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https://math.answers.com/Q/Does_a_negative_number_plus_a_positive_number_equal_a_positive_or_a_negative_number_like_-8_7

math

It could equal both a negagtive number or a positive number. To get a definite positive or negative you times or divide. Well in addition and subtraction negative plus a negative equals a bigger negative. Kinda like -4+-4 =-8, but in multiplication and division 2 negatives equal a positive. -2 times-2 =positive 4. if it is not like that then the answer wont be write. Well, It is to be known that two negatives make a positive. a negative minus a positive is like addition, you take the negative add the positive, then make that number a negative.Example-5 - 4add them5 + 4= 9make that number a negative= -9 Every positive integer has two square roots, a positive square root and a negative square root. This is because, just like a positive number multiplied by a positive number is equal to a positive number, a negative number multiplied by a negative number is equal to a positive number. Therefore, rounded to two decimal places, the positive square root is equal to 7.28, and the negative square root is -7.28. minus a negative is plus a positive so something like -6 - -7=1 because its the same as-6 + +7 Yes it does. Because the it acts like subtraction, but since the positive, negative number scales run backwards like a mirror, subtraction is addition with two negative numbers. Negative. Only like x like = positive It depends on what you do with the negative and positive. If you multiply or divide a positive number and a negative number, then the answer is negative. If you add or subtract a positive number and a negative number, the answer could be negative or positive depending on the numbers involved. If you put a negative sign in front of a positive number, the result is a negative number. If you put a positive sign in front of a negative number (like +(-7)), the result is still negative. see if have -8 divided by -8 divide the number number first and then see to the following signs-8 divided by -8 is equal to +1-8 divided by +8 is equal to -1so different signs -same sign +++=+--=++-=--+=- The devision simbol means how many times a number can go into a number, so a negative number, like -5, goes into -25 5 times, and that's the answer. It's a number up and just to the right of the bigger first number. If its. 3 2 Then you multiply it like 2 times 2times 2 With negative exponent you switch it from negative to positive every other one starting with negative. We do this because a negative and a negative multiplied together equal a positive and a positive times a negative is negative. -123771

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https://chemicalengineering.softecks.in/673/

math

When chemical reactions occur, in contrast with physical changes of material such as evaporation or dissolution, you want to be able to predict the mass or moles required for the reaction(s), and the mass or moles of each species remaining after the reaction has occurred. Reaction stoichiometry allows you to accomplish this task. The word stoichiometry (stoi-ki-om-e-tri) derives from two Greek words: stoicheion (meaning “element”) and metron (meaning “measure”). Stoichiometry provides a quantitative means of relating the amount of products produced by chemical reactions to the amount of reactants. The following expressions are widely used in stoichiometry: 1. Stoichiometric coefficients: The numbers that are precede the chemical substances involved in the chemical reaction equation are known as ” stoichiometric coefficients”. These coefficients represent quantity of any reactant that is theoretically required for complete conversion of other reactants. 2. Stoichiometric ratios: The ratio between any stoichiometric coefficients in a balanced chemical equation is known as ” stoichiometric ratio”. Use of the Chemical Equation to Calculate the Mass of Reactants Given the Mass of Products In the combustion of heptane, CO2 is produced. Assume that you want to produce 500 kg of dry ice per hour, and that 50% of the CO2 can be converted into dry ice, as shown in Figure E9.2. How many kilograms of heptane must be burned per hour?

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http://www.examiner.com/article/how-to-save-water-outdoors?cid=rss

math

With summer upon us, taking a scrutinizing look at your outdoor water usage is a good idea. Often outdoor water use greatly exceeds indoor water consumption due to watering the grass or filling up large kiddie pools. A small leak that is only about the size of the head of a pin dripping at one drop per second can add up to seven gallons of water per day. This can add up on a water bill! In the Great Lakes area, we are blessed with an abundance of fresh water. We are not affected as deeply during droughts as those in the South West and far Western states are. Even though we do not have water scarcity issues in North Eastern Ohio, we still need to be good stewards of our natural resources, including our water. } Check your hoses to be sure they don't have holes or leaks. } Invest in a drip irrigation hose to use on flower and veggie gardens. These hoses use less water since they apply water directly to the roots of the plants. } If you have an irrigation system, watch an entire cycle to make sure it's working properly. Adjust the sprinklers if they are watering the street, sidewalk or driveway - only water the grass! } Make sure your outdoor faucets aren't dripping and fix any leaks. } Only water your grass or gardens in the morning or late afternoon to minimize evaporation and wind loss of water. } Or don't water your grass at all! } Invest in a rain barrel to harvest water off your rooftop instead of using water from the hose. } Cover the kiddie pool when not in use to minimize evaporation and keep the water cleaner. Use an old fitted bed sheet to keep leaves and bugs out or while letting the pool breath, inhibiting bacteria that grow in warmer water. } Consider adding some chemicals to your kiddie pool to use the water longer. Pool Solutions has a very informative page here. } When dumping a kiddie pool, spread the water over flowers and through the grass instead of depositing it in one location.

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https://projecteuclid.org/journals/abstract-and-applied-analysis/volume-2013/issue-SI29/A-Numerical-Method-for-Fuzzy-Differential-Equations-and-Hybrid-Fuzzy/10.1155/2013/735128.full

math

Numerical algorithms for solving first-order fuzzy differential equations and hybrid fuzzy differential equations have been investigated. Sufficient conditions for stability and convergence of the proposed algorithms are given, and their applicability is illustrated with some examples. "A Numerical Method for Fuzzy Differential Equations and Hybrid Fuzzy Differential Equations." Abstr. Appl. Anal. 2013 (SI29) 1 - 10, 2013. https://doi.org/10.1155/2013/735128

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https://www.army.ca/forums/threads/what-were-they-thinking-dumb-criminals-add-your-dumb-criminal-story.77908/page-8#post-1308345

math

- Reaction score Journeyman said:and there's NO need to post them to the site. :nod: DEAR Mike will be in disagreement over that one, I'm sure HE will see the marketing appeals of such pics for the website !!! $$$ rolling in SO FAST :nod:

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http://www.enotes.com/homework-help/evaluate-integral-int-p-2-lnp-dp-382775

math

Better Students Ask More Questions. Evaluate the integral `int(p^2)(lnp)dp` 2 Answers | add yours Best answer as selected by question asker. The integral `int p^2*ln(p) dp` has to be determined. Let `ln(p) = y => p = e^y` , `p*dy = dp` `int p^2*ln(p) dp` => `int e^(2y)*y*e^y dy` => `int e^(3y)*y*dy` Use integration by parts, let u = y and v = e^(3y) => `y*e^(3y) - int e^(3y) dy` => `y*e^(3y) - e^(3y)/3` substitute y = ln(p) => `ln(p)*e^(ln p^3) - (e^(lnp^3))/3` => `ln(p)*p^3 - p^3/3` The integral `int p^2*ln(p) dp = ln(p)*p^3 - p^3/3 + C` Posted by justaguide on February 1, 2013 at 5:18 PM (Answer #1) Honors, Dean's List Actually, the answer should be `1/3` x(what you got there) Posted by user6978788 on February 5, 2013 at 4:15 AM (Answer #2) Join to answer this question Join a community of thousands of dedicated teachers and students.

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https://www.emis.de/journals/TAC/volumes/26/27/26-27abs.html

math

We consider commutative Frobenius algebras in braided strict monoidal categories in the study of the circuits and communicating systems which occur in Computer Science, including circuits in which the wires are tangled. We indicate also some possible novel geometric interest in such algebras. For example, we show how Armstrong's description of knot colourings and knot groups fit into this context. Keywords: circuit diagram, braided monoidal category, tangle algebra 2010 MSC: 18B20, 18D10, 68Q05, 68Q85 Theory and Applications of Categories, Vol. 26, 2012, No. 27, pp 743-767.

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http://spiritanimals.scholastic.com/forums/topics/267010

math

("Cold in my professions" letter, on the subject of wives) The first letter is either an n like in "nose" or a capital D like in "Do". N seems more likely because of how defined the hook is, instead of the loop, which could very well be a stray mark, which you will notice several of. The next looks like his e's in the bodies of words or a v, and I can't think of a word with a V following an N. Unidentified letter, but something comes down diagonally. The next two appear very similar to the -er in "After". Ne-er. The gap letter seems to be a v, simply through logic. Never. I am so lost on the second word, I can't . . . Sorry. It's about five letters. Someone said online it looked like guard, but I also could see spared. The third word might start with a y the way he writes it specifically in "you". The rest are too well crossed out, but it's about two other letters by spacing. Again, he wrote "you" in an oddly specific way, so I think it said "you". Fourth word. That says "of". Moving on. Five. Most people look at that and say "kitties", but . . . "Do justice to the length of my nose, and don't forget, that I never spared/guard you of kitties"? It doesn't make any sense . . . Conor's censoring pen was thicker and in a darker ink than Alexander's writing, and when those marks are eliminated, that K is actually a P, and there's only one t, to name the most interesting things. It looks nearly identical to the "picture" written a bit above it, only with an s at the end. So if if this is any help to anyone, here you go. Can I get some help on the second word? Please tell us why you'd like to report this post Female if you can't tell by the purple/pink text sometimes I put random phrases here until I can use them in my writing. Yes, I'm that greedy with journal space.

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http://www.whitesoxinteractive.com/vbulletin/showpost.php?p=612004&postcount=3

math

Originally Posted by Dadawg_77 Well it is slighty above average on teams percentage of top 100, 5% vs 3.33%. Also, would a wieghted system giving more credit for higher place prospects be better method of rating teams? You could look at is as "slightly higher" in terms of it being 1.67% higher, or you could say that if the average team has 3.33%, the Sox have 50% more than the average team by having 5%. The best way to do this is to rank how many each team has and see where the Sox come out. Higher scores for higher rank would be good, but that's obviously a somewhat difficult thing to do and appropriately balance one top-10 guy v. a number of lower ranked (2d 50) guys - which is better for an organization? For the record, in the 76-100 range, the Sox are tied with the Angels, Rangers, Indians, Dodgers, & Braves for the lead with 2 prospects.

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https://www.buybooksindia.com/concise-dictionary-of-mathematics-9789381588833-1389.htm

math

V & S Publishers |Number of Pages||320 Pages| Remarkable progress continues to be made in mathematical sciences. This advancement has made inter-relationships amongst various branches within mathematics and with other branches of science highly evolving, leading to newer 'terms' being invented and getting added. These additions make mathematics a little more complex. Emerging complexity translates into more difficulties for students in grasping the problem. And what makes the comprehension problematic? It is the introduction of 'terms', their definition and how to apply them in physical, chemical, biological, biotechnology, and social sciences works. And if these terms are not adequately explained, students and other interested readers face a herculean task in understanding what the question is all about, and unless readers clearly understand the terminology, finding a solution is next to impossible. This book contains mathematical terms related to arithmetic, algebra, trigonometry, geometry, analytic geometry, differential & integral calculus and differential equations, probability, statistics, logic etc. Appendices in the form of important formulas from algebra, geometry, trigonometry, calculus, logarithms and antilogarithms have been added. A few entries contain cross references indicating where to find further applications of the topic under discussion. It is an ideal manual for mathematics complete with illustrative diagrams and formulas. Inclusion of Greek Alphabets, metric systems and other useful mathematical symbols in the book helps make the dictionary a complete mathematical reference tool.

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http://www.cosplay.com/showthread.php?t=137906&goto=nextoldest

math

Hey guys! So I am working on a Portal group cosplay for me and my friends, and we are doing the personality cores from Portal 1 and 2. I'm basing the basic designs around the picture below and I am hoping to find some jackets with similar collar, so that I can mod them myself, rather then make it from scratch. If someone could give me some idea as to where to find these, it would be greatly appreciated. Thanks!

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http://bestwwws.com/margin-of/calculating-margin-of-error-formula.php

math

Calculating Margin Of Error Formula MSNBC, October 2, 2004. A larger sample size produces a smaller margin of error, all else remaining equal. Copyright © 2016 Statistics How To Theme by: Theme Horse Powered by: WordPress Back to Top Stat Trek Teach yourself statistics Skip to main content Home Tutorials AP Statistics Stat Tables The margin of error can be calculated in two ways, depending on whether you have parameters from a population or statistics from a sample: Margin of error = Critical value x http://bestwwws.com/margin-of/calculating-a-margin-of-error-formula.php As a rough guide, many statisticians say that a sample size of 30 is large enough when the population distribution is bell-shaped. For some margin of error formulas, you do not need to know the value of N. 95% Confidence Interval Margin of Error If you have a sample that is drawn from Typically, you want to be about 95% confident, so the basic rule is to add or subtract about 2 standard errors (1.96, to be exact) to get the MOE (you get This section describes how to find the critical value, when the sampling distribution of the statistic is normal or nearly normal. see this here Meaning Of Margin Of Error The condition you need to meet in order to use a z*-value in the margin of error formula for a sample mean is either: 1) The original population has a normal What is a Survey?. Suppose the population standard deviation is 0.6 ounces. Enter the population size N, or leave blank if the total population is large. The critical value for a 90% level of confidence, with corresponding α value of 0.10, is 1.64. The forumula is FPCF = sqrt[(N-n)/(N-1)]. You need to make sure that is at least 10. Margin Of Error Calculation In Excel The number of Americans in the sample who said they approve of the president was found to be 520. The standard error calculation can be done by the mathematical formula SE = (√((p(1-p)/n) )). Margin Of Error Example Problems View Mobile Version Sign In Help SurveyMonkey ÷ Home How It Works Examples Survey Templates Survey Tips Survey Types Academic Research Customer Satisfaction Education Employee Healthcare Market Research Non Profit Events Using the maximum margin of error formula above, we calculate MOE = (0.98)sqrt[1/865] = (0.98)(0.034001) = 0.033321 or 3.3321%. http://www.dummies.com/education/math/statistics/how-to-calculate-the-margin-of-error-for-a-sample-proportion/ Click here for a minute video that shows you how to find a critical value. When working with and reporting results about data, always remember what the units are. Margin Of Error Calculation Confidence Interval Typically, you want to be about 95% confident, so the basic rule is to add or subtract about 2 standard errors (1.96, to be exact) to get the MOE (you get p.64. Andale Post authorMarch 7, 2016 at 4:06 pm Thanks for catching that, Mike. Margin Of Error Example Problems For example, the area between z*=1.28 and z=-1.28 is approximately 0.80. http://stattrek.com/estimation/margin-of-error.aspx A random sample of size 1600 will give a margin of error of 0.98/40, or 0.0245—just under 2.5%. Meaning Of Margin Of Error However, when the total population for a survey is much smaller, or the sample size is more than 5% of the total population, you should multiply the margin of error by Calculating Margin Of Error Using Confidence Interval To be 99% confident, you add and subtract 2.58 standard errors. (This assumes a normal distribution on large n; standard deviation known.) However, if you use a larger confidence percentage, then These are essentially the same thing, only you must know your population parameters in order to calculate standard deviation. click site Sampling theory provides methods for calculating the probability that the poll results differ from reality by more than a certain amount, simply due to chance; for instance, that the poll reports The sample proportion is the number in the sample with the characteristic of interest, divided by n. The general formula for the margin of error for a sample proportion (if certain conditions are met) is where is the sample proportion, n is the sample size, and z* is Calculating Margin Of Error In A Survey Your email Submit RELATED ARTICLES How to Calculate the Margin of Error for a Sample… Statistics Essentials For Dummies Statistics For Dummies, 2nd Edition SPSS Statistics for Dummies, 3rd Edition Statistics Margin Of Error Calculation Statistics Here are the steps for calculating the margin of error for a sample proportion: Find the sample size, n, and the sample proportion. If p moves away from 50%, the confidence interval for p will be shorter. In cases where the sampling fraction exceeds 5%, analysts can adjust the margin of error using a finite population correction (FPC) to account for the added precision gained by sampling close One example is the percent of people who prefer product A versus product B. In other words, if you have a sample percentage of 5%, you must use 0.05 in the formula, not 5. In other words, 95 percent of the time they would expect the results to be between: 51 - 4 = 47 percent and 51 + 4 = 55 percent. Margin Of Error Equation Stats The chart shows only the confidence percentages most commonly used. However, the margin of error only accounts for random sampling error, so it is blind to systematic errors that may be introduced by non-response or by interactions between the survey and For the eponymous movie, see Margin for error (film). The critical value for a 99% level of confidence, with corresponding α value of 0.01, is 2.54.Sample SizeThe only other number that we need to use in the formula to calculate http://bestwwws.com/margin-of/confidence-interval-margin-of-error-formula.php Easy! Questions on how to calculate margin of error? All Rights Reserved. Take the square root of the calculated value. Check out our Youtube channel for video tips on statistics! So in this case, the absolute margin of error is 5 people, but the "percent relative" margin of error is 10% (because 5 people are ten percent of 50 people). Retrieved February 15, 2007. ^ Braiker, Brian. "The Race is On: With voters widely viewing Kerry as the debate’s winner, Bush’s lead in the NEWSWEEK poll has evaporated". Since we don't know the population standard deviation, we'll express the critical value as a t statistic. Check out our Statistics Scholarship Page to apply! Often, however, the distinction is not explicitly made, yet usually is apparent from context.

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https://www.lessonplanet.com/teachers/squares-circles-cylinders-and-spheres

math

Squares, Circles, Cylinders, & Spheres In this online interactive squares, circles, cylinders, and spheres worksheet, students use geometry to solve 8 problems that require them to identify shapes. 4th - 7th Math 3 Views 14 Downloads New Review Integer Exponents, Scientific Notation and Volume A one-stop resource for exponents, square and cube roots, scientific notation, and volume formulas guides learners through properties of exponents. As they learn to apply these properties to operations with scientific notation,... 7th - 10th Math CCSS: Designed

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http://www.algebra.com/algebra/homework/Quadratic-relations-and-conic-sections/Quadratic-relations-and-conic-sections.faq.question.420844.html

math

You can put this solution on YOUR website! 9x^2 +25y^2 = 64 into form of (x-h)^2/a^2 + (y-k)^2/b^2, How? 9x^2 +25y^2 = 64 This is an ellipse with center at (0,0) and horizontal major axis Standard form of ellipse: (x-h)^2/a^2+(y-k)^2/b^2=1 For given equation: The graph below shows what this ellipse looks like

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https://cs.nyu.edu/pipermail/fom/1998-October/002293.html

math

FOM: Arithmetic vs Geometry : Categoricity pollack at dcs.gla.ac.uk Fri Oct 9 09:06:05 EDT 1998 V.Kanovei (Fri, 9 Oct 98 08:29:16 +0200), commenting on NT: 2) Counting objects, we always have an exact result which does not depend on the type of objects, their, say, colour or shape, do we use computer or, say, fingers to count, et cetera. In other words, physical counting is claimed to be in 1-1 precise correspondence with mathematical counting, in opposite to 1) above (on geometry). However is 2) that true ? Let's count a collection C of enough many objects using a counting device D. By Quantum Mechanics, objects in C will necessarily appear or disappear with some non-0 probability, and D will have similar problems, so, basically, is it at all physically sound to claim that a big enough C has a certain number of objects ? If it is not then 2) becomes questionable. While the imprecision of continuous measurement is clearly different than the possibilities for error in discrete counting, it is the case that we humans do make errors in counting sets, even sets of feasible Randy Pollack <http://www.dcs.gla.ac.uk/~pollack/> Computing Science Dept. <pollack at dcs.gla.ac.uk> University of Glasgow, G12 8QQ, SCOTLAND Tel: +44 141 330-6055 More information about the FOM

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http://www.reddit.com/r/cheatatmathhomework/comments/1ssa9x/i_need_help_with_my_math_study_guide/

math

I'm not quite sure how to do this problem. Can someone help guide me through with the steps? One particular animal named Ace needs at least 60 units of carbohydrates, 45 units of protein, and 30 units of fat each month. From each pound of Food A, she receives 5 units of carbs, 3 units of protein, and 4 units of fat. Food B contains 2 units of carbohydrates, 2 units of protein, and 1 unit of fat per pound. If Food A costs $1.30 per pound and Food B costs $.80 per pound, how many pounds of each food should be purchased each month for Ace to keep costs at a minimum? Do not solve.

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https://www.jiskha.com/display.cgi?id=1310622629

math

posted by Ryan . You take and SRS of size 25 from a population with mean 200 and standard deviation of 10. Find the mean and the standard deviation of the sampling distribution of your sample mean. I would predict the same mean. Standard deviation/error of the mean (SEm) = SD/√(n-1)

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http://bcmath.ca/M8P/Ipad/m8pch26/m8pch26.html

math

Jacob scored 80%, 82%, and 84% on his first three tests.Then he scored 90%, 91% and 95% on his next threetests. What is the difference in the average of the firstthree tests compared to the last three tests? The average of the firstthree test Subtract the average ofthe other three tests Now take the positivedifference between thetwo averages The average of the first three testsis 10marks less than the average ofthe last three tests

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http://www.education.com/reference/article/art-class1/?nocache

math

Tip #23 to Get a Top ACT Math Score When you are given a diagram on the ACT, ask yourself if it seems accurate. If it does, you can use it, sometimes just to see what to do next, and other times to get a correct answer without even doing much math. For example, if you are given the length of some part of the diagram, you can often use that to estimate an unknown. You've done this before. Imagine you're on a road trip. You look at the map and say, "We have to go from here to here on this squiggly highway." The map key says that each inch is 100 miles, so you use your thumb to represent an inch and you estimate the length of the squiggly line highway. We call this "Use the Diagram." If the diagram is clearly not drawn to scale (not accurate), resketch it somewhat accurately and then "Use the Diagram." It turns out that often the whole question is hinged on its being out of scale, and when you put it into scale, the answer becomes obvious. Also, while we're in art class, here's another great strategy. If a question describes a diagram, but none is shown, draw one. Sometimes this gives the answer immediately, and sometimes it shows you what to do next, but either way it always helps! At first all this might feel weird. For a year in geometry class you were taught not to estimate with a diagram. Plus, on the ACT, estimating makes the question so much easier that it feels "cheap," like you are cheating. It's not! It's actually what they want you to do. Remember the test is supposed to test your cleverness, not just what you learned in math class. This strategy brings out your innate cleverness. Let's look at this question: Solution: Sketch the diagram to scale, following the instructions in the question: Correct answer: E - If points A, B, C, and D are different points on a line; AB = BC = 8; and D is between B and C; which of the following could be the measure of segment AD ? - What is the y intercept of the line in the standard (x, y) coordinate plane that goes through the points (–4, 5) and (4, 1) ? - In the figure below, A, B, and C are collinear, and angles A, C, and EBD are right angles. If EB = 14, DB = 7, and DC = 6, to the nearest whole number, what is the measure of EA ? - A room has the shape and dimensions in meters given below. A support beam is located halfway between point P and point Q. Which of the following is the distance of the beam from point M ? Add your own comment Today on Education.com - Kindergarten Sight Words List - The Five Warning Signs of Asperger's Syndrome - What Makes a School Effective? - Child Development Theories - 10 Fun Activities for Children with Autism - Why is Play Important? Social and Emotional Development, Physical Development, Creative Development - Should Your Child Be Held Back a Grade? Know Your Rights - Bullying in Schools - First Grade Sight Words List - Test Problems: Seven Reasons Why Standardized Tests Are Not Working

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CC-MAIN-2013-20

https://mathoverflow.net/questions/372595/what-is-the-analytical-form-of-the-cylindrical-wave-appearing-on-reflection-of-a

math

This is a cross-post from Math.SE, where no answer was given after 3 months. Consider a plane 2D wavelet moving towards a corner reflector with 120° opening angle with infinitely extended sides. The surface of the reflector has homogeneous Dirichlet boundary conditions imposed, and the wave obeys the usual hyperbolic wave equation: The solution, with the initially propagating part and the reflections, can be easily constructed by rotating the initial wavelet, changing its sign and putting the resulting wavelet next to the initial one so as to satisfy the boundary conditions by canceling the wave function at the boundaries. The result will look like this (ignore the small-wavelength artifacts, they are due to numeric errors in the simulation): But as the points of the slanted reflected waves come close to the corner, there appears a problem: simply "sliding" the reflected part no longer works, since the shape of the reflecting boundary abruptly changes. Moreover, numerical simulation (see below) shows that the reflection from the corner doesn't produce a backwards-propagating plane wave (that we'd get from a 90° corner): instead the original slanted reflections continue their paths, and a new, cylindrical, wave originates from the corner. This cylindrical wave appears to cancel out the values of the slanted reflections on the boundary to satisfy the boundary conditions. My question is: what is the analytical form of this cylindrical wave? It doesn't seem to be a Bessel function, because Bessel functions don't have constant amplitude nor constant wavelength (they change with radius). So what is it then? Does it have a closed form? Or is it at least explicitly expressible as an integral or a series?

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CC-MAIN-2023-50

https://www.hackmath.net/en/examples/6th-grade-(11y)?page_num=29

math

Examples for 6th grade (the sixth graders) - page 29 - Apples 3 Julka has 5 apples more than Hugo and four apples less than Annie. Hugo has 17 apples. How many apples has Julka and how Annie? - Glass door What is the weight of glass door panel 5 mm thick height 2.1 meters and a width of 65 cm and 1 cubic dm of glass weighs 2.5 kg? - Simple equation 2 Find X in this simple equation: X/9 = 96/108 - Gasoline consumption Skoda MB Consumption of cars for 100 km is 6.6 liters of gasoline 1 liter of gasoline costs € 1.274. How many euro grandfather spent when the car travelled 321 km. - Concrete pedestal The carpenters made wooden mold on a concrete pedestal in the shape of a cube with edge 2 meter long. What is the area in which the concrete touches wooden molds? (No lid or bottom) We need two tenths kg of a carrot, one tenth of peas and three tenths of of tomatoes to make salad. Express the fraction of the weight of the vegetables to be salad. Convert the result to grams. In a bowl was some cupcakes. Janka ate one third and Danka ate one quarter of cupcakes. a) How many of cookies ate together? b) How many cookies remain in a bowl? Write the results as a decimal number and in notepad also as a fraction. - Wood cuboid What is the weight of the wood cuboid 15 cm, 20 cm, 3 m if 1 m3 wood weighs 800 kg? - 3 buses At morning 5:00 am three buses started from one place. The first travel in five-minute intervals, the second at 10-minute intervals and the third at 25-minute intervals. At what hour will again be the three buses coming from the same place? Dealer sell digital camera for € 474. Thirty percent of the price was his profit. After some time, decreased interest in selling the camera and therefore reduce its sales price by 11 %. How many percent of the new price now is dealer's profit? Round the How many m2 of cardboard are needed to make the cuboid with dimensions 40 cm 60 cm and 20 cm? Students are accommodated in 22 rooms. Rooms were 4 and 6 bed. How many rooms in which type occupied 106 children there? - Circle - easy 2 The circle has a radius 6 cm. Calculate: Determine unknown number if you know that difference between five times and triple of number is 42. - Glass aquarium How many m2 of glass are needed to produce aquarium with bottom dimensions of 70 cm x 40 cm and 50 cm high? On a Concert were sold 150 tickets for CZK 360, 235 tickets for 240 CZK and 412 for 180 CZK. How much was the total revenues for tickets? - Little hand What angle shifted little hand on the clock after one hour and 38 minutes? - The cube The surface of the cube is 150 square centimeters. Calculate: a- the content of its walls b - the length of its edges 18 m railway weighs 1260 kg. How much weighs 100 m of welded railways? Gardeners pays to city for the lease of one square meter of land CZK 3. How much to pay each year? a) for 2 hectares b) 2 are 150 m2

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CC-MAIN-2019-26

https://eng.kakprosto.ru/how-38242-how-to-convert-pressure-in-pascal

math

The unit of pressure Pascal is named after the French scientist Blaise Pascal. It is denoted: PA. When solving problems and practice applicable values with a multiple or decimal fraction of the metric prefixes. For example, kiloPascals, hectoPascals, MilliPascals, megaPascals , etc. To turn these values to Pascals, you must know the mathematical meaning of the prefix. All the available consoles can be found in any physical directory. Example1. 1 kPa=1000Па (one kilopascal is one thousand Pascals). 1 hPa=100nA (one hectopascal is one hundred Pascals). 1MPa= 0.001 PA (one millipascal equals zero point one-thousandth share of Pascal). Pressure of solids is generally measured in Pascals. But what is physically equal to one Pascal? Based on the determined pressure, calculate the formula for its calculation and displays the unit of measure. Pressure is equal to the ratio of the force perpendicular to the current bearing to the surface area of this support. p=F/S, where p is the pressure, measured in Pascals, F is the force, measured in Newtons, S is the surface area, measured in square meters. It turns out that 1 PA=1N/(m) squared. Example 2. 56 N/(m) squared =56 PA. The pressure of the air shell of the Earth is called atmospheric pressure and to measure it in Pascals, and millimeters of mercury (hereafter " mm Hg. calendar). In 1643 an Italian scientist Torricelli was offered the experience of pressure measurement, which used a glass tube with mercury (hence the "mercury column"). It was measured that the normal pressure of the atmosphere is equal to 760 mm Hg. article that is numerically equal to 101325 Pascals. Then, 1 mm Hg.St. ~ A cash consideration of 133,3 PA. To convert millimeters of mercury to Pascals, multiply this value is 133.3. Example 3. 780 mm Hg. article = 780*cash consideration of 133,3 = 103974 PA ~ 104кПа.

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CC-MAIN-2023-23

https://www.hackmath.net/en/word-math-problems/fractions?tag_id=33

math

Multiplication fractions problems Number of problems found: 416 Sophie filled a bag with 2 and 2/3 kilograms of candy, 1/4 of the weight of the candy was from chocolate covered pretzels. How much did the chocolate covered pretzels in Sophie’s bag weigh? - The distribution The distribution of an office payroll of a certain company was as follows: 1/9 for technical assistants; 1/6 for executives; 2/15 for the accounting force and the rest for the general clerical service. How much was allotted to each group if the total payr - Angela 2 Angela received 50 rupees as pocket money and spent 2/5 of her money. How much money does she have left? - Johnny 2 Johnny spends 1/2 of his salary on his family, 1/6 on personal expenses, 1/9 on convenience and he saves the rest. What fraction of his salary does he have? How much money does he save from his salary $180? - The quantity Find the quantity of six times 3 1/2 over 2. - Show the show the product using illustration what is 2/4 of 23/8? show ¾ of 1 ½ 2 2/3 of 2 ½ ½ of 2 ½ 1 ½ of 2/3 - Jojo ordered Jojo ordered 36 cupcakes for the party. He ordered red velvet and vanilla cupcakes. ¾ of the cupcakes are vanilla. How many are red velvet? - A pie 6 There was 5/8 of a pie left in the fridge. Daniel ate 1/4 of the left over pie. How much of the pie did he have? - A salt There are 7/8 kilogram of salt in the kitchen. Mother used 2/15 of the salt when she was preparing dinner. How much salt did she use? - One third of a number What is 1/3 of 18? - Pancake mix According to a recipe, each batch of pancake mix can make 12 pancakes. Lilly is making 3 batches for a brunch party. If each batch needs 7/12 cups of milk, how much milk does she need in total? Azile had R150 (South African Rand - currency/money - code ZAR). He spent 2/5 of the money on a shirt, and then he spent 2/3 of the money that was left to buy a cap. a) How much did the shirt cost? b)How much did he have left after buying the shirt? c) Ho Trent operates a hot dog stand. On Wednesday he used 2 bags of hot dog buns. On Thursday he used 1/5 as many hot dog buns as on Wednesday. How many bags of hot dog buns did Trent use on Thursday? - Add quarter to a number What is the total of 80 plus 1/4 of 120? - Mother 12 Mother has 2 litres (liter=L) of milk. She used 1/8 L for making leche flan and 1/8 L for baking a cake. How much milk did she use? How much milk is left? - Eat and drink If there are 16 people in a room and 3/8 of people is eating and 1/4 are doing some thing else. How many people are drinking? - Farmer 6 Farmer planted 32 acres of corn. Animals ate 1/8 of the corn he planted. How many acres of corn did the animals eat? - In the park 10 children in the park. Four tenths are wearing a red shirt how many children in the park are wearing a red shirt Lerato picks 400 apples from the tree in the orchard . Lerato bottles 4/10 of the apples, uses 1/8 of the apple in pie and sells 3/20 of the apples . A, How many apples does Lerato sell? B, How many does she bottle? C, How many apples does she use in the - Alice 3 Alice has R50 and spend 4/5 of her money. How much does Alice spend? Need help calculating sum, simplifying, or multiplying fractions? Try our fraction calculator. Fraction word problems. Multiplication practice problems.

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http://www.rawbw.com/~hinshaw/cgi-bin/id?534

math

+-- William Hinshaw | 1789-1854 +-- Zimri Hinshaw --------+ | 1822-1900 | | +-- Ruth Hinshaw | 1791-1836 William Martin Hinshaw ---+ B: 1852 | +-- William Clark D: 1928 | | +-- Martha McMath Clark --+ 1817-1888 | +-- Courtney (Clark) M: Anna Marie White +-- Fred Bahnson Hinshaw, 1876-1948 +-- Bertha Eugenia Hinshaw, 1878-1953 +-- Guy Francis Hinshaw, 1880-1977 +-- Hugh Martin Hinshaw, 1883-1921 +-- Clinton White Hinshaw, 1886-1956 +-- Mabel Lee Hinshaw, 1888-1973 +-- Laura Estelle Hinshaw, 1891-1972 |William Martin Hinshaw     [ID 00534]||Click here to switch to Ahnentafel view:| Born Mar 25 1852, Chatham County, North Carolina.1,43,a,b,141,c,d,e,f In 1870, when William was 18, he moved from Chatham County, N.C. to Winston, Forsyth County, N.C.    He attended Boys School in Winston for two years.    When he finished school he sold goods for his brother George, who was head of the Hinshaw Company.    The Hinshaw Company eventually consolidated with "Hodgin, Sullivan & Co.", but William remained as salesman for ten years.g He married Anna Marie White, Jun 1 1875.g    (Ann Marie White)a    (Annie Marie White)h    (Jan 2 1873).i    Anna, daughter of Joshua Simeon White & Charlotte Elizabeth Rights, was born Mar 7 1855, Winston, Forsyth County, North Carolina.g,141,j,c,d,e,f,i Ann's sister, Carolin Elizabeth White, had been the first child born (Sep 21 1852) in Winston, North Carolina (founded 1849).    Her parents home was the 5th house built in Winston.g After they were married, William and Ann lived for awhile with Ann's parents.    William built his first house on the northeast corner of Fourth and Cherry Streets, across from his brother George's home on Cherry Street.    On Jan 23 1880 he bought a lot and built a home on the south side of Fifth Street, where today is located the Forsyth County Main Library.g On Feb 21 1877, William was deeded a lot in Winston where he and his brother George built the Hinshaw Brothers Store.    On Dec 31 1881, William sold his interest to George and Wade H. Bynum, General Partners, and James W. Allison and E.B. Addison, Special Partners, operating as "Hinshaw and Bynum".    William then built a store on the west side of Trade Street, between Fourth and Fifth Streets, and William's family lived above the store.    William owned this store for ten years.g William and family were shown in the 1880 census (Jun 16 1880), Winston, Forsyth County, North Carolina:c William's family fell on hard times so son Fred travelled seeking work, which he found in Charleston, West Virginia.    Fred wrote home telling his parents of his good fortune (no need to build a fire in the morning - just turn the gas valve!).    William and sons Hugh and Clinton went to Charleston to find work.    Eventually William returned to Winston, Fred moved north, and Clinton settled in Huntington, West Virginia.175 William and family were shown in the 1900 census (Jun 19 1900), 84 Brooktown Avenue, Winston, Forsyth County, North Carolina:d William and family were shown in the 1920 census (Jan 6 1920), 232 North Greene, Winston-Salem, Forsyth County, North Carolina:f Anna's obituary was published in the "Laurensville Herald" (Laurens, Laurens County, South Carolina) on Friday, December 24, 1926:i MOTHER OF MRS. WOLFF DIED SATURDAY, 18TH MRS. ANNA M. HINSHAW, mother of MRS. B.M. WOLFF, of this city, died at her home in Winston-Salem, N.C., Saturday afternoon at 1:20 o'clock after a lingering illness.    She had been critically ill for several weeks.    MRS. WOLFF was at her bedside when the end came.    MR. WOLFF went up upon receipt of the news and attended the funeral Sunday. The following account of her appeared in the Winston-Salem Journal Sunday morning: MRS. ANNA M. HINSHAW, 71, wife of W.M. HINSHAW, 232 North Green St., passed away at a local hospital yesterday. MRS. HINSHAW was born in this city March 7, 1855, the daughter of the late J.S. and CHARLOTTE RIGHTS WHITE.    She spent her entire life in this city and was one of the best known and best loved women in the community. Early in life she became a member of the Centenary Meth. Church and devoted most of her life to church work. She married W.M. HINSHAW Jan. 2, 1873 and the two have lived on N. Green St. for many years. Surviving are her husband, 3 daughters, MRS. B.M. WOLFF, of Laurens, MISS MABEL HINSHAW of this city, and MRS. JOHN CALDWELL of Newton; 3 sons, GUY F. HINSHAW, of this city, CLINTON W. HINSHAW, Huntington, W.Va. and FRED B. HINSHAW of N.Y., one sister, MRS. J.R. WALKER of this city; one brother, FRANK WHITE of Exmore, Va., and 17 grandchildren. William Martin Hinshaw died Jul 8 1928, buried Salem Cemetery, Winston-Salem, Forsyth County, North Carolina.b,141 1. "The Hinshaw and Henshaw Families", by William Hinshaw; edited by Milo Custer; private printing, Bloomington, Illinois, 1911; Frank I. Miller Co., printers. LDS microfilm number 1402822. 43. A handwritten document titled "Hinshaws - Early Chatham Co. & Cane Creek Quaker Meeting", by William C. & Nolan Moran. 141. Family group sheets contributed by Thornton Neal Hinshaw 175. Family group sheets contributed by Hugh Malcolm Hinshaw (a) Contribution from Hugh Malcolm Hinshaw. (b) Contribution from Lee Hinshaw. (c) 1880 census, Winston, Forsyth County, North Carolina; roll T9-0963, ED 86, page 473A, line #19, dwelling #198, family #216. (d) 1900 census, 1st Ward, Winston, Forsyth County, North Carolina; roll T623-1195, ED 37, page 5A, line #33, dwelling #73, family #84. (e) 1910 census, 1st Ward, Winston, Forsyth County, North Carolina; roll T624-1111, ED 70, page 100A, line #21, dwelling #249, family #249. (f) 1920 census, Winston-Salem, Forsyth County, North Carolina; roll T625-1298, ED 86, page 4B, line #58, dwelling #59, family #69. (g) Biography of William Martin Hinshaw written in 1964 by Mabel Lee Hinshaw for her brother Clinton and sister Laura, with additional information from Lee Morrow Hinshaw. (h) Contribution from Pat Winfree () citing: obituary of Joshua Simeon White (probated May 23 1911). (i) Obituary of Anna M. Hinshaw; "Laurensville Herald", Dec 24 1926; posted Sep 23 2006 by "Nancie O." () to SCSPARTA-L. (j) Contribution from Pat Winfree (). (k) Contribution from Lee Hinshaw citing: Family record book written by Aileen Hinshaw. If you have additional information on this person, please share! If you would like to be automatically notified by email whenever an update is made affecting this page then enter your email address and click the "Enter" button below: How is this person related to other ancestors? To find out, enter the database ID number of another ancestor, and then click the "Enter" button below: Return to HFA Home Page This site uses spambot thwarting technology to hide email addresses from all known email harvesting programs used by spammers. [This page was computer generated]

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CC-MAIN-2013-20

https://domygreexam.com/the-importance-of-algebraic-expressions/

math

Algebraic expressions are simply a type of statement made by a simple equation that cannot be fully expressed in a more general form. This is where a little bit of math can help you. In addition to the expressions themselves, you will see these expressions used all throughout the course of an algebra lesson. They are an important part of a lesson because they provide a very simple way to determine an unknown value or simply find out what is meant by a specific formula. There are many different problems in which these formulas are found helpful. For example, a student may be trying to find the value of a particular constant using only a few different properties. In order to do this, he needs to be able to take the expression of a property and use it to determine the value of another property that is not mentioned in the original formula. These expressions are also useful in determining the different ways that values can be obtained from a set of properties. For instance, if you are working with a set of algebraic equations that involve multiplication, you may want to look at how many different ways you can multiply the variable x. This will help you figure out whether or not there are any other properties that need to be added in order to get the answer that you desire. Algebraic expressions can also be used to find out whether a number that is multiplied into another number is increasing or decreasing. For instance, the expression for the slope of the line graph that was multiplied by the y variable can be used to determine if it is increasing or decreasing. The equation of a line can be used to determine this, as well as the slope of a curve. Algebraic expressions also come into play when you are dealing with integrals. Integrals are those that involve the addition or subtraction of two values over a period of time, or in one-dimensional space. It is an integral of a certain function that tells you what the function is changing when the value of one of its variables is added to or subtracted from another variable. If you add two numbers together, you have an integral. If you add two numbers, but then add a third number and subtract one from the first two, you have a derivative. Integrals can be written as an equation or they can be written as a formula, depending on which is used. Algebraic expressions are everywhere. Because they are so important to the subject, it is important to understand how to properly use them. The most basic algebraic expression is a normal equation. In this case, the term ‘normal’ refers to the fact that the expression for the variable is not changing after being multiplied by some constant. For example, the constant that is multiplied here is gravity. Another example of a normal equation is one where the variable is changed by some constant, and then the function is multiplied by a different constant. For example, the equation of a line or curve is usually expressed in this way. This equation is called the integral of the curve, because the curve is added to the constant and the other constant is then multiplied by the change in the curve. The second term is the time, or the time it takes for the curve to increase as the value of the other constant is increased. This form of this expression is useful for calculating the slope of a curve, because it is easy to calculate the slope of the curve by dividing the original curve by the slope. Using this expression, you can find out the time that it will take for the curve to change at a constant rate of speed.

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CC-MAIN-2024-18

http://eulerarchive.maa.org/pages/E461.html

math

E461 -- Extrait d'une lettre de M. Euler le Pere à M. Bernoulli, concernant le Mémoire imprimé parmi ceux de 1771 (Extract of a letter from the elder Mr. Euler to Mr. Bernoulli, concerning the Memoire published among those of 1771) This is a very short note about properties of the numbers 10p, along with criteria for them to be divisible by 2p+1. It also contains a remark that 231-1 is prime and that 41 - x + xx produces prime numbers for x up to 40. Originally published in Nouveaux Mémoires de l'Académie des Sciences de Berlin, Histoire 1772, 1774, pp. 35-36 Opera Omnia: Series 1, Volume 3, pp. 335 - 337 - Reprinted in Commentat. arithm. 1, 1849, pp. 584 [E461a] - Original publication: E461 - Additionally, E461 can be viewed or downloaded from Academieschriften pages at the Berlin-Brandenburg Academy of Science's web site, which includes the serial publications of the Prussian Academy of Science from the 18th and 19th Centuries. - English translation (Todd Doucet): E461 - Other works that cite this paper include: - R. A. Mollin, "Prime-Producing Quadratics," American Mathematical Monthly, 104 (June-July 1997), pp. 529-544. Return to the Euler Archive

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CC-MAIN-2019-22

http://www.cafemom.com/group/114079/forums/read/17413870/Love_it_or_leave_it_Calculator

math

love calculators for your kids, or would you rather them not use them at the stage they are at? We don't use them, yet. I don't let them use it. they are just starting out with adding and subtracting and I'm afraid once they get their hands on that, they'll be lazy and never really figure out how to mentally do the math. I can't see them really using/needing one until maybe high school. i teach them to use it but we dont use it for math class, but we do use it in the store I showed my dd how to use one, but she does not use one for her math. Nope none allowed till she tries it 3 times without the calculator. I will not let mine use the calculator for their math. They must learn to work the problems on paper and in their heads. I won't even let my 15 yr old use his for geometry. He must learn to convert fractions and decimals to get the exact answers. I will use the calculator to check the correct answer and then show him how to get the answer by following the formulas that are given until we get the correct answers. :) Nope, I just think its bretter to use your mind instead of some gadget. :) I have just started to let my child use one. She has already done the Math work, she did it in pen. Now all the answers are wrong because she didn't read what she was suppose to do. Pretty simple Math, but not her good subject. So she is correcting the problems. When the school was going to put my child into the Middle school, (even tho the school said they had nothing for her) we still went to check the school out. They were using calculators already, my grand daughter in the 7th grade has been using them since the 5th grade. (At school), So yes I am teaching her how to use them, but she doesn't use them all the time, we still use manipulators. No, not yet. I'm a firm believer in kids knowing how to do math problems on paper or mentally. Leave it for now. When they're in high school maybe for some things. Part of the CafeMedia family © 2016 CMI Marketing, Inc. All rights reserved. Already Joined? LOG IN

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CC-MAIN-2016-44

https://www.nagwa.com/en/videos/787126471256/

math

A sprinter runs the 100-meter race at a certain average speed. The runner crosses the finish line 9.5 seconds after the race starts. What is the runner’s average speed? Round your answer to one decimal place. Okay, so we’ve been told here that we’ve got a sprinter who’s running a 100-meter race. That’s the distance that the sprinter was running. And we’ve been told that they finish the race 9.5 seconds after it starts. Or in other words, it takes them 9.5 seconds to run 100 meters. We’ve been asked to find their average speed. So we can recall that the average speed of an object, or in this case a person, is defined as the total distance moved divided by the total time taken to move that distance. So in our scenario here, the total distance moved is 100 meters. And the total time taken to move that distance is 9.5 seconds. And hence, we can say that the average speed of the sprinter, which we’ll call 𝑆 subscript avg, is given by dividing 100 meters by 9.5 seconds. And when we look at the units, we see that it’s going to be in meters per second. So, when we evaluate the right-hand side, we find that the average speed of the runner is 10.526 dot dot dot meters per second. However, this is not our final answer because, remember, we’ve been asked to give our answer to one decimal place. So here is the first decimal place. We’re gonna work out whether it stays the same or whether it rounds up. To do this, we need to look at the next decimal place. In this case, this value is a two. Now two is less than five. Therefore, this value is going to stay the same. If, instead, this number was greater than or equal to five, then we would have to round up this decimal place. However, in this case, we don’t have to do that. And hence, we can say that our final answer is that the runner’s average speed is 10.5 meters per second to one decimal place.

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CC-MAIN-2021-49

https://amystarksbookpage.wordpress.com/about/

math

Bio: I'm a single parent, part time student, and author. I'm going to school get my technical certificate in photography. I've published about seven poetry books, one kids poetry book, and 4 books in the Psychic Vampire Prophecies. Currently trying to finish the last book in the series. I am also working on a Holiday Romance book at the moment.

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CC-MAIN-2018-30

https://www.hackmath.net/en/math-problem/3054

math

Shadow and light Nine meters height poplar tree has a shadow 16.2 meters long. How long does shadow have at the same time as Joe if he is 1,4m tall? Did you find an error or inaccuracy? Feel free to write us. Thank you! Tips for related online calculators See also our trigonometric triangle calculator. You need to know the following knowledge to solve this word math problem: We encourage you to watch this tutorial video on this math problem: video1 Related math problems and questions: - Poplar shadow The nine-meter poplar casts a shadow 16.2 m long. How long does a shadow cast by Peter at the same time if it is 1.4 m high? - Tree shadow The tree perpendicular to the horizontal surface has a shadow 8.32 meters long. At the same time, a one-meter rod perpendicular to the horizontal surface has a shadow 64 cm long. How tall is the tree? At the park, a young woman who is 1.72 meters tall casts a 3.5 meters shadow at a certain hour. What is the height of a tree in the park that, at the same time, casts a 12.3 meters shadow? Calculate the height of a tree that casts a shadow 22 m long if you know that at the same time, a pillar 2 m high casts a shadow 3 meters long. - Two-meter 3473 A tree with an unknown height casts a shadow 18 m long at a time, while a two-meter pole casts a shadow of 2.4 m. How tall is the tree? - Tree shadow The shadow of the tree is 16 meters long. The shadow of a two-meter-high tourist sign beside standing is 3.2 meters long. What height has a tree (in meters)? - The shadow The shadow of a 1 m high pole thrown on a horizontal plane is 0.8 m long. At the same time, the shadow of a tree thrown on a horizontal plane is 6.4 m. Determine the height of the tree. - Shadow of tree Miro stands under a tree and watches its shadow and shadow of the tree. Miro is 180 cm tall, and its shade is 1.5 m long. The tree's shadow is three times as long as Miro's shadow. How tall is the tree in meters? - Sugar 9 Joe has two containers of sugar. One container has 1 2/5 cups. The other container has 4 1/10. If he uses 1 4/5 of sugar how much does he have left? - Chimney and tree Calculate the height of the factory chimney, which casts a shadow of 6.5 m long in the afternoon. At the same time, a 6 m high tree standing near it casts a shadow 25 dm long. - Garden tree Anna is drawing a picture of her garden. A tree is 9 meters high, and she draws it as 13.5 cm tall in her drawing. If a flowering plant is 40 cm high in reality, how will Anna have to draw it to keep the proportion correct? A tree at the height of 3 meters broke in the windbreak. Its peak fell 4.5 m from the tree. How tall was the tree? - Determine 82470 The school building casts a shadow 16 m long on the plane of the yard, and at the same time, a vertical meter pole casts a shadow 132 cm long. Determine the height of the building. - Vertical 29801 The shadow of the building is 16 m long, and the shadow of the vertical meter rod is 0.8 m long at the same time. What is the height of the building? - Determine 70834 At the same time, a vertical 2-meter pole casts a shadow of 0.85 meters. At the same time, a chimney of unknown height casts a 45m long shadow. Determine the height of the chimney. - Approximately 25381 The observer sees the tops of two trees at the same angle a. It is 9 m from one tree and 21 m from the other. The trees stand on a level. How tall is the second tree if the height of the first is 6 m? Remember that the eyes of a standing person are approx - Sun rays If the sun's rays are at an angle of 60°, then the famous Great Pyramid of Egypt (which is now 137.3 meters high) has a 79.3 m long shadow. Calculate the current height of the neighboring Chephren pyramid, whose shadow is measured at the same time at 78.8

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https://www.jiskha.com/display.cgi?id=1389020393

math

posted by nina . Two Airplanes leave an airport at the same time on different runways. One flies on a bearing of N66degreesW at 325 miles per hour. The other airplane flies on a bearing öf S26degreesW at 300 miles per hour. How far apart will the airplanes be after 2 hours? After you make your sketch, it should be simple to calculate the angle between their flight-paths to be 88° , and after 2 hours the distance covered would be 650 and 600 miles. So a direct application of the cosine law .... d^2 = 650^2 + 600^2 - 2(650)(600)cos88° d = √..... I get appr 869 miles

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https://snv.hr/en/znameniti-srbi/duro-kurepa-matematicar/

math

Đuro Kurepa was born on 16 August 1907 in Majske Poljane by Glina. He simultaneously attended middle agricultural school and high school in Križevci. Following graduation in mathematics and physics from the Faculty of Philosophy in Zagreb, Kurepa studied at Sorbonne under the professor M. Frechet and other French mathematicians. In Paris Kurepa defended his doctoral thesis in which he for the first time developed a systematic study on set trees. Upon return to Zagreb he worked at the Faculty of Philosophy until 1965, and then switched to the Faculty of Science in Belgrade where he remained full professor until 1977 when he was promoted to the professor emeritus. Kurepa was member of the Yugoslav Academy of Sciences and Arts, Bosnia and Herzegovina Academy of Sciences and Arts and the Serbian Academy of Sciences and Arts. He was President of the Educational Council of Serbia, Scientific Committee at the Mathematical Institute in Belgrade, Alliance of Mathematicians, Physicists and Astronomers of Yugoslavia; Yugoslav National Committee for Mathematics and Balkan Mathematics Union. He was among founders of the Mathematicians’ and Physicists’ Society of Croatia and its first president. As recognition for his life work Kurepa received the AVNOJ award in 1976. At the universities in Zagreb and Belgrade Đuro Kurepa taught courses from different areas of mathematics (mathematical analysis, algebra, algebra structures, differential equations, complex analysis, real functions, set theory, and topology). He wrote some 50 textbooks for primary and middle schools and only Školska knjiga publishing house from Zagreb published 23 of his titles. His scientific-research results are contained in about 170 scientific works published in numerous journals form all over the world. Đuro Kurepa achieved greatest results in mathematics with his research of partially ordered sets, Suslin’s problem, cardinal numbers, hypothesis of continuum, axiom of choice, induction principle etc. Of all his researches, those dealing with the theory of trees and the famous Suslin’s problem from 1920 left the deepest mark. He died on the 2 November 1993.

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https://mathshistory.st-andrews.ac.uk/Biographies/Steinhaus/

math

Hugo Dyonizy Steinhaus Jasło, Galicia, Austrian Empire (now Poland) BiographyHugo Steinhaus was born in Galicia into a family of Jewish intellectuals. The town of his birth, Jasło, was in Galicia, about half way between Kraków and Lemberg (now called Lviv) (although a bit nearer Kraków than Lemberg). Galicia was attached to Austria in the 1772 partition of Poland. However, by the time Steinhaus was born in Jasło, Austria had named the region the Kingdom of Galicia and Lodomeria and given it a large degree of administrative autonomy. Steinhaus's uncle was an important person being a politician in the Austrian parliament. Steinhaus studied for one year in Lemberg, spent one term in Munich but then spent five years studying mathematics at the University of Göttingen. There he was influenced by an amazingly strong group of mathematicians including Felix Bernstein, Carathéodory, Courant, Herglotz, Hilbert, Klein, Koebe, The main influence on the direction that Steinhaus's research would take was none of the major mathematical figures at Göttingen but rather the influence came from Lebesgue. Steinhaus studied Lebesgue's two major books Leçons sur l'intégration et la recherche des fonctions primitives Ⓣ (1904) and Leçons sur les séries trigonmétriques Ⓣ (1906) around 1912 after completing his doctorate. After military service in the Polish Legion at the beginning of World War I, Steinhaus lived in Kraków. He relates in how, despite the war in 1916, it was safe to walk in Kraków:- During one such walk I overheard the words "Lebesgue measure". I approached the park bench and introduced myself to the two young apprentices of mathematics. They told me they had another companion by the name of Witold Wilkosz, whom they extravagantly praised. The youngsters were Stefan Banach and Otto Nikodym. From then on we would meet on a regular basis, and ... we decided to establish a mathematical society.The mathematical society which Steinhaus proposed was started as the Mathematical Society of Kraków and, shortly after the war ended, it became the Polish Mathematical Society. Steinhaus described the beginnings of the new mathematical society in in a passage which tells us quite a lot about his life in Kraków at the time:- As initiator of the idea, I made my room available for meetings and, as the first step in preparations, nailed an oilcloth blackboard to the wall. When the French manager of the boarding house saw what I had done, she was terrified - what was the proprietor going to say? I calmed her down reminding her that the owner of the building was my uncle's brother-in-law, and she forgave my transgression. However, I had made a mistake. Mr L took the position of a traditional, hard-nosed landlord and was unmoved by the lofty goal the blackboard was supposed to serve. The society expanded - it was the first ray of light of this kind in Poland.Also at this time Steinhaus started a collaboration with Banach and their first joint work was completed in 1916. Steinhaus took up an appointment as an assistant at the Jan Kazimierz University in Lwów (as Lemberg University had become) and, around 1920, he was promoted to Extraordinary Professor. Banach was by this time on the staff at Lwów and the school rapidly grew in importance. Kac, who was a student of Steinhaus in Lwów during the 1930s, described the influence of Lebesgue's work on the Lwów school:- The influence of Lebesgue on the Lwów school was very direct. The school, founded ... by Steinhaus and Banach, concentrated mainly on functional analysis and its diverse applications, the general theory of orthogonal series, and probability theory. There is no doubt that none of these theories would have achieved today's level of prominence without an essential understanding of the Lebesgue measure and integral. On the other hand, the ideas of Lebesgue measure and integral found their most striking and fruitful applications there in Lwów.Steinhaus was the main figure in the Lwów School up till 1941. In 1923 he published in Fundamenta Mathematicae the first rigorous account of the theory of tossing coins based on measure theory. In 1925 he was the first to define and discuss the concept of strategy in game theory. Steinhaus published his second joint paper with Banach in 1927 Sur le principe de la condensation des singularités Ⓣ. In 1929, together with Banach, he started a new journal Studia Mathematica and Steinhaus and Banach became the first editors. The editorial policy was:- ... to focus on research in functional analysis and related topics.Another important publishing venture in which Steinhaus was involved, begun in 1931, was a new series of Mathematical Monographs. The series was set up under the editorship of Steinhaus and Banach from Lwów and Knaster, Kuratowski, Mazurkiewicz, and Sierpiński from Warsaw. An important contribution to the series was a volume written by Steinhaus jointly with Kaczmarz in 1937, The theory of orthogonal series. Steinhaus is best known for his book Mathematical Snapshots written in 1937. Kac, writing in says:- ... to understand and appreciate Steinhaus's mathematical style, one must read (or rather look at) snapshots. ... designed to appeal to "the scientist in the child and the child in the scientist" ... it expresses, not always explicitly and at times even unconsciously, what Steinhaus thought mathematics is and should be. To Steinhaus mathematics was a mirror of reality and life much in the same way as poetry is a mirror, and he liked to "play" with numbers, sets, and curves, the way a poet plays with words, phrases, and sounds.Stark describes Steinhaus lectures in Lwów:- My class was guided by Professor Steinhaus. It was a very big class, and the analysis lecture was attended by over 220 students squeezed into a smallish and poorly ventilated lecture room, standing in the aisles, and sitting on the window sills. ... His figure, perched high on the podium by a small five by five foot blackboard dominated the crowded room. ... despite Steinhaus's attention to preparation, the lectures were too difficult for the average student.The mathematicians of the Lwów school did a great deal of mathematical research in the cafés of Lwów. The Scottish Café was the most popular with the mathematicians in general but not with Steinhaus who (according to Ulam):- ... usually frequented a more genteel tea shop that boasted the best pastry in Poland. This was Ludwik Zalewski's Confectionery at 22 Akademicka Street. It was in the Scottish Café, however, that the famous Scottish Book consisting of open questions posed by the mathematicians working there came into being. Steinhaus, who sometimes joined his colleagues in the Scottish Café, contributed ten problems to the book, including the final one written on 31 May 1941 only days before the Nazi troops entered the town. You can see more about the Scottish Café at THIS LINK. When the prospect of war was looming in 1938, Steinhaus proposed Lebesgue for an honorary degree from Lwów. Steinhaus joked to Kac that :- It will not be a bad record to leave behind, to have had Banach as the first and Lebesgue as the last doctoral candidate.The reception for Lebesgue, after the award of his degree, was held in the Scottish Café but only fifteen mathematicians attended, showing that the school of mathematics in Lwów had shrunk considerably due to the political situation. Steinhaus spent the war years from June 1941 hiding from the Nazis, suffering great hardships, going hungry most of the time but always thinking about mathematics :- ... even then his sharp restless mind was at work on a multitude of ideas and projects.In 1945 Steinhaus moved to the University of Wrocław but made many visits to universities in the United States including Notre Dame. Kac in writes:- ... it was he who, perhaps more than any other individual, helped to raise Polish mathematics from the ashes to which it had been reduced by the Second World War to the position of new strength and respect which it now occupies.After the end of World War II the Scottish Book, which seems to have been preserved through the war by Steinhaus, was sent by him to Ulam in the United States. The book was translated into English by Ulam and published. Steinhaus, now in the University of Wrocław, decided that the tradition of the Scottish Book was too good to end. In 1946 he extended the tradition to Wrocław starting the New Scottish Book. Let us finally examine some of Steinhaus's mathematical contributions which we have not mentioned above. In 1944 Steinhaus proposed the problem of dividing a cake into pieces so that it is proportional (each person is satisfied with their share) and envy free (each person is satisfied nobody is receiving more than a fair share). For the problem is trivial, one person cuts the cake, the other chooses their piece. Steinhaus found a proportional but not envy free solution for . An envy free solution to Steinhaus's problem for was found in 1962 by John H Conway and, independently, by John Selfridge. For general the problem was solved by Steven Brams and Alan Taylor in 1995. Steinhaus's bibliography, see , contains 170 articles. He did important work on functional analysis, but he himself described his greatest discovery in this area as Stefan Banach. Some of Steinhaus's early work was on trigonometric series. He was the first to give some examples which would lead to marked progress in the subject. He gave an example of a trigonometric series which diverged at every point, yet its coefficients tended to zero. He also gave an example of a trigonometric series which converged in one interval but diverged in a second interval. As we have noted above, other contributions by Steinhaus were on orthogonal series, probability theory, real functions and their applications. In particular he is associated with the theory of independent functions, arising from his work in probability theory, and he was the first to make precise the concepts of "independent" and "uniformly distributed". In addition to his famous book Mathematical Snapshots he also wrote the highly acclaimed One Hundred Problems .... - R Kaluza, The life of Stefan Banach (Boston, 1996). - H Steinhaus, Reminiscences (Polish) (Cracow, 1970). - Brief scientific biography of Hugo Steinhaus (1887-1972), Zastos. Mat. 13 (1972/73), III-IV. - A Dawidowicz, Reminiscences of Leon Chwistek, Hugo Steinhaus and Wlodzimierz Stozek (Polish), Wiadomosci matematyczne 23 (2) (1981), 232-240. - A Garlicki, Hugo Steinhaus-an episode in Berdechow (Polish), Wiadomosci matematyczne 30 (1) (1993), 121-124. - Hugo Steinhaus (14. I. 1887-25. II. 1972), Colloq. Math. 25 (1) (1972), i-ii. - M Kac, Hugo Steinhaus-a reminiscence and a tribute, Amer. Math. Monthly 81 (1974), 572-581. - B Koszela, The contribution of Józef Marcinkiewicz, Stefan Mazurkiewicz and Hugo Steinhaus in developing Polish mathematics: A biographical sketch (Polish), Mathematics at the turn of the twentieth century (Katowice, 1992), 104-110. - H Kowarczyk, The cooperation of Hugo Steinhaus with the medical sciences and physicians (Polish), Wiadomosci matematyczne (2) 17 (1973), 65-69. - List of the scientific works of Hugo Steinhaus, Wiadomosci matematyczne (2) 17 (1973), 12-28. - J Lukaszewicz, The role of Hugo Steinhaus in the development of the applications of mathematics (Polish), Wiadomosci matematyczne (2) 17 (1973), 51-63. - E Marczewski, The Wroclaw years of Hugo Steinhaus (Polish), Wiadomosci matematyczne (2) 17 (1973), 91-100. - C Ryll-Nardzewski, The works of Hugo Steinhaus on conflict situations (Polish), Wiadomosci matematyczne (2) 17 (1973), 29-38. - A Sarski, Hugo Steinhaus (1887-1972) (Bulgarian), Fiz.-Mat. Spis. Bulgar. Akad. Nauk. 15 (48) (4) (1972), 328-329. - M Stark, Hugo Steinhaus as a teacher during his Lwów period (Polish), Wiadomosci matematyczne (2) 17 (1973), 77-84. - K Urbanik, The ideas of Hugo Steinhaus on probability theory (Polish), Wiadomosci matematyczne (2) 17 (1973), 39-50. Additional Resources (show) Other pages about Hugo Steinhaus: Written by J J O'Connor and E F Robertson Last Update February 2000 Last Update February 2000

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https://ifyoufeedme.com/question/897/

math

Students were asked to answer a question at schools and to indicate what is most important for them to succeed. The one which response stood out from the rest was practice. Persons who ordinarily are successful do not become successful by being born. They work hard and dedication their lives to succeeding. This is how you can accomplish your goals. followed below some question and answer examples that you could benefit from to supercharge your knowledge and gain insight that will help you to preserve your school studies. Which of the following functions is graphed below? First you look at the left side of the graph. You can tell by the shape that it is an x^3 function. also the filled in circle means inclusive. so we know that when x <= (whatever number). It is impossible to tell for sure with this graph if it is on 1. for the first part. the only answer that has less then or equal to is the last one, D. So the answer is D. You can look at the right side that it is open circle. So we know it is >. So we can see the bottom part of D has that as well They can hopefully guide the student deal with the question by implementing the questions and answer examples. You can then have a discussion with your classmate and continue the school learning by studying the subject altogether.

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CC-MAIN-2023-14

https://rd.springer.com/chapter/10.1007/978-1-4899-0427-0_13

math

The idea of holding international congresses each four years is an old one for mathematics researchers. We have been doing it since the beginning of the century. In fact an International Congress that was held in Oslo in 1900 had an enormous impact throughout the century. The leaders invited the towering figure of David Hilbert, a German mathematician, to list outstanding problems in mathematics, and mathematicians have been working on them ever since. KeywordsMathematics Education Historical Perspective Classroom Teacher Research Mathematician Working Relationship Unable to display preview. Download preview PDF.

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CC-MAIN-2018-39

https://www.hindawi.com/journals/jam/2013/241930/

math

Complex Systems Modelling, Analysis, and ControlView this Special Issue Locally and Globally Exponential Synchronization of Moving Agent Networks by Adaptive Control The exponential synchronization problem is investigated for a class of moving agent networks in a two-dimensional space and exhibits time-varying topology structure. Based on the Lyapunov stability theory, adaptive feedback controllers are developed to guarantee the exponential synchronization between each agent node. New criteria are proposed for verifying the locally and globally exponential synchronization of moving agent networks under the constraint of fast switching. In addition, a numerical example, including typical moving agent network with the Rössler system at each agent node, is provided to demonstrate the effectiveness and applicability of the proposed design approach. Over the past decade years, the analysis of complex systems from the viewpoint of networks has become an important interdisciplinary issue . Complex networks have been intensively studied in many fields, such as social, biological, mathematical, and engineering sciences. Generally, a complex network is made up of interconnected nodes in which a node is a basic unit with detailed contents. These interactions between nodes determine many basic properties of a network. To better understand the complex dynamical behaviors of many natural systems, we need to study their operating mechanism, dynamic behavior, synchronization, antijamming ability, and so on. Recently, synchronization of complex dynamical networks has received a great deal of attentions from various fields of science and engineering [1–3]. Particularly, synchronization of large-scale complex networks of coupled chaotic oscillators has been extensively investigated in the fields of science and engineering. The synchronization properties of a complex network are mainly determined by its topological structures connections between nodes. In the current study of complex networks, most of the existing works on synchronization consider static networks, whose topological structures do not change as time evolves [4–10]. The Master-stability function (MSF) approach allows us to determine the stability of a linearly coupled dynamical network with a constant coupling (or Laplacian) matrix. However, numerous real-world networks such as biological, communication, social, and epidemiological networks generally evolve with time-varying topological structures. Henceforth, researchers have devoted more and more efforts to complex networks with time-varying topologies. Stilwell et al. prove that if the network of oscillators synchronizes for the static time-average of the topology, then the network will synchronize with the time-varying topology if the time-average is achieved sufficiently fast. At the same conditions, Lu et al. [13, 14] found that the directed network with switching topology can reach global synchronization for sufficiently large coupling strength if there exists a spanning-directed tree in the network. Inspired by the above discussions, in this paper we investigate the adaptive exponential synchronization problem for a specific time-varying network model. The model arises from the interaction of mobile agents proposed by Frasca et al. and can be widely used to explore various practical problems, for example, clock synchronization in mobile robots , synchronized bulk oscillations , and task coordination of swarming animals . How one controls the appearance of synchronized states of the dynamical network is of great significance in theory and potential applications. For the mobile agent network model, we introduce adaptive control to regulate its synchronization, as an attempt to explain the control of complex time-varying systems. Although synchronization control of moving agent network has great application potential in a variety of areas, there has been very little existing literature on the exponential synchronization problem. Therefore, we adopt the constraint of fast switching to derive exponent synchronization conditions. By using Lyapunov stability theory, adaptive controllers are designed for synchronization of moving agent network with time-varying topological structures. The adaptive controllers can ensure the states of moving agent network fast synchronization. The current paper is organized as follows. A general moving agent network model and several mathematical preliminaries are introduced in Section 2. In Section 3, several locally and globally adaptive synchronization criteria for the moving agent networks are deduced. A representative example is given to show the effectiveness of the proposed network synchronization criteria in Section 4. Conclusions are finally drawn in Section 5. 2. Moving Agent Network Model and Preliminaries We consider as moving agents distributed in a two-dimensional planar space of size , with periodic boundary conditions. Each agent moves with velocity and direction of motion . The velocity is the same for all individuals (denoted by ) and is updated in direction through the angle for each time unit. The agents are considered as random walkers. Hence, the motion law of the th agent is given as follows: where , is the position of agent in the plane at time , are independent random variables chosen at each time unit with uniform probability in the interval , and is the motion integration step size. Each agent interacts at a given time with only those agents located within a neighborhood of an interaction radius, defined as [15, 19, 20]. When two agents interact, the state equations of each agent are changed to include diffusive coupling with the neighboring agent. Under these hypotheses, the state dynamics of agent node can be formulated as where , are the state variables of the node ; is a smooth nonlinear vector-valued function which governs the local dynamics of oscillator; is the coupling strength; are the elements of a time-varying Laplacian matrix: which defines the neighborhood of agents at a given time and depends on the trajectory of each agent. In detail, for arbitrary two agents , with distance at time , , if ; , if ; , where is the number of neighbors of the th agent at time ; are the control inputs. In this paper, the control objective is to make the states of network (2) exponentially synchronize with a manifold defined in (3) by introducing a simple adaptive controller into each individual node where is a solution of an isolated node, We assume that is an arbitrary desired state which can be an equilibrium point, a periodic orbit, an aperiodic orbit, or even a chaotic orbit in the phase space. Next, the rigorous mathematical definition of exponential synchronization for dynamical network (2) is introduced. Definition 1. Let be a solution of dynamical network (2), where are initial conditions of node and is continuously differentiable on . If there are control inputs , and further there exist constants , and a nonempty subset with , , such that for all , and (Hereafter, denote as the Euclidean norm.) where , , is a solution of the system (4) with the initial condition , then the dynamical network (2) is said to realize exponential synchronization such that is the exponential rate. And is called the region of synchrony for the dynamical network (2) (see [21, 22]). 3. Synchronization of Moving Agent Networks In this section, we discuss the exponential synchronization of moving agent network (2) by designing adaptive controllers for each agent node. Several network synchronization criteria are given. 3.1. Local Synchronization Linearizing error system (7) about the synchronized states , we can get where and is the Jacobian matrix of evaluated at . In the following, we give several useful hypotheses. Assumption 2. Suppose that there exists a nonnegative constant satisfying Generally, Assumption 2 is likely to be satisfied. For example, in many chaotic systems such as Lorenz system, Rössler system, and Chen system, there exists a constant satisfying . Assumption 3. Suppose there exists a constant such that coupling matrix satisfying where is the time-average of the coupling matrix . Lemma 4. Suppose that a coupled network with fixed topology defined by admits a stable synchronization manifold and Assumption 3 holds. Then the network with a time-variant topological structure defined by (2) admits a stable synchronization manifold. According to analysis of , under the constraint of fast switching, , where is the probability that a link is activated and thus , and is the all-to-all coupling matrix with zero-row sum. That is Theorem 5. Suppose that Assumptions 2 and 3 hold. Then the dynamical moving agent network (2) is locally exponential synchronization under the following sets of adaptive controllers: and updating laws where is the exponential rate available to be designed, and , where is defined in the Assumption 2. Proof. Select a Lyapunov function as follows: where constant is to be given below. Then the time derivative of along the solution of the error system (8) is given as follows: According to Assumption 2, , so Here, according to Lemma 4, under the constraint of fast switching, one substitute for Since , Therefore, Since is a nonnegative constant, one can select suitable constants to make . Therefore, By calculating integration on both sides of the above inequality, we get . According to (15), one can get , so Let , so . That is, So, one gets where . Therefore, in closed-loop under the controllers (13) and updating laws (14), it follows that the error system (7) is locally exponentially stable at the equilibrium set , , with the exponential rate . Consequently, the synchronous solution of the dynamical network (2) is locally exponentially stable. Then the dynamical network (2) is said to realize locally exponential synchronization under the controllers (13) and updating laws (14). The proof is thus completed. 3.2. Global Synchronization Rewrite node dynamics as , where is a constant matrix and is a smooth nonlinear function. Thus, network (2) is described by where . Similarly, one can get the error system where and . Assumption 7. Suppose that there exists a nonnegative constant , satisfying Theorem 8. Suppose that Assumptions 3 and 7 hold. Then the dynamical moving agent network (2) is globally synchronized under the following adaptive controllers: and updating laws where , is a nonnegative constant satisfying , is defined in the Assumption 7, and is the exponential rate available to be designed. Proof. since is a given constant matrix, there exists a nonnegative constant such that . Similarly, construct Lyapunov function (15); then one has And according to Assumption 7, there exists a nonnegative constant , satisfying ; therefore, According to Lemma 4, one substitute for Since , are nonnegative constants, one can select suitable constants to make . Therefore, By similar calculation, one gets . Then, one has Similar, one can get where . Therefore, in closed-loop under the controllers (28) and updating laws (29), it follows that the error system (7) is globally exponentially stable at the equilibrium set , , with the globally exponential rate . Consequently, the synchronous solution of the dynamical network (2) is globally exponential stable. Then the dynamical network (2) is said to realize globally exponential synchronization under the controllers (28) and updating laws (29). The proof is thus completed. Remark 9. In this paper, the coupling scheme of dynamical network (2) is a linear relationship. If the network coupling scheme is general nonlinear relationship, the network (2) is rewritten as follows: Suppose that ( is a nonnegative constant) hold. Then, the synchronous solution of moving agent network (36) is globally exponentially stable under the adaptive controllers (28) and updated laws (29) by the similar proof. In this section, one example is given for illustrating the proposed synchronization criteria. Consider a dynamical network consisting of 5 identical Rössler oscillators, where state dynamics of each agent is described by where , . The following parameters have been used: , , . Each agent node interacts at a given time with only those agents located within a neighborhood of an interaction radius. Here, we let periodic boundary conditions size . The initial position of agent in the plane is chosen at random. The initial orientation , other time units being chosen at each time unit with uniform probability in the interval . Each agent is moving 40 time unit (). Then the position of each agent during the movement is shown in Figure 1. When two agents interact (let interaction radius ), the state equations of each agent are changed to include diffusive coupling with the neighboring agent, acting on the state variable . Based on these assumptions, the state dynamics of each agent can be described in terms of the following equations: where , is given by the Rössler dynamics, , are the elements of a time-varying matrix , and , . Obviously, one gets Similar to [23–25], since Rössler chaotic system has a chaotic attractor which is confined to abounded region , there exists a constant satisfying for and . Therefore, can be got from the method similar to . Thus, Assumption 7 holds. Assume that , to guarantee the fast-switching condition Assumption 3. Thus, Assumptions 3 and 7 hold. According to Theorem 8, the synchronous solution of dynamical moving agent network (38) is globally exponentially stable. The other parameters are assigned as follows: , , , and . The synchronous error is shown in Figures 2, 3, and 4. We learn from these figures that the synchronization errors can be globally exponentially stable for dynamical network (38). Therefore, we conclude that the states of the networks (38) can be globally exponentially synchronized with the state of each isolated Rössler system. Locally and globally adaptive exponential synchronization of moving agent network has been investigated in this paper. The network with decentralized controllers is considered as a large-scale nonlinear system with time-varying topological structure. An adequate Lyapunov function is constructed to deal with the problem of controlled synchronization so as to ensure the closed-loop system stability. Several network synchronization criteria for such network with time-varying topological have been obtained. And a numerical simulation of coupled Rössler system network is given, which demonstrates the effectiveness of the proposed synchronization scheme. This research was supported in part by the Natural Science Foundation of Hebei under Grant no. F2012501030, Fundamental Research Funds for the Central Universities under Grant no. N100323012 from the Ministry of Education, and the National Natural Science Foundation of China under Grant no. 51105068. S. A. Pandit and R. E. Amritkar, “Characterization and control of small-world networks,” Physical Review E, vol. 60, no. 2B, pp. R1119–R1122, 1999.View at: Google Scholar M. Barahona and L. M. Pecora, “Synchronization in small-world systems,” Physical Review Letters, vol. 89, no. 5, pp. 054101/1–054101/4, 2002.View at: Google Scholar S. Zheng, S. Wang, G. Dong, and Q. Bi, “Adaptive synchronization of two nonlinearly coupled complex dynamical networks with delayed coupling,” Communications in Nonlinear Science and Numerical Simulation, vol. 17, no. 1, pp. 284–291, 2012.View at: Publisher Site | Google Scholar | Zentralblatt MATH | MathSciNet L. M. Pecora and T. L. Carroll, “Master stability functions for synchronized coupled systems,” Physical Review Letters, vol. 80, no. 10, pp. 2109–2112, 1998.View at: Google Scholar D. Li, J.-a. Lu, X. Wu, and G. Chen, “Estimating the ultimate bound and positively invariant set for the Lorenz system and a unified chaotic system,” Journal of Mathematical Analysis and Applications, vol. 323, no. 2, pp. 844–853, 2006.View at: Publisher Site | Google Scholar | Zentralblatt MATH | MathSciNet

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CC-MAIN-2022-49

http://mathhelpforum.com/pre-calculus/207257-rationalizing-equation.html

math

So your function is ? With a and b different, there isn't going to be any good way to do that. Hey, I already asked this question, but, as I was just learning how to use the site, I posted it in the wrong area, so it probably won't get an answer, so please forgive the repost. I was wondering, is there an equation that rationalizes 1/(a'th root of x+b'th root of y)? If so, what is it'? Someone might "steal" it? What in the world would they do with it? You can't make money on things like that. But if you think it is important that you be given credit for it, then publishing here or somewhere else on the internet where you can get a ''time stamp", is enough to prove priority. Okay, but I am puzzled why you think the colleges would prefer to think you did it when you are two years older than whatever age you are now. I think I would be more impressed by something done by a person who was 17 rather than when he was 19.

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CC-MAIN-2016-50

https://icms.bg/jordan-algebra-conformal-toolbox-icms-seminar-talk-by-todor-popov/

math

The International Center for Mathematical Sciences – Sofia (ICMS-Sofia) February 12, 2023, 14:00 EET, Sofia (GMT+2) ICMS-Sofia, Room 403 INRNE, Bulgarian Academy of Sciences & AUBG Jordan algebra conformal toolbox We employ the Jordan algebras for a succinct description of the dynamical conformal symmetries of integrable models. Given an Euclidean Jordan algebra J via Tits-Kantor-Kocher construction we obtain a representation of the conformal (Mobius) group Co(J). Since the seminal work of Ger- hard Mack and Ivan Todorov [see attached files] on irreducible minimal conformal group U(2, 2)-representations it is known that the orbital wavefunctions of the hydrogen atom transform in a minimal U(2, 2)-representation. Given the Jordan algebra of hermitian 2×2 matrices (Pauli matrices)[see attached files] we recover the hydrogen spectrum U(2, 2)-representation from the TKK construction. A reality condition imposed on the Jordan algebra of Pauli matrices yields the Jordan algebra of real symmetric matrices and reduces the 3D H-atom to a 2D system. The Majorana reduction of the 4D Dirac spinor transforming under SU(2, 2) yields the dynamical con formal symmetry of the quantum motion of an electron in magnetic field (Landau problem). Different Landau levels turn out to be packed into a single conformal spinorial representation of SO(3, 2) which is identified with the Dirac’s ”Remarkable representation of the 3+2 de Sitter group”. We finally speculate on higher Jordan algebras and their relevance to the mass spectrum of elementary particles .

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http://pltermpaperjgzb.voteforthegirls.us/maximax-maximin-equally-likely-minimax-regret.html

math

Gba 334 module 2 avp transcript title: decision making title: • maximax (optimistic) • maximin • equally likely (average) • minimax regret. Free essays on maximax maximin equally likely minimax regret and emv for students use our papers to help you with yours 1 - 30. The impact matrix approach and decision rules to enhance index dimensionality, flexibility and representation minimax regret and maximin are equally likely. Definition of maximax criterion: in decision theory, the optimistic (aggressive) see also maximin criterion macro environme objective corporate. Maximax (optimist) the maximax looks at that is the whole point of decision theory be sure to use the opportunistic loss (regret) table for the minimax criterion. Laplace criterion is based on the principle of insufficient reason the equally likely decision criterion finds that alternative with the highest average outcome the. The maximin criterion is a feature of which of the following in order to use bayes' theorem to the minimax criteria finds the alternative that. Maximax maximin minimax minimax regret criterion multiplies the decision payoff for each state of nature by an equal states of nature are equally likely. Minimax regret the decision model that utilizes the opportunity loss table is: maximax maximin equally likely criterion criterion of realism minimax regret. Study 123 first exam flashcards from lori l on studyblue maximax b) equally likely c) maximin d) equally likely e) minimax regret. A maximax b maximin c minimax regret d equally likely 94 under which criterion from bus 104 at uc riverside. Decision analysis • for evaluating maximax 2 maximin 3 criterion of realism 4 equally likely 5 minimax regret maximax criterion • the optimistic approach. Decision making without probabilities include maximax, maximin, minimax regret thus assuming that the states of nature are equally likely to occur. Equally likely minimax regret xx maximax equally xxxxxx maximin decision xxxxxx under xxxxxxxxx xxxxxxx regret xxxxxxxx 10 saint_gba334_week_2_quizdocx. Criterion of realism (hurwicz) decision rule: (as in the maximax rule), and total risk aversion (as in the maximin rule. Start studying mgmt 33 chp 3 study questions learn (maximax, maximin, equally likely what decision should be made based on the minimax regret. (costs) - optimistic, conservative, minimax regret maximax, maximin, minimax regret equally likely (laplace) and realism (hurwicz. Quantitative methods, maximax and maximin maximax b maximin c minimax regret d what will their best offensive play be if state is equally likely to use. Study dsci 3331- chapter 3 self-test flashcards play games a the maximax criterion b the minimax regret criterion d the equally likely criterion 9. Maximax, maximin and minimax regret maximin, maximax and minimax regret are three approaches to decision making under uncertainty illustration. What is the minimax regret decision what is the maximax decision b) what is the maximin decision c) what is the equally likely decision d. Maximax (optimistic) b maximin equally likely (laplace) e minimax regret 2 documents similar to msa640chapter3 skip carousel. Self study quiz before taking the minimax regret the decision model that utilizes the opportunity loss table is : maximax maximin equally likely criterion. Decision analysis in this supplement including maximax, maximin, minimax regret, hurwicz thus assuming that the states of nature are equally likely to occur. The decision maker can control states of nature (maximax, maximin, equally likely what decision should be made based on the minimax regret criterion. Maximax optimistic 2 maximin pessimistic 3 criterion of equally likely (laplace) 5 minimax regret there are several maximax used to find the. The problem of decision making under uncertainty: thus assuming that the states of nature are equally likely to occur minimax regret (50000.

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CC-MAIN-2018-30

https://www.competz.org/accounting-and-finance-for-bankers-last-minute-revision-8.html

math

1. Find the compound interest on Rs.16,000 at 20% per annum for 9 months, compounded quarterly . Please remember, when we have to calculate C.I. quarterly then we apply following formula if n is the number of years Amount=P(1+R4100)4n Principal = Rs.16,000; Time=9 months = 3 quarters; Rate = 20%, it will be 20/4 = 5% So lets solve this question now, Amount=16000(1+5100)3=18522 C.I=18522-16000=2522 2. Sahil took a loan for 6 years at the rate of 5% per annum on Simple Interest, If the total interest paid was Rs. 1230, the principal was S.I.=P*R*T/100 =>P=S.I.*100/R/T By applying above formula we can easily solve this question, as we are already having the simple interest. P = 1230*100/6/5 = 4100 3. A sum of money at simple interest amounts to Rs. 815 in 3 years and to Rs. 854 in 4 years. The sum is: S.I. for 1 year = Rs. (854 - 815) = Rs. 39. S.I. for 3 years = Rs.(39 x 3) = Rs. 117. Principal = Rs. (815 - 117) = Rs. 698. 4. A certain amount earns simple interest of Rs. 1750 after 7 years. Had the interest been 2% more, how much more interest would it have earned? We need to know the S.I., principal and time to find the rate. Since the principal is not given, so data is inadequate.

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https://cooking.stackexchange.com/questions/43752/is-slow-cooking-in-an-oven-safe-with-long-cooking-times

math

I've been reading about slow cooking in an oven and I have some questions. We cook meat until it reaches a certain temperature; we can assume this temperature is deemed safe by food experts! However, I'm confused about what makes the food safe! Is it the heat of the meat, or the heat of the oven, or both? The reason for this question, is on some site (which I can't find now), they suggested (with Lamb), not to slow roast it under 135°C (with no reason why). However, I have a friend who is a chef, and he will slow roast lamb at 100°C. Let's assume pork must be cooked to 70°C for it to be considered safe. Is it considered as "safe" to cook it at 100°C for a 'long' time (until the pork is at 70°C), compared to cooking it at 200°C for a shorter time (until pork is at 70°C)? Does the length of cooking time, at the lower heat mean bacteria could actually spread? So, to summarise, if I cook meat (and I assume lamb and pork obey the same rules/laws) at a high temperature am I killing more bugs (due to the higher temperature) than if I cook it at a lower temperature?

s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100632.0/warc/CC-MAIN-20231207022257-20231207052257-00365.warc.gz

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http://www.dailyranger.com/ranger_headlines.php?page=153&category=

math

Jan 27, 2014 - By Carl Leubsdorf:  Chris Christie's effort to separate himself from the heavy-handed retribution of top aides against recalcitrant local pols adds yet another complication to the ... [more] Jan 27, 2014 - Janet Conover, Pavillion:  Editor: Jan 27, 2014 - By Randy Tucker:  It's a lot easier than doing what I do during high school football season. Jan 27, 2014 - The Associated Press:  No change in state rigs Jan 27, 2014 - The Associated Press:  CHEYENNE -- Members of the Legislature's Joint Appropriations Committee voted Friday to reduce possible extra state compensation for counties that stand to lose ... [more] Jan 27, 2014 - By Steven R. Peck:  The new ambulance chief haggled for more money; now he has to deliver Jan 27, 2014 - From staff reports:  CWC extends contracts Jan 27, 2014 - By Alejandra Silva, Staff Writer:  Communications specialists gave lawmakers an update on the Wind River Indian Reservation's Internet connections during the Wyoming Legislature's Select ... [more] Jan 27, 2014 - By Alejandra Silva, Staff Writer:  The district's Impact Aid grant application also was placed on the agenda to receive input from attendees. Jan 27, 2014 - By Eric Blom, Staff Writer:  The Fremont County Commission has decided not to ask Wyoming Attorney General Gregory A. Phillips to re-examine the Gabriel Drennen case. The county board also ... [more] Jan 27, 2014 - By Katie Roenigk, Staff Writer:  Officials at the Riverton Police Department say they aren't interested in using the new, nationally standardized dispatch program recently purchased by the ... [more] Jan 27, 2014 - Staff:  C.A. "Buck" Buchanan Jr. died Thursday, Jan. 23, 2014, after a short illness. He was 85 years old. Jan 27, 2014 - By Eric Blom, Staff Writer:  The county's longtime weed and pest supervisor retired in December after bringing many innovations to his field. Jan 24, 2014 - By Bruce Tippets, Sports Editor:  The Lander Tigers had a successful home wrestling opener on Thursday night by pounding Mountain View. Jan 24, 2014 - From staff reports:  LARAMIE -- Larry Shyatt said he had tears in his eyes. But they were tears of joy. Jan 24, 2014 - By Kelli Ameling, Staff Writer:  Maintenance and tech support positions are under discussion. Jan 24, 2014 - By Alejandra Silva, Staff Writer:  A fourth Riverton resident has submitted interest in serving on the Riverton City Council, which has two vacancies. Jan 24, 2014 - By Eric Blom, Staff Writer:  Attorneys' mistakes left few options for continuing to prosecute the case against a Riverton man arrested during a county-wide drug bust in May, a judge has ... [more] Jan 24, 2014 - By Bruce Tippets, Sports Editor:  Denver Broncos mania is back. Jan 24, 2014 - By Katie Roenigk, Staff Writer:  Firefighters extinguished a bonfire Tuesday evening that was causing some concern for residents north of Riverton. Jan 24, 2014 - By Steven R. Peck:  Work in The Ranger was judged Wyoming's best in several categories Jan 24, 2014 - From staff and wire reports:  Andrew Yellowbear Jr. finally has won a court ruling. Jan 24, 2014 - By Newsday:  As international talks in search of a cease-fire and regime change in Syria get under way this week in Switzerland, there is a humanitarian disaster unfolding ... [more] Jan 24, 2014 - From staff reports:  Lorimer honored for handcart work Jan 24, 2014 - The Associated Press:  Problem found with coal crusher

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http://www.realworldmath.org/fractal-coastline.html

math

This lesson follows the idea put forth by Benoit Mandelbrot in his 1967 paper “How Long is the Coast of Britain?” Mandelbrot pioneered the study of fractals, and in this paper he proposed that the length of any measure is related to the scale of measurement used. In theory, the coastline of Britain is infinite. To test this theory, students will measure the distance between two marked points on the southern coast of Britain from different elevations in Google Earth. Using the ruler tool set on “path” mode, the students should try to measure the coastline including all the bays and points. The exercise is repeated at different elevations by selecting the numbered placemarks in succession. At the lowest elevation, the students will have to move the Google Earth map as they use the ruler tool. They should find that as they become more exact in their measures, the distance between the marked points gets larger. What would it take to get a definitive measure? One possible discussion that could follow this exercise would be that on degree of accuracy when measuring. Another, would be on the fractal appearance of the selected view at different elevations. Fractals show self-similarity at any scale. Did this hold true with the coastline? You may find these links helpful:

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https://electronics.stackexchange.com/questions/235991/what-is-a-flyback

math

Trying to find this answer is so difficult that I can't even tell whether What is the difference between a transformer and a coupled inductor? is asking the same thing. Some reading suggests that a "flyback" element (which may be called a "flyback transformer," may also be called a "coupled inductor?," and which may be (or always is?) part of a "flyback power converter") is at least schematically equivalent to something like a conventional transformer with a parallel inductor. Is that correct, and if so can someone provide the appropriate schematic? Can someone provide a clear depiction of the physical embodiment of a flyback element? I can't determine what the core must look like. As far as I can decipher it consists of two independent "high-side" windings, and a low-side winding (which with a ZVS driver may actually consist of a split/dual winding). Finally, what are the relationships between the windings, low-side current, and high-side voltage and current output characteristics?

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CC-MAIN-2023-50

http://apaja.ga/nuxy/zero-coupon-interest-calculator-1698.php

math

Calculate YTM and effective annual yield from bond cash flows in Excel. Bond Yields: Nominal and Current Yield, Yield to Maturity The interest rate used to calculate the annual interest income must be determined.Changes in the key interest rate influence other interest rates,. This is my question: A zero-coupon bond issued at face value 1,000 five years ago matures in 10.Financial Calculators. - Calculate the fixed deposit interest and maturity amount.This narrated PPT describes how a zero coupon bond works, along with an example of how to calculate the yield to maturity.The Bond Yield to Maturity Calculator computes YTM with bond characteristics. How to Buy Zero Coupon Bonds | Finance - ZacksInterest, Present Value, and Yield Curves. because market interest rates have changed.There are five variables in a bond valuation problem. Future versions of this calculator will allow for different interest frequency. coupon rate, and yield. Bond yield calculator to calculate Yield To Maturity (YTM) of a coupon paying bond. PDF Duration – people.stern.nyu.edu - New YorkThe Term Structure of Interest Rates,. we consider two zero coupon bonds. We can easily calculate the present value for bond A and bond B as follows: PV. Characteristics of Zero Coupon Municipal BondsYield to Maturity 10 Example of Zero and Annuity Yield Curves. Interest Rates - Frequently Asked Questions How to calculate tax on zero coupon bonds. interest accrued for that bond, and do two things: i) enter that interest on Form 1040 Line 8b, and.Free loan calculator with amortization schedule and. it can also help calculate coupon interest. The Pricing and Valuation of Swaps - Georgia State University Bootstrapping Spot Rate Curve (Zero Curve) - Finance Train Demonstrates how to calculate current yield, yield to maturity (YTM), and yield to call (YTC) on and between coupon payment dates using the built-in Microsoft Excel.Investors can purchase different kinds of zero coupon bonds in the secondary markets that have been issued from a variety of sources, including the U.S. Treasury, corporations, and state and local government entities.We Offer a Bond Calculator Solution For Fixed Income Security. using the Fixed Interest Rate tab.Interest Rates and Bond Yields. either may be used to calculate a present. while a zero-coupon bond will be exposed only to the interest rate associated.Some investors avoid paying tax on the imputed interest by buying municipal zero coupon bonds (if they live in the state where the bond was issued) or purchasing the few corporate zero coupon bonds that have tax-exempt status. TaxTips.ca - Tax treatment of investments in strip bondsIt is worthwhile to. with a two-year zero coupon bond as getting the one-year spot rate of 8 percent and lock-. How to Calculate the Price of a Zero Coupon Bond How can I calculate zero-coupon rates from historical IR swap rates.The usefulness of bootstrapping is that using only a few carefully selected zero-coupon.To calculate the price and yield for bonds that pay no coupon interest, see the Discount or Zero Coupon Bond calculator for a.A bond is a loan investors give to a government entity or company, also called the bond issuer. Bond Yield to Maturity Calculator - QuantWolfWe use the bootstrapping method for deriving the zero curve from the par term structure.Forward Rate Calculations: Forward Rate Agreements and Forward. (zero coupon rate calculated. Coupon Bond Calculator - Zero Coupon Bond CalculatorZero Coupon Bonds: When Interest Can Wait As investors review credit downgrades of sovereign nations and ponder the long-term potential of equities, many are. Bond Calculator: Introduction. The. Coupon Field - The Coupon Payment is displayed or entered in this field.Investing in Zero Coupon Bonds. Since a zero coupon bond does not pay interest at the end of every quarter,. Bond calculator effective interest method - FDSSIZero-coupon CD: Instead of paying interest out annually, a zero-coupon CD re-invests the payouts so you receive interest on a larger total.A Zero Coupon Bond or a Deep Discount Bond is a bond that does not pay periodic coupon or interest.

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CC-MAIN-2018-47

https://www.reference.com/math/94-roman-numerals-143466b1ababe877

math

The Roman numeral equivalent for the number 94 is XCIV. The Roman numeral system employs letters rather than actual numbers. In many cases, a number must be broken down into parts in order to write its Roman numeral equivalent. The Roman numeral basic units for numbers up to 100 are as follows: I is equal to one, V is equal to five, X is equal to 10, L is equal to 50 and C is equal to 100. A letter is only allowed to appear in succession three times. Since the number 94 would be written LXXXXIIII, another rule must be used. If a lower-valued letter appears before a higher-valued letter, the lower value is subtracted from the higher value. Thus, since the number 90 is equal to 100 minus 10, it is written XC. The X before the C means ten less than 100. The number four is equal to five minus one, so it is written IV.

s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986726836.64/warc/CC-MAIN-20191020210506-20191020234006-00205.warc.gz

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http://skillgun.com/question/3753/arithmetic/time-and-work/komal-and-vimal-together-can-complete-a-piece-of-work-in-4-days-if-komal-alone-can-complete-the-same-work-in-12-days-in-how-many-days-can-vimal-alone-complete-that-work

math

Komal and Vimal together can complete a piece of work in 4 days. If Komal alone can complete the same work in 12 days. in how many days can Vimal alone complete that work ? (Komal+Vimal)'s 1 day's work = 1/4 Komal's 1 day's work = 1/12 Vimal's 1 day's work = (1/4 - 1/12) Hence, Vimal alone can complete the work in 6 days. Back To Top

s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267867885.75/warc/CC-MAIN-20180625131117-20180625151117-00528.warc.gz

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http://www.stata.com/statalist/archive/2007-04/msg00422.html

math

[Date Prev][Date Next][Thread Prev][Thread Next][Date index][Thread index] Re: st: Fw: PROPORTIONAL T TEST WITH OVERLAPPING McNemar's test is the standard test of this hypothesis. Do a search on "mcnemar" to find Stata's implementations & other information. There is an "exact" version. On Apr 13, 2007, at 5:55 PM, keesman wrote: I want to do a proportional t test with overlapping data (see below). Official Stata doesn't have this option for their proportion test. The statistical package Quantum has a proportional t test with an overlapping option. The overlapping option adjusts the results to allow for overlapping. Each person is asked if they use BrandA and then a second question do they use BrandB 1 yes and 0 no Id BrandA BrandB 1 1 0 2 1 1 3 1 0 4 0 0 5 1 1 6 0 1 7 0 1 8 1 1 9 1 0 10 1 1 I wish to determine if the proportion of BrandA is significantly different from BrandB (taking into account overlapping). I'm eager to know if there is any Stata program that does this or if there is a reference to this procedure. * For searches and help try:

s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368696382360/warc/CC-MAIN-20130516092622-00031-ip-10-60-113-184.ec2.internal.warc.gz

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http://angelscourt.clanwebsite.com/userlist

math

- Member of the Moment Events Recruitment Open Online Members None Online Guests: 1 Countdown AC Internal 1v1 Tournament 0 Days, 0 Hours, 0 Minutes and 0 Seconds Members ListPage:--1354420th Aug 2014--593917th Aug 2014--30152nd Oct 2014Admin14518th Jan 2015Member8219th Jan 2015Member2222nd Jan 2015--4129th Jan 2015Member0019th Jan 2015Member0024th Jan 2015Member408th Feb 2015Member0019th Jan 2015Member0024th Jan 2015Member008th Feb 2015Member0019th Jan 2015--0010th Feb 2015Member004th Dec 2014--0012th Feb 2015Member0020th Jan 2015Member0026th Jan 2015--0013th Feb 2015Member0019th Jan 2015Member0021st Jan 2015--0013th Feb 2015Member0019th Jan 2015Member0021st Jan 2015Member0012th May 2013--0022nd Feb 2015Member7019th Jan 2015Member0021st Jan 2015Member0028th Jan 2015--1024th Feb 2015Member0019th Jan 2015Member1021st Jan 2015Member0028th Jan 2015--0026th Feb 2015Member0019th Jan 2015Member1021st Jan 2015Member0028th Jan 2015Member0019th Jan 2015Member0022nd Jan 2015--0028th Jan 2015Member0019th Jan 2015Member0022nd Jan 2015 Wheeler(Banned)--0029th Jan 2015Member0019th Jan 2015Member0019th Jan 2015Member2022nd Jan 2015Member0029th Jan 2015Member1019th Jan 2015Member0022nd Jan 201554 registered membersPage: Tournaments We haven't setup any tournaments yet.

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http://kybagikewamira.ultimedescente.com/on-a-questionnaire-which-asks-for-gender-males-are-coded-as-1-and-females-are-coded-as-2-9112891128.html

math

Participants will not answer certain items on a questionnaire, perhaps because they were tired, perhaps they did not want to answer, or maybe they did not see the item. Note on the Excel image above that at least 6 participants did not indicate their gender. For some binary variables, one category more naturally should be coded as one. If you are a new researcher, it might be helpful to get a blank questionnaire and write the code for each response so you do not forget what code you assigned to each response. Because these codes are not written on the questionnaire itself, it is best to make a sheet that reminds you of the codes given to each response for future reference. Bureau of Labor Statistics. The easiest way to handle items that were skipped on the questionnaire is to simply discard the item for that particular participant. To help double-check your work, after you have entered the data in the computer, ask a peer read out the responses to each questionnaire as you check the entry in the computer Tips for Coding Data As previously stated, this step is called coding the data because each response is given a number or letter code and then entered into the computer. I recommend starting with a letter that somehow represents the questionnaire or the sample, perhaps "L" for Literacy, and then 3 numbers, starting with, Flipping the categories e. Below are some tips that can help you determine which code to give for which response. For other items, they might have circled two responses such as Strongly Agree and Disagree. For example, below is the first completed questionnaire. The research question was as follows: Because you will not be entering in the entire response of every participant, this process is called Coding the Data because each response is given a code. After conducting an interview with a manager, she asks for the names of other managers that use virtual teams. In most cases, I recommend the second option where the participant is included in the analyses for English, Maths, and Social Studies. This would be impossible unless the questionnaires were numbered. Can we conclude that the time people live in Sycamore is significantly more than the national average? When it comes to responses to Likert-Scale items, enter the number of their response: The researcher now has three options: Click here to see ALL problems on test Question For example, if a participant did not indicate their gender, I will type Z. If a participant does not complete a phase of the study, they generally are discarded from the entire study. These are items that actually say the opposite of what was intended. Economic status was categorized as follows: I typically enter Z for missing items because z is rarely coded for any other response. Two of the options might be Primary and Post-Graduate. For example, you might not be able to read the numbers they wrote for their age. There were four packaging sizes: When doing data entry, take each questionnaire and enter the correct code for the response given to each item. Notice the top row has bolded identifiers for each item in the questionnaire: See below for an example of the correct codes when reversing items. Therefore, you can easily enter a or b instead of typing out "male" and "female. If this is the case, since it is not clear what the correct answer is, it is typically best to enter that item as missing, Z. For example, consider an item that asks participants to indicate their level of education completed. The mean of a zero-one variable represents the proportion in the category represented by the value one e. Determine which level of measurement— nominal, ordinal, interval, or ratio—is used in the followi A sample of families in the Sycamore, OK area shows the mean time living in a single family residence is With this same data set, coding gender as (1=m,2=f) means that females make $70, while males make $60, meaning that females make only about % more than males. 2. gender (edit: male is 1, female is coded as 2) 3. field of study (edit: 11 total fields, I simply used existing dept designations, for example 11. That is a good point and it works perfectly if gender is coded as 1 for males and 2 for females (as I state in my example above), but it's not clear that is the case for the original question asker, Southern Soul. Here is the coded data for the questionnaire given above. Notice the top row has bolded identifiers for each item in the questionnaire: S/No is the Serial Number written on the questionnaire itself, Gend is gender (item 1), Age (item 2), SchTeach is the type of school taught at (item 3), etc. • On a questionnaire which asks for gender, males are coded as 1 and females are coded as 2. INTERVAL • Respondents are asked to rate a list of high-tech companies as excellent, good, fair, or poor in terms of their service delivery. A. to determine the number of males and females buying Nike or Reebok shoes. B. to determine the number of males and females voting democrat, republican, or independent. C. to determine the number of males and females included in the sample.Download

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CC-MAIN-2018-51

http://vastechlimited.com/how-long-txxecj/3a643a-lewis-dot-structure-of-all-elements

math

Lewis structures show each atom and its position in the structure of the molecule using its chemical symbol. Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, Lewis dot diagrams for 44 chemical elements, Optional atomic numbers, element names, & symbols. Lewis dot structures are a key concept in understanding how atoms bond. Two Lewis structures must be drawn: Each structure has one of the two oxygen atoms double-bonded to the nitrogen atom. A simple Lewis model also does not account for the phenomenon of aromaticity. Lewis dot structures reflect the electronic structures of the elements, including how the electrons are paired. In 1902, while Lewis was trying to explain valence to his students, he depicted atoms as constructed of a concentric series of cubes with electrons at each corner. Atomic Structure Links. Answer . Answer . (ii) 1 mole of carbon is burnt in 16 g of dioxygen. For example, all elements which fall within the first column, or Group I, has one (1) valence electron. a) Draw the lewis structure by repeating steps 1-4. is 3.0 × 10 –25 J, calculate its … To draw an electron dot diagram, place one dot around the symbol for every valence electron. Lewis structure of the given molecule and ions are, 283 Views. Selection for center atom. The number of dots equals the number of valence electrons in the atom. Deprecated: Function create_function() is deprecated in /home/clients/ce8dc658147c71f5a2e0706832294e69/web/index.php on line 7 Optional facts for each element include the electron dot diagrams, atomic numbers, element symbols, and element names. carbon, because it has two electrons in its outermost p sublevel. Explain the formation of a chemical bond. Developing Effective Teams Let's Ride *No strings attached. (refer to the first picture) b) find the element(s) that has more dots than the rest. 6. Lewis electron dot diagrams may be drawn to help account for the electrons participating in a chemical bond between elements. Compare … We can draw it if we know the molecular formula of the compound. H 3 PO 4 contains three elements phosphorous, oxygen and hydrogen. Due to the greater variety of bonding schemes encountered in inorganic and organometallic chemistry, many of the molecules encountered require the use of fully delocalized molecular orbitals to adequately describe their bonding, making Lewis structures comparatively less important (although they are still common). The Lewis symbol for helium: Helium is one of the noble gases and contains a. Lewis Dot Diagrams of Selected Elements The first shell (n=1) can have only 2 electrons, so that shell … The answer is the number of electrons that make up the bonds. represents one valence electron. This page was last edited on 13 January 2021, at 12:40. The lewis structure is also called an electron dot structure which determines the number of valence electrons present in an atom. The second oxygen atom in each structure will be single-bonded to the nitrogen atom. Each oxygen may take a maximum of 3 lone pairs, giving each oxygen 8 electrons including the bonding pair. The overall charge on the compound must equal zero, that is, the number of electrons lost by one atom must equal the number of electrons gained by the other atom. This video shows how to use the periodic table to draw Lewis structures and figure out how many … Hydrogen atoms bonded to carbon are not shown—they can be inferred by counting the number of bonds to a particular carbon atom—each carbon is assumed to have four bonds in total, so any bonds not shown are, by implication, to hydrogen atoms. In condensed structural formulas, many or even all of the covalent bonds may be left out, with subscripts indicating the number of identical groups attached to a particular atom. Notably, the naive drawing of Lewis structures for molecules known experimentally to contain unpaired electrons (e.g., O2, NO, and ClO2) leads to incorrect inferences of bond orders, bond lengths, and/or magnetic properties. calcium, because it is an alkaline earth metal with two inner shell electrons. Although main group elements of the second period and beyond usually react by gaining, losing, or sharing electrons until they have achieved a valence shell electron configuration with a full octet of (8) electrons, hydrogen (H) can only form bonds which share just two electrons. A Lewis diagram counts the valence electrons. Each Cl atom interacts with eight valence electrons total: the six in the lone … B. In this case, the atoms must form a double bond; a lone pair of electrons is moved to form a second bond between the two atoms. 1. (The exception is helium, He, which only has one energy level or orbital. Deprecated: Function create_function() is deprecated in /home/clients/ce8dc658147c71f5a2e0706832294e69/web/index.php on line 7 how the molecule might react with other molecules. Each Cl atom interacts with eight valence electrons total: the six in the lone … Comprehensive data on the chemical element Samarium is provided on this page; including scores of properties, element names in many languages, most known nuclides of Samarium. The Lewis structure indicates that each Cl atom has three pairs of electrons that are not used in bonding (called lone pairs) and one shared pair of electrons (written between the atoms). If you use up all of your dots before each element has 8 dots around it, then you must share some of the dots. We can draw it if we know the molecular formula of the compound. The central atom of a molecule is usually the least electronegative atom or … The heavier elements will follow the same trends depending on their group. Lewis Electron Dot Diagrams . ClO3-Which of the following is/are possible … How to Draw Lewis Structures Lewis Structures 1) Find the element on the periodic table. The left shows an iodine atom with one lone pair. In such cases it is usual to write all of them with two-way arrows in between (see Example below). The number of dots equals the number of valence electrons in the atom. All elements in the vertical column (or group) 1 have 1 valence electron. How Can I Spread The Dots Around Iodine Atome How To Draw The Dot Structure For I2 The Basics Of Chemical Bonding How To Draw The Lewis Dot Structure For I- (Iodide Ion. Once all lone pairs are placed, atoms (especially the central atoms) may not have an octet of electrons. A Lewis dot structure is like a simplified Bohr-Rutherford model. Satisfy the octet rule. And from the given option only carbon of group 14 have 4 valence electrons in its valence shell which means that given Lewis dot structure with four dots represents carbon atom. The nitrogen atom has only 6 electrons assigned to it. In terms of Lewis structures, formal charge is used in the description, comparison, and assessment of likely topological and resonance structures by determining the apparent electronic charge of each atom within, based upon its electron dot structure, assuming exclusive covalency or non-polar bonding. lithium, because it is a group 1 element with two bonding electrons. The rest of the electrons just go to fill all the other atoms' octets. When we write the . It is sometimes useful to calculate the formal charge on each atom in a Lewis structure. The number of dots equals the number of valence electrons in the atom. Moreover, they also describe how these valence electrons are participating in the bond formation to form a molecule. Nitrogen has 5 valence electrons; each oxygen has 6, for a total of (6 × 2) + 5 = 17. Valence electrons are primarily responsible for the chemical properties of elements. 2) Determine the number of Lewis structures are a useful way to summarize certain information about bonding and may be thought of as “electron bookkeeping”. Place the first dots alone on each side and then pair up any remaining dots. All the. A simpler method has been proposed for constructing Lewis structures, eliminating the need for electron counting: the atoms are drawn showing the valence electrons; bonds are then formed by pairing up valence electrons of the atoms involved in the bond-making process, and anions and cations are formed by adding or removing electrons to/from the appropriate atoms.. On this Lewis Dot Diagrams of the Elements printable you can choose the color of the table and facts to include for each elements. A Lewis structure can be drawn for any covalently bonded molecule, as well as coordination compounds. Each of the different possibilities is superimposed on the others, and the molecule is considered to have a Lewis structure equivalent to some combination of these states. Draw a double-headed arrow between the two resonance forms. Lewis Structures for N2. This “cubic atom” explained the eight groups in the periodic table and represented his idea that chemical bonds are formed by electron transference to give each atom a complete set of eight outer electrons (an “octet”). 37 Sophia partners guarantee credit transfer. Steps for drawing Lewis Dot Structure. The ion has a charge of −1, which indicates an extra electron, so the total number of electrons is 18. Electron Dot Diagrams Recall that the valence electrons of an atom are the electrons located in the highest occupied principal energy level. 1s2 2s2 2p6 3s2 Lewis Dot Diagram of Tellurium (Te). The maximum number of … The total of the formal charges on an ion should be equal to the charge on the ion, and the total of the formal charges on a neutral molecule should be equal to zero. 8. Write Lewis dot symbols for atoms of the elements Mg, Na, B, O, N, Br. When counting electrons, negative ions should have extra electrons placed in their Lewis structures; positive ions should have fewer electrons than an uncharged molecule. This is especially true in the field of organic chemistry, where the traditional valence-bond model of bonding still dominates, and mechanisms are often understood in terms of curve-arrow notation superimposed upon skeletal formulae, which are shorthand versions of Lewis structures. The atoms are first connected by single bonds. Step-by-step tutorial for drawing the Lewis Structure for N2. This atom will be 2sp hybridized with remaining 2p x and 2p y atomic orbitals. Lewis dot structures help predict molecular geometry. Electrons shared in a covalent bond are counted twice. 299 Institutions have … After you have completed the customization of the table you can download it as a PDF. This … Therefore, there is a resonance structure. Draw a Lewis electron dot diagram for an atom or a monatomic ion. Electrons in covalent bonds are split equally between the atoms involved in the bond. This atom will be 2sp hybridized with remaining 2p x and 2p y atomic orbitals. The periodic table has all of the information needed to draw a Lewis dot structure. In a skeletal formula, carbon atoms are not signified by the symbol C but by the vertices of the lines. A Lewis structure can be drawn for any covalently bonded molecule, as well as coordination compounds. See More. the physical properties of the molecule (like boiling point, surface tension, etc. For the main group elements 1, the valence electrons are the electrons in the highest energy level (valence shell). The number of electrons in a given shell can be predicted from the quantum numbers associated with that shell along with the … Would you expect the group 18 elements to have the same electron dot diagram as neon? You've seen what the Bohr diagrams for the first 20 elements. It will hold more than 8 electrons. This college course is 100% free and is worth 1 semester credit. In accordance with what we discussed above, here are the Lewis symbols for the first twenty elements in the periodic table. We also know the Electron dot structures as Lewis dot formula. Optional facts for each element include the electron dot diagrams, atomic numbers, element symbols, and element names.

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https://www.nop-templates.com/profile/53

math

Hey all, I found some interesting behavior on the ajax filters, it seems when I am filtering by a single category, it will filter the others, but then if I select one of the items from the other categories (so that there are now 2 selected), it seems to enable others to be selected in the category that were not previously enabled. It almost seems like that filters are doing an OR filter instead of an AND filter and that's what's driving what options are available. Is this working as intended? Since the Ajax Filters do not support category filters, I am a bit confused by what you have written. Could you please elaborate on this "when I am filtering by a single category, it will filter the others"? If you are referring to selecting filter options from the same filter group then you are right as they work with OR and not AND. We use AND only between options from different filter groups.

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http://www.ciese.org/pathways/rwlo/rwlos/2509/Changes%20in%20Temperature/learning_objectives.html

math

Student Learning Objectives this RWLO, the student will be able to: choosing a major city in the U.S.A., predict with some sort of rationale in which month the temperature: website to find the average daily maximum temperature for the last 12 months of any major city in the USA and construct a chart containing this data. graphing calculator to: data into lists (columns). regression function of the form T(x) = a*sin(bx + c) +d where T is the temperature and x is the time in months. regression function and its derivative function. derivative of the regression function by applying basic differentiation graph of the derivative to find the actual real months where the temperature changes most rapidly or most slowly and state the mathematical reasoning that supports these results. predictions made in the beginning with the actual real results found

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https://www.coursehero.com/file/53482/74-hw8/

math

This preview shows page 1. Sign up to view the full content. Unformatted text preview: x n is a convergent sequence of nonnegative numbers with limit L , then x n is a convergent sequence with limit L .] 4. Same question for c n given by c 1 = 1 and c n +1 = 1 1+ c n for n > 1. [Justify your calculation using the theorems from April 2.] 5. Dene the sequence a n by a 1 = 2 and a n +1 = 2 a n +2 a n +2 for n > 1. It might help to do 5(c) rst. 5(a). Prove that the sequence a n is bounded. (If you are starting this homework before I have dened it in class: exhibit a number B and a proof that | a n | B for all n N .) 5(b). Prove that the sequence a n is decreasing. (If you are starting this homework before I have dened it in class: prove that a n-a n +1 > 0 for all n . 5(c). If the sequence converges to a limit, what is the limit? 1... View Full Document This homework help was uploaded on 04/02/2008 for the course MATH 74 taught by Professor Courtney during the Fall '07 term at University of California, Berkeley. - Fall '07

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http://www.polyamory.com/forum/showpost.php?p=192773&postcount=18

math

Originally Posted by SchrodingersCat I was TA'ing a lab the other day, and 3 students asked me if they had to do a sample calculation for taking the natural log of a number. I told each of them, "Yes, and in the time it took you to ask, you could have just done it." I am LMAO! I am taking math 107 this semester and the week prior to spring break we were doing log & ln. I read this part of your post and started giggling-because just as I finished the first sentence I was thinking "jesus-you could have been done in less time then it took to ask if you had to do it!" You are so awesome with concrete-completely off topic examples and I love that! When I say off-topic-it's a compliment. I find it very helpful for example, to use electrical work examples or construction work examples when trying to explain relationship issues I'm having-if I'm talking to Maca. Because he's an electrician. I LOVE how you come up with these "not poly" examples for why there are some things that work best in certain ways. (and yes-it's always preferable to limit defining talks to 'free time' intellectual discussions. I prefer to stick to describing my life style preferences in terms of actual actions when discussing a relationship need/change etc with someone I'm having a relationship with)

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https://www.wherecanwego.com/feedback.aspx?sid=&tab=0

math

Britain's What's On Event Guide Feedback from our Organisers Refresh this page to see more feedback Thanks for the help your web site has given to us in recent years. - John Ward, World Cabbage Hurling Contest It's an excellent site. We use it for all our public performances. - Barbara, Port Sunlight Sea Dogs I seem to be getting quite a lot of traffic via your site, so thank you very much! - Tracy, Eventful Friends What a great idea this is. - Jill, St James the Less, Pangbourne We are constantly recommending your site. - Patsy, Association of Sussex Artists What a great web site - user friendly and a great idea. - Tracey, Market Manager, Lancaster City Council I often refer to your site for information about what's on and long may it continue!! - Jane Dean Thank you so much for allowing our fundraising event to be publicised through your website. I did find the site very easy to use. - Susan, Picnic Concert Committee Thanks for giving us space on your fantastic website - FRANK WOOD, Bolton RSPB press officer The Hop Gallery is really pleased with what you do, as are our artists. - Diana, Hop Gallery

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https://smallbusiness.chron.com/calculate-bonuses-regular-overtime-rate-21918.html

math

How to Calculate Bonuses Into a Regular Overtime Rate If an employee is paid a bonus along with regular wages, and if the employee has also worked overtime, the laws in many states mandate that bonuses should be paid on the overtime pay as well. This situations often occurs with workers who earn a commission on top of their regular pay, such as retail sales staff. Such staff are paid additional overtime to reflect the bonus earned based on regular working hours. Multiply the total number of hours worked by the regular wage rate, and add the bonus to obtain the total pay for a certain period. So, if the worker normally earns $10 an hour and he worked 50 hours in a week, he would earn $500 in overtime pay. If he earned a $400 bonus, he would have earned a total of $900 for the week. Divide the total amount earned by the employee by the number of hours worked. Using the same example, dividing $900 by 50 gives a rate of $18.00 an hour. This new rate represents the wage per hour, ignoring any overtime worked. Multiply the number of overtime hours worked in a period by the result obtained in Step 2. So, if the worker's contracted working time was 40 hours a week, he would have worked 10 hours of overtime in the week. Multiplying 10 by $18.00 gives $180. Multiply the result obtained in Step 3 by your state's official rate of overtime pay. This varies by state, but in California the rate of overtime by is one and a half times the regular rate. Using this example, 1.5 multiplied by $180 gives $270. Subtract the result obtained in Step 3 from that obtained in Step 4. This gives the amount of overtime pay due to the employee while taking into account a bonus. This would give $90, using the same example.

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http://www.ipam.ucla.edu/abstract/?tid=12458&pcode=ZDS2015

math

The Jacquet-Langlands correspondence tells us how to transfer automorphic representations between inner forms of a general linear group over a global field. I will explain how this should generalize in light of the conjectural description of the automorphic spectrum in terms of Langlands/Arthur parameters. Applying this idea I will try to answer the following question when $G_1$ and $G_2$ are unitary groups. Question: Let $G_1$ and $G_2$ be reductive groups over a number field which are inner forms of each other such that their adelic groups are isomorphic as topological groups. When are their automorphic spectra isomorphic as modules over the adelic group? Back to Zariski-dense Subgroups

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http://quantumwise.com/forum/index.php?topic=1588.msg7965;topicseen

math

I agree with what you have mentioned. But as far as I understand, when I use a smaller mixing parameter, the convergence will be smooth but need more steps. However, the fact is not always the case: when the iteration is very near the convergence but hard to converge, I use a much smaller mixing parameter to restart the task, it will not improve the convergence. I agree, not least about the observation that there are no 100% rules here. Also note that the history steps can almost have a larger influence than the mixing parameter. Also, the convergence behaves very well for some bias (especially the low bias) and when the bias increase especially there are transmission peak entering the bias window, the convergence will be very difficult. However, for some system, even if there are transmission peak entering the bias window, there is no convergence problem. What does it imply for the former case? Does the corresponding state of the tranmission peak not couple to the electrodes well at that energy? Since you probably climb in bias (using the 0.1 V converged state as starting guess for 0.2, etc), it seems reasonable that if the 0.2 case has a resonance peak and 0.1 doesn't, the converged 0.1-state is not, after all, a very good starting guess for 0.2. There are no shortcuts in this game

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http://robinwong.blogspot.com/2006/03/of-penis-vs-equations.html

math

Can you imagine how many equations we need to remember for the examinations? Huh? Uncountable !!! Can you imagine how many brain cells are being burned in the process of memorizing the equations?? Uncountable !!! My dear friend Kang Wei (click) suggested to me once, about the golden trick on memorizing the equations. "If the length of the equation or formula is shorter than your penis, no need to memorize the equation. If your penis is shorter than the equation or formula, then you must memorize them." If only all the examinations are open book... my life would be much easier. We engineering students would suffer permanent mental damage if we go on like this, memorizing all those screwed up equations blindly, unless of course, we inject a constant supply of "vitality booster" into our system. Go figure what the vitality booster actually is. Those bottles of refreshingly revitalising juice, sent from heaven down for us, is crucial at times of maximum stress and frustration over work. They are the main reasons why most engineers are still alive. Now who says alcohol is bad for your health? Side note: No I am not an alcoholic. I drink occasionally, heck, that is what Engineers do anyway.

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https://www.ejpam.com/index.php/ejpam/article/view/3259

math

On the Symmetric Block Design with Parameters (306,61,12) Admitting a Group of Order 61 Keywords:Symmetric block design, Orbit structure, Automorphism group In this paper we have proved that up to isomorphism there are exactly two orbit structures for a putative symmetric block design D with parameters (306,61,12), constructed by group G of order 61. Also the full automorphism groups for these orbit structures are given. Upon acceptance of an article by the journal, the author(s) accept(s) the transfer of copyright of the article to European Journal of Pure and Applied Mathematics. European Journal of Pure and Applied Mathematics will be Copyright Holder.

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https://math.answers.com/Q/How_many_minutes_and_hours_in_seven_hours_and_ten_minuts_and_nine_hours_am_and_five_minutes_am

math

Nine and a half hours. 7.416666666..... hours (seven hours twenty-five minutes). (2 hours 55 minutes) + (4 hours 55 minutes) = 7 hours 50 minutes 300 minutes are in five hours. Five hours fifty minutes It is five and a half hours, or 5 hours and 30 minutes. 300 minutes. 60 minutes in an hour times five hours so: 60 minutes x 5 hours = 300 minutes It takes seven hours and forty-five minutes to fly from Chicago to London. It takes approx seven hours five minutes maximum . about five hours Two hours, and five minutes 2 hours, 5 minutes, The duration of Five Minutes to Love is 1.42 hours.

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https://www.physicsforums.com/threads/simple-magnetic-flux-prob.217428/

math

Simple Magnetic Flux Prob.... 1. The problem statement, all variables and given/known data What is the magnitude of magnetic flux through the loop? (a=22 cm, b=27 cm, B1=1.2 T, B2=1.7 T.) 2. Relevant equations MF = AB cos theta 3. The attempt at a solution MF = AB So wouldn't I just do ((0.2m * 0.2m) * 1.2) + ((0.22m * 0.27m) * 1.7) but thats not getting me the right answer...what am I doing wrong?

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https://bj21.com/boards/free/sub_boards/free/topics/16-vs-10-at-true-count-0-help

math

Gamemaster is batting a thousand First, let me say your spreadsheet is apparantly quite accurate. Griffin lists 0.06 (in percent) for the infinite deck EV delta on hard 16 v T (pg. 231 ToB), so that matches your 6 cents on a $100 bet exactly. But I can't agree with: "If a player should hit his 16 against a dealer 10 at a true count of zero with an infinite number of decks, then he should definitely hit with 8 or fewer decks! If he hits his 16, he is obviously hoping to receive a 5 or less. If he gets a 6 or higher, he will lose regardless of the effect that his hitting has caused on the dealer�s hand." The problem with this logic is that the strategy EoRs for 6 and higher are all over the map! From Don's BJA3 pg. 515 ... EoR 16 v T (6): +1.6446 EoR 16 v T (7): -0.7109 EoR 16 v T (8): -0.0567 EoR 16 v T (9): +0.5524 EoR 16 v T (T): +1.1151 It seems the fact a 7 might show up as dealer's hole card is more important than its role as a hit card. There's a fairly simple procedure for calculating an index based purely on the EoRs. It's described here: I carried out the procedure for 16 v T, based on removal of the T upcard, for 1, 2, 6 and 8 decks. They came out as follows... 1 deck index: -0.1238 2 deck index: -0.02502 6 deck index: +0.04428 8 deck index: +0.0532 These follow the interpolation by 1/decks fairly well. So apparantly, the index changes in sign somewhere between 2 and 6 decks. I also did the 1 deck calculation with the player's first two cards removed along with the T up. That makes quite a difference for one deck... 1 deck index for T,6 v T: +3.72646 1 deck index for 9,7 v T: -0.20216 The gamemaster does say to hit h16 v T for 6 decks at TC=0, and I think he's correct about that, especially since hitting is a little more risk averse than standing (i.e. better chance for a push). Then in his single deck matrix (lesson 19) he has an index of 0 for 9,7 v T (and says to stand right at 0) and an index of +4 for T,6 v T. Right again! The man is psychic.

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CC-MAIN-2023-23

https://www.mathscareers.org.uk/how-mathematics-helps-solve-murders/

math

When detectives arrive at the scene of a murder they are presented with lots of evidence, ranging from tiny unseen hairs or particles which could provide DNA, to bigger more noticeable clues such as potential murder weapons. Some of the most gruesome and obvious clues are usually bloodstains, and, by using mathematical analysis, these bloodstains can provide powerful evidence as to what happened. It is important for detectives to try and find the exact location of an attack in order to piece together an accurate sequence of events. Investigators analyse the shape and location of bloodstains in order to work out exactly where they came from. Most blood will not drip vertically from a wound, but rather will be flicked from a knife or injury as it moves. This means that blood drops will hit the ground at an angle forming the shape of an ellipse. The shape of the drop shows the direction of travel of the blood and the shape of the ellipse helps detectives establish the size of the angle at which the drop hit the floor. This is called the angle of impact. Every ellipse has two principal measurements, the major axis (A) and the minor axis (B). Using these two measurements we can find out the angle of impact using the equation: It is quite likely that there are multiple bloodstains at a crime scene, and this allows us to use basic trigonometry to find a region in space from which the blood has originated. For example, if you had three bloodstains you can draw lines showing the horizontal directions in which the blood drops have traveled. Assuming they came from the same source, these lines will meet at a common point P. Given that we have already worked out for each of the three bloodstains, we can then calculate the vertical distance above the common point by using: This finds a point above the ground from where all the drops could have originated. Investigators will, however, usually talk about a region in space, as it is too inaccurate to talk about one precise point. In the past investigators used to use actual string to determine the origin of the blood drops and the process is still called ‘stringing’. Using string was not as accurate as mathematically calculating the region using computer software, which is what happens nowadays. Analysing blood stains is just one of the many ways in which mathematics can be used to help fight crime. If you want to find out more take a look at the article Crime Fighting Maths which can be found in Plus, an online maths magazine.

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CC-MAIN-2024-10

http://herkimershideaway.org/writings/n6ap01.htm

math

Sanderson M. Smith Home | About Sanderson Smith | Writings and Reflections | Algebra 2 | AP Statistics | Statistics/Finance | Forum Example of Problem Involving INFERENCE ON SLOPE OF REGRESSION LINE (Problem #6 on 2001 AP Statistics Examination) This is an analysis of Problem #6 in Section II on the 2001 Advanced Placement Statistics Examination. The College Board does not allow a reproduction of the problem statement here. If you do not have before you a statement of the actual problem, you can get it from the College Board site Comment: This problem involves reading generic computer output. There is no need to input the actual data values provided into a calculator. Here is a solution: (a) One way to compare the data in the two groups would be to construct back-to-back dot plots As indicated by the display above, those who did complete the Ph.D. program tended to have a higher undergraduate GPA in statistics and mathematics than those who did not. Here is a "big 5" summary, illustrating that, with the exception of MIN values, the values for those who "completed" are greater than the corresponding values for those who "did not complete." (b) Using the computer output, the regression equation for those who completed the program is The premise states that all assumptions for inference were reasonable. We can therefore run a hypothesis test (t test) on b, the true slope of the regression line. The computer output shows t = -5.90 with a two-sided P-value of 0.0000. In other words, H0 would be rejected at virtually all levels of significance. At the 1% level with 11 df, the critical region for t is t > 3.106 or t < -3.106. For those who completed the Ph.D. program, we conclude that there is a significant relationship between GPA and the number of credit hours per semester. (c) We are interested in the point (3.5, 14). For those who completed the Ph.D. program, the calculated regression line is For those who did not complete the program, the calculated regression line is Since (3.5,14) is much closer to the model for those who completed the program, it is reasonable to think that an applicant with GAP = 3.5 and a mean number of credit hours = 14.0 will successfully complete the program. Additional notes relating to this problem: The required statistical value of t = -5.90 is provided in the computer output. Note that it can be calculated by the formula t = b/SEb = -2.7555/0.4668 = -5.90. One could respond to (b) by constructing a confidence interval for b. For instance, using the provided data, the 95% confidence interval is -2.7555 plus/minus 2.201(0.4668) = (-3.783, -1.728) Since this interval does not contain 0, there is evidence to reject H0 at the 5% level of significance.

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CC-MAIN-2021-21

https://nl.mathworks.com/matlabcentral/profile/authors/869924?detail=all

math

MATLAB Basics: Complex Numbers For a given complex number, x, return the real and imaginary parts as a vector, y = [Real Imaginary]. 9 maanden ago Is there a better way to view dozens of tabs in the Editor Window? Can the tabs be made smaller so I can see more at the same time? I like to keep all the files I'm working in open at once. Reposition the filename tabs to the left or right side of the editor.... meer dan een jaar ago | 0 Turns the mouse into a pop-up magnifying glass to look at details of 2D plots. ongeveer 6 jaar ago | 277 downloads |

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CC-MAIN-2022-21

https://www.finance-assignments.com/dividend-approach-4756

math

One approach to calculate the cost of equity capital is based on the dividend valuation model. According to this approach, the cost of equity capital is calculated on the basis of a required rate of return in terms of the future dividends to be paid on the shares. The cost of equity capital, k, is, accordingly, defined as the discount rate that equates the present value of all expected future dividends per share the net proceeds of the sale (or the current market price) of a share. The process of determining ke is similar to that used in calculating the explicit before-tax cost of debt (kd) and cost of preference capital. The two elements of the calculation of k on the basis of the dividend approach are (i) net proceeds from the sale of a share/current market price of a share, and (ii) dividends and capital gains expected on the share. In arriving at the first, that is the sale proceeds current price, adjustments for flotation cost and discount/premium are necessary. In the case of dividends, the investors expect a rate of dividend which will not be constant over the years but will grow. The growth in expected dividends in future may be either at a uniform normal rate perpetually or it may vary so that for a few years it may be at level higher than in subsequent years after which it will increase at a normal rate. While calculating the cost of equity capital therefore, the dividend approach takes into account expected dividend under different growth assumptions. The cost of equity capital can be measured with the following equations: (A) When dividends are expected to grow at a uniform rate perpetually. where D1 = Expected dividend per share Po = Net proceeds per share/current market price g = Growth in expected dividends The calculation of k, on the basis of Eq. 12.12 is based on certain assumptions with respect to the behavior of investors and their ability to forecast future values: • the market value of shares depends upon the expected dividends: • investors can formulate subjective probability distribution of dividends per share expected to be paid in various future periods; • the initial dividend, Do is greater than zero (D, > 0); • the dividend pay-out ratio is constant; • investors can accurately measure the riskiness of the firm so as to agree on the rate at which to discount the dividends.

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CC-MAIN-2021-39

https://www.wim.uni-mannheim.de/doering/teaching/hws20/stochastik-1-1/

math

The lecture adresses classical concepts from probability theory, filling gaps from previous lectures and advancing towards continuous time stochastic processes. We will discuss martingales and their convergence theory (including a proof of the law of large numbers), weak convergence theory (including a proof of the central limit theorem) and then proceed towards the Brownian motion (including the Donsker theorem). Monday, 10:15-11:45 WIM-zoom-room 2 Homework: hand-in your homework before Saturday 17:00 to the email address: quanshi.math „at“ gmail dot com Exercise sheets and Tutorial notes are also avalible here, if you cannot find them below.

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CC-MAIN-2021-17

https://www.bookrenter.com/precalculus-problem-orient-approach-6th-edition/search--p2

math

Your cart is empty! Similar Searches: mathematics, mathematics action: prealgebra problem solve, precalculus larson eighth edition, developmental mathematics edition 4, mathematic, mathematics for elementary teacher, apply mathematics for business, 4th edition,, elementary lgebra 4 th ed tussy, precalculus with limit, mathematics ninth edition, david cohen, finite mathematics 7th ed, larson ron and robert hostetler precalculus 8th edition, elementary mathematics, mathematics for elementary teacher bennett, precalculus: problem orient approach, 6th edition, mathematics teacher edition, autocad 2011: problem solve approach, mathematics action prealgebra problem solve, and precalculus: problem orient approach, 6th edition ebook * Free shipping excludes HI, AK and PR. We're automatically extending 125-day rental orders toMay 21, 2012*. It's our way of giving those of you who plan ahead a special "Thank You." **BookRenter reserves the right to terminate this promotion at any time. With Standard Shipping for the continental U.S., you'll receive your order in 3-7 business days. Need it faster? Our shipping page details our Express & Express Plus options.

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https://www.daixieessay.com/%E6%95%B0%E5%AD%A6%E5%BB%BA%E6%A8%A1%E4%BB%A3%E5%86%99/

math

Intro Math Modeling – MATH-UA 251 数学建模代写 Use the tools and material covered in class, recitation sections, and homework assignments, along with other resources such as textbooks… Use the tools and material covered in class, recitation sections, and homework assignments, along with other resources such as textbooks and scientifific articles, to perform a research study on the dynamics of pendulums. (i) Start with a simple pendulum consisting of a spherical mass m anchored to a fifixed point O via a mass-less rod of length ` (cf. Fig. 1(a)). Perform a dimensional analysis on the problem to fifind the period of oscillation τ (i.e., time scale of the system). Use the Newton’s second law to write the governing ordinary difffferential equation (ODE); a solution to this nonlinear equation should relate θ, or an equivalent variable, to time t. Then, for small deviation angles θ, use linear approximation to linearize the ODE. Analytically solve this linear ODE to fifind θ as a function of t. Let θ = θ0 and θ˙ = 0 be the initial conditions of the problem. Using the concept of dimensional homogeneity, fifind the time scale of the problem from the obtained solution. Compare it to the one you found from dimensional analysis. 数学建模代写 (ii) Use the Euler method to numerically solve the original nonlinear ODE. First, make a plot of θ versus the dimensionless time, t/τ , for difffferent time steps ∆t. This plot should cover, at least, a couple of the oscillation periods. Discuss what happens qualitatively as the ∆t changes. Then, for a reasonably small ∆t ( τ ), plot θ versus time for difffferent values of θ0, along with the corresponding analytical solutions to the linear problem. Discuss what happens as θ0 decreases. (iii) Revisit the problem accounting for the drag force on the mass. Additionally, make plots of θ˙ versus θ for difffferent conditions. Discuss the important characteristics of the plots for system with and without drag. Interpret the results. Figure 1. (a) A simple pendulum of mass m, attached to an anchor O via a mass-less rod with length ` . (b) A circular rod of radius a (thickness 2a), mass m, and length ` , connected to an anchor O. (iv) Revisit the problem when the rod itself has a mass m with no mass connected to it (cf. Fig. 1(b)). When accounting for the drag force, assume that FD is linearly proportional to the magnitude of the normal velocity and the projected area. (v) Perform an analysis of the double-pendulum system (bonus). Project write-up 数学建模代写 Write your report as a short technical paper that will describe the problem and background, rationalize your modeling choices, set up the equations, explain all parameters in the model, present the analysis and solutions of the model, and interpret the results. Feel free to analyze the problem beyond what suggested above. Structure the document as a scientifific report with multiple sections: abstract, introduction, model description, results, conclusions, references. You may write the report using LATEX, Microsoft Word, etc. Regardless, a PDF should be submitted. Long derivations (if any) should be provided in an Appendix. Submit your codes (fully commented) as well, and if needed, provide a user guide for the code either in an Appendix or as comments in the code. References should be provided. Follow the citation style of Physical Review Letters. The grading criteria include the scientifific content of the report, along with various editorial factors such as organization of the paper, consistency (in notation, units, etc.), readability, and correct/accurate/clear fifigures. In particular, all fifigures should have axis labels (with units, if any), tick labels, legends (if applicable), a self-contained caption (below the fifigure). The submitted report should present an original work performed by the author. Simple pendulum is a well-known, much studied, problem in Physics. You can, of course, study those prior work, but submit your unique version of the modeling, solution, coding, analysis, interpretation, etc. Please refer to the syllabus for more info on the honor code.

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CC-MAIN-2023-50

http://www.maa.org/publications/maa-reviews/wolf-prize-in-mathematics-volume-3?device=mobile

math

Volumes 3 and 4 of this series are quite similar in structure to the first two. There is a section for each of the winners, beginning with a curriculum vitae and list of publications. Then a few papers are presented. These vary a lot. They can be a few representative papers by the prize winner, or surveys of their work, or a combination. As in the first two volumes, these are photographically reproduced from the original publication, which can sometimes be disorienting. For example, the section for Philip A. Griffiths includes his "introductory comments" from the four volumes of his collected works. If one opens to these pages, the page heading just says something like "Introductory Comments to Part 2", and we are left wondering who wrote this and part two of what. Turning back a few pages doesn't help: the first page simply says "Introductory comments to part 1" without further information. Of course, looking at the table of contents fixes that. The mathematicians included in volumes 3 and 4 are mostly recent winners of the prize, but the editors have taken the opportunity to also include earlier winners that didn't make it into the first two volumes. They appear in alphabetical order: Since those are some of the most important mathematicians of the last few decades, these volumes are a useful resource. Fernando Q. Gouvêa is Carter Professor of Mathematics at Colby College in Waterville, ME.

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CC-MAIN-2015-32

http://www.scielo.org.mx/scielo.php?script=sci_abstract&pid=S1405-55462004000400005&lng=pt&nrm=iso&tlng=en

math

Computación y Sistemas versão impressa ISSN 1405-5546 GALLARDO-ALVARADO, J; RICO-MARTINEZ, J.M. e OROZCO-MENDOZA, H. An Algorithm to Solve Forward Kinematics Gough Stewart 6-3 Platforms. Comp. y Sist. [online]. 2004, vol.8, n.2, pp. 132-149. ISSN 1405-5546. An algorithm for solving the forward kinematics, up to the acceleration analysis, of a Gough Stewart platform with a special topology, namely type 6-3, is introduced in this work. The forward position analysis is carried out by applying simple geometric procedures that leads to a non-linear system of three equations with three unknowns, which is solved by means of the Newton-Raphson method. Afterwards, the properties of the Klein form, a bilinear symmetric form or inner product of the Lie algebra e(3), allow to obtain simple and compact expressions for the computation of the angular velocity and the angular acceleration of the moving platform with respect to the fixed platform. To this end, the velocity state, or the twist about a screw (Ball 1900), and the reduced acceleration state of the moving platform are expressed in screw form through each one of the six limbs of the parallel manipulator. With the aid of special software like Maple a numerical example is solved, and the numerical results so obtained are validated with the software of analysis ADAMS ©. Palavras-chave : Parallel platform; Acceleration Analysis; Klein form; Screw Theory; Kinematics.

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CC-MAIN-2013-20

https://gneet.com/chemistry/c1/122.html

math

For more NEET and AIIMS mcq on Structure of Atom Q122) Which of the following statement is incorrect? a) Probabilities are found by solving Schrodinger wave equation b) Energy of the electron at infinite distance is zero and yet it is maximum c)Some spectral lines of an element may have the same wave number d)The position and momentum of a rolling ball can be measured accurately No two spectral line can have same wave number. If it is same then lines are same

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CC-MAIN-2020-29

https://aakashdigitalsrv1.meritnation.com/cbse-class-9/english/english-grammar/force-and-laws-of-motion/popular-questions/11_2_8_121

math

Select Board & Class give 7 examples of inertia of rest with explanation How to find the least count of a spring balance? give examples of inertia of direction with explanation how many types of inertia are there name them define one newton force what is the formula of recoil velocity of a gun????????? 2) What can you say about the speed of a moving object if no force is acting on to it.? 3) Two forces of 5N &22N are acting in a body in the same direction what will be the resultant force& in which direction will it act? If the two forces in the above example would have been acting in the opposite direction What would be the resultant force& in which direction will it act? 4) If we push the box with a small force, the box does not move, why? 5) What should be the force acting on an object moving with uniform velocity? explain why a cricketer moves his hands backwards while catching a fast moving cricket ball. please explain newton's third law of motion! 1 .A car of mass 1000kg and a bus of mass 8000kg are moving with the same velocity of 36 if a man jumps out from a boat , the boat moves backwards . why? Derive the equation for the conservation of momentum 1) The minute hand of a clock is 7 cm long. Calculate the distance covered and the displacement of minute hand of the clock from 9.00 AM to 9.30 AM. 2) An athlete completes a round of a circular track of diameter 200 m in 20s. Calculate the distance travelled by the athlete. 3)A boy is running on a straight road. He runs 500 m towards north in 2 minutes 10 seconds and then turns back and runs 200 m in 1 minute. Calculate his average speed and magnitude of average velocity during the whole journey. 4) Akshil drove his car with speed of 20 km/h while going to his college. When he returned to his home along the same route , the speed of the car is 30 km/h. Calculate the average speed of the car during the entire journey. a horizontal force equal to the weight of a bodymoves it from rest ,wat is the acceleration produced in it? name and define three different types of inertia and give an example each why a moving ship takes longer time as compared to a car when equal breaks are appiled Define force and write its si. Unit From a rifle of mass 4kg, a bullet of mass 50g is fired with an initial velocity of 35 ms-1. Calculate the initial recoil velocity of the rifle. The bullet of mass 10g moving with a velocity of 400m/s gets embeded in a freely suspended wooden block of mass700g .what is the velocity aquired by a block a boy weighing 30 kg is riding a bicycle weighing 50 kg . if the bicycle is moving at a speed of 9 km/h towards the west , find the linear momentum of the bicycle-boy system in SI units " examples of newton's second law of motion why are road accidents at high speed are very much worse than accidents at low speed??? Why does the speed of an object change with time? A body of mass 5 Kg is moving with a velocity of 10 m/s. A force is applied on it so that in 25 s , it attains a velocity of 35 m/s. calculate the value of the force applied. ALL THE FORMULAS IN THIS CHAPTER FORCE AND LAWS OF MOTION CAN ANY ONE SAY ME ASAP on what factors does inertia of a body depend? a rubber ball of mass 50 g falls from a height of 10 cm and rebounds to a height of 50 cm. determine the change in linear momentum and average force between the ball and the ground , taking time of contact as 0.1 s What is the real definition of Second Law Of Motion how does a karate player breaks a slab of ice with a single blow? An object of mass 2 kg is sliding with a constant velocity of 4 m s–1 on a frictionless horizontal table. The force required to keep the object moving with the same velocity is (a) 32 N (b) 0 N (c) 2 (d) 8 N a 40 kg skater moving at 4ms eastwards collides head on with a 60 kg skater travelling at 3ms westwards . if the two skates remain in contact, what is their final velocity? a truck starts from rest and rolls down a hill with a constant acceleration .it travels a distance of 400m in 20s . find the acceleration . find the force acting on it if its mass is 7 metric tonne (1 metric tonne = 1000kg). Explain recoiling of gun with third law of motion? A Bead Of Mass m is attached to one end of a spring of natural length R And spring constant K = (√3+1)mg/R . other end of the spring is attached toa point A ON the vertical ring of radius R MAKING AN ANGLE OF 30 DEGREE WITH ITS CIRCUMFERENCE THE NORMAL REACTION AT THE BEAD WHEN THE SPRING IS ALLOWED TO MOVE FROM POINT A a stone of 1kg is thrown with a velocity of 20m/s. across a frozen surface of a lake and comes to rest after travelling a distance of 50m. what is the force of friction between the stone and the ice. a hunter has a machine gun that can fire 50 g bullets with a velocity of 150 m/s . a 60 kg tiger springs at him with a velocity of 10 m/s . how many bullets must the hunter fire per second into the tiger in order to stop him in his track why does one get hurt seriously while jumping on a hard floor ? plz help Why shockers are provided in automobile vehicles? a bullet of mass 20g is horizontally fired with a velocity of 150m/s frm a pistol of mass 2kg. What is the recoil velocity of the pistol? Find the initial velocity of the car which is stopped in 10 sec by applying brakes .The retardation due to brakes is 2.5m/sec sq..... a train is moving with acceleration along a straight line with respect to ground aperson in train finds that- A.newtond law2 is false and 3law is true B.newtons 3 law is false but newtons 2law is true C.all laws r false D.all laws are true A bullet fired from a gun makes a clean whole in a window whereas a stone pebble thrown brakes the whole window.why? Do all motions requires a cause? How much momentum will a dumbbell of mass 10 Kg transfer to the floor if it falls from a height of 80 cm? Take its downwards acceleration to be 10 m/s2? A gardener waters the plants by a pipe of diameter 1 mm. The water comes out from the pipe atthe rate of 10 cm3/sec. The reactionary force exerted on the hand of the gardener is? can someone plz tell me the derivations of equations of motions without graph .. what is the difference between magnitude and direction why chinaware is wrapped in straw while transportation? a bullet of mass 10 g is fired from a rifle with a velocity of 800 m/s . after passing through a mud wall 180cm thick, the velocity drops to 100m/s. calculate the average resistance of the wall. A gunman gets a jerk on firing a bullet.why?? action and reaction forces do not balance each other. why? Place a water - filled tumbler on tray. Hold the tray and turn around as fast as u can. Why does water not spill? Few examples of balanced and unbalanced force? Q- two carts A and B of mass 10 kg each are placed on a horizontal track. They are joined tightly by a light but strong rope C . a man holds the cart A and pulls it towards the right with a force of 70N. The total force of friction by the track and the air on each cart is 15N,acting toward the left. Find:- (a) the acceleration of the cart (b) the force exerted by the rope on the car B why is it difficult to balance our body when we accidentally step on a peel of banana give reasons object of mass 1 kg travelling in a straight line with a velocity of 10 m s−1 collides with, and sticks to, a stationary wooden block of mass 5 kg. Then they both move off together in the same straight line. Calculate the total momentum just before the impact and just after the impact. Also, calculate the velocity of the combined object. object of mass 100 kg is accelerated uniformly from a velocity of 5 m to 8 m s−1 in 6 s. Calculate the initial and final momentum of the object. Also, find the magnitude of the force exerted on the object. how a karate player can break a pile of tiles with a single blow of his hand if you shake the branches of tree,the fruits fall down. why? Define inertia. On what factor does it depend? what are the different kinds of inertia? give one example of each. A ball of mass 400g dropped from a height of 5m. A boy on the ground hits the ball vertically upwards with a bat with an force of 100N so that it attains a vertically height of 20m. The time for which the ball remains in contact with the bat? (g = 10m/s2) Show that Newton's first law of motion is contained in second law ? When a carpet is beaten with a stick dust comes out. why? Copyright © 2022 Aakash EduTech Pvt. Ltd. All rights reserved. E.g: 9876543210, 01112345678 We will give you a call shortly, Thank You Office hours: 9:00 am to 9:00 pm IST (7 days a week)

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CC-MAIN-2022-21

https://www.iexamworld.com/category/ic66-marine-insurance-claims-07/

math

Que. 1 : Q1) Identify the wrong statement 1. a) Constructive total loss is a total loss claim 2. b) Constructive total loss is a loss occurred during the course of construction 3. c) Notice of abandonment is necessary for a constructive total loss claim 4. d) Constructive total loss is affected midway between actual total loss & partial loss Que. 2 : Q2) Which of the following is correct? 1. a) Indemnity = Loss of GP during delay * Delay + Time Excess / Delay 2. b) Indemnity = Loss of GP during delay / Delay – Time Excess * Delay 3. c) Indemnity = Loss of GP during delay * Delay – Time Excess / Delay 4. d) Indemnity = Loss of GP during delay / Delay +Time Excess * Delay Que. 3 : Q3) Which Act states that no legal suit or proceedings against the common carrier can start if a written notice about the loss or damage to the consignment is given to the common carrier is not given within 180 days from the date of booking of the Consignment? 1. a) Section 16 2. b) Section 18 3. c) Section 20 4. d) Section 22 Que. 4 : Q4) As per Section 64UM (2) of the Insurance ACT 1938, no claim for a loss which has occurred in India exceeding __________ can be settled by an insurer unless he has obtained a report of the loss from a licensed surveyor or loss assessor. 1. a) Rs.5,000 2. b) Rs.10,000 3. c) Rs.15,000 4. d) Rs.20,000 Que. 5 : Q5) Which Act allows common carrier to charge higher freight as compared to his normal rate of freight for shipment of any high vale cargo? 1. a) Section 11 2. b) Section 15 3. c) Section 19 4. d) Section 24

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https://www.mostraligabue.it/science/mathematics/61096-homotopical-algebra-(lecture-notes-in-mathematics)-daniel-g-quillen-download-epub.html

math

ePub Homotopical Algebra (Lecture Notes in Mathematics) download by Daniel G. Quillen Lecture Notes in Mathematics. eBook 18,18 €. price for Russian Federation (gross). ISBN 978-3-540-35523-6. Lecture Notes in Mathematics. Springer-Verlag Berlin Heidelberg. Part of the Lecture Notes in Mathematics book series (LNM, volume 43). In mathematics, homotopical algebra is a collection of concepts comprising the nonabelian aspects of homological algebra as well as possibly the abelian aspects as special cases. In mathematics, homotopical algebra is a collection of concepts comprising the nonabelian aspects of homological algebra as well as possibly the abelian aspects as special cases. The homotopical nomenclature stems from the fact that a common approach to such generalizations is via abstract homotopy theory, as in nonabelian algebraic topology, and in particular the theory of closed model categories. Series: Lecture Notes in Mathematics, Vol. 43. File: PDF, . 0 M. Other readers will always be interested in your opinion of the books you've read. Whether you've loved the book or not, if you give your honest and detailed thoughts then people will find new books that are right for them. Other readers will always be interested in your opinion of the books you've read. Homotopical Algebra book. Goodreads helps you keep track of books you want to read. Start by marking Homotopical Algebra (Lecture Notes in Mathematics) as Want to Read: Want to Read savin. ant to Read. Lecture Notes in Mathematics. involve very little mathematics , t ≥ 0 for the σ-algebra generated by the realizations of d. t. ≡ (d. 1. . How we measure 'reads'. involve very little mathematics. Nonetheless we believe that the area is ripe for a more rigorous. mathematical treatment. In fact, in section 9 we discuss some open problems related to the. speculative behavior of investors and the resale option component in ass et prices , d. By (author) Daniel G. Quillen. Free delivery worldwide. Format Paperback 160 pages. Dimensions 155 x 235 x . 4mm 540g. Publication date 01 Jan 1967. Publisher Springer-Verlag Berlin and Heidelberg GmbH & Co. KG. Quillen, D. Homotopical algebra, Springer Lecture Notes 43, 1967. 7. G. Whitehead, The homology suspension, Colloque de Topologie Algébrique, Louivan 1956, pp. 89–95. 8. Whitehead, J. H. Combinatorial homotopy, I, Bull. Soc. 55 (1949), 213–245. Recommend this journal. Quillen, Daniel G. (1967). Lecture Note Ser. 11. Cambridge University Press. Berlin, New York: Springer-Verlag. ISBN 978-3-540-03914-3. Introduction to Grothendieck Duality Theory (Lecture Notes in Mathematics). Daniel G. Quillen, Springer, 1967-1-1, USD 3. 5. Allen Altman、Steven Kleiman, Springer, 1970-10-16, USD 2. 0. The Topology of 4-Manifolds (Lecture Notes in Mathematics, Nankai Institute of Mathematics, Tianjin, . Robion C. Kirby, Springer, 1989-05-10, USD 2. Foundations of Grothendieck Duality for Diagrams of Schemes (Lecture Notes in Mathematics). - Ideals, Varieties, and Algorithms: An Introduction to Computational Algebraic Geometry and Commutative Algebra (Lecture Notes in Mathematics) ebook - Commutative Algebra: Proceedings of a Workshop Held in Salvador, Brazil, Aug. 8-17, 1988 (Lecture Notes in Mathematics) ebook - Oscillation Theory (Lecture Notes in Mathematics) ebook - Computations in higher types (Lecture notes in mathematics ; 574) ebook - Combinatoric and Graph Theory (Lecture notes in mathematics) ebook - Seminormal Operators (Lecture Notes in Mathematics) ebook - Algebra, Algebraic Topology and Their Interactions (Lecture Notes in Mathematics) ebook - Computer Algebra: EUROCAL’83, European Computer Algebra Conference London, England, March 28–30, 1983 Proceedings (Lecture Notes in Computer Science) ebook - Advances in Computational Mathematics (Lecture Notes in Pure and Applied Mathematics) ebook - Linear Algebra and Differential Equations (Berkeley Mathematics Lecture Notes Vol 11) ebook

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https://palidujum.firebaseapp.com/1166.html

math

Cambridge tracts in theoretical computer science series by a. His natural deduction calculus also supports a notion of analytic proof, as was shown by dag prawitz. Then there exists a function fsuch that fa 2afor each a2f. An introduction to mathematical thought processes, 6th edition. If you concentrate too closely on too limited an application of a mathematical idea, you rob the mathematician of his most important tools. Vlll contents 7c the converse pt proof 96 7d condensed detachment 102 8 counting a types inhabitants 108 8a inhabitants 108 8b examples of the search strategy 114 8c the search algorithm 118 8d the counting algorithm 124 8e the structure of a nfscheme 127 8f stretching, shrinking and completeness 2 9 technical details 140 9a the structure of a term 140 9b. There are a number of very good introductions to proof theory. Majorization and the realizability interpretation 99 3. This book is both a concise introduction to the central results and methods of structural proof theory, and a work. Metody dowodzenia twierdzen i automatyzacja rozumowan na. Twierdzenie o eliminacji reguly ciecia i dowody w postaciach normalnych. Volume 1 is a selfcontained introduction to the practice and foundations of constructivism, and does not require specialized knowledge beyond basic mathematical logic. Reguly operowania spojnikami a reguly strukturalne. Proof theory is concerned almost exclusively with the study of formal proofs. Basic proof theory 2ed cambridge tracts in theoretical. That is one of the merits of categorical proof theory. Better to call a mathematician a pluralist than a formalist. G s means that there is a proof tree for s using the. In mathematical logic, structural proof theory is the subdiscipline of proof theory that studies proof calculi that support a notion of analytic proof, a kind of proof whose semantic properties are exposed. Metody dowodzenia twierdzen i automatyzacja rozumowan. Schwichtenberg, jul 27, 2000, computers, 417 pages. I start by discussing aspects of the dialectica interpretation from the point of view of categorical proof theory. In mathematics, the notion of a set is a primitive notion. Troelstra encyclopedia of life support systems eolss 7. How to read and do proofs actually gives you many different methods forward backwards method should be introduced in all proof books in your tool box to prepare you for tackling any proof. Examples are given of several areas of application, namely. Ii focuses on various studies in mathematics and logic, including metric spaces, polynomial rings, and heyting algebras the publication first takes a look at the topology of metric spaces, algebra, and finitetype arithmetic and theories of operators. The axiom of pair, the axiom of union, and the axiom of. String theory is a quantum theory of 1d objects called strings. It satisfies all of your conditions, but it is not an elementary book. Basic proof theory cambridge tracts in theoretical computer science. Cambridge core programming languages and applied logic basic proof theory by a. A copy of the license is included in the section entitled gnu free documentation license. Ii proof theory and constructive mathematics anne s. Basic proof methods david marker math 215, introduction to advanced mathematics, fall 2006. Studies in logic and the foundations of mathematics, volume 123. How to selfexplain to improve your understanding of a proof, there is a. Basic problems on knot theory are also explained there. Constructivism in mathematics, vol 2, volume 123 1st edition. Basic proof theory 2ed cambridge tracts in theoretical computer. There is no largest ordinal, and there is no set of all ordinals. Buy basic proof theory 2ed cambridge tracts in theoretical computer. This introduction to the basic ideas of structural proof theory contain. This introduction to the basic ideas of structural proof theory contains a thorough discussion and comparison of various types of formalization of firstorder logic. I start by discussing aspects of the dialectica interpretation. The author does an excellent job explaining things and even does proof analysis that breaks down the methods that are used. Constructivism in mathematics, vol 1, volume 121 1st edition. This proof will be omitted, though the theorem is equivalent to the axiom of choice. This book is both a concise introduction to the central results and methods of structural proof theory, and a work of research that will be of interest to specialists. Realizabilities are powerful tools for establishing consistency and independence results for theories based on intuitionistic logic. The first is known as the mortality salience ms hypothesis. These strings come in open free endpoints and closed connected endpoints varieties. Basic proof theory download ebook pdf, epub, tuebl, mobi. In mathematics, a proof is a demonstration that, assuming certain axioms, some statement is necessarily true. Structural proof theory is a branch of logic that studies the general structure and properties of logical and mathematical proofs. Since the programme called for a complete formalization of the relevant parts of mathematics, including the logical steps in mathematical arguments, interest in proofs as. After reading this proof, one reader made the following selfexplanations. That is, a proof is a logical argument, not an empir. The notion of analytic proof was introduced into proof theory by gerhard gentzen for the sequent calculus. Troelstra discovered principles ect 0 and gc 1 which precisely characterize formal number and function realizability for intuitionistic arithmetic and analysis, respectively. Subsystems of set theory and second order number theory. Building on troelstras results and using his methods, we introduce the notions of church domain and domain of continuity in order to demonstrate the optimality of almost negativity in ect 0 and gc 1. Proof techniques 1 introduction to mathematical arguments. Download it once and read it on your kindle device, pc, phones or tablets. This type theory is the basis of the proof assistant nuprl10. Decidability problems for the prenex fragment of intuitionistic logic. Analyzing realizability by troelstras methods sciencedirect. Coherent sequences sen in some canonical way, beyond the natural requirement that c. This paper contains a number of loosely linked sections. Use features like bookmarks, note taking and highlighting while reading how to read and do proofs. This alone assures the subject of a place prominent in human culture. But even more, set theory is the milieu in which mathematics takes place today. Type theory talks about how things can be constructed syntax, expressions. Basic proof theory free ebook pdf file anne s troelstra. Schwichtenberg harold schellinx 1 journal of logic, language and information volume 7, pages 221 223 1998 cite this article. Basic proof theory cambridge university press introduction to proof theory lix basic proof theory, a. This book is both a concise introduction to the central results and methods of structural proof theory and a work of research that will be of interest to specialists. Ieee symposium on logic in computer science lics96, pp. Purchase constructivism in mathematics, vol 2, volume 123 1st edition. Volume 2 contains mainly advanced topics of a proof theoretical and semantical nature. Proof theory began in the 1920s as a part of hilberts program. When all the theorems of a logic formalised in a structural proof theory have analytic proofs, then the proof theory can be used to demonstrate such things as consistency, provide. Proof techniques 1 introduction to mathematical arguments by michael hutchings. Building on troelstras results and using his methods, we introduce the. Schwichtenberg of the book basic proof theory which is published in 2001 wrote in their introduction that their intention was to fill the gap between this and all other introductionary books in proof theory. This puts type theory somewhere in between the research elds of software technology and proof theory, but there is more. Introduction to proof theory and its applications in mathematical logic, theoretical computer science and artificial intelligence. Structural proof theory structural proof theory is a branch of logic that studies the general structure and properties of logical and mathematical proofs. Troelstra and schwichtenberg did not think interesting proof theory stops at cutelimination, or at gentzens elaborate proof of the consistency of arithmetic using transfinite induction tarski claimed this latter item advanced his understanding of the issue not one epsilon. Chapter 1 logic and set theory to criticize mathematics for its abstraction is to miss the point entirely. Basic proof theory propositional logic see the book by troelstra and schwichtenberg 1. Troelstra, choice sequences, a chapter of intuitionistic mathematics article pdf available in bulletin of the american mathematical society. Theory and problems of set theory and related topics schaums outline. An introduction to mathematical thought processes, 6th edition kindle edition by solow, daniel. Show that there exists a unique set c such that x2cif and only if either aand bor x2band. Proof theory is not an esoteric technical subject that was invented to support a formalist doctrine in the philosophy of mathematics. Metody dowodzenia twierdzen i automatyzacja rozumowan na poczatek. Permission is granted to copy, distribute andor modify this document under the terms of the gnu free documentation license, version 1. Many tmt studies converge on three primary points that support the theory. Troelstra, choice sequences, a chapter of intuitionistic mathematics article pdf available in bulletin of the american mathematical society november 1979. For example, a deck of cards, every student enrolled in math 103, the collection of all even integers, these are all examples of sets of things.738 443 803 1346 1234 1250 199 1356 1300 821 1342 999 155 872 282 535 652 477 563 28 1256 1250 1463 1283 596 1272 890 681 1352 997 516 870 965 1281 1232 40 165 1014 347 813

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https://www.physicsforums.com/threads/electric-field-question-help-fairly-simple-but-think-im-making-small-mistakes.376276/

math

1. The problem statement, all variables and given/known data The electric field at the point x=5.00 cm and y=0 points in the positive x direction with a magnitude of 10.0 N/C. At the point x=10.0 cm and y=0, the electric field points in the positive x direction with a magnitude of 15.0 N/C. Assuming the field is produced by a single point charge, find (a) it's location and (b) the sign and magnitude of its charge 2. Relevant equations E= kq/r^2 3. The attempt at a solution 1.5E1=E2 1.5 kq / x^2 = kq/ (x-5)^2 1.5(x-5)^2 = x^2 used quadratic, got x=27.2 , assumed charge is positive because E field strength increases as you move in the positive x direction. BUT I think my reasoning might be wrong..

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http://www.chegg.com/homework-help/definitions/electron-2

math

The electron is an elementary particle (meaning it cannot be broken down into smaller components) that carries a negative charge. Denoted e-, electrons are typically bound to atoms in an electron cloud surrounding a nucleus, but they can also be unbound, in which case they are called free electrons. The lightest known charged particles, electrons are responsible for a wide variety of phenomena, including electricity, magnetism, and thermal conductivity. Electrons follow the rules of quantum mechanics given by the Schrödinger equation, and commonly exhibit wave-like properties. They are also what allows atoms to form stable bonds with one another. J. J. Thomson discovered the electron in 1897, using a cathode ray tube to measure its mass-to-charge ratio. In a billiard game, one ball moving at 5.0 m/s strikes a second ball, which is at rest. The second ball moves off at 4.3 m/s at an angle of 30 to the direction of the first ball's original velocity. What is the velocity of the first ball after the collision ?• A hunter standing in a boat at rest on the lake shoots a rifle horizontally. The bullet has a mass of 50g and travels at 350 m/s relative to the barrel. The hunter and boat together have a mass of 300kg. Ignoring any frictional force between the boat and the water, what is the speed of the boat after the rifle is fired?• A block of mass M rests on an inclined plane. It is attached to a wall by a spring with spring constant k. A string connects the block over a frictionless support to a second block of mass M that hangs freely. If the coefficient of static friction between the block and the ramp is Us, what are the maximum and minimum values of the spring stretch that allow the system to remain in equilibrium?• An athlete starts at point A and runs at a constant speed of 7.00m/s around a round track 250m in diameter, as shown in figure Find the x component of this runner's average velocity between points A and B. Find the y component of this runner's average velocity between points A and B Find the x component of this runner's average acceleration between points A and B. Find the y component of this runner's average acceleration between points A and B. A fairground attraction called The Rotor(shudder!) is spining drum with a movable floor that is dropped down as the drum speeds up.The people inside are held up on the walls by friction. If the minimum coefficient of friction expected between people's clothes and the wall is 0.50 (DON'T WEAR SILK!), what rotation rate (in revolutions per second-i.e., hertz)is required before the floor is dropped?(Assume the drum has a radius of 5.0 m.)• Suppose in Procedure 1 that you have only a variable resistor (instead of a fixed resistor used here) and a fixed voltage source (instead of a variable voltage source used here). Would you still be able to verify Ohma's law with a variable R and a fixed V? How would you do such an experiment? What kind of graph would you plot in such an experiment? Explain briefly.• At a given instant an 58 mH inductor stored an energy of 86 µJ. What is the current in the inductor at this instant? mA If the current is increasing at the rate of 100 mA/s, how long does it take for the energy to increase by a factor of 33 from the initial value?• Join Chegg Study Guided textbook solutions created by Chegg experts Learn from step-by-step solutions for 2,500+ textbooks in Math, Science, Engineering, Business and more 24/7 Study Help Answers in a pinch from experts and subject enthusiasts all semester long

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https://libdl.ir/book/80022/schaums-outline-of-mechanical-vibrations

math

Summary and Info Logically organized, this book guides readers through all aspects of vibration analysis. Each chapter explains how to harness the problem-solving capabilities of today's popular engineering software, including Mathcad, Maple, Matlab, and Mathematica. Topics covered include vibration measurement, finite element analysis, and eigenvalue determination. Included are more than 300 solved problems--completely explained. Review and Comments Rate the Book Schaum's Outline of Mechanical Vibrations 0 out of 5 stars based on 0 ratings.

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https://ask.manytutors.com/questions/63864

math

Hello, some of your questions are slightly blur due to the picture quality. Nonetheless, here are the answers in clockwise direction (starting from top left). I hope that I have read Q3 and Q4 correctly. Q1. Your answer is correct. Q2. Area of triangle B is 120cm^2. Formula for Area of triangle = 1/2 x base x height = 1/2 x 12 x 20 Q3. 2 units = 156 stamps 3 units = 234 stamps Q4. Area of shaded part = 1/2 x 14 x 10 =70cm^2 7 units -> 70cm^2 2 units -> 20cm^2 [unshaded area] Total area of the whole figure= 70 + 20 + 20 = 110cm^2. *If you qualify, the Free 360 Tutoring Program will be extended to you at no extra charge. On top of the tutor you are getting, ManyTutors will provide unlimited free tutors to help you with any questions you may have for other subjects. Just snap a photo of your homework, post, and someone will provide the solution for free. You will get a complimentary premium account on Ask ManyTutors that allows you to ask English, Chinese, Malay, Math, Science, Geography and History homework questions free of charge. Under the 360 Program, the tutor will receive a different rate from what you are paying to ManyTutors.

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http://japanese.stackexchange.com/questions/tagged/translation+first-person-pronoun

math

Japanese Language Meta to customize your list. more stack exchange communities Start here for a quick overview of the site Detailed answers to any questions you might have Discuss the workings and policies of this site Difference between 自分 and 自分自身 and how to reflect their difference in English Consider: 自分について書きたいことがあります。 = There are times that I want to write about myself (lit: things concerning me) 自分自身について書きたいことがあります。 What is their difference? I think the second sentence ... Nov 29 '11 at 5:51 newest translation first-person-pronoun questions feed Hot Network Questions Plot: Show specific values in y axis Why was the Death Star's shield generator on Endor? Is the development of an original/novel method a contribution to knowledge worthy of a PhD? How do I get more zebras? Should I let my child play with gun toys? Linux on VMware - why use partitioning? What is the most useful non-existing object of your field? How to prevent "drive by" voting in my forum's contest? What is the recommended format to import tables from Excel to arc map with more than 65 536 rows? CSV? Will Parallelize in this programme help it run faster? Is there a downside to slaughtering everyone I meet? Expectations values of position in quantum mechanics Is it possible to identify who's behind a nmap -D scan? How do I get an engagement ring past security/customs in an airport without alerting my significant other? Maximum box gap Is there a word analogous to 'shooting yourself in the foot'? Is there a neat way to generate the odd set constraints matrix? If A is dense in S and S is dense in T , then A is dense in T May an airline change the aircraft from the scheduled one? How do I drug a population in the most efficient way? What do Americans call a person when they cannot remember the right name? Expectations for delivered gravel What is Dios doing on the island? more hot questions Life / Arts Culture / Recreation TeX - LaTeX Unix & Linux Ask Different (Apple) Geographic Information Systems Science Fiction & Fantasy Seasoned Advice (cooking) Personal Finance & Money English Language & Usage Mi Yodeya (Judaism) Cross Validated (stats) Theoretical Computer Science Meta Stack Exchange Stack Overflow Careers site design / logo © 2014 stack exchange inc; user contributions licensed under cc by-sa 3.0

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http://seclists.org/fulldisclosure/2010/Jan/382

math

mailing list archives From: psz () maths usyd edu au Date: Thu, 21 Jan 2010 06:57:08 +1100 Reports of DEP being bypassed ... less than 1% (1/256 + 1/255 + 1/254) of ... Funny arithmetic! No wonder MS cannot do security. Paul Szabo psz () maths usyd edu au http://www.maths.usyd.edu.au/u/psz/ School of Mathematics and Statistics University of Sydney Australia Full-Disclosure - We believe in it. Hosted and sponsored by Secunia - http://secunia.com/ - Microsoft arithmetic psz (Jan 20)

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https://www.thefreelibrary.com/Study+of+the+Penetration+and+Diffusion+Characteristics+of+Inorganic...-a0537719458

math

Study of the Penetration and Diffusion Characteristics of Inorganic Solidified Foam in Rock Fractures. Continuous oxygen is one of the essential conditions for spontaneous combustion of a coal seam [1, 2]. Mine fire or coal fires are induced by the air leakage passages that provide oxygen for loose coal . However, the fracture channels of the fire area are often complex and crisscross each other, even extending to the high places. In recent years, increasing numbers of scholars began to study foam sealing materials, both at home and abroad, because such materials can diffuse and accumulate in the high fractures and provide stereoscopic covering. The materials of inert gas bubble , inhibitor foam [5, 6], gel foam [7-10], three-phase foam [11-13], and foamed grout [14-16] are the primary foam materials used for a coal fire. Each of the above-mentioned materials has its own advantages and disadvantages. To address the disadvantages of the above-mentioned materials, we performed research on ISF fire-fighting technology . ISF can solve the problems of cooling, plugging, insulation, and compressive strength. The fresh state of ISF (foam fluid) can accumulate to a high position as well as cover and cool high temperature coal. Simultaneously, ISF has good insulating ability, thermal stability, and adjustable coagulation time . When it is solidified, ISF has high porosity and compressive strength. The injection of ISF is a very complicated process. To ensure that the foam fluid effectively reaches the coal fire area and seals the fractures, it is necessary to conduct research on the penetration and diffusion laws of the injection process. However, because the injection of ISF is a process with strong concealment, it is difficult to obtain fluid mechanics parameters and collect internal migration images of the foam fluid itself inside the loose coal and rock fractures. In previous studies, a similar, complex model worked out by Gustafson and Stille for predicting grout penetration in real rock was examined by Fujita et al. considering 1D condition [19, 20]. The latter also reviewed various other grout penetration models developed and used in Japan and elsewhere. Yang et al. investigated the rheological properties of cement grouts with different water cement ratios and their flow in fractures . The present study deals with some of these issues and describes and discusses theoretical grout flow models for predicting flow into plane-parallel fractures of candidate cement grout materials that behave as Bingham fluids under static pressure and as Newton liquids under oscillatory pressure. However, little attention has been paid to the penetration characteristics of foam fluid in the rock fractures . Therefore, its flowing diffusion range, stacking height, and influence factors have not been well understood which causes its blind application in fire controlling. To deal with this problem and provide basis for the design parameters of ISF, this paper puts forward a perfusion experiment of ISF in a fractured rock model that was built according to the site application conditions in Luwa coal mine through actually detecting some of the key parameters of the hydrodynamics of a foam fluid in the fractures, identifying the relationship of various factors in the process of injection, and then summarizing the penetration and diffusion laws of a foam fluid inside the fractures. Combined with the diffusion morphological image of the foam fluid in different directions, the diffusion regularity of the foam fluid is deduced. 2. Experimental Procedures 2.1. The Test System. The whole test system (Figure 1) is divided into three parts: elevating perfusion apparatus, fractured rock model, and monitoring system. The fractured rock model consists of a loose coal pillar with the porosity of 0.15 and the surrounding gob with the porosity of 0.35. The ISF was prepared by the system composed of a foam generator and a self-made mixer. The prepared foam fluid was lifted in an elevating perfusion apparatus, which can cause the foam to flow with a certain pressure head, thereby enabling the fracture rock model to be infused. The main steps of model test are as follows. First, build the similarity model according to the design requirements of filling mediums, and then bury the tiny earth pressure gauges in the process of layering. Second, connect the monitoring equipment; debug the high-speed motion analyser and the static strain gauge. Third, pour the prepared ISF fluid into the fractured rock model using a designed outlet pressure based on the regulating lifting height of the elevating perfusion apparatus. Four, record the real-time diffusion image and the pressure data from the detector, and then analyse and determine the penetration and diffusion laws combined with the viscosity parameters of the ISF fluid. The interface microstructure was investigated using scanning electron microscopy (SEM) (FEI Quanta TM 250 SEM system) with the size of the test specimen being a 10 mm x 10 mm x 10 mm prism. 2.2. Arrangement of the Testing Points for Penetration Pressure Monitoring. There are ten tiny earth pressure gauges buried in the fractured rock model. The coordinates of the testing points are listed in Table 1. In the injection process of ISF, the penetration pressure of the foam fluid in the fracture channels can be monitored by the tiny earth pressure gauges embedded in the fractured rock model. The data collection interval is two seconds. The penetration test ends after all the penetration pressure monitoring data have been collected; the whole experiment takes approximately 15 minutes to complete. The size of the tiny earth pressure gauge is 15 mm (diameter) x 6.4 mm (thickness), maximum measurement value is 0.1 Mpa, and the accuracy is [+ or -] 1.0% F.S. The computation formula between fluid penetration pressure and dependent variable is as follows: P = a + b[epsilon]. (1) In formula (1), P is the value of penetration pressure, kPa; [epsilon] is the dependent variable, x[10.sup.-6][epsilon]; a and b are the offered parameters. After calibrating the foam fluid, the determined offered parameters are listed in Table 2. 3. The Test Result Analysis 3.1. The Penetration Pressure Analysis. According to the offered parameters of the 0.1 MPa tiny earth pressure gauges shown in Table 2, the penetration pressure of foam fluid can be calculated. The pressure values over time are shown in Figures 2 and 3. From Figures 2 and 3, overall, the 1#~10# monitoring point data fluctuates up and down within a certain range. In addition to the 1# monitoring point (the injection inlet), overall, the monitoring points are divided into three groups: the first group contains the 2#, 3#, and 4# monitoring points, the second group consists of the 5#, 6#, and 7# monitoring points, and the third group is composed of the 8#, 9#, and 10# monitoring points. With the increase of diffusion distance, the penetration pressure decreases, in agreement with the traditional grouting penetration diffusion law. The penetration pressure of the 1# monitoring point fluctuates with the value of 16.37 kPa, which was obtained from the beginning. The first group of 2#, 3#, and 4# monitoring points was buried separately within the loose coal pillar, the centre line, and the surrounding gob. The penetration diffusion distance of the 2#, 3#, and 4# monitoring points is 255 mm, 250 mm, and 255 mm, respectively. The 3# monitoring point first collects the penetration pressure at the moment of 120 s, and the 2# monitoring point and 4# monitoring point collect the penetration pressure at the moment of 160 s and 144 s, respectively. This phenomenon occurs primarily because the porosity of loose coal pillar is smaller than the surrounding gob, and the frictional resistance loss in the fracture channel is high. As a result, under the condition of the same 255 mm diffusion distance, it takes a longer time for the foam fluid to diffuse to the 2# monitoring point. In addition, the average penetration pressure of the 2# monitoring point is 13.13 kPa, which is smaller than the average penetration pressure of the 3# monitoring point (14.97 kPa) and the average penetration pressure of the 4# monitoring point (14.36 kPa). The set of 5#, 6#, and 7# monitoring points is buried in the same manner as the first group of 2#, 3#, and 4# monitoring points. The 5#, 6#, and 7# monitoring points are located along the centre line, the loose coal pillar, and the surrounding gob, and the corresponding diffusion distance is 510 mm, 500 mm, and 510 mm, respectively. As the first group of data, the 6# monitoring point in the centre line first collected the penetration pressure at the moment of 324 s, with the average penetration pressure value of 11.94 kPa. Next is the 7# monitoring point arranged in the goaf at 364 s, with the average penetration pressure value of 10.72 kPa. Finally, the 5# monitoring point in the loose coal pillar collects the penetration pressure at the time of 382 s: the average value of penetration pressure is 10.05 kPa. The penetration diffusion time and the penetration pressure relationship of the third group of monitoring points 8#, 9#, and 10# are similar to those of the first two groups. The 8#, 9#, and 10# monitoring points' penetration diffusion distances are 776 mm, 750 mm, and 776 mm, respectively. The 9# monitoring point in the centre line first detected the penetration pressure with the value of 7.63 kPa at the moment of 644 s. Subsequently, the 10# monitoring point arranged in the goaf detected the penetration pressure at 712 s: the average penetration pressure value is 5.98 kPa. Finally, the 5# monitoring points in the loose coal pillar detected the penetration pressure at 734 s: the average value is 5.52 kPa. Although the penetration diffusion distance difference of the three groups is approximately 250 mm, the penetration diffusion time and the penetration pressure average value difference of the three groups are increasing because the foam fluid diffuses in loose coal and rock fracture channel with energy loss, thereby causing the speed to be increasingly low. Therefore, under the same penetration diffusion distance, the time required for the latter half of the distance becomes increasingly long, and the pressure difference becomes increasingly high. 3.2. Penetration Diffusion Image Analysis. Here, the data from the monitoring points buried within the model is analysed. To more vividly illustrate the diffusion form of the foam fluid, a high-speed motion analyser was adopted in the whole experiment; the X-Y plane of the foam fluid penetration diffusion pattern is shown in Figure 4. From Figure 4, with the increase of diffusion time, the diffusion form of the foam fluid in the X-Y plane becomes ellipsoidal. The diffusion velocity in the loose coal pillar and the surrounding gob is not the same, as the diffusion area of the foam fluid in the surrounding gob is larger than that of the loose coal pillar. This difference is primarily because the fracture porosity of the loose coal pillar is small, causing the foam fluid to experience greater free diffusion resistance. From the diffusion area size at different moments, the diffusion area is increasing with time, but the diffusion area of growth becomes smaller. This behaviour occurs primarily because the foam fluid is a time-varying Bingham fluid, resulting in the viscosity increasing from 4360 MPa-s at 60 s to 4451 MPa-s at 360 s, causing the foam fluid flows to slow. Simultaneously, with the increase of the diffusion range, the penetration pressure drop of the foam fluid in the complex fracture network is gradually reduced and the front diffusion of foam fluid slows. In addition, the base material in the pore wall of the foam fluid undergoes hydration and condensation reactions [23, 24], thus causing the stability of the bubble to enhance that in turn makes it difficult to change the shape of the structure. In the SEM image obtained from the bubble wall (Figure 5), we can observe that the rod-shaped ettringite crystals fill the capillary pores. Surface products such as C-S-H gel can be observed as the major ISF microstructure component. CH as a pore product with a polycrystalline shape is another dominant cement hydration product. The phenomenon results in a large quantity of bubbles uniting into a group. The bubbles in the group flow as a whole and block each other. The fluidity of the foam fluid reduces gradually. Figure 6 shows the condensation effect of foam fluid in a coal and rock fracture surface after 3 hours. The figure reveals that the foam fluid can commendably diffuse and cover the fracture surface, and the foam can form a layer of a certain thickness, effectively isolating the coal and oxygen compounds. To perform in-depth analysis of the internal penetration diffusion of the ISF in the fractured rock model, the XZ and YZ sections were recorded by the CCD camera, as shown in Figures 7 and 8, respectively. From Figure 7, in the XZ penetration section, with the increase of the penetration diffusion distance, the foam fluid penetration in the fracture channel changes from dense to loose in the X direction, mainly because the penetration pressure and the velocity of the foam fluid are high near the perfusion inlet, thereby enabling the foam to diffuse fully. However, the penetration pressure loss of the foam fluid is higher when the position is further away from the perfusion inlet. From the Z direction, the fracture penetration is fuller at the same Z height of the perfusion inlet; the next place is above the plane of the perfusion inlet, and the penetration diffusion effect is the worst in the sections under the height of the perfusion inlet. It indicates that the penetration diffusion ability of the foam fluid is stronger in its initial direction of velocity vector than the direction of the vector upward or downward. Upward penetration is fuller than the downward penetration because the peripheral interface cracks in the process of planar penetration channels are open and the crack channel resistance is low, indicating that the foam fluid does not act in the same manner as normal cement slurry. This difference in downward penetration mainly occurs because the density of foam fluid is smaller than that of ordinary cement, with the value being approximately 1/5 the density of a common slurry. As a result, the gravitational effect on the foam fluid is not obvious. Another primary factor is that the foam fluid is composed of bubbles; as a result, adhesion of cement and fly ash particles occurs in the bubble hole wall or the particles exist in a foam liquid membrane to form a skeleton, thereby preventing gravity settling of the particles. The size of a single bubble is approximately 400 microns, and each bubble links together, thereby causing the bubble size to be greater than a single general cement or fly ash particle in the slurry. Form the penetration and diffusion in the YZ section shown in Figure 8, the left is loose and the right is dense in the Y direction, largely because the left part is the loose coal pillar model with the porosity of 0.15 and the right part is the surrounding gob model with the porosity of 0.35. As the perfusion inlet is in the cross section, the foam fluid will be more easily diffuse into the right side with large porosity. In the Z direction, the distribution of penetration and diffusion is uniform, except the top with the surface penetration, mainly because perfusion inlet of foam fluid is in the X direction, which is vertical to the YZ section. The penetration and diffusion of foam fluid in this YZ section occurred when the fracture has been blocked by the X direction penetration. The up and down diffusion process was mainly affected by the width of fracture in the Z direction. Thus, in the YZ plane, the penetration and diffusion results show that the left part is loose and right part is dense. 3.3. Penetration and Diffusion Law. In the grouting engineering field, there is a large difference for different flow patterns of slurry diffuse in the geotechnical engineering [25-27]. To meet the requirements of engineering, reasonable grouting parameters for different slurry must be determined. However, the determination of the grouting parameters definitely requires guidance from grouting theory. The relatively mature diffusion grouting theory is based on the spherical, cylindrical, and sleeve valve pipe models [28-31]. The effective diffusion radius formula is only applicable to a Newtonian fluid. However, the inorganic solidified foam is a Bingham fluid, which is a non-Newtonian fluid; as a result, such foam cannot be modelled by the above formulas. Therefore, in this paper, the diffusion theory of the ISF in porous media with fracture channels is derived. As the ISF fluid diffuses completely into the fractures channel, we assume that it is a whole unit mass of foam fluid that reaches a certain position along a fracture channel. Therefore, we can draw lessons from the model of a Bingham fluid in pipe penetration , as shown in Figure 9. Assuming that the fracture radius is [r.sub.0], a foam fluid unit is taken from the centre line position of the fracture channel; its length is dZ and its radius is r. The pressure of the left and right ends of the foam fluid unit dZ is p + dp and p, respectively. The differential pressure is dp. The shear stress around the foam fluid unit surface by the left direction (in the opposite direction of flow velocity) is [tau]. Thus, we obtain the balance equation for flow stress of a foam fluid unit as follows: [pi][r.sup.2]dp = -2[pi]r[tau]dl. (2) In the region of 0 [less than or equal to] r [less than or equal to] [r.sub.p], the foam fluid column is stationary relative to the adjacent layer fluid. The foam fluid moves in a piston as a whole, and the movement velocity is v = [v.sub.p]. In the region of [r.sub.p] [less than or equal to] r [less than or equal to] [r.sub.0], the foam fluid column is moving relative to the adjacent layer fluid. So the following equation can be obtained: [r.sub.p] = -2[[tau].sub.s] x dl/dp. (3) The basic rheological equation of a Bingham fluid slurry can be expressed as [tau] = [[tau].sub.s] + [[eta].sub.p][gamma]. (4) Based on (2) and (4), the following can be obtained: [gamma] = -dv/dr = ([tau] - [[tau].sub.s])/[[eta].sub.p] = -[1/[[eta].sub.p]] x (r/2 x [d.sub.p]/dl + [[tau].sub.s]). (5) Consider boundary conditions r = [r.sub.0], v = 0 and then calculate integral for both sides of (5). [mathematical expression not reproducible]. (6) For 0 [less than or equal to] r [less than or equal to] [r.sub.p], [v.sub.p] = -1/[[eta].sub.p] [1/4 dp/dl ([r.sup.2.sub.0] - [r.sup.2.sub.p]) + [[tau].sub.s] ([r.sub.0] - [r.sub.p])]. (7) Therefore, the flow of fracture channel per unit time is the sum of the shear zone and the piston area, namely, [mathematical expression not reproducible]. (8) The average flow velocity of the section of fracture channel can be expressed as V = K/[beta] (-dp/dl) [1 - 4/3 ([lambda]/-dp/dl) + 1/3[([lambda]/- dp/dl).sup.4]]. (9) We make three assumptions for the penetration and diffusion of foam fluid in the fracture channel: (1) the coal pillar and circumferential crack area are all homogeneous and isotropic; (2) the foam fluid is a Bingham fluid; and (3) the spreading form of the foam fluid is spherical diffusion. In the injection process of a foam fluid, the injection content, Q, satisfies Q = VAt. (10) In (10), A is a sphere when the foam fluid diffuses in the fracture channel, A = 4[pi][l.sup.2]; t is the grouting time; -dp/dl is much larger than [lambda] in the injection process. Thus, (9) can be simplified as V = K/[beta] (-dp/dl) [1 - 4/3 ([lambda]/-dp/dl)]. (11) Combining (2) and (4) and then calculating the integral for both sides of the equation, the following is obtained: p = Q[beta]/4[pi]tKl - 4/3 [lambda]l + c. (12) Considering the boundary conditions of injecting foam fluid (i.e., for p = p0, I = l0, and for p = p1, I = l1), the following is obtained: [DELTA]p = [empty set][beta]/3tK[l.sub.0] [l.sup.3.sub.1] - [empty set] [beta]/3tK [l.sup.2.sub.1] + 4/3 [lambda][l.sub.1] - 4/3[lambda][l.sub.0]. (13) Equation (13) is the calculation formula of the effective diffusion radius for foam fluid diffusing in the fracture channel, where [DELTA]p is the penetration pressure difference between two monitoring points in the fracture channel; [empty set] is the porosity: the porosity of coal pillar in the test model is 0.15 and the porosity of the goaf is 0.35; [beta] is the viscosity ratio of foam fluid and water; t is the grouting time; is the permeability coefficient; [lambda] is the ratio of two times the static shear force and the fracture channel radius; [l.sub.0] is the radius of injection inlet with the value of 15 mm; [l.sub.1] is the penetration and diffusion distance. Penetration time is a major issue in the grouting of rock fractures. The foam fluid state will be calculated as a time function, making a distinction between flow rate control and pressure control. The indoor environment temperature is 10[degrees]C, and the viscosity of the water is 1.3077 Mpa x s, based on the viscosity of the water table. The viscosity of the ISF fluid was measured using a NDJ-5s rotary viscometer, setting the rotor number to 2 and the rotor speed to 6. The viscosity varies with time, as shown in Figure 10. The change of viscosity over time was fitted in Figure 10; the fitting function obtained is given by u = a[e.sup.bt] + c, (14) where a = 0.033, b = 0.166, and c = 4.335; the correlation coefficient is [R.sup.2] = 0.98. As a result, we can obtain the viscosity ratio of foam fluid and water using [beta] = [u.sub.ISF]/[u.sub.W] = [a[e.sup.bt] + c]/[u.sub.W] = [[0.033e.sup.0166t] + 4.335]/[1.3077 x [10.sup.-3]]. (15) From Figures 2 and 3, the average penetration pressure and the diffuse time of monitoring points 1#-10# are listed in Table 3. Based on (13), the relationship among the differential pressure of the 1# monitoring point, the diffusion time, and the diffusion distance can be expressed as [mathematical expression not reproducible]. (16) We substituted the related parameters in the Table 3 into (16) to obtain [mathematical expression not reproducible]. (17) To further amend the formula of effective diffusion distance of foam fluid, the diffusion time and diffusion distance of the remaining monitoring points 2#, 4#, 5#, 7#, 8#, 9#, and 10# were substituted into the formula, and then the predictive values were calculated. The comparison of the predicted values and the test values is provided in Table 4. From Table 4, the predicted values were overall in accord with the experimental results. The predicted values were all less than the experimental results; this difference occurs mainly because the foam fluid impacts the tiny earth pressure gauges and causes it to be slightly mobile. As a result, the follow-up monitoring data may contain some errors. However, because all the relative error of monitoring is within 10%, the prediction formula is reasonable. Thus, we can obtain the relations of the diffusion distance, penetration pressure difference, and diffusion time given by (18). Based on it, it can be obtained that the penetration pressure difference between two monitoring points ([DELTA]p) was affected by the porosity ([empty set]) and the penetration and diffusion distance ([l.sub.1]). In Figure 7, the porosity of the model is the same. With the increase of the penetration and diffusion distance, the penetration pressure near the perfusion inlet is higher than the position which is further away from the perfusion inlet. For the same penetration and diffusion distance, the greater the porosity is, the smaller the seepage pressure difference is, and the greater the seepage pressure is, which can prove the diffusion morphology in Figure 8. [DELTA]p = [empty set]((a[e.sup.bt] + c)/[u.sub.W])/3tK[l.sub.0] [l.sup.3] - [empty set]((a[e.sup.bt] + c)/[u.sub.W])/3tK [l.sup.2] + 4/3[lambda]l - 4/3[lambda][l.sub.0]. (18) A similar fractured rock model was built according to the coal pillar and the surrounding gob. The penetration pressure, image, and law in the complex fracture were investigated. Some conclusions can be drawn as follows. (1) The pressure fluctuated up and down within a certain range overall. With the increase of diffusion distance, the penetration pressure decreased, consistent with the traditional grouting penetration diffusion law. Affected by the porosity of filling medium, a longer time is required to monitor the penetration pressure for the loose coal pillar than the gob, and the value of penetration pressure in loose coal pillar was lower than that of the gob at the same diffusion distance. (2) The diffusion form of the foam fluid in the X-Y plane is ellipsoidal, with the diffusion area increasing with time, although the diffusion area of growth becomes smaller with time; in the XZ section, the foam fluid diffusion in the fracture channel is from dense to loose in the direction, and, from the direction, the fracture penetration is fuller at the same Z height of the injection inlet; in the YZ section, the left part is loose and the right part is dense in the direction, and the distribution of penetration and diffusion is uniform, except the top, with surface penetration. (3) The viscosity of the ISF fluid was measured by a NDJ5s rotary viscometer. The change of viscosity over time was fitted to obtain the fitting function. Based on the formula of Bingham fluid penetration in a pipe, the formula of the diffusion radius of the ISF was determined theoretically and then compared and verified in terms of the pressure data from the monitoring point. Conflicts of Interest The authors declare that there are no conflicts of interest regarding the publication of this paper. This work was supported by the National Natural Science Foundation of China (51604110, 51774135, 51504093, and 51374003), Provincial Natural Science of Hunan (2017JJ3074), China Postdoctoral Science Foundation (2017M612558), and Research Project of Hunan Provincial Education Department (17C0641). Y. Tang, "Inhibition of low-temperature oxidation of bituminous coal using a novel phase-transition aerosol," Energy & Fuels, vol. 30, pp. 9303-9309, 2016. J. Pandey, N. K. Mohalik, R. K. Mishra, A. Khalkho, D. Kumar, and V. K. 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Yi Lu, (1, 2, 3) Tao Wang, (3) and Qing Ye (3) (1) Work Safety Key Lab on Prevention and Control of Gas and Roof Disasters for Southern Coal Mines, Hunan University of Science and Technology, Xiangtan, Hunan (411201), China (2) Hunan Province Key Laboratory of Safe Mining Techniques of Coal Mines, Hunan University of Science and Technology, Xiangtan, Hunan (411201), China (3) School of Resource, Environment and Safety Engineering, Hunan University of Science and Technology, Xiangtan, Hunan 411201, China Correspondence should be addressed to Yi Lu; firstname.lastname@example.org Received 5 July 2017; Revised 12 August 2017; Accepted 22 August 2017; Published 28 September 2017 Academic Editor: Marco Rossi Caption: Figure 1: The test system. Caption: Figure 2: The change of penetration pressure over time from monitoring points 1#-5#. Caption: Figure 3: The change of penetration pressure over time from monitoring points 6#-10#. Caption: Figure 4: The penetration and diffusion form of the foam fluid in the X-Y plane. Caption: Figure 5: SEM image obtained from the bubble wall. Caption: Figure 6: Condensation effect of a fluid penetration diffusion front in the coal and rock surface after 3 hours. Caption: Figure 7: Penetration and diffusion form of the foam fluid in the X-Z section. Caption: Figure 8: Penetration and diffusion form of the foam fluid in the Y-Z section. Caption: Figure 9: Schematic of the column flow of a unit of foam fluid in a fracture channel. Caption: Figure 10: Foam fluid viscosity varies over time. Table 1: Coordinates of the monitoring points. Number of the tiny X coordinate Y coordinate Z coordinate earth pressure gauges (mm) (mm) (mm) 1# 0 0 300 2# 232 93 250 3# 250 0 250 4# 232 -93 250 5# 464 186 200 6# 500 0 200 7# 464 -186 200 8# 696 279 100 9# 750 0 100 10# 696 -279 100 Table 2: Offered parameters of the 0.1 MPa tiny earth pressure gauges. Number of the tiny Offered parameters earth pressure gauges a h 1# -0.80875 0.06873 2# -1.58700 0.05042 3# -1.44946 0.05691 4# -1.22361 0.05934 5# -0.92195 0.06540 6# -1.43612 0.06260 7# -1.02616 0.06676 8# -0.34060 0.08350 9# -1.11560 0.06587 10# -1.02340 0.06231 Table 3: Penetration pressure and diffusion time of the monitoring points. Monitoring points 1# 2# 3# 4# 5# 6# Average penetration 16.47 13.13 14.97 14.36 10.05 11.94 pressure (kPa) Diffusion time (s) 0 160 120 144 382 324 Differential pressure 0 3.24 1.5 2.01 6.32 4.53 with 1# (kPa) Viscosity of ISF 4.360 4.370 4.360 4.365 4.451 4.448 fluid (Pa x s) Diffusion distance 0 255 250 255 510 500 (mm) Porosity 0.35 0.15 0.35 0.35 0.15 0.35 Monitoring points 7# 8# 9# 10# Average penetration 10.72 5.52 7.63 5.98 pressure (kPa) Diffusion time (s) 364 734 644 712 Differential pressure 5.65 10.85 8.74 10.39 with 1# (kPa) Viscosity of ISF 4.454 4.557 4.523 4.548 fluid (Pa x s) Diffusion distance 510 776 750 776 (mm) Porosity 0.35 0.15 0.35 0.35 Table 4: Comparison of the predicted values and the test values. Monitoring point 2# 4# 5# 7# 8# 9# 10# Predicted value 2.94 1.92 6.05 5.29 9.93 7.96 9.51 (kPa) Test value (kPa) 3.24 2.01 6.32 5.65 10.85 8.74 10.39 Relative error (%) 9.25 4.48 4.27 6.37 8.47 8.92 8.46 |Printer friendly Cite/link Email Feedback| |Title Annotation:||Research Article| |Author:||Lu, Yi; Wang, Tao; Ye, Qing| |Publication:||Advances in Materials Science and Engineering| |Date:||Jan 1, 2017| |Previous Article:||Semianalytical Solution and Parameters Sensitivity Analysis of Shallow Shield Tunneling-Induced Ground Settlement.| |Next Article:||Mode II Fracture of GFRP Laminates Bonded Interfaces under 4-ENF Test.|

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This addition sum uses all ten digits 0, 1, 2...9 exactly once. Find the sum and show that the one you give is the only After some matches were played, most of the information in the table containing the results of the games was accidentally deleted. What was the score in each match played? Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice? If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable. Decide which of these diagrams are traversable. Arrange the numbers 1 to 16 into a 4 by 4 array. Choose a number. Cross out the numbers on the same row and column. Repeat this process. Add up you four numbers. Why do they always add up to 34? A little bit of algebra explains this 'magic'. Ask a friend to pick 3 consecutive numbers and to tell you a multiple of 3. Then ask them to add the four numbers and multiply by 67, and to tell you. . . . A game for 2 players that can be played online. Players take it in turns to select a word from the 9 words given. The aim is to select all the occurrences of the same letter. The knight's move on a chess board is 2 steps in one direction and one step in the other direction. Prove that a knight cannot visit every square on the board once and only (a tour) on a 2 by n board. . . . There are four children in a family, two girls, Kate and Sally, and two boys, Tom and Ben. How old are the children? In how many distinct ways can six islands be joined by bridges so that each island can be reached from every other island... How many different cubes can be painted with three blue faces and three red faces? A boy (using blue) and a girl (using red) paint the faces of a cube in turn so that the six faces are painted. . . . In the following sum the letters A, B, C, D, E and F stand for six distinct digits. Find all the ways of replacing the letters with digits so that the arithmetic is correct. Let a(n) be the number of ways of expressing the integer n as an ordered sum of 1's and 2's. Let b(n) be the number of ways of expressing n as an ordered sum of integers greater than 1. (i) Calculate. . . . Can you cross each of the seven bridges that join the north and south of the river to the two islands, once and once only, without retracing your steps? The tangles created by the twists and turns of the Conway rope trick are surprisingly symmetrical. Here's why! Three dice are placed in a row. Find a way to turn each one so that the three numbers on top of the dice total the same as the three numbers on the front of the dice. Can you find all the ways to. . . . A, B & C own a half, a third and a sixth of a coin collection. Each grab some coins, return some, then share equally what they had put back, finishing with their own share. How rich are they? This jar used to hold perfumed oil. It contained enough oil to fill granid silver bottles. Each bottle held enough to fill ozvik golden goblets and each goblet held enough to fill vaswik crystal. . . . ABC is an equilateral triangle and P is a point in the interior of the triangle. We know that AP = 3cm and BP = 4cm. Prove that CP must be less than 10 cm. Write down a three-digit number Change the order of the digits to get a different number Find the difference between the two three digit numbers Follow the rest of the instructions then try. . . . Baker, Cooper, Jones and Smith are four people whose occupations are teacher, welder, mechanic and programmer, but not necessarily in that order. What is each person’s occupation? Choose any three by three square of dates on a calendar page. Circle any number on the top row, put a line through the other numbers that are in the same row and column as your circled number. Repeat. . . . Show that among the interior angles of a convex polygon there cannot be more than three acute angles. You can work out the number someone else is thinking of as follows. Ask a friend to think of any natural number less than 100. Then ask them to tell you the remainders when this number is divided by. . . . Can you find all the 4-ball shuffles? The country Sixtania prints postage stamps with only three values 6 lucres, 10 lucres and 15 lucres (where the currency is in lucres).Which values cannot be made up with combinations of these postage. . . . If you know the sizes of the angles marked with coloured dots in this diagram which angles can you find by calculation? Semicircles are drawn on the sides of a rectangle ABCD. A circle passing through points ABCD carves out four crescent-shaped regions. Prove that the sum of the areas of the four crescents is equal to. . . . Find the area of the annulus in terms of the length of the chord which is tangent to the inner circle. Consider the equation 1/a + 1/b + 1/c = 1 where a, b and c are natural numbers and 0 < a < b < c. Prove that there is only one set of values which satisfy this equation. Spotting patterns can be an important first step - explaining why it is appropriate to generalise is the next step, and often the most interesting and important. Euler discussed whether or not it was possible to stroll around Koenigsberg crossing each of its seven bridges exactly once. Experiment with different numbers of islands and bridges. A huge wheel is rolling past your window. What do you see? Is it possible to rearrange the numbers 1,2......12 around a clock face in such a way that every two numbers in adjacent positions differ by any of 3, 4 or 5 hours? Is it true that any convex hexagon will tessellate if it has a pair of opposite sides that are equal, and three adjacent angles that add up to 360 degrees? This article invites you to get familiar with a strategic game called "sprouts". The game is simple enough for younger children to understand, and has also provided experienced mathematicians with. . . . Here are some examples of 'cons', and see if you can figure out where the trick is. Carry out cyclic permutations of nine digit numbers containing the digits from 1 to 9 (until you get back to the first number). Prove that whatever number you choose, they will add to the same total. Replace each letter with a digit to make this addition correct. I start with a red, a green and a blue marble. I can trade any of my marbles for two others, one of each colour. Can I end up with five more blue marbles than red after a number of such trades? Three teams have each played two matches. The table gives the total number points and goals scored for and against each team. Fill in the table and find the scores in the three matches. Choose any two numbers. Call them a and b. Work out the arithmetic mean and the geometric mean. Which is bigger? Repeat for other pairs of numbers. What do you notice? I start with a red, a blue, a green and a yellow marble. I can trade any of my marbles for three others, one of each colour. Can I end up with exactly two marbles of each colour? Can you fit Ls together to make larger versions of themselves? Can you arrange the numbers 1 to 17 in a row so that each adjacent pair adds up to a square number? What are the missing numbers in the pyramids? Pick the number of times a week that you eat chocolate. This number must be more than one but less than ten. Multiply this number by 2. Add 5 (for Sunday). Multiply by 50... Can you explain why it. . . . A standard die has the numbers 1, 2 and 3 are opposite 6, 5 and 4 respectively so that opposite faces add to 7? If you make standard dice by writing 1, 2, 3, 4, 5, 6 on blank cubes you will find. . . . You have been given nine weights, one of which is slightly heavier than the rest. Can you work out which weight is heavier in just two weighings of the balance? Nine cross country runners compete in a team competition in which there are three matches. If you were a judge how would you decide who would win?

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CC-MAIN-2014-41

https://theuvocorp.com/a-total-charge-q-is-uniformly-distributed-around-a-ringshaped-81556-4/

math

A total charge Q is uniformly distributed around a ring-shaped conductor with radius α. A charge q is located at a distance x from the center of the ring (Figure). The force exerted on the charge by the ring is given by F = 1/4πe0 qQx/(x2 + α2)3/2 Where e0 = 8.85 x 10-12 C2/(N m2), q = Q = 2 x 10-5 C, and α = 0.9 m. Determine the distance x where the force is a maximum.

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CC-MAIN-2021-49

http://beebooriginals.com/index.php/kindle/an-introduction-to-allocation-rules

math

By Jens Leth Hougaard This publication specializes in interpreting price and surplus sharing difficulties in a scientific model. It deals an in-depth research of assorted sorts of ideas for allocating a standard financial worth (cost) among contributors of a bunch or community – e.g. members, agencies or items. the implications can assist readers overview the professionals and cons of a few of the tools fascinated with phrases of assorted elements corresponding to equity, consistency, balance, monotonicity and manipulability. As such, the e-book represents an updated survey of price and surplus sharing equipment for researchers, scholars and practitioners alike. The textual content is observed via useful circumstances and various examples to make the theoretical effects simply accessible. Read Online or Download An Introduction to Allocation Rules PDF Similar introduction books Designed and written for lively investors who're drawn to useful info which could increase their effects, buying and selling Index strategies deals tried-and-true recommendations and not using a lot of conception and math. Bittman offers investors with the knowledge to judge sensible occasions and deal with positions. This ebook specializes in interpreting expense and surplus sharing difficulties in a scientific type. It bargains an in-depth research of varied kinds of principles for allocating a standard financial price (cost) among individuals of a gaggle or community – e. g. members, agencies or items. the consequences can assist readers assessment the professionals and cons of a number of the equipment fascinated about phrases of varied elements comparable to equity, consistency, balance, monotonicity and manipulability. For all who desire to strengthen a eucharistic realizing of the Church and its program to problems with present debate. - Practical Introduction to Pumping Technology. A basic guide to pumps—from specification to installation and operation - Missed Chapters - Stan Weinstein's Secrets For Profiting in Bull and Bear Markets (Personal Finance & Investment) - The Investor's Guide to Hedge Funds Additional info for An Introduction to Allocation Rules 11) where α is chosen such that the cost shares add up to total costs C(Q). This rule captures the spirit of the constrained equal gains rule of the rationing model. We may further define the restricted average cost rule by the following cost sharing scheme: First, calculate shares x1i = min C(qi ), qi C(Q) , Q i = 1, . . , n. 12) If some agents are bounded by their stand-alone cost the remaining agents n must further share C(Q) − i=1 x1i in proportion to their demand and so forth until total costs are fully allocated. It can be shown that if C is convex then the cost share of agent i using the increasing serial rule φIS i is non-decreasing in the demand of agent j, qj , for any j = i. If C is concave then the cost share of agent i using the increasing (resp. the decreasing serial rule φDS serial rule φIS i i ) is non-increasing (resp. non-decreasing) in the demand of agent j, qj , for any j = i. In general, both rules have decreasing (resp. increasing) agent specific unit prices when the cost function is concave (resp. Ui (qi , φi ) = αi qi − φi , where α ∈ R++ . That is, dept. 3 Cost Sharing with Joint Cost Function 45 max α1 q1 − 2q12 , q1 yielding q1∗ = α1 /4. Note, that the optimal demand level of dept. 1 is independent of the demand of dept. 2 (since the cost share of dept. 1 does not depend on the demand of dept. 2). Dept. 2 chooses its demand for service by solving max α2 q2 − (q1 + q2 )2 − 2q12 , q2 and knowing that dept. 1 demands q1∗ = α1 /4, we get that q2∗ = (α2 −α1 /2)/2. Hence, in this case the cost sharing game induced by the increasing serial rule has got a unique Nash equilibrium in demands (q1∗ , q2∗ ) = α1 2α2 − α1 , 4 4 , and total cost is shared as IS (φIS 1 , φ2 ) = α12 2α22 − α12 , 8 8 .

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CC-MAIN-2019-18

https://sidhartharya.me/braindump/20210329204954-english/

math

[a person who has had long experience in a particular field] a large hook}@0} an excessive willingness to serve or please others A deep cut or tear in skin or flesh An honorific is a title that conveys esteem, courtesy, or respect for position or rank when used in addressing or referring to a person.

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CC-MAIN-2021-43

http://www.paulbourke.net/papers/Danca/

math

Graphical exploration of the connectivity sets of alternated Julia sets; M, the set of disconnected alternated Julia setsNon-linear Dynamics, Springer, March 2013. DOI: 10.1007/s11071-013-0859-y M.F. Danca1,2, P.D. Bourke3, M. Romera4 Dept. of Mathematics and Computer Science, Avram Iancu University, 400380 Cluj-Napoca, Romania Using computer graphics and visualization algorithms, we extend in this work the results obtained analytically in , on the connectivity domains of alternated Julia sets, defined by switching the dynamics of two quadratic Julia sets. As proved in , the alternated Julia sets exhibit, as for polynomials of degree greater than two, the disconnectivity property in addition to the known dichotomy property (connectedness and totally disconnectedness) which characterizes the standard Julia sets. Via experimental mathematics, we unveil these connectivity domains which are four dimensional fractals. The computer graphics results show here, without substituting the proof but serving as a research guide, that for the alternated Julia sets, the Mandelbrot set consists of the set of all parameter values, for which each alternated Julia set is not only connected, but also disconnected.Keywords: Alternated Julia sets; connectedness; quadratic maps.

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CC-MAIN-2023-40

https://www.pearson.com/channels/physics/asset/8070f3b5/anderson-video-energy-springs

math

>> Hello class. Let's talk about a slightly different conservation of energy problem. Let's talk about a spring problem. We didn't really talk a lot about springs yet. But what we did say was that springs have potential energy in them when they are compressed. And so, let's do the following problem. Let's say we have an object that is sliding along a frictionless surface, okay with some initial speed v sub i. And then it's going to hit a spring that is attached to the wall. Okay, this is the before picture. And we all know what's going to happen, right? When it hits that spring, it's going to compress it slightly. Spring gets compressed, block is stuck right there at a final speed of zero, when the spring has compressed the maximum amount. Now, one thing that we need to know is how far did that spring compress. It compressed a distance x, x is always measured from equilibrium to maximum compression. And so, that is the distance x that we're worried about. And it looks like we have all the other terms that we need. Okay this is the before picture, this is the after picture. And we're going to say that this surface is frictionless. Okay let's write down conservation of energy and see if we can make some sense of it. So, energy in this initial case, there is energy in the moving block if it's mass m, then it has energy one half m v i squared. There's no energy anywhere else in the system. In the final picture, the block has come to rest, there's no kinetic energy in the block anymore, but the spring has compressed. It compressed a distance x. k is the spring constant for that particular spring. Depends on the material, depends on how tightly its wound, depends on how thick the material is. It is dependent on the particular spring that you're using. But x is how far it gets compressed. And let's say now that we're trying to solve this thing for x. Alright, these are equal. So, I get one half k x squared equals one half m v i squared. And now I can quickly solve this thing for x, the halves go away. I can write this as x is equal to m over k v i squared. And I'm going to take the square root of that whole thing. If I take the square root of v i square, I can in fact bring it out of the square root. And so, we can write the whole thing like that. How far does the spring compress? It is square root of m over k times v i. And now when you look at this solution, you should make sur that it makes sense to you. If that mass is heavier, that spring is going to get compressed more. m is there in the numerator, so that will increase x as m increases. If the spring is really strong, then k is a big number. A big spring constant means a strong spring. And so, it will compress less. And that makes sense because it's in the numerator, I mean in the denominator, right there. If k goes up, then x of course goes down. And then finally, if I throw in this mass at a faster initial speed, it's going to compress that spring even more. Okay, so all those limits seem to indicate that we must have the right answer. And if you look at the units, you can evaluate the units, you have to be careful because k has some funky units on it. Okay, but once you plug those in, you will get units of meters when you're all done. So, conservation of energy again, but now we're dealing with potential energy in this spring, as opposed to potential energy due to gravity. Alright, questions about that? Everybody okay with that one? Okay. Good.

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CC-MAIN-2023-40

https://balconysunrise.wordpress.com/2018/04/30/zero-the-nothing-which-is-everything/?replytocom=1439

math

India’s contribution to the world is …………………….. BIG FAT ZERO! Haha (wink wink) Yes, I am talking about the digit 0. Zero or shunya is a contribution of India to the world of Mathematics. You are welcome, world! Don’t underestimate the “nothing” 😀 So, coming to the question…… Why is zero so important to Mathematics? After all it is “nothing!” I will try and explain in a simple way. We have 10 fingers. So counting starts with 1 and goes up to 10. Then after that we go into multiples of 10. That is called base of 10. We understand this better than other bases. In mathematics, there are base of 2, 8 and 16 too, but the base 10 is the easiest to understand and most prevalent. The other bases are used for highly scientific purposes only. The concept of numbers went from India to the Arabic nations from there it spread all across Europe. Since the numerals came to the western world from Arabia, the westerners called them Hindu-Arabic numerals. The Roman counting system start with 1. As you are all so familiar with it, I am not delving deep into it. As a recap, I is 1, V is 5, X is ten, L is 50, C is 100, M is 1000. But I want to emphasize the absence of a representation of zero in the Roman numerals. This created many problems while representing very large numbers. Even representing small numbers is a bit confusing. For example, IV is 4, meaning remove 1 from 5, VI is 6, that is add 1 to 5. That means, writing a number to the left of a main number means subtracting from the main one and writing to the right of it, signifies addition. So far so good? Now see, 49 is XLIX. 50-10 tens and a 10-1. Got it? In my childhood, I used to wonder why I could not write simply IL, that is 50-1. My teacher never explained! Later I understood that each digit in the given number must be represented individually. Imagine if you have to write a 9-10 digit number in roman numerals! You would be writing a sentence! LOL That is why the European mathematicians heaved a sigh of relief with the Hindu-Arabic numerals. Zero gives any number its place value. Think of a number. For example, 4509.3 Now, here, the digit 0 in the given number is in the 10th place value. The digit 5 is in the 100th place value and so on. Adding more zeros after 4 to the left of it or adding more zeroes to the right of 3, does not change the value of the number. But adding even one zero to the left of the decimal and even one zero to the right of the decimal point will alter the given number completely. That is one of the contributions of zero. Zero is the reason why human mind expanded. Let me explain. Zero allowed us to think of numbers that went on the other side of the number line. …………….-3, -2, -1, 0, 1, 2, 3 ……………………. Zero was like the pivot that held the negative numbers and positive numbers on a balance. The set of both negative and positive numbers makes up the set of Integers. The study of Integers led us to study irrational numbers thus our world expanded. From there Mathematics grew wings and Calculus also developed. The exponential representation of any integer owes its existence to zero. The astrophysics field of study with all the distances measured between galaxies and what not are expressed in exponents. The concept of NULL set also arises from understanding of zero. This leads to the entire study of algebra and eventually the entire computer software industry. Zero may seem insignificant in terms of its value, but its contribution to humanity is immeasurable.

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CC-MAIN-2021-04

https://www.jiskha.com/display.cgi?id=1403502089

math

posted by acinad pls.. help me with this i really need it.. pls. A gas in a cylinder expands from a volume of 0.110 m3 to 0.320 m3. Heat flows into the gas just rapidly enough to keep the pressure constant at 1.65 x 105 Pa during the expansion. The total heat added is 1.15 x 105 J. (a) Find the work done by the gas. (b) Find the change in internal energy of the gas. (c) Does it matter whether the gas is ideal? Why or why not?

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CC-MAIN-2018-26

https://www.glassdoor.com/Salary/Noble-Network-of-Charter-Schools-Secondary-Math-Teacher-Salaries-E269249_D_KO33,55.htm

math

The typical Noble Network of Charter Schools Secondary Math Teacher salary is $50,000. Secondary Math Teacher salaries at Noble Network of Charter Schools can range from $49,000 - $52,000. This estimate is based upon 4 Noble Network of Charter Schools Secondary Math Teacher salary report(s) provided by employees or estimated based upon statistical methods. When factoring in bonuses and additional compensation, a Secondary Math Teacher at Noble Network of Charter Schools can expect to make an average total pay of $51,750 . See all Secondary Math Teacher salaries to learn how this stacks up in the market. Are you paid fairly? Get a free, personalized salary estimate based on today's market

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CC-MAIN-2019-13

https://usaonlineessays.com/precautionary-principle/

math

The following post has two assignments namely; Would you support the United States adopting the precautionary principle in all of its legislation? Why or why not? 2.Conduction velocity data Imagine you are a researcher that has collected conduction velocity (metres·sec-1) data from 6 cockroach (Periplaneta americana) sensory neurons at varying temperatures to submit to a scientific journal. You obtained the following raw data: Table 1. Conduction velocity in tibial sensory neurons of Periplaneta Cockroach Tibial Spines* Temperature (°C) A B C D E F 10 1.6 1.1 1.3 1.6 1.8 1.4 15 1.7 1.5 1.5 1.9 1.9 1.8 20 1.8 1.9 1.8 2.4 2.1 2 25 2.5 2 2.4 2.7 2.6 2.3 Using the data in Table 1, you decide to run a one-way repeated measures analysis of variance (ANOVA) to test whether or not the means of several groups (Temperatures 10 – 25°C) are different. You choose a repeated measures analysis since each cockroach leg was stimulated at multiple temperatures. You perform the appropriate statistical analysis and find that there is a significant difference in the conduction velocity with each 5°C increase in temperature (F = 61.02; d.f. = 23; P<0.001). You also perform a linear regression analysis on the data and determine that there is a significant correlation between temperature and conduction velocity (R2 = 0.99; d.f. = 1, 22; P = 1.12 X 10-7). The equation of the regression line was found to be y = 0.063x + 0.80. Note that although the analyses were performed on the raw data, you should plot summarized data in your figure. You should supplement the analyses above by determining and presenting in your text the Q10 for the relationship between temperature and conduction velocity (see prelab manual for formula). Reflecting on this data, you should design a figure to present the summarized results and write a Results section to the scientific manuscript in which you would be presenting this data (found in Table 1 above). . Pre-lab Assignment a) Written Results [10 marks]. b) Figure [8 marks] and Figure Caption [6 marks]. 2. List two characteristics that differentiate extracellular recordings from intracellular recordings [2 marks]? 3. List one physiological mechanism/structure that may account for an increase in conduction velocity as temperature is increased. Explain why this mechanism/structure would be altered with a rise in temperature [2 marks]?

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CC-MAIN-2020-16

https://www.planitplus.net/Institutions/ViewCourse/15704

math

This diploma will give you a thorough grounding in pure and applied mathematical concepts, theories and their uses, with the option to combine them with statistics to suit your needs and interests. You'll get practice with essential methods and tools; gain an appreciation of abstract mathematics and mathematical modelling; increase your familiarity with mathematical software; and build experience of communicating mathematical arguments and conclusions. There are no formal entry requirements to study this qualification, but it is very important that you are well prepared to study mathematics at this level. Computer and internet access required. Distance and Flexible learning

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CC-MAIN-2023-50

https://economics.stackexchange.com/questions/12453/why-should-the-statistical-value-of-life-exist/18251

math

In areas such as insurance pricing and government policy analysis, it is often necessary to assign human life a monetary amount in order to compare it with other monetary amounts. So economists have a measure called the statistical value of life, which in some sense quantifies how much a person values his own life. It's usually calculated to be about 10 million dollars for most people. Now this isn't literally the dollar amount a person puts on his life, because that amount is usually infinity; it's possible that no amount of money would convince the average person to give up his own life, and the average person would be willing to spend any amount of money to save his own life. So the technical definition is trickier: the statistical value of a person's life is the dollar amount $X$ such that for all probabilities $p$, or at least all values of $p$ relatively close to 0 the person would be indifferent between a situation where their chance of dying is $p$, and a situation where their chance of losing $X$ dollars is $p$. (An equivalent definition can be given in terms of reducing your chance of death and gaining money.) My question is not about why this concept is useful; I understand its utility. (No pun intended.) My question is, why should the statistical value of life exist at all? That is to say, why should there exist a single value of $X$ that satisfies this definition for all values of $p$, or even all values of $p$ that are sufficiently close to $0$? Let's discuss this more formally. Let $A$ is the set of possible preferences, and let $G(A)$ be the set of "gambles" or "lotteries" over $A$. Then the von Neumann-Morgenstern theorem states that if a person's preference ordering over $G(A)$ satisfies certain rationality axioms, then the person's preferences can be represented by a utility function $u: A → ℝ$. That means that the value that a person puts on any lottery $L$ is the expected value of$u$ under the probability distribution of $L$. So I would not be surprised at all if a person was indifferent between a 1 percent chance of getting 10 dollars and a 1 percent chance of getting a chocolate sundae, and was also indifferent between a 2 percent chance of getting 10 dollars and a 2 percent chance of getting a chocolate sundae; that would just indicate to me that the person's preferences satisfy the von Neumann-Morgenstern rationality axioms. But I don't understand why, if a person was indifferent between a 1 percent chance of losing 10 million dollars and a 1 percent chance of dying, they would necessarily also be indifferent between a 2% chance of losing 10 million dollars and a 2% chance of dying. That's because living and dying do not comport with von Neumann Morgenstern axioms; the average places the utility of survival at infinity, and yet they assign finite values to small risks of dying. So I see no reason why lotteries involving risks of living and dying should obey the von Neumann-Morgenstern axioms. And yet empirically, it seems that studies have found that the statistical value of life is a well-defined and measurable quantity, at least for sufficiently small values of $p$. So what is the reason for this? What is the reason that lotteries involving small risks of dying obey the von Neumann-Morgenstern axioms, when living and dying themselves do not?

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CC-MAIN-2024-10

http://www.consultemps.fr/ebooks/algebra-in-the-stone-cech-compactification-theory-and-applications

math

By Neil Hindman; Dona Strauss Read Online or Download Algebra in the Stone-CМЊech compactification : theory and applications PDF Similar algebra books The monograph goals at a normal define of previous and new effects on representations of finite-dimensional algebras. In a thought which constructed quickly over the last 20 years, the inability of textbooks is the most obstacle for rookies. hence unique recognition is paid to the rules, and proofs are incorporated for statements that are user-friendly, serve comprehension or are scarcely on hand. In the final decade, semigroup theoretical tools have happened evidently in lots of features of ring concept, algebraic combinatorics, illustration concept and their purposes. particularly, inspired by way of noncommutative geometry and the speculation of quantum teams, there's a turning out to be curiosity within the category of semigroup algebras and their deformations. The mathematics of binomial coefficients / D. B. Fuchs and M. B. Fuchs -- Do you love messing round with integers? / M. I. Bashmakov -- On Bertrand's conjecture / M. I. Bashmakov -- On top approximations, I-II / D. B. Fuchs and M. B. Fuchs -- On a undeniable estate of binomial coefficients / A. I. Shirshov -- On n! - Hutchison's Beginning Algebra, 8th Edition - Invariant descriptive set theory - Dilemma of Dairy Farm Group between Redesigning of Business Processes and Rebuilding of Management Information Systems - Algebra and Trigonometry (3rd Edition) - Elementary Linear Algebra with Applications (9th Edition) - Algorithmic Algebra and Number Theory: Selected Papers From a Conference Held at the University of Heidelberg in October 1997 Additional info for Algebra in the Stone-CМЊech compactification : theory and applications 2. 3 for which the smallest ideal exists. 3. Let S and T be semigroups and let h W S ! T be a surjective homomorphism. S/. If L is a minimal left ideal of S , show that hŒL is a minimal left ideal of T , and that the corresponding statement also holds for minimal right ideals. If S has a minimal left ideal which contains an idempotent, show that T does as well. p 0 / D p. 1]. The presentation of the Structure Theorem was suggested to us by J. Pym and is based on his treatment in . 64) is due to A. Let S be a semigroup and assume that there is a minimal left ideal L of S which has an idempotent e. Then L D XG X G where X is the (left zero) semigroup of idempotents of L, and G D eL D eSe is a group. All maximal groups in L are isomorphic to G. Proof. Given x 2 L, Lx is a left ideal of S and Lx  L so Lx D L and hence there is some y 2 L such that yx D e. 30 (b), e is a right identity for Le D L. 40 applies (with L replacing S). It is a routine exercise to show that the maximal groups of X G are the sets of the form ¹xº G. G/ is not the identity of F . Proof. Let n be the length of g, let X D ¹0; 1; : : : ; nº, and let F D ¹f 2 XX W f is one-to-one and onto Xº. F; ı/ is a group whose identity is Ã, the identity function from X to X . i 1/ D aº. a/ D ;. a/ ! a/ is one-to-one. a/ in any way to a member of F . Let b W G ! 22. k/ D k 1: To see this, first suppose that ik 1 D 1. k/ D k 1. Now suppose that ik 1 D 1. k/ D k 1. g/ is not the identity map. 1. 22. 3 Powers of a Single Element Suppose that x is a given element in a semigroup S. Algebra in the Stone-CМЊech compactification : theory and applications by Neil Hindman; Dona Strauss

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https://compositecityfurnitures.com/test-565

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Give me answers to my math homework Math can be a challenging subject for many learners. But there is support available in the form of Give me answers to my math homework. Our website can help me with math work. The Best Give me answers to my math homework Apps can be a great way to help students with their algebra. Let's try the best Give me answers to my math homework. One way is to solve each equation separately. For example, if you have an equation of the form x + 2 = 5, then you can break it up into two separate equations: x = 2 and y = 5. Solving the two set of equations separately gives you the two solutions: x = 1 and y = 6. This type of method is called a “separation method” because you separate out the two sets of equations (one equation per set). Another way to solve linear equations is by substitution. For example, if you have an equation of the form y = 9 - 4x + 6, then you can substitute different values for y in order to find out what happens when x changes. For example, if you plug in y = 8 - 3x + 3 into this equation, then the result is y= 8 - 3x + 7. Substitution is also known as “composite addition” or “additive elimination” because it involves adding or subtracting to eliminate one variable from another (hence eliminating one solution from another)! Another option It's also a good tool for students who want to learn how to solve equations on their own, without having to rely on someone else. The steps can be simplified or complex depending on your needs. You can also save the steps you've solved so you can refer back to them later. To use this tool, first select your preferred trigonometric function (i.e., sin, cos, tan). Then enter the values of the two sides into the form fields and click "solve." The solution will be displayed in a small window at the bottom of the page. Examples: sin = 1/2 * sqrt(3) = 0.5; cos = 1/2 * sqrt(3) = 0.5; tan = 1/2 * sqrt(3) = 0.5 Algebra is a mathematical field that focuses on solving problems using formulas. Algebra equations are expressions that can be used to solve problems. Algebra equations can be written on paper, in equations, or as word problems. One common type of algebra equation is an equation with two unknowns (also called variables). This type of equation could be used to solve the following types of problems: • Finding the length of a string • Finding the volume of a box • Finding the number of steps it takes to climb a certain number of stairs Algebra equations can also be written in other ways, such as as word problems, by using variables and different symbols. For example, “Bill climbed four flights of stairs to get to his apartment” could represent an algebraic equation such as "4x + 3 = 16." In this case, the letter “x” represents one unknown, and “+” represents addition. The letter “=” represents equality, which means that you need to find the value that makes 4x equal to 16. This could be any number from 1 to 4; for example, 1 would make 4x equal 16 and 2 would make 4x equal 8. However, if you were asked to find out how many steps it took Bill to climb four flights of stairs (meaning you didn't know how many steps there

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http://lisaroyblog.blogspot.com/2014/05/candied-pecans.html?showComment=1399985475413

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WHO DOESN'T love candied pecans? So yummy on ice-cream or just for munching on their own. I'm currently loving them sprinkled on salads ~ can't get enough of them! These are a cute gift to give as well, packed into a mason jar or cellophane bag. what you need: 1/2 cup sugar 1/4 brown sugar, packed 1 egg white 2 teaspoons cinnamon 5 cups raw pecans 1} Preheat oven to 300F. Line a baking sheet with parchment paper. 2} In a medium bowl, combine sugars and cinnamon then set aside. 3} In a small bowl, whisk together egg white with 1 tbsp water until frothy then set aside. 4} In a large bowl, combine pecans with egg white mixture and toss to coat well. Stir in sugar mixture until evenly coated. 5} Spread pecans evenly onto parchment paper-lined baking sheet. Bake for 25-30 minutes, stirring halfway through baking. Let cool completely before serving.

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