.
What is the length of an inch?
An inch is a unit of length or distance in a number of systems of measurement, including in the US Customary Units and British Imperial Units. One inch is defined as 1⁄12 of a foot and is therefore 1⁄36 of a yard. According to the modern definition, one inch is equal to 25.4 mm exactly.
How do you convert 5/16 inches to inches?
To convert the fractional 5/16 inch to an inch as a decimal number, we simply divide the numerator by the denominator. Moreover, there are 25.4 millimeters per inch.
How long is 5 point 6 inches in centimeters?
We can say that five point six inches is approximately fourteen point two two four centimeters: 5.6 in ≅ 14.224 cm An alternative is also that one centimeter is approximately zero point zero seven times five point six inches.
How many centimeters in 6 feet 5 inches?
Use this easy calculator to convert feet and inches to metric. Feet Inches 6 Feet, 5 Inches = 195.58 Centimeters (exact result) Click herefor the opposite calculation


19/01/2016 · 1 kilometer me kitne meter hote hai 1 m 1 meter is how many ft 1 sq meter is how many sq ft 1 square feet means 1.75 meter in feet 10 metres convert to feet 100 m is how many feet 17 1meter in feet 1meter to feet 1square feet to meter 20 ft convert to mtr 656 feet=how many meter autocad drawing conversion from meter into feet bosch glm 40 meter. Convert volume units. Easily convert oil barrels to cubic meter, convert bbl to m 3. Many other converters available for free. Instantly Convert Feet ft to Meters m and Many More Length Conversions Online. Feet Conversion Charts. Many Other Conversions. This centimeters, feet and inches conversion tool is here purely as a service to you, please use it at your own risk. Do not use calculations for anything where loss of life, money, property, etc could result from inaccurate conversions. Please see the full disclaimer for more information. Convert length unit of Kn/m3 To Lb/ft3. Also, find Kilonewton Per Cubic Meter To Pound Per Cubic Foot conversion, definitions and how-to example.
A meter, or metre, is the fundamental unit of length in the metric system, from which all other length units are based. It is equal to 100 centimeters, 1/1000th of a kilometer, or about 39.37 inches. Diferent area surface units conversion from square meter to square feet. Between m2, sq m and sq ft, ft2 measurements conversion chart page. Convert 1 m2, sq m into square foot and square meters to sq ft, ft2. The other way around, how many square feet - sq ft, ft2 are in one square meter - m2, sq m unit? Calculate from area into other area. Convert square feet to square meters - Area Conversions. Online calculator to convert square feet to square meters ft 2 to m 2 with formulas, examples, and tables. Our conversions provide a quick and easy way to convert between Area units. Conversion Calculator. 1.3 meters equal 4.2650918635 feet 1.3m = 4.2650918635ft. Converting 1.3 m to ft is easy. Simply use our calculator above, or apply the formula to change the weight 1.3 m to ft. 16 meters equal 52.4934383202 feet 16m = 52.4934383202ft. Converting 16 m to ft is easy. Simply use our calculator above, or apply the formula to change the weight 16 m to ft.
1.8 meters equal 5.905511811 feet 1.8m = 5.905511811ft. Converting 1.8 m to ft is easy. Simply use our calculator above, or apply the formula to change the weight 1.8 m to ft. Online calculator to convert meters to feet m to ft with formulas, examples, and tables. Our conversions provide a quick and easy way to convert between Length or Distance units. ›› Quick conversion chart of newton meters to foot pounds. 1 newton meters to foot pounds = 0.73756 foot pounds. 5 newton meters to foot pounds = 3.68781 foot pounds. 10 newton meters to foot pounds = 7.37562 foot pounds. 20 newton meters to foot pounds = 14.75124 foot pounds. 30 newton meters to foot pounds = 22.12686 foot pounds.
The SI derived unit for speed is the meter/second. 1 fps is equal to 0.3048 meter/second. Note that rounding errors may occur, so always check the results. Use this page to learn how to convert between feet/second and meters/second. Type in your own numbers in the form to convert the units! ›› Quick conversion chart of fps to m/s. 1 m = 3.28084 feet ft 1 megameter = 1000000 m; 1 gigameter = 1000000000 m; Units of length in the metric SI system are based on multiples or fractions of a meter. There are measurements of length/distance in the metric SI system greater than a meter that can be expressed in terms of metres. 1 m is equivalent to 3.28084 ft or 1.09361 yd.
This meters, feet and inches conversion tool is here purely as a service to you, please use it at your own risk. Do not use calculations for anything where loss of life, money, property, etc could result from inaccurate conversions. Please see the full disclaimer for more information. Meter vs. metre For the unit of measurement equaling approximately 1.094 yards, meter is the American spelling, and metre is preferred everywhere else. The same distinction applies to the terms used in poetry and music— meter in American English, and metre everywhere else. 19/09/2016 · This is a video comparison between the Yaesu FTdx-3000 and the new Icom 7300. Listening in SBB on 17 meters, with no preamplifier and 3.0 khz wide of bandwidth. Feet to Meters Conversion 4000 Feet to Meters Conversion - Convert 4000 Feet to Meters ft to m. Convert area units. Easily convert square meter to square foot, convert m 2 to sq ft. Many other converters available for free.
1700 Meters to Feet Conversion Meters to Feet - Distance and Length - Conversion. You are currently converting Distance and Length units from Meters to Feet. Convert from feet and inches to meter Feet ft Inch in Meter m= Most popular convertion pairs of. 28/11/2015 · This is a non-scientific comparison of Yaesu's 4 radios: FTDX-3000, FTDX-1200, FT-991, and FT-450D. All DSP and other settings were adjusted to the best of my knowledge Notch, Contour, Shift and Bandwidth. I personally own a FT-450D so I am very familiar with the settings of the radio. I have had the FTDX-3000 for a weekend so my. Instantly Convert Feet Per Minute fpm to Meters Per Second m/s and Many More Speed Or Velocity Conversions Online. Feet Per Minute Conversion Charts. Many Other Conversions. 7.6 meters equal 24.9343832021 feet 7.6m = 24.9343832021ft. Converting 7.6 m to ft is easy. Simply use our calculator above, or apply the formula to change the weight 7.6 m to ft. 1 cu ft is equal to 0.028316846711688 cubic meter. Note that rounding errors may occur, so always check the results. Use this page to learn how to convert between cubic feet and cubic meters. Type in your own numbers in the form to convert the units!
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Kwangho Kim, PhD
Kwangho Kim, Ph.D. is a postdoctoral research associate in the Marshall J. Seidman Fellowship Program, currently collaborating with Dr. Jose Zubizarreta on methodological research on causal inference. His main research focuses lie on the intersection between causal inference and machine learning, particularly extending causal inference methods to novel, non-standard effects with possibly complex data structures, borrowing techniques in statistical machine learning. Through his work at HCP, he hopes to find opportunities to participate in innovative research for better, higher-value health care, by leveraging his quantitative skills. Kwangho is originally from South Korea, and obtained his B.S. in Mathematics and B.S. in Electrical Engineering from KAIST, M.S. in Statistics from Stanford University, M.S. in Machine Learning and joint Ph.D. in Statistics and Machine Learning from Carnegie Mellon University.


Struggling to understand how betting odds work? This guide will help you.
There are 3 different kinds of betting odds; Decimal, American and Fractional. American odds are often called Moneyline odds.
HOW DO DECIMAL BETTING ODDS WORK?
Decimal odds are the easiest type of odds to understand.
To calculate your winnings using decimal odds, simply multiply your stake.
Your “Stake” is the amount of money you wish to bet by the decimal number. For example:
If you placed a $100 bet at odds of 2.00, you would simply multiply 10 by 2.00 to calculate your return.
100 x 2.00 = 200.00 = $200 return from your $10 bet ($100 profit)
How about placing a $150 bet at odds of 1.57?
15 x 1.57 = 235.50 = $235.50 return from your $150 bet ($85.50 profit)
HOW DO AMERICAN [MONEYLINE] ODDS WORK?
American odds are calculated based on how much money you have to bet in order to win $100. The odds are always accompanied by either a plus [+] or minus [-] symbol. The symbols determine whether you need to bet more than $100 (-) or less than $100 (+), to win $100.
This may sound confusing at first, but it doesn’t take long to get used to.
Lets jump right into an example of how American odds work. Remember that American odds are all about how much money you have to bet, in order to win $100.
Imagine the odds looked like this for a particular fight…
Fighter A = -150
Fighter B = +200
When working with American odds, you need to remember that the minus [-] symbol always means that you will have to bet more than $100 to win $100. Minus [-] odds are considered the “favourite”. Odds with the plus [+] symbol are considered the “underdogs”.
If you take a look at the odds above, you can see that Fighter A is the favourite at -150. This means that in order to win $100, you would have to bet $150.
Fighter B on the other hands is a +200 underdog. This means that you would only have to bet $50 to win $100. Here are a couple more examples using more challenging odds…
Fighter A = -600
Fighter B = +1000
In this example Fighter A has odds of -600, which means that you would have to bet $500 to win $100. Fighter B on the other hand has odds of +1000, which means you’d only have to bet $10 to win $100.
Working with American odds will take some getting used to and it can be difficult to work out the exact amount of money you will win from your bets at first.
HOW DO FRACTIONAL BETTING ODDS WORK?
Fractional betting odds are favoured in the United Kingdom & Ireland and they’re the most popular type of odds used in Horse Racing. Although they may look confusing at first, they’re actually not that hard to work out. Lets jump right into looking at an example of how Fractional odds work…
If you wanted to bet $50 at odds of 6/4 six to four, this is how you would work it out:
First you have to add the numbers of the fraction together, in this case it would be 6 + 4 = 10. Then divide this number by the second number, in this case 4. 10 divide by 4 = 2.5. Then multiply this number by your stake. 2.5 x 50 = 125. Your return for a $50 bet at odds of 6/4 would be $125.
(6+4 = 10) 10 divided by 4 = 2.5
2.5 x 50(stake)= $125 ($75 profit)
If you get stuck and you’d like some help calculating how betting odds work, please don’t hesitate to get in touch.


Compound gear train is a gear mechanism with a number of gears fixed together to reduce or increase the speed. And its biggest advantage is the ability to speed reduction without making gears with large diameters. Therefore, we can achieve a high-speed reduction, in a compact size.
Compound gear train is used when the required gear reduction ratio is more than 5 to 1 and less than 100 to 1.
Find the Square root of the desired reduction ratio
First, we need to find the square root of desired reduction ratio. And the reduction ratio is the ratio between the input speed and the required final speed.
Pressure angle and select the minimum number of teeth on pinion
|System of Gear Teeth||Minimum No. of Teeth|
|14 ½ Composite||12|
|14 ½ Full-depth involute||32|
|20 Full depth involute||18|
Interference can occur when the number of teeth is less than the minimal number allowed. Therefore, one gear’s involute component may come into contact with the other gear’s non-involute component.
The number of teeth necessary for the mating gears = Number of teeth × SQRT of desired train ratio
Even the required number of teeth can be calculated using the above equation, it usually keeps giving decimal values. Yes, you can round it, but when you do so, the SQRT of reduction ratio changes. So, that means your output rpm will be more likely to be different from the expected one.
To fix this error, you can do the calculation for different numbers of gear teeth (it should be more than the minimum number of teeth) and round the number of teeth necessary for the mating gears. And then calculate the SQRT of reduction ratio for each rounded value. And then you can select the closest and most possible reduction ratio.


I am from the Slovak Republic, I lived there until I received a bachelor’s degree in Informatics on FMPH UK. With a background in both Mathematics and Computer Science, I wanted to be contributing to research as soon as possible. Hence I enrolled a Ms./Ph.D. program at KAUST.
In my spare time, I like to play collective sports. My favorite is ultimate frisbee, due to fair play spirit of the game. Back in Slovakia, I represented the Slovak national team.
- Bachelor in Informatics
2015-19 FMPH UK
- Ms/PhD in Applied Mathematics and Computational Science
- Machine Learning
- Federated Learning
- Stochastic Algorithms
- programming (Julia, Java, C++ Assembly, Haskell, Python)
- lecturing (I was training Slovak national IMO team)
Dynamic Learning of the Optimal Mini-Batch Size of SGD
(not published yet) 2019, supervisor: Peter Richtárik


14, rue de Provigny
Tél.: +33 (0)1 47 40
Fax: +33 (0)1 47 40
Disponible chez l'éditeur (délai d'approvisionnement : 10 jours).Ajouter au panier le livre de GABRIEL Steven H., CONEJO Antonio J., FULLER David, HOBBS Benjamin F., RUIZ Carlos
This addition to the ISOR series introduces complementarity models in a straightforward and approachable manner and uses them to carry out an in-depth analysis of energy markets, including formulation issues and solution techniques. In a nutshell, complementarity models generalize:a. optimization problems via their Karush-Kuhn-Tucker conditionsb. non-cooperative games in which each player may be solving a separate but related optimization problem with potentially overall system constraints (e.g., market-clearing conditions)c. economic and engineering problems that aren't specifically derived from optimization problems (e.g., spatial price equilibria)d. problems in which both primal and dual variables (prices) appear in the original formulation (e.g., The National Energy Modeling System (NEMS) or its precursor, PIES). As such, complementarity models are a very general and flexible modeling format.A natural question is why concentrate on energy markets for this complementarity approach? As it turns out, energy or other markets that have game theoretic aspects are best modeled by complementarity problems. The reason is that the traditional perfect competition approach no longer applies due to deregulation and restructuring of these markets and thus the corresponding optimization problems may no longer hold. Also, in some instances it is important in the original model formulation to involve both primal variables (e.g., production) as well as dual variables (e.g., market prices) for public and private sector energy planning. Traditional optimization problems can not directly handle this mixing of primal and dual variables but complementarity models can and this makes them all that more effective for decision-makers.
Introduction and Motivation.- Optimality and Complementarity.- Some Microeconomic Principles.- Equilibria and Complementarity Problems.- Variational Inequality Problems.- Optimization Problems Constrained by Optimization Problems.- Equilibrium Problems with Equilibrium Constraints.- Algorithm for LCPs, NCPs, and VIs.- Some Advanced Algorithms for VI Decomposition, MPCCs and EPECs.- Natural Gas Market Modeling.- Electricity and Environmental Markets.- Multicommodity Equilibrium Models: Accounting for Demand-Side Linkages.


Pasternak Iaroslav, Pasternak Viktoriya, Ilchuk Nataliia. Boundary Element Method for Defective Multifield Materials. Lambert Аcademic Publishing, 2018. 111 р.
Короткий огляд (реферат)
The book concerns a comprehensive study of 2D and 3D anisotropic thermomagnetoelectroelastic solids with cracks and thin inclusions. To study considered problems new boundary integral equations are obtained and new models are introduced for thin inclusions of arbitrary shape. These models can be also used for the analysis of solids with impermeable, permeable and semi-permeable cracks, and cracks with an imperfect thermal contact of their faces.


At Winchmore we have a large and richly diverse community. Our intent is for all students to be able to confidently use and appreciate the application of mathematics in solving a wide variety of real life problems; we would like our students to have a strong foundation in basic concepts and be able to reason mathematically. Our aim is to show students how Mathematics is used in the real world through modelling and problem solving, for example, when teaching percentages apply the theories to simple models for loans, mortgages, savings and tax calculations.
Our teachers have creative freedom to use resources other than the text books provided for each class. We encourage the team to work collaboratively in collecting and creating a bank of resources from which we can select and/or adapt to best meet the needs of the students in each class. We also frequently encourage students to solve worded problem solving questions as part of our focus on the development of literacy for Maths.
KEY STAGE 5
Exam Board : EDEXCEL
Units We Offer: Pure 1, Pure 2, Applied 1 and Applied 2 – these are all compulsory for a full A level qualification.
Specific GCSE requirements for access to this course:
Maths GCSE at grade 7 or above from Higher Tier paper. Ideally students from set 1 and set 2. Students with grade 6 will be taken into consideration on an individual basis.
- What kind of student is suitable for this course?
- Students who wish to:
- use mathematical skills and knowledge to solve problems
- solve quite complicated problems by using mathematical arguments and logic. You will also have to understand and demonstrate what is meant by proof in mathematics
- simplify real life situations so that you can use mathematics to show what is happening and what might happen in different circumstances
- use the mathematics that you learn to solve problems that are given to you in a real-life context
- use calculator technology and other resources effectively and appropriately; understand calculator limitations and when it is inappropriate to use such technology.
Main Features of this course:
When studying core mathematics at AS and Advanced GCE you will be extending your knowledge of such topics as algebra and trigonometry as well as learning some brand new ideas such as calculus. If you enjoyed the challenge of problem solving at GCSE using such mathematical techniques, then you should find the prospect of this course very appealing. Although many of the ideas you will meet in pure mathematics are interesting in their own right, they also serve as a core foundation for other branches of mathematics, especially mechanics and statistics.
If you choose to study mechanics you will learn how to describe mathematically the motion of objects and how they respond to forces acting upon them, from cars in the street to satellites revolving around a planet. You will learn the technique of mathematical modelling; that is, of turning a complicated physical problem into a simpler one that can be analysed and solved using mathematical methods. Many of the ideas you will meet in the course form an almost essential introduction to such important modern fields of study as cybernetics, robotics, biomechanics and sports science, as well as the more traditional areas of engineering and physics.


Upper School: 01903 814555
Church Street: 01903 814786
Rock Road: 01903 744884
Boarding: 01903 817601
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We follow the Key Stage 3 National Curriculum, which includes English, Maths, Science, French, Geography, History, RE, Art, Drama, Music, PE, Design Technology, Cooking and Computing.
Also, we deliver an innovative course called ‘REMAP' which aims to develop students' learning characteristics through the completion of several challenging projects.
Embedded across the curriculum are literacy, especially extended writing, reading, and numeracy.


One of the main problems that a team of developers working on the same project usually encounters is the fact that, when the code of each one of them is merged, conflicts between different developers’ code, errors, etc. can occur,…
iOS application (Swift, Realm…) to read the textbooks of Editorial Vicens Vives.
iOS application (Objective-C, Core Data) to learn and practice Mathematics from 6 to 12 years.
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I am planning a Drone Survey and the height of the drone will be 60m (196ft). So when I launch the drone it takes its datum height from the launch point as 0.0m (DJI M2P) it will then climb to said height and go off and do it’s thing.
However, one part of the survey is we are launching from the roof of a multi -story car park which is 12.31m (40ft) high. When I launch the drone it will have a datum height of 0.0m.
My question is, will the drone then ascend to 60m (above the building) and therefore 72.31m AGL or will it pick up its height from the GPS and go to 60m AGL.


2 edition of estimation of parameters in non-stationary higher order continuous time dynamic models found in the catalog.
estimation of parameters in non-stationary higher order continuous time dynamic models
A. R. Bergstrom
|Series||Discussion paper / Department of Economics, University of Essex -- no.261|
Parameter Estimation under Non-Stationary Circumstances using extended Signal Model Matthias Lechtenberg 1, Jügen Götze, phasor measurement subject to dynamic conditions. How-ever, only stationary signals and modulated signals with low and estimation of . This thesis develops the theory of continuous-time generalized AR(1) processes and presents their use for non-normal time series models. The theory is of dual interest in probability and statistics. From the probabilistic viewpoint, this study generalizes a type of Markov process which has a similar representation structure to the Ornstein-Uhlenbeck process (or continuous-time Gaussian AR(1. Answering the call for an up-to-date overview of the latest developments in the field, "Nonlinear Time Series: Semiparametric and Nonparametric Methods" focuses on various semiparametric methods in model estimation, specification testing, and selection of time series perfectkicks.online a brief introduction, this book examines semiparametric estimation. univariate and multivariate conditional volatility models, this paper evaluates the performance of the single index and portfolio models in forecasting Value-at-Risk (VaR) of a portfolio by using GARCH-type models, suggests that which model have lesser number of .
The arfima package has more advanced and general facilities for ARFIMA and ARIMA models, including dynamic regression (transfer function) models. Additional methods for fitting and simulating non-stationary ARFIMA models are in nsarfima. LongMemoryTS provides a collection of functions for analysing long memory time series.
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Bergstrom, A. () The Estimation of Open Higher-Order Continuous Time Dynamic Models with Mixed Stock and Flow Data, Econometric Theory, 2 – CrossRef Google Scholar Bergstrom, A. () Optimal Control in Wide-Sense Stationary Continuous Time Stochastic perfectkicks.online by: Downloadable. A method is presented for computing maximum likelihood, or Gaussian, estimators of the structural parameters in a continuous time system of higherorder stochastic differential equations.
It is argued that it is computationally efficient in the standard case of exact observations made at equally spaced intervals. Furthermore it can be applied in situations where the observations.
Abstract. In a series of recent articles Bergstrom (,) has pioneered the development of a method of obtaining exact Gaussian estimates of the parameters of a general open higher-order continuous-time dynamic model from discrete stock and flow perfectkicks.online by: 8.
Feb 01, · Bergstrom, A.R. () The estimation of parameters in nonstationary higher-order continuous time dynamic models.
Econometric Theory 1, – Bergstrom, A.R. () The estimation of open higher-order continuous time dynamic models with mixed stock and flow perfectkicks.online by: This article extends recent work on the Gaussian or quasi-maximum likelihood estimation of the parameters of a closed higher-order continuous time dynamic model by introducing exogenous variables Author: Theodore Simos.
This article extends recent work on the Gaussian or quasi-maximum likelihood estimation of the parameters of a closed higher-order continuous time dynamic model by introducing exogenous variables Author: Roderick Mccrorie.
This book is based on the author's experience with calculations involving polynomial splines. estimating parameters in nonlinear continuous-time dynamic models of industrial processes. An integral equation approach to estimate the parameters and the delay term of fractional order (FO) continuous-time models is proposed.
Data from a single step response is used for the estimation. Downloadable (with restrictions). This paper derives exact representations for discrete time mixed frequency data generated by an underlying multivariate continuous time model.
Allowance is made for different combinations of stock and flow variables as well as deterministic trends, and the variables themselves may be stationary or nonstationary (and possibly cointegrated).Cited by: 8. Bergstrom, Albert Rex, "Gaussian Estimation of Structural Parameters in Higher Order Continuous Time Dynamic Models," Econometrica, Econometric Society, vol.
51(1), pagesJanuary. Full references (including those not matched with items on IDEAS). Simulation and estimation of long memory continuous time models Article in Journal of Time Series Analysis 17(1) - 36 · June with 47 Reads How we measure 'reads'.
reliable and efficient tools for parameter estimation in dynamic models. The purpose of this thesis is to develop an efficient and easy-to-use parameter estimation algorithm that can address difficulties that frequently arise when estimating parameters in nonlinear continuous-time dynamic models of.
Stationary and non-stationary time series G. Nason Time series analysis is about the study of data collected through time. The ﬁeld of time series is a vast one that pervades many areas of science and engineering particularly statistics and signal processing: this short article can only be an advertisement.
CONCLUSION We have developed an algorithm for forecasting discrete stock and flow data generated by a higher order continuous time system whose parameters have been estimated by the method developed in [15, 16] and described, briefly, in Section 2 of this perfectkicks.online by: An approximation to the covariance matrix of a mixed-sample system T.
() An Exact Discrete Analog of An Open Linear Non-Stationary First-order Continuous-Time System With Mixed-Sample. Journal of () Gaussian Estimation of Structural Parameters in Higher Order Continuous-Time Dynamic Models.
Econometrica, 51(1), – Author: Terence D. Agbeyegbe. Discrete time representation of stationary and non-stationary continuous time systems. Author & abstract A. R., "The Estimation of Open Higher-Order Continuous Time Dynamic Models with Mixed Stock and Flow Data Albert Rex, "Gaussian Estimation of Structural Parameters in Higher Order Continuous Time Dynamic Models.
Downloadable. This paper provides a method that weakens conditions under which the exact likelihood of a continuous-time vector autoregressive model can be derived. In particular, the method does not require the restrictions extant methods impose on discrete data that limit the applicability of continuous-time methods to real economic time series.
Practical Methods for Estimation of Dynamic Discrete Choice Models PeterArcidiacono solution methods that solve the full dynamic programming program. At the same time, these techniques open the doors to estimating models that would be com- the estimation of dynamic games and non-stationary environments in which the.
strategy we propose a new estimator for the non-stationary common factors, which can be directly employed in the estimation of non-stationary Factor Augmented VAR models (see Bernankeetal.,andBaiandNg,forthestationarycase). This paper is complementary to the works of Bai and Ng (, ) and Bai ().
This chapter provides a survey of methods of continuous time modelling based on an exact discrete time representation. It begins by highlighting the techniques involved with the derivation of an Cited by: 3. Definition. The notation () indicates an autoregressive model of order perfectkicks.online AR(p) model is defined as = + ∑ = − + where,are the parameters of the model, is a constant, and is white perfectkicks.online can be equivalently written using the backshift operator B as = + ∑ = + so that, moving the summation term to the left side and using polynomial notation, we have.
Feb 10, · Numerous examples of econometric applications of continuous-time models are contained in the book of Bergstrom (). Continuous-time models have also been utilized very successfully for the modelling of irregularly-spaced data (Jones (, ), Jones and Ackerson ()).
The estimation of parameters in non-stationary higher-order Cited by: PARAMETER ESTIMATION OF NEARLY NON-STATIONARY AUTOREGRESSIVE PROCESSES Final report of student work by Michiel J. de Hoon January - June Delft University of Technology, Faculty of Applied Physics, Department of Reactor Physics.
Supervisors: Ir Hielke SCHOONEWELLE Dr ir Tim VAN DER HAGEN Prof. dr ir Hugo VAN DAM. In particular, we might expect these variables to influence the low frequency, wide ranging changes in these dériva- Recursive Estimation and Modelling of Nonstationary and Nonlinear Time-series T T T tives and, therefore, in the resulting time variable parameters of the linearised perfectkicks.online by: 8.
Its estimation in this TVP form allows for the definition of time-variable "maximum entropy" spectra which evolve over time and can be presented either in a three dimensional representation or a contour plot (see T.J. Young. The Dynamic ARMA (DARMA) and Dynamic ARMAX (DARMAX) Models These models follow directly from the DAR model and Cited by: 8.
A new time-domain modal identification method of the linear time-invariant system driven by the non-stationary Gaussian random force is presented in this paper. The proposed technique is based on the multivariate continuous time autoregressive moving average (CARMA) perfectkicks.online by: 4.
A signal detection and classification technique that provides robust decision criteria for a wide range of parameters and signals strongly in the presence of noise and interfering signals. The techniques uses dynamical filters and classifiers optimized for a particular category of signals of interest.
The dynamical filters and classifiers can be implemented using models based on delayed Cited by: In mathematics and statistics, a stationary process (or a strict/strictly stationary process or strong/strongly stationary process) is a stochastic process whose unconditional joint probability distribution does not change when shifted in time.
Consequently, parameters. Journal of Econometrics 18 () North-Holland Publishing Company FORMULATION AND ESTIMATION OF DYNAMIC MODELS USING PANEL DATA T.W. ANDERSON* Stanford University, Stanford, CAUSA Cheng HSIAO** Bell Laboratories, Murray Hill, NJUSA University of Toronto, Toronto, Ont., Canada M5S ]Al This paper presents a statistical analysis of time series Cited by: Statistical stationarity: A stationary time series is one whose statistical properties such as mean, variance, autocorrelation, etc.
are all constant over time. Most statistical forecasting methods are based on the assumption that the time series can be rendered approximately stationary (i.e., "stationarized") through the use of mathematical transformations. We also compared our results with the higher ambiguity function-based method.
The methods proposed outperform this method at low signal to noise ratios (SNR) in terms of estimation accuracy and robustness. Both proposed approaches are of a great utility when scenarios in which signals having a small sample size are non-stationary at low perfectkicks.online by: Determining parameters in AR model for non-stationary time series.
Ask Question Asked 5 years, 6 months ago. Viewed times 4. 1 $\begingroup$ I am currently trying to fit an AR model to some financial data. $\begingroup$ Do estimation with transformed data.
$\endgroup$ – Analyst Aug 1 '14 at add a comment |. Graduation thesis performed at shell research center Amsterdam. A time series is a series of data points indexed (or listed or graphed) in time order. Most commonly, a time series is a sequence taken at successive equally spaced points in time.
Thus it is a sequence of discrete-time data. Examples of time series are heights of ocean tides, counts of sunspots, and the daily closing value of the Dow Jones Industrial Average. In the literature on dynamic econometrics models, the instability of the form allows us to use GLS for the estimation of time-varying parameters.
We can then t follows a non-stationary process. In this case, the diagonal elements of P 0 should be largenumbers(e.g.,seeHarvey(); Koopman()). Alternatively,wecansimplyCited by: 4. · Book: Optimal State Estimation: Kalman, H Infinity, and Nonlinear Approaches: Wiley Koby Crammer, Second-order non-stationary online learning for regression, The Journal of Machine Learning Research, v n.1, p, January M.V.
Kulikova, Accurate state estimation of stiff continuous-time stochastic models in chemical Cited by: This work applies non-stationary random processes to resilience of power distribution under severe weather.
Power distribution, the edge of the energy infrastructure, is susceptible to external hazards from severe weather. Large-scale power failures often occur, resulting in millions of people without electricity for days.
However, the problem of large-scale power failure, recovery and. Moreover, stationary and Non-Stationary analyses of extreme rainfall were applied to historical time series (with a relative limited extension), and the extended ones used climate models, thus evaluating potential Non-Stationary effects induced by the climate perfectkicks.online by: 5.
Parameter estimation under non-stationary circumstances using extended signal model M. Lechtenberg1, J. Götze1, phasor measurement subject to dynamic conditions. How-ever, only stationary signals and modulated signals with low tion and estimation of electro-magnetic parameters aside theAuthor: M.
Lechtenberg, J. Götze, K. Görner, C. Rehtanz. Feb 07, · If you have a disability and are having trouble accessing information on this website or need materials in an alternate format, contact [email protected] for [email protected] for perfectkicks.online by: 1.
Time-frequency techniques for modal parameters identification of civil structures from acquired dynamic signals. Carlos Andres Perez-Ramirez 1, Juan Pablo Amezquita-Sanchez 2, Hojjat Adeli 3, Martin Valtierra-Rodriguez 4, Rene de Jesus Romero-Troncoso 5, Aurelio Dominguez-Gonzalez 6, Roque Alfredo Osornio-Rios 7Cited by: Forecasting Non-Stationary Economic Time Series Macroeconometric models are a very imperfect tool for forecasting this highly complicated and changing process.
Ignoring these factors leads to a wide discrepancy between theory and practice. You can write a book review and share your experiences. Other readers will always be interested in.For modelling time-series data, it is natural to use directed graphical models, which can capture the fact that time ﬂows forward.
Arcs within a time-slice can be directed or undirected, since they model “instantaneous” correlation. If all arcs are directed, both within and between slices, the model is called a dynamic Bayesian network (DBN).


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The adhered portions of the two elastic bodies deform coordinately, and the un-adhered segment of the vesicle experiences large deformation. Herein,
we are mainly concerned with the deformed morphologies of the vesicle and the substrate, so they can both be viewed as an elastica with strong geometric nonlinearity. Refer to a Cartesian coordinate system (o-xy). GW-572016 molecular weight The total length of the vesicle is designated as L0, the non-adhesion length of the vesicle is a, and the arc length is s, which is measured from the apex of the vesicle clockwise. The clinical angle ϕ is defined as the angle between the tangent line and the horizontal line at an arbitrary point of the elastica, and the angle at the point s = a is termed as ϕ0. The bending stiffness of the vesicle and the substrate is respectively denoted by κ1 and κ2. The gravitational effects are ignored, for the surface energy will always predominate over the volume force
at the mico/nano-scale. Based upon these postulations, the total free energy of this system is composed of three terms, namely, the elastic strain energies of the vesicle and the substrate, and the interfacial energy on the interface between http://www.selleckchem.com/products/GDC-0941.html the two elastic bodies. Considering the symmetry of this configuration, we only select the right half (x ≥ 0) of the system for investigation. The total free energy functional of the half system can be expressed as equation(1) Π=∫0a12κ1ϕ˙−c02ds+∫aL0/212κ1+κ2ϕ˙2ds−WL02−a+∫0L0/2λ1x sin ϕ+λ2x˙−cos ϕds,where λ1 is a constant Lagrange multiplier, which corresponds to the pressure difference across the interface of the vesicle. The symbol λ2 is also a Lagrange multiplier, representing the surface tension of the vesicle, whose role is to enforce the geometric relation equation(2) x˙=cos ϕ, The parameter c0 is the spontaneous curvature of the vesicle . In the above derivation, the following of geometric conditions are adopted: equation(3) y˙=−sin ϕ, equation(4) ∫Areaxdy=−∫0L0x sin ϕ ds,where the integration in Eq. (4)
stands for the area occupied by the vesicle. It also should be stressed that the dot above a character stands for its derivative with respect to the arc length s. The third term at the right end of Eq. (1) is normally named as the interfacial energy. The symbol W is the work of adhesion, which is defined as the work per unit area necessary to create two new surfaces from a unit area of an adhered interface at a fixed temperature . From Fig. 1 we can see that the fixed boundary conditions are prescribed as equation(5) ϕ(0)=0,x(0)=0,ϕ0=0,x0=0, equation(6) ϕL02=π, xL02=0, yL02=0. In use of the principle of least potential energy, one can take variations and deduce the governing equation as follows (The detailed derivations are given in Appendix A): equation(7) ϕ″−λ˜1Xcosϕ−λ˜2sinϕ=0,0≤S≤A, equation(8) 1+μϕ″−λ˜1Xcosϕ−λ˜2sinϕ=0, A≤S≤12, equation(9) λ˜1sinϕ−λ′˜2=0,where the rigidity ratio is defined as μ=κ2κ1.


It was, however, known to Chinese mathematician Yang Hui in the 13th century. It states that if there are zero transaction costs, the socially efficient outcome will occur regardless of legal entitlement.
If you haven't encountered this kind of problem before, please take a moment to come up with your own answer before continuing. This theory, which has influenced several other sociological theories, was first suggested by the Thomas couple in their book, The Child in America, in Naturally, there will always be deviance in societies, since seeing the effects of someone deviating from the norms is one of the ways individuals know how Thomas theorem behave in a society.
Several theorists, based on the early works of Max Weber, began to suggest that humans tend to have a common understanding of meaning in the social world, or reality, but that this reality is interpreted on an individual basis Is it possible for a flat origami model to have an odd number of creases coming out of a vertex on it's crease pattern.
Collectively, this initial information is known as the priors. Example 2 A child who is told by someone that monsters live in the dark, or under his bed, will actually begin to fear whatever it is that exists under his bed or in the dark. We are given that Y has occurred, and we want to calculate the conditional probability of XC.
If you're not sure, I suggest using parentheses. Figuring out the final answer always requires all three pieces of information - the percentage of women with breast cancer, the percentage of women without breast cancer who receive false positives, and the percentage of women with breast cancer who receive correct positives.
Some of his early work reveals how contained ideas were in the earliest part of the twentieth century. Kempe's proof was accepted for a decade until Heawood showed an error using a map with 18 faces although a map with nine faces suffices to show the fallacy.
The child will continue to get scared of whatever he feels lives under his bed, regardless of the truth.
As you can check, the sum of all four groups is still 10, Here's an alternate version of the problem on which doctors fare somewhat better: It is rumored that at the upper levels of the Bayesian Conspiracy exist nine silent figures known only as the Bayes Council. P B A is the probability that B will occur given A is true.
This occurs on all levels of social life for people, according to Thomas. Further, humans have an understanding about what the social expectations are for a situation, and these may or may not coincide with the wishes of the individual. Can you see that this is true, or, even better, can you prove it.
Polish peasants were the focus because Thomas initially had gone to Europe to study various European groups and settled on Poles; further, Poles were the single largest immigrant group in Chicago at the turn of the twentieth century, making it an ideal focus of this work.
And where does everyone else get their priors. The hinge theorem in geometry states that if two sides of one triangle are congruent to two sides of another triangle, and the included angle of the first is larger than the included angle of the second, then the third side of the first triangle is longer than the third side of the second triangle How do you do pythagorean theorem.
This sense of anomie is the result of a lack of common ideas about norms and values in society. From the non-users, 0. Let Y denote the event that a randomly chosen item is defective. Soon you will know. The reason is that if the two triangles ARE congruent, then of course there will be an unincluded congruent angle as well as two congruent sides.
The entire section is 4, words. The Thomas theorem is a theory of sociology which was formulated in by William Isaac Thomas and Dorothy Swaine Thomas (–). The main argument against the Thomas theorem is the structural-functionalist assumption that social structures are the bases for why humans react differently to various circumstances and that reality lies.
Aug 18, · Pythagoras' Theorem is a statement proving that in a right angledtriangle the square of the longest side (the hypotenuse) equals thesum of the squares on the other two sides. The. The Thomas theorem actually provides an explanation for the norms and values that society strictly adheres to.
Superstitions, actions based upon religious beliefs, recognizing a leader in the crowd, panicking to baseless rumors― all these are instances of the Thomas theorem.
What is the 'Bayes' Theorem' Bayes' theorem, named after 18th-century British mathematician Thomas Bayes, is a mathematical formula for determining conditional probability. The theorem provides a.
Bayes' theorem is stated mathematically as the following equation: (∣) = (∣) (),where and are events and () ≠. (∣) is a conditional probability: the likelihood of event occurring given that is true.(∣) is also a conditional probability: the likelihood of event occurring given that is true.() and () are the probabilities of observing and independently of each other; this is known as.Thomas theorem


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Tuesday, November 25:
Visit Your Child's Math Classroom!
Sit alongside your child in his/her math class and take part in the lesson.
Don't be late for class!
Parents' Association Bake Sale
During both lunch periods
Parents' Association Meeting
6:00 pm in the campus auditorium
HCMS Chorus will perform!
1st Quarter Honor Roll Students will be recognized!
Wednesday, November 26:
7th Grade College Visit
to CUNY Lehman College- Bronx, NY


Apple's Keynote presentation software makes it easy to
create great looking presentations with professional themes,
transitions, and charts and tables. If you need mathematics, though,
you're out of luck. For some reason, Apple's designers failed to
anything more than the most basic tools for creating mathematical
expressions, leaving mathematicians and scientists with little
to switch to Keynote.
The LaTeX Equation Editor provides an elegant graphical
interface to LaTeX, a powerful typesetting engine for mathematics,
enabling you to quickly generate professional-looking mathematics for
inclusion in your slides. All equations are produced as single-page PDF
files, so they can be smoothly resized and rotated like any other
graphic object in Keynote.
All of Keynote's graphic operations can be applied to PDF files just as easily as bitmapped files. This includes rotation, constructing mirror-images, and applying shadows. Since the PDF files produced by the LaTeX equation editor are transparent except for the actual text, shadows applied to PDF equations only have the mathematical expressions casting shadows. Here's an example (click to enlarge):
Typesetting mathematics.If you are already familiar with LaTeX, creating an equation is straightforward: You type in a description of the mathematical expression in the main text window, press the "LaTeX" button, wait a few seconds while the LaTeX engine works in the background, and then (assuming you didn't make any mistakes) the typeset equation appears in the graphic display. You can then drag-and-drop the equation into Keynote.
The LibraryPreviously typeset equations can be saved in equation libraries, so that you can reload entire batches of equations from presentations and make minor modifications without having to retype the entire equation.
The preambleFor those who know how to use LaTeX, the Equation Editor lets you customize the preamble used when typesetting the equation. The preamble is saved automatically whenever you quit the program, so all of your definitions, macros, and customizations persist from session to session.
Equations can be exported to PDF files by choosing the "Export..." option beneath the file menu. You can also drag-and-drop the equation to the desktop, a folder, or any application that can accept a PDF file as input. (If you want bitmaps, there is a preference setting to make all equations exported via dragging TIFFs.) Normally this isn't necessary, since Keynote saves a copy of the equation as a PDF file whenever you paste one into a presentation. But the feature is there in case you want it.
One advantage of exporting your equations, though, is that they can later be read back into the Equation Editor. A copy of the LaTeX source code is saved inside the PDF file so that it can be extracted later. To open an equation from a saved file, either choose the PDF file from the "Open..." menu or drag it onto the main graphic display window.
Once you have a working distribution of TeX and ghostscript, download the following:
LaTeX Equation Editor (Version 1.3) (~1.5 MB)
If you intend to use the program in a Japanese language environment, it won't work without a little tweaking.
After downloading, you should start the application and make sure that it knows where your LaTeX and ghostscript binaries are stored. Open up the Preferences pane and verify that these paths are correct. Once they are, you're ready to go!
If you want the source code (it's kind of ugly), you can download it here.
Fixed a number of bugs, added save capability to the equation library, reworked the interface so that the main graphic image window was resizable, added an "adjust bounding box" tool, and many other things.


Used to show relationships between groups.
The distance between values on the y-axis.
Enables us to find trends or patterns over time.
Uses pictures to represent quantities.
Vertical axis of a system of coordinates
Is best used with % percents or fractions.
A portion of a circle graph.
Horizontal axis of a system of coordinates.
Your substitute teacher's name
Your regular math teacher's name
A number that is not an integer and includes a decimal or a percent
How far away a number is from 0
When you________ a pair on the grid
The vertical axis
The horizontal axis
There are 4 of these they usually have different signs in front of the number thay are_____________
Not a fraction number
Two numbers that have a order of x or y
This is the first number in a ordered pair
The second number in a ordered pair
This number can be found to the right of 0 on a number line
This number can be found to the left of 0 on a number line
The Number 888's ___________________ is -888
A number that is not a decimal or a fraction, can be graphed on a number line
An example of this is (9,8)
This can be turned into a decimal or percent
This is like a fraction but equals over one
This fraction is a mixed one and is proper but equals over 1
This number can be turned into a fraction and goes by tenths
A plane that includes the x axis and the y axis which intersect at the origin
This quadrant has all positive numbers
This quadrant has a negative x and a positive y
This quadrant has all negative numbers
This quadrant has a positive x and a negative y
The set of the first numbers of the ordered pairs
Please Excuse My Dear Aunt Sally
The ratio of the change in the y-coordinate (rise) to the change in the x-coordinate (run)
A mathematical sentence that contains an equal sign
A relation between input and output
Symbol used to represent unknown numbers or values
The form of a linear equation Ax + By = C, with a graph that is a straight line
The set of second numbers of the ordered pairs
To find the value of an expression
The vertical number line on a coordinate plane
A comparison of two numbers by division
To draw or lot the oints named by certain numbers or ordered pairs on a number line or coordinate plane
The numbers that correspond to a point on a coordinate system
A point where the graph intersects an axis
The horizontal number line on a coordinate plane
The point (0,0)
The answer when multiplying
A polynomial with two terms
Distance around the outside
To shift a graph vertically or horizontally
The answer to a multiplicaiton problem
The number being divided
What to multiply a value by to get 1
A number that represents part of a whole, has a numerator and a denominator
A number consisting of an integer and a proper fraction.
The number above the line in a common fraction showing how many of the parts indicated by the denominator are taken, for example, 2 in 2/3.
The number below the line in a common fraction; a divisor.
A fraction in which the numerator is greater than the denominator, such as 5/4
The boundary of a closed figure or shape
The horizontal line on a coordinate grid
The vertical line on a coordinate grid
The point on a coordinate grid where the x axis and y axis intersect, also referred to by (0,0)
Measures the distance from 0, can not be negative
They are located on a coordinate grid, they are often numbered using Roman numerals: I II III IV.
The point at which the graph crosses or touches the vertical axis
The point at which the graph crosses or touches the horizontal axis
An equation whose graph creates a straight line
The rate of change in the output relative to the input
The difference between the y-values divided by the difference of the x-values
The letter used to denote slope
Another name for a coordinate pair (x,y) that makes an equation TRUE
What form uses the generic equation Ax+By=C?
What form uses the generic equation y=mx+b?
What form uses the generic equation y-k=m(x-h)
What type of line has the equation y=#
What slope does a horizontal line have?
What type of line has the equation x=#
What slope does a vertical line have?
The horizontal axis is called what?
The vertical axis is called what?
the first coordinate in an ordered pair
Is the ratio of a term to the previous term
to fail to approach a finite limit
The amount of time it takes for the amount if the substance to diminish by half
the set of all real numbers between to given numbers
is a transcendental number commonly encountered when working with exponential models and exponential functions
a line or curve that the graph of a relatuion approaches more and more closely the further the graph is followed
the result of writing the sum of two terms as a difference of vice-versa
a conic section that can be thought of as an inside-out clipse
an extreme value of a function
a geometric figure made up of two right circular cones placed apex to apex
an interval that contains endpoints
the family of curves including circles, ellipses, paranolas, & hyperbolas
a function or coordinates
a method for solving a linear system of equations using determinans
a conic section which is essential a stretched circle
to figure out or evaluate
the appearance of a graph as its followed farther & farther in either directions
a method used to divide polyniomials
a technique for distributing two binomials
the amount of quantity
a kind of average sometimes used in statistics & engineering
a function with a graph that is symmetric to the y-axis
the product of a given integer and all smaller positive integers
the slope of a horizontal line
th set of all real numbers between two given numbers
the coordinate plane used to graph complex numbers
to multiply out the parts of an equation
a polynomialof degree 3
The point where a line meets or crosses the y-axis
The point where a line meets or crosses the x-axis
The ratio of the vertical and horizontal changes between two points on a surface or a line; rise over run
The set of all possible outputs of a function; All y-values
A pair of numbers, (x, y), that indicate the position of a point on a Cartesian plane
A linear function representing real -world phenomena. The model also represents patterns found in graphs and/or data
A function with a constant rate of change and a straight line graph
A mathematical phrase involving at least one variable and sometimes numbers and operation symbols
A number sentence that contains an equals symbol
The appearance of a graph as it is followed farther and farther in either direction
The set of x-coordinates of the set of points on a graph;All x-values. The value that is the input in a function or relation
A set with elements that are disconnected
Describes a connected set of numbers, such as an interval
With respect to the variable x of a linear function y= f(x), the constant rate of change is the slope of its graph
A number multiplied by a variable in an algebraic expression; The number in front of variable
A number says how many times to use that number in a multiplication
A number with no fractional part
An equation that makes a straight line when it is graphed
The distance from the center to the circumference of a circle
The differnce between the lowest and highest numbers.
A point where two or more straight lines meet
The amount of 3 dimensional space and object occupy
The line that divides something into two equal parts
The size of a surface
A number used to multiply a variable
A line segment connecting two points on a curve
The largest exponent for a polynomial with one variable
A straight line going through the center of a circle connecting two points on the circumference
Does not converge, does not settle with some value
A way to pinpoint where you are on a map or graph by how far along or how far up or down the graph is
The length of the adjacent side divided by the length of the hypotenuse
The longest side on a right triangle
This creates an arched shape when graphed
How far a periodic function is horizontally to the right of the usual position
The ratio of a circle's circumference to it's diameter
A vector with a magnitude of one
The shortest diameter of an ellipse
A sequence made by multiplying by some value each time
A value that you get closer and closer to, but can never reach
The set of input values in a relation.
A relation that assigns exactly one output for each input.
The place where a graph crosses the y-axis.
When a figure can be folded about a line so that it matches exactly.
A diagram used to determine whether a relation is or is not a function.
Used to emphasize that a function value f(x) depends on the variable x.
The y-coordinate of the highest point on a graph.
A set of ordered pairs.
This type of line is never a function.
The behavior of a graph as x approaches positive or negative infinity.
Used to determine whether a graph is a function.
The place where a graph crosses the x-axis.
The y-coordinate of the lowest point on a graph.
To replace a variable with a number and simplify.
This type of line is always a function.
The set of output values in a relation.
horizontal axis of the coordinate plane
Vertical axis of the coordinate plane
another name for the x-values on a graph
Another name for the y-values on a graph
The y-value of the point in which the linear function crosses the y-axis.
The x-value of the point in which the linear function crosses the x-axis.
an x-value and y-value together on the coordinate plane create a _______
A letter representing an unknown value
___________ is a word to describe Rate of Change.
When the ordered pair does not satisfy the equation or the equation produces a false response.
What we use to plot linear functions.
the variable m represent the __________
the variable b represent the ____________
When a graph is decreasing from left to write it has a ______________ slope.
What a graph is increasing from left to right it has a ______________ slope
A graph that is a vertical line has a ______________ slope
A graph that is a horizontal line has a __________ slope.


Cambridge Primary Checkpoint is designed to help students learn by providing comprehensive feedback on their strengths and weaknesses in the key curriculum areas – English, mathematics and science.
- Are there Checkpoint assessments for Art and Design, Music, Physical Education and Digital Literacy?
- Can private candidates enter for Cambridge Primary Checkpoint?
- Does our school have to follow the Cambridge Primary curriculum frameworks to use the Cambridge Primary Checkpoint assessments?
- How do I make entries for Cambridge Primary Checkpoint?
- How do the Cambridge Primary curriculum and Checkpoint relate to Cambridge Lower Secondary?
- New Primary Checkpoint reports - May 2021 onward


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Tamari lattices and their representations
23 April 15:30 - 16:30
Frederic Chapoton - Institut Camille Jordan
The lattices that bear the name of the mathematician Dov Tamari (1911-2006) have a very simple combinatorial definition. They are closely related to the notion of associativity, which is certainly central in mathematics. It turns out that they have much more connections to subjects of current interest. To name a few, they are related to cluster algebras and tilting modules, but also made a guest appearance in the study of diagonal invariants. I will advocate for the study of their (derived) categories of modules, as an interesting object about which knowledge is still very sparse.
Henning Haahr Andersen
Aslak Bakke Buan
NTNU - Norwegian University of Science and Technology