{"url": "https://iland-model.org/Expression", "date": "2023-09-26T21:31:22Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510225.44/warc/CC-MAIN-20230926211344-20230927001344-00117.warc.gz", "language_score": 0.8004510998725891, "token_count": 1709, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__229000585", "lang": "en", "text": "Table of contents\nThe expression class used in iLand was originally developed for the Picus model and aims at a high performance for repeated executions. Expressions are parsed only once and converted to an internal \"program\" which can be executed with very little overhead. When using more complex mathematical functions (e.g. exp()), the overall performance is comparable to hard coded C++.\nThe meaning of a variable name within an expression depends on the context. There are three main cases:\n- Expressions bound to \"Objects\" e.g. to Trees. In that case, the variable names are defined by the respective object. If an expression is bound to trees, one can use context sensitive variables like \"dbh\" or \"volume\" for trees. Depending on the context, this can be tree variables, resource unit variables, or sapling variables.\n- named variables: the names of variables are fixed programmatically. E.g: a expression with two named parameters (\"x\", \"n\") to calculate a weight could be \"x/n\" or more sophisticated \"x*x/n*n\"\n- unbound variables: In that case the name of the variable can be chosen freely. The value for the variable is set during the model execution and depends on the context. Example: the expressions for the calculation of biomass compartments (allometric equations) has one parameter (dbh). Valid expression are, e.g.: \"0.1*dbh^2\" or \"0.1*d^2\" or \"0.1*fish^2\".\nBasically, expressions can consist of basic arithemtic operators, variables and functions. The basic operators +,-,* and / work as expected (incl. precedence rules). Additionally, the caret \"^\" can be used for power functions (e.g. x*x can be written as x^2). Parentheses work as expected (e.g. (a+b)*c is different from a+(b*c)).\nFloating point numbers must use the dot (\".\") for constants (e.g. 0.001). The comma \",\" is used to separate arguments in function calls.\nExpressions can be used to evaluate logical expressions, i.e. expressions with a result value of either \"true\" or \"false\". Operators for logcal expressions are \"and\" and \"or\". Logical expressions are typically used to filter or select from a set of objects based on a criterion. E.g.: using the expression \"dbh>30 and (stress>0.5 or leafarea<1)\" as a filter, would result in a list of large, but stressed trees.\nLogical and \"mathematical\" operators can be used together: every non-zero value is evaluated as \"true\", zero (0) as \"false\". 'true' and 'false' are also available and internally converted to 1 and 0, respectively. Hence, a logical \"not\" can be expressed as ex\nExpressions provide a basic support for constants. A constant is a system-defined name with a fixed value that can be used instead of the numerical value. Currently, the species names / IDs are available and linked to the numerical index of the species for the current run:\nTherefore, you can use, e.g., 'species=Tsme' in a management-filter expression (having 'Tsme' as the ID of one tree species). Note, that no apostrophs are required. 'Tsme' is replaced with the numerical value (e.g. '1') during parsing time of the expression.\nThe general form of function is:\nfunctionname(list of arguments)\nGenerally, mathematical functions are executed without checking for the validity of the arguments (e.g. division by 0, or tan(pi/2)).\n|sin(x)||the sin of x, x as radians.||sin(x)|\n|cos(x)||the cosine of x, x as radians||cos(x)|\n|tan(x)||the tangens of x, x as radians||tan(x)|\n|exp(x)||exponential function, e(1)=2.7182...||exp(-k*LAI)|\n|ln(x)||the logarithm of base e, ln(2.7182...)=1||ln(x)|\n|sqrt(x)||the square root of x (equivalent to x^0.5)||sqrt(x)|\n|mod(x,y)||return the modulo (remainder) of x/y. e.g. mod(13,10)=3||if(mod(id,2), 1, 0)|\n|round(x)||Returns the integral value that is nearest to x, with halfway cases rounded away from zero.||round(x)|\n|min(x1,x2,...,xn)||returns the minimum value of the arguments. Argument count must be >1 and <10||min(x,0)|\n|max(x1,x2,...,xn)||returns the maximum value of the arguments. Argument count must be >1 and <10||max(min(x,1),0)|\n|if(condition, true, false)||logical if-then-else construct. if \"condition\" is true, the \"true\" is returned, \"false\" otherwise. E.g.: a abs()-function: if(x<0;-x;x). Note that both clauses are calculated in every case!||if(x<0;-x;x)|\n|in(value, arg1, arg2, ... , argn)||returns true if value is in the list or arguments, false otherwise.||in(year,100,200,300)|\n|incsum(fn)||when used in SQL like expressions (e.g., management, the function incsum cumulates its value over several calls. See the management functions mean and sum functions.||incsum(basalArea)<40|\n|polygon(value, x1,y1, x2,y2, x3,y3, ..., xn,yn)||return is: y1 if value<x1, yn if value>xn, or the lineraly interpolated numeric y-value.||polygon(x, 0,0, 1,0.5)|\n|sigmoid(x, type, param1, param2)||The value of \"sigmoid\" curve at x. The type of curve is designated by type with the two parameters param1 and param2. 0: logistic, 1: Hill-function, 2: 1-logistic, 3: 1-hill||sigmoid(x, 0, 10, 100)|\n|rnd(from, to)||returns a uniformly distributed random function between from and to.||rnd(0,1)|\n|rndg(mean, stddev)||returns a random number drawn from a Gaussian normal distribution with 'mean' as the mean value 'stddev' as the standard deviation.||rndg(0,1)|\n- create an output only every 10 years:\nTo improve the calculation performance in certain situations, expressions can use precalculated function results to interpolate a function numerically. This works best for expressions with one variable and a defined range for the input, but also an implementation for expressions with two variables is available.\nFor complex mathematical expressions the linearized version is up to 10 times faster than the regular expression engine.\nThe linearization is globally enabled/disabled by the switch system.settings.expressionLinearizationEnabled in the project file. Note, that this feature must be explicitly enabled for each expression used in the source code.", "domain": "mathematics"}
{"url": "https://familytravelfiles.wordpress.com/2015/03/11/sharing-pie-on-pi-day/", "date": "2019-07-23T13:05:58Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195529406.97/warc/CC-MAIN-20190723130306-20190723152306-00307.warc.gz", "language_score": 0.9046873450279236, "token_count": 418, "dump": "CC-MAIN-2019-30", "global_id": "webtext-fineweb__CC-MAIN-2019-30__0__138837840", "lang": "en", "text": "It is a fortunate coincidence that Saturday is not just Pi Day but also Albert Einstein’s birthday. Museums and destinations across the country have created terrific ways for families to celebrate with pi parades, Albert Einstein look-a-like contests, pie eating contests, and interactive numbers games.\nI think Mr. Einstein would smile at the assorted events created to honor the most memorable number sequence on the planet. If you are not following me, pi usually recognized by the Greek letter “π” is the symbol used in math to represent a constant — the ratio of the circumference of a circle to its diameter which is 3.14159265358…. and on it goes. The following events prove math can be fun for everyone and who doesn’t love pie.\nPrinceton, New Jersey is hosting a string of crazy events including an Einstein look-a-like contest and a Dinky Train ride with reenactors playing Einstein, his mother and their good friends.\nNaturally MoMath, the National Museum of Math in Manhattan will begin the day’s festivities begin at 3/14/15 at 9:26 with a scavenger hunt through the exhibits and oodles of pi puzzles to be solved.\nAny day at the Franklin Institute in Philadelphia offers exceptional rewards for families but the Museum’s National Pi Day celebration will add extra geekiness with pi reciting contests and a pie launch competition\nAdler Planetarium’s daytime Pi Day activities include a pie eating contest, a parachuting pies challenge, and pie-in-the-sky solar observations.\nAt San Francisco’s Exploratorium the day begins at 9:26:53 and includes pi processional, light circles and pizza pie dough tossing.\nIf none of these work for you there’s always the excuse to bake a pie and do your own calculations per serving.\nFor the latest family travel news follow the Family Travel Files on Twitter (@FamTravelFiles)\nNancy Nelson-Duac, Curator of the Good Stuff", "domain": "mathematics"}
{"url": "http://spilamex.gq/9814250554/discovering-mathematics-common-core-workbook-7b.pdf", "date": "2018-04-20T10:40:47Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125937440.13/warc/CC-MAIN-20180420100911-20180420120911-00588.warc.gz", "language_score": 0.9063302874565125, "token_count": 299, "dump": "CC-MAIN-2018-17", "global_id": "webtext-fineweb__CC-MAIN-2018-17__0__8376314", "lang": "en", "text": "Book Title: Discovering Mathematics: Common Core, Workbook 7B\nPublisher: Star Publishing\nDiscovering Mathematics Common Core Workbooks are designed for middle school students. Developed in collaboration between Star Publishing Pte. Ltd. and Singapore Math Inc,. these workbooks follow the Singapore Framework and also cover the topics in the Common Core State Standards.\nEach workbook is written as a supplement to the textbook, Discovering Mathematics Common Core, to give students more practice in applying the concepts learned. Students may refer to the summary of the important concepts in each chapter of the textbook for a quick review before attempting the questions in the workbook. After completing the exercises, students will not only polish their own analytical skills, but also develop a stronger foundation in mathematics.\nThe questions in each workbook chapter are categorized into 4 pars according to the level of difficulty and the thinking skills involved:\nBasic Practice: simple questions that drill comprehension of concepts\nFurther Practice: harder questions that involve direct applications\nChallenging Practice: questions that require synthesis ability\nEnrichment: questions that demand higher order thinking\nThese questions encourage students to think analytically, reason logically, use appropriate connections between mathematical ideas, and apply problem-solving skills in daily life situations.\nWe hope that these comprehensive workbooks will give students the tools and the confidence to handle mathematical questions and apply mathematical concepts to real-life situations. By achieving this, students will find learning mathematic an interesting and exciting experience.", "domain": "mathematics"}
{"url": "https://www.thenewatlantis.com/publications/math-and-modernity", "date": "2023-12-09T04:14:23Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00010.warc.gz", "language_score": 0.9455438256263733, "token_count": 8576, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__22756794", "lang": "en", "text": "One pillar of the modern world was the project to transform science from a discipline for contemplating nature into a tool for mastering it. Queen among the new sciences was mathematical physics, made possible by a corresponding transformation of mathematics. Ancient mathematicians, said René Descartes, had misunderstood their subject. They offered a procession of dazzling spectacles, but mathematics properly understood is not the presentation of beautiful chance discoveries. It must instead provide a systematic method for solving problems.\nTrue and oft-heard though this story is, it is also easily taken for granted. Harvey Flaumenhaft’s new book Insights and Manipulations seeks to remedy that with a hands-on guide to this momentous change. To understand that change, he says, and to understand it as progress, “we need to know what it was a step from as well as what it was a step toward.” He presents it as a movement from the Conics of Apollonius of Perga, a brilliant and difficult triumph of ancient mathematics written in the third century b.c., to Descartes’s 1637 Geometry, a decisive stride into modernity. For Apollonius, mathematics was a way of gaining insights into the nature of geometrical forms by envisioning them in the mind; Descartes made mathematics into an activity of manipulation — hence the title of Flaumenhaft’s book.\nBut appreciating scientific progress should not become a license to forget the past:\nWe often take for granted the terms, the premises, and the methods that prevail in our time and place. We take for granted, as the starting points for our own thinking, the outcomes of a process of thinking by our predecessors.\nWhat happens is something like this: Questions are asked, and answers are given. These answers in turn provoke new questions, with their own answers. The new questions are built from the answers that were given to the old questions, but the old questions are now no longer asked. Foundations get covered over by what is built upon them.\nProgress thus can lead to a kind of forgetfulness, making us less thoughtful in some ways than the people whom we go beyond. We can become more thoughtful, though, by attending to the originating thinking that while out of sight is still at work in the achievements it has generated.\nInsights and Manipulations is thus a guidebook helping us to retrace the steps of discovery from ancient mathematics to Descartes, who conceived the world anew. For “only by actively taking part in scientific discovery — only through engaging in re-discovery ourselves — can we avoid both blind reaction against the scientific enterprise and blind submission to it.” What’s at stake for Flaumenhaft is more than being thoughtful about the world we inhabit; it is whether we are to understand the foundations of modern science well enough to sustain it.\nClassic works of science and mathematics make up a substantial part of the liberal arts curriculum at St. John’s College in Annapolis, Maryland, where Flaumenhaft has taught for more than fifty years. Students there struggle through Apollonius and Descartes not as an antiquarian exercise but as a way to see the modern world come into being.\nInsights and Manipulations also offers a model of how to read a scientific classic: Presume that it has been written with care and treat it, like any other work of art, as a unified whole whose very form helps to tell its story. (Flaumenhaft provides, at times, more about the detailed structure of these works than many readers may want to know, but that’s a quibble.)\nThe first three-quarters of this hefty book is devoted to Apollonius, and is a considerable pedagogical achievement in itself. Apollonius studies conic sections, the curves obtained by slicing straight through a cone — circle, ellipse, parabola, hyperbola. The Conics is, to say the least, austere, a sequence of definitions, propositions, and proofs with little motivating explanation. It also assumes knowledge of sophisticated parts of Euclid’s Elements, a classical masterwork of geometry that preceded Apollonius by roughly a century.\nFlaumenhaft, supplying background from Euclid as needed, carefully explains what each definition and proposition says (and, equally important, what it doesn’t). Before offering a formal proof, he prepares readers by informally explaining why each proposition ought to be true. He supplies abundant illustrations, not just geometric diagrams but also flowcharts that offer an overview of how every part of an argument fits together. The diagrams are great improvements on those typically provided in other presentations of Euclid or Apollonius. Instead of a single, sometimes massively complex figure, he accompanies each proof with a series of simpler pictures, each of which isolates only what is needed to explicate a single logical step. He also provides views from different angles (bird’s eye, side view), allowing the reader to imagine walking around a 3-D model. These illustrations are hand-drawn, which lends them a certain charm, as if one is following a teacher at a blackboard.\nThe story frequently steps back from the local questions of understanding individual definitions and arguments to the global question of why the results have been organized and presented as they are. Flaumenhaft tends, at times, to over-explain — as Marian Adams said of Henry James, to chew a bit more than he bit off — but that’s the defect of a virtue.\nConic sections still appear in high school mathematics today, but a contemporary student will encounter nothing like what we find in Apollonius. Apollonius starts with a geometrical image, a slice through a cone. Everything that follows is expressed in terms of geometrical constructions built on the cone, the curve, and the plane making the slice; there are no coordinates, formulas, equations, or even numbers. By contrast, a modern textbook will, pro forma, provide a picture of a cone, but will have no real use for it. The curves to be studied are defined by formulas, and the terminology of “conic sections” is a vestige of forgotten technology, as when we speak of dialing a phone. The modern student is really doing algebra.\nApollonius thinks very differently, guided by a set of clear logical distinctions that made it impossible to mix geometry with arithmetic (and thus with algebra). One must appreciate these distinctions to understand the radical step Descartes took in breaking them down, the power he unleashed in doing so, and the intellect that could do that.\nAfter the extended treatment of Apollonius, and brief excursions into works by Diophantus of Alexandria (200s a.d.) and François Viète (1500s), Insights and Manipulations concludes with the 1637 Geometry. Here Descartes accuses the ancients of withholding explanations of how they discovered their results in order to make themselves look good. Further, the ancients insisted on a fundamental logical distinction between arithmetic and geometry — to Descartes, a pesky scruple that prevented them from finding the proper mathematical method. By merging the two fields, Descartes unveiled a royal road to discovery — inaugurating, as Flaumenhaft puts it, a decisive shift from seeing “with the mind’s eye” to performing “mental manipulation.”\nDescartes famously distinguished mind, whose essence is to think, from matter, whose essence is “extension” — roughly, the ability to occupy space. The physics of the material world must therefore be explained as matter moving and rearranging in space. So a systematic method for solving geometrical problems, for mentally manipulating space, must have seemed the key to a comprehensive explanation of the material world.\nGeometry was published in a volume comprising four short works. The first is the famous Discourse on the Method of Rightly Conducting One’s Reason and Seeking Truth in the Sciences — the source of “I think, therefore I am.” The other three offer examples of applying his method, which we can’t retrace here, to problems in different fields of science. Optics works out a (correct) law for the refraction of light. Meteorology explains (again correctly) the cause of a rainbow. Those two achievements, he says, are persuasive evidence for the value of his method.\nAnd Descartes presents Geometry, the concluding essay, as definitive proof. He first describes a procedure for solving any problem in classical, Euclid-style geometry. A problem asks for a construction, such as: Given a rectangle, construct a square with the same area. I’ll use this very simple problem as a running example. Descartes doesn’t deign to illustrate his procedure by applying it to a specific example. Readers will learn more, he says, by working things out for themselves.\nInstead, he turns to a problem that had been open for more than a millennium — actually to a family of problems called “locus” problems. They were formulated by Pappus of Alexandria, the last of the great, ancient Greek mathematicians, in the fourth century a.d. A locus problem asks a question of the form: What is the curve containing all points that satisfy some constraint? To take a simple example, if the constraint is “All points that lie at a given distance from a fixed center point,” the answer is a circle. Pappus formulated his problem in a very general way by establishing a systematic, stylized way to express the constraints. (See Supplement 1 below for an illustration.) While the answers to some relatively simple locus problems are the conic sections of Apollonius, the general problem posed by Pappus — an infinite family of increasingly complex problems — remained open.\nDescartes is interested not merely in providing the answer to this or that previously unsolved problem, the stuff of which reputations in mathematics had always been made. What matters is the discovery of a systematic method for problem-solving — a way to attack any of Pappus’s locus problems, however elaborate the constraints. By doing so, he says, “I think I have entirely satisfied what Pappus tells us had been sought in this by the ancients,” and he adds, cavalierly, “I shall try to put the demonstration of it in a few words, for I am already bored from writing about it so much.”\nThe conceptual tools available for performing constructions in classical geometry are the straight edge and the compass. Although we may use physical versions of them on a blackboard, we should think of them as theoretical devices, imaginative ways to express two of Euclid’s postulates: that we can construct a straight line connecting any two points and extend it as far as we like (straight edge); and that we can construct a circle with any given center and radius (compass). Descartes’s methods allow him to see how far it’s possible to go using only straight edge and compass, and to identify the fancier tools required to solve more complex problems. He introduces what’s come to be called a “geometrical compass,” an indefinitely extendable device that allows additional moving straight-edges that act like levers:\nAs one adds more levers, one can draw more complex curves, with each added lever corresponding to added complexity in the algebraic expressions needed to formulate a problem.\nWhen Descartes made his new beginning … , he said that the ancients were handicapped by their having a scruple against using the terms of arithmetic in geometry…. Before modern readers can appreciate why Descartes wanted to overcome the scruple, and what he saw that enabled him to do it, they must be clear about just what the scruple was.\nWe may think about the ancient scruple in the following way. The science we now have is what we might call “quantitative” and “numerical.” Quantities admit comparisons of less and greater. To us it seems natural to identify quantitative with numerical — to represent any quantity as a numerical value, for example a decimal number or a location on what we now call a “number line.” For that notion I’ll use the ungainly term number-in-our-sense.\nTo our great ancestors this conception of quantity, far from being natural, would have seemed incoherent. They recognized a fundamental difference between quantities arising in geometry (lengths, areas, volumes) and quantities arising in arithmetic (the numbers we count with). Our physical science required that Descartes break down that barrier by introducing arithmetical methods into geometry.\nWhat was the problem? First, as noted, quantities fall naturally into two radically different categories: multitudes (collections of distinct individuals that can be counted, like cows) and magnitudes (which can be made continuously smaller or greater, like lines or areas or volumes). Ordinary speech reflects the difference. Of multitudes we ask “How many?” but of magnitudes “How much?” A herd of cows is a multitude; we ask how many cows are in a field, not how much cows there are. We get the answer by counting them. The water in a pond is a magnitude. We ask how much of it there is, not how many.\nTo define a multitude, we have to specify which individuals it consists of. One can’t point to a field and ask “How many?” without specifying how many of what: horses, cows, hooves. Euclid’s Elements, which lays the foundation for Apollonius, says that “a unit is that by virtue of which each of the things that exist is called one.” In this sense, “cow” is a unit but “water” is not; we can count cows but not water because there’s such a thing as “a cow” but no such thing as “a water.” There is an unfortunate collision between Euclid’s meaning of “unit” and our use of “unit” to denote some arbitrarily chosen magnitude — inch, pound, gallon — employed as a reference for measurements. It seems we might be able to paper over the differences between multitudes and magnitudes by using such reference values: We can’t ask how many water are in a pond, but we can ask how many gallons of water are in it. As we will see, that simple strategy — changing the question so as to think of magnitudes as multitudes — can’t be made to work. Something much deeper will be required.\nEuclid goes on to say, “A number is a multitude composed of units.” Euclid’s units are, by definition, indivisible, so multitudes are discrete: There is no multitude consisting of more than three cows but fewer than four. Multitudes defined by different units can be compared: It makes sense to ask whether there are more chickens in the barn than eggs. From now on, I’ll use the word number, unqualified, to mean a number in this ancient sense but will sometimes, for emphasis, say “counting number,” and we will see how this is different from number-in-our-sense, which allows us to represent any quantity as a numerical value.\nMagnitudes, by contrast, are not discrete; a line, unlike a herd of cows, can repeatedly be divided into smaller pieces as often as you like. (For Euclid, “line” always means what today we would prefer to call a “line segment”: limited in length, having two end points.) Equally important, magnitudes are of different kinds, and those of different kinds are incomparable; we can’t, for example, ask whether (the length of) a line is greater or less than (the area of) a two-dimensional figure such as a square.\nThe preceding sentence hid the references to length and area in parentheses because they suggest a way of thought according to which there is, on the one hand, a line (or a figure) and, on the other hand, some sort of number-in-our-sense that is its length (or its area). But the possibility or intelligibility of such numbers-in-our-sense is precisely what is at issue. When, for example, Euclid shows that a certain square equals a certain triangle, that amounts not to some numerical comparison but to showing that the figures can be cut into identical collections of pieces — or, if you like, cut up and then rearranged to make the same figures.\nConsider a further distinction between multitudes (“how many”) and magnitudes (“how much”): Different things can be done with each. For example, two multitudes can be multiplied but two magnitudes cannot. The result of multiplying four cows by three is (to use a modern notation that is in this case not misleading) 4 + 4 + 4 cows. The multitudinous-ness of three is what tells us how many times to add groups of four cows together. By contrast, although we can multiply a magnitude by a multitude — say, doubling a line — we cannot multiply two magnitudes, even if they are of the same kind. We can’t multiply a line by a line or one figure by another, because lines and figures provide no natural answer to the question “How many times?”\nA modern text that formulates the Pythagorean Theorem by saying “a right triangle with sides a, b, and hypotenuse c satisfies a2 + b2 = c2” is therefore saying something radically different from what Euclid or Apollonius or Pythagoras said. It assigns to the sides the lengths a, b, and c, which are numbers-in-our-sense; it performs arithmetical operations on them (squaring, adding) to compute other numbers-in-our-sense; and then it asserts that the results are numerically equal. Euclid puts this very differently. He says that if you’re given a right triangle and construct squares on all its sides, then the squares on the two sides containing the right angle taken together are equal to the square on the other one. Numbers don’t enter the picture, and the proof is done geometrically.\nWe are so used to thinking in terms of numbers-in-our-sense that the difference can be hard to think about, but it is critical for understanding what ancient mathematicians were doing, and what marked the divide between geometry and arithmetic that Descartes broke down. But before we get there, we must get a taste for the challenges the ancients faced — and the insights they gained — in doing geometry without arithmetic.\nEarlier, I dismissed a maneuver that seems as if it could bridge the two domains — namely, to treat a magnitude as a kind of multitude, an exact multiple of some magnitude used as the reference for a measurement. Thus we might be able to regard some line as a multitude of feet or meters or cubits. If a right triangle has sides that are 3 feet, 4 feet, and 5 feet, the Pythagorean Theorem might be expressed as a fact about calculations with those numbers: 32 + 42 = 52. (Ignore for now that the theorem would no longer describe visualizable relationships among geometric figures.)\nWhy does this trick fail? It can be applied only if all the lines in the problem are exact multiples of the same reference line — if, in Euclid’s terminology, all the lines have a “common measure.” Unfortunately, one of the most famous proofs in ancient mathematics shows that that’s not always possible. A simple example: the side of a square and its diagonal have no common measure. This example also shows that the trick can’t be used to formulate the Pythagorean Theorem. It can’t be applied to the right triangles that result from slicing a square in half along its diagonal.\nAncient mathematicians devised an elegant way around this by appealing to the notion of ratio. Quantities of the same kind — two lines, for example — will have a ratio even if they lack a common measure, and ratios can be compared. We can say, for example, that the ratio of 2 to 5 is the same as the ratio of 4 to 10, and is greater than the ratio of 2 to 10. Crucially, we can compare any ratios — we can, for example, compare the ratio of two counting numbers to that of two areas, or the ratio of two lengths to the ratio of two volumes.\nModern mathematics is indifferent to any distinction between ratios and numbers-in-our-sense; it is happy to identify the ratio of 2 to 5 with the number-in-our-sense 2/5, or the ratio between a square’s diagonal and its side with the number-in-our-sense called “the square root of two.” For us, the proportion stating that “the ratio of 2 to 5 is the same as the ratio of 4 to 10” can be expressed as the equation “2/5 = 4/10.”\nEuclid and Apollonius have no words to denote “the square root of two” but do have a powerful theory of ratios that makes it possible to establish connections among quantities of all kinds. That theory gets a rigorous basis in the most technically sophisticated book of Euclid’s Elements.\nConsider a simple example, expressing the relation between the area of a rectangle and the lengths of its sides. In modern mathematics we represent the sides with numbers-in-our-sense — say, 2.6 and 3.5 — and define the area to be their numerical product: 2.6 * 3.5 = 9.1. In a practical application, the numbers we use will depend on whether we choose to express the lengths in inches, meters, furlongs, or whatever.\nEuclid expresses that relationship more elegantly with ratios, needing no resort to an arbitrarily chosen standard of measurement. Look first at a simple case. If, given a rectangle, we leave its height unchanged, and double its width, we will have doubled its area. Similarly, to use modern terms, if we change the width by a factor of 50 percent, or by a factor of , we will change the area by the same factor. That is, if we write “:” to abbreviate “the ratio” between two quantities, we can in this simple case express the relation between the sides and area of a rectangle as a proportion:\n[old rectangle : new rectangle] is the same as [old width : new width]\nIf we now change both the height and width, then [old rectangle : new rectangle] will be a ratio that depends on both [old width : new width] and [old height : new height]. It will be what Euclid calls the ratio compounded of those two; given such a pair, Euclid shows how to construct a pair of lines whose ratio is their compound.\nThese are the terms in which Apollonius thinks, and he deploys them with great virtuosity.\nFlaumenhaft wants to help us teach ourselves to think like Apollonius, who proves theorems using proportions, and to compare that to the Cartesian practice of solving problems using equations. The root of the Greek word for “theorem” means “to look at” or “behold.” And “proportion” has to do with recognizing a similarity between different things. This reflects what Apollonius does: behold certain similarities in things. A problem, by contrast, presents us with a task: to find a solution. The terms in an equation are symbolic. Their purpose is not to represent something that we see by looking at or through it, but to be material for manipulation.\nFor Descartes, Flaumenhaft writes, “beholding is subordinate to mastery,” and “wonder should give way to problem-solving. What Descartes brought to this modern project which took mastery of nature as its end was an emphasis on mathematics as means to the end.”\nWe can further contrast the two approaches by considering the difference between synthesis and analysis. Euclid and Apollonius present their results by synthesis. A synthesis is a proof that begins from postulates and things already proven, then deduces a sequence of further results until it manages to establish the desired conclusion. Those deductions often concern not only the lines and figures given in the statement of a theorem, but additional lines and figures introduced, often with great ingenuity, in order to establish in some roundabout way relationships among the elements of the original material. How the proposition or its proof were discovered is not manifest.\nDescartes, by contrast, provides a method of analysis. Starting with a problem, he will transform it into a sequence of other problems, all of which are equivalent, until arriving at one he knows how to solve. Since the problems are equivalent, a solution to any of them gives a solution to all of them. The procedure is transparent because the analysis itself shows how the result was obtained.\nAnalysis is what we do in a high school algebra class. We’re given the problem of finding an x such that 3x – 2 = 7. Adding 2 on each side of the equation transforms it to 3x = 9. Dividing both sides by 3 transforms that to x = 3. Maneuvers of this kind were hardly unknown before Descartes. Flaumenhaft walks us through the way Diophantus applied them to problems about numbers and Viète applied them to what he called “species” — entities that share some characteristics with numbers and some with geometrical magnitudes. Species, however, are still encumbered by something like the distinctions among kinds of quantities that Descartes eliminates.\nDescartes claims that any geometric problem can be expressed as the task of finding the lengths of certain lines. To do that by analysis, he first restates the geometric problem using equations that relate the unknowns (lines to be found) to the knowns (lines given in the statement of the problem).\nConsider again our familiar example: Given a rectangle, construct a square of the same area. The knowns are the two sides of the rectangle; call them A and B. There’s one unknown, the side of the square we’re looking for (since all sides of the square are the same); call it x.\nThe equation that relates the areas of the two figures may look misleadingly, comfortably familiar:\nx * x = A * B\nWe’ll have more to say about that later, but, to avoid jumping to unjustified conclusions, note that Descartes is doing geometry: A, B, and x are straight lines, not numbers.\nAlgebraic manipulations then transform these equations into a solution — that is, a collection of equations in which each unknown is set equal to an expression involving only known quantities.\nIn this case, the solution (also misleadingly familiar) is:\nNow comes a piece of magic. Descartes does not find x by calculating some value for the expression ; instead, as we will see below,“” is interpreted as a set of instructions for performing a geometrical construction that gives the desired answer.\nHe is doing geometry, but the most important steps take place in a symbolic world where we (literally) lose sight of the original subject matter. We can, however, extract a geometrical meaning from the symbolic solution that emerges.\nBefore looking at how Descartes solves the problem, we must consider how he explains arithmetical manipulation of lines. The terms in Descartes’s equations use the operations of addition, subtraction, multiplication, division, and the taking of roots (square root, cube root, and so forth). As Descartes defines these operations, both their inputs and outputs are lines. Thus, all the manipulations act on a single kind of thing — on a single “type,” to use the terminology of modern logic and computer science. Operating on a single type, regardless of what it represents, is a crucial simplification.\nAddition and subtraction of lines are explained in the obvious way: A + B is a line that results from extending A by attaching B at one of its endpoints. A – B is a line that results from lopping B off the end of A, and is not defined if B is greater than A. Descartes defines multiplication, division, and the taking of roots by analogy. Take multiplication as an example. He first finds a recipe that characterizes multiplication for counting numbers in terms of ratios and proportions — the domain in which multitudes and magnitudes participate on something like an equal footing. He then uses that recipe as the definition of multiplication for lines.\nHere’s how that works. For counting numbers, we can describe the result of multiplying 2 by 3 as a proportion by saying that\n(2 * 3) : 2 is the same ratio as 3 : 1\nIn other words, because 3 is what you get by tripling 1, the value of 2 * 3 is what you get by tripling 2. Descartes simply copies that: If A and B are lines and we arbitrarily choose any other line u, then — in terms of that choice of u — we define A * B to be a line such that\n(A * B) : A is the same ratio as B : u\nThat is, whatever “multiple” B is of u, A * B is that same multiple of A. (Supplement 2 below provides a geometrical construction for finding A * B.) Descartes calls u a “unit,” using the word in essentially the modern sense — unlike Euclid’s usage, in which a unit is a concept that specifies the kind of thing (a cow) assembled in a multitude (a herd).\nIt’s far from obvious what those definitions buy us, since the line we obtain by calculating the value of some complex expression will depend entirely on the arbitrarily chosen unit (u). But Descartes doesn’t want to calculate with these expressions; he only wants to manipulate them. His strategy works, because, for any fixed choice of a unit, all the usual rules for algebraic manipulation are valid. For example, consider the expressions (A * B * C) / A and B * C. Whatever line we choose as the unit u, the value of the two expressions calculated in terms of u will be lines of the same length. Descartes can therefore say that (A * B * C) / A = B * C, and justify the algebraic maneuver of “canceling the A’s.”\nHere are the steps by which Descartes’s method would solve our simple sample problem: Given a rectangle, construct an equal square.\nWe choose names for the knowns, the sides of the rectangle: call them A and B. We choose a name, x, for the side of the square we’re seeking.\nWe next apply certain rules for translating the geometry into symbols. One of them tells us to represent (the area of) that rectangle by the expression A * B. By the same rule, x * x represents the square we want to find. (For x * x, we’ll use the modern notation x2, which Descartes introduced.) We thus reformulate the problem as a request to solve x2 = A * B. A symbolic solution requires just two steps:\n|taking the square root of both sides|\nDescartes provides another set of rules for translating the solution thus found into a geometric construction. Relegating the explanation to Supplement 3 below, I’ll simply assert that the solution given above corresponds to a geometric construction solving the problem:\nFind an x so that B : x is the same as x : A.\nAll together, this amounts to a geometrical argument in which all the work is done by routine symbolic manipulation.\nThe rules for translating geometric problems into equations, and for then translating their algebraic solutions back into geometric constructions, are based on plausible analogies. Further, because the rules for algebraic manipulation are valid regardless of the choice of unit, it’s plausible that those manipulations won’t corrupt the geometrical meaning that we ultimately wish to extract. Those deep insights don’t truly amount to proof that his method works, although using modern logical techniques such a proof would be straightforward.\nDescartes asserts, leaving it to the reader to persuade himself, that the method he describes suffices to solve any problem solvable by the constructions available in Euclid. But that’s only a warmup.\nThe definitive proof for the value of Descartes’s method is that it has enabled him to discover how to systematically classify and solve an unlimited number of problems of arbitrary complexity. Locus problems with more and more elaborate constraints will result in equations containing terms of higher and higher power, something that might in the past have seemed problematic. We can understand X2 — indeed, visualize it — as representing the area of a square, and we can understand X3 as the volume of a cube. But what about X4, X5, X6, … ? What could be the sense of those? Descartes has made that problem disappear. There is a method. One applies it.\nHe thus helped set in motion a chain of developments that led mathematics to become formal. Euclid and Apollonius understand themselves to be talking about lines, circles, figures, and solids. They single out certain obvious truths as postulates and prove others, including some that are not at all obvious, from those postulates. Those proofs allow us to see that the less-obvious things are true, but don’t make them true; rather, their truth follows from the nature of lines, circles, figures, and solids.\nA modern treatment of Euclidean geometry, by contrast, might begin by saying something like this: Suppose we have two collections of things, which we choose to call points and lines, and suppose that they satisfy such-and-such a list of postulates. It doesn’t matter, and we don’t care, what the things called “lines” and “points” are in relation to space or to anything in the physical world; the question doesn’t arise. Such meaning as “lines” and “points” have is acquired from the role they play in the system. Bertrand Russell, with his talent for aphorism, expressed this by saying that “mathematics may be defined as the subject in which we never know what we are talking about, nor whether what we are saying is true.”\nPracticing mathematicians do of course form mental pictures of what they talk about. Few have carefully thought-through positions on the philosophical status of those entities, but, professionally speaking, all play the formal game because it has immense power — and is the only way to make their results acceptable to the mathematical community at large.\nInsights and Manipulations is written, the introduction says, “for serious amateurs by a serious amateur,” and even its smallest details reflect the author’s long career as a teacher. Its meticulous layout, for example, arranges that an illustration and any references to it will lie on the same page or on a facing page, so that the reader won’t be compelled to flip back and forth. The original texts, including Flaumenhaft’s new translation of Apollonius, are presented in gray boxes and arranged to help the eye take them in, with lengthy and complex sentences often displayed so that each line on the page consists essentially of a logical unit. The publisher deserves compliments for agreeing to design decisions that make a big book even bigger.\nA serious amateur could use this book for self-study with a good prospect of success. Small seminars, I’m told, have worked through the entirety of early drafts with university students. A profitable course could be made from selections that focus, like this essay, on the beginning and end of the story — Apollonius and Descartes.\nInsights and Manipulations is part of a long-term pedagogical project, of the author and others, to reintroduce classic scientific works into liberal education. Intellectually serious students are owed that experience. Great scientific works are of enduring interest for their daring and imagination, and as chronicles of heroic adventures of the mind. “To be thoughtful human beings,” Flaumenhaft says, “to be thoughtful about what it is that makes us human, we need to read the record of the thinking that has shaped the world around us, and continues still to shape our minds.”\nA simple three-line locus problem is illustrated below:\nWe’re given the “reference” lines A, B, and C. Here is the constraint\ndetermining whether a point P lies on the locus:\nDraw perpendiculars from P to each of the reference lines, calling\nthose perpendiculars a, b, and c. P satisfies the constraint if\nyou can draw a rectangle with sides a and b that has the same\narea as a square with side c.\nIn this diagram, c is larger than both a and b. Thus we would expect the square with side c to be larger than the rectangle with sides a and b, and so P does not lie on the locus.\nPappus introduced a very general way to formulate constraints: There can be any number of reference lines, not just three. Instead of insisting that the line drawn from P meets each reference line at a right angle, one can specify the angle for each of them — the line from P to A must make this angle; the line from P to B must make that one; and so forth. Instead of requiring that the areas of the rectangle and square be equal, one can specify that the areas must have a certain ratio. (In, say, a six-line problem, the way to formulate the comparison of ratios based on the six lines drawn from P to the reference lines is more complex.)\nGiven A, B, and u, lay them out as in the left-hand side of the figure\nA and B meet at their end points to form an angle (it doesn’t matter what size). Lying on one of those sides is u (it doesn’t matter which side; in the figure I’ve chosen A), with one of its end points at the angle’s vertex. Neither does it matter whether u is greater than, less than, or equal to the side on which it lies.\nThe right-hand side of the figure then shows how to construct the side that will be defined as the length A * B with respect to the unit u: Draw a line (shown with heavy dashes) from the end of u to the end of B. Then draw a line (shown with lighter dashes) parallel to that line at the end of A, extending that line, and adding an extension to B, until they meet.\nThe desired result is the line marked A * B. Because the two dashed lines are parallel, the two triangles in the figure are similar, and corresponding sides will therefore have the same ratio. So, as desired, (A * B) : A is the same as B : u.\nLet’s first explain why this equation corresponds to the proportion:\nB : x is the same as x : A\nThis can be seen by backing up to the preceding equation, x2 = A * B, and rewriting it as follows:\n|x * x = A * B||by the definition of x2|\n|x = (A * B) / x||dividing both sides by x|\n|x / A = (A * B) / (x * A)||dividing both sides by A|\n|x / A = B / x||“canceling” the A’s|\nThis last equation corresponds to the proportion\nB : x is the same as x : A\nThe figure below shows the construction of x from B and A. Draw a semicircle whose diameter is A + B. The line x is the perpendicular drawn from the common point of A and B to the circle. The ability to draw circles (a compass) makes it possible to construct square roots. Successive add-ons to Descartes’s improved compass make it possible to extract roots of higher powers.\nMath and Modernity", "domain": "mathematics"}
{"url": "https://kitwallace.co.uk/Blog/item/2013-01-12T23:01:00Z", "date": "2020-09-29T07:52:58Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600401632671.79/warc/CC-MAIN-20200929060555-20200929090555-00775.warc.gz", "language_score": 0.910114586353302, "token_count": 736, "dump": "CC-MAIN-2020-40", "global_id": "webtext-fineweb__CC-MAIN-2020-40__0__231341228", "lang": "en", "text": "A friend's Christmas present to himself (and indirectly his family and friends) was a MakerBot Replicator 3-D printer. Down at Bristol Hackspace we have several repraps in various stages of completion, but none yet ready for novice use. Marc's printer seems to have worked out of the box, so I was able to get my first test piece send via Dropbox to London, printed appropriately enough, since it involved hearts, in a pretty pink plastic and posted to Bristol in a couple of days.\nThe key to my personal progress was the discovery of OpenSCAD. I've looked at using GUI-based 3-D tools like Blender but OpenSCAD is a programming environment, just my kind of 3-D tool. I soon found a weath of freely avaliable tutorials, reference material and scripts:\nOpenSCAD uses two modes of construction: Constructive Solid Geometry (CSG) using the Computational Geometry Algorithms Library (CGAL); and extrusion(two modes) of a 2-D shape.\nSome lessons learnt:\nThe challenge for the budding designer is to learn how to compose a desired shape by the application of the operators to the primitives. In the physical world, we typically construct objects in a 'carpentry' mode, glueing non-intersectiing objects (union) and removing waste (difference). Also our range of primitives is vast and I generally have no idea how, say, a nut is formed. CSG allows us to union() overlapping objects, get the intersection of objects and use the less-known operators minkowski sum and hull. To see what experienced openSCAD programmers use, I analysed the collection of 22 library files for basic shapes, gears and threads etc. There were a total of 10000 lines including comments. I used grep to do the counting of patterns such as 'rotate\\s*(' to get counts of each construct in the language.\n|union||576||Severe underestimate since union() is the default for a sequence of objects|\n|intersection_for||2|| replacement for loop within intersection which doesnt work\nThis data seems to indicate that designers are mainly using operators which correspond to the physical operations (carpentry mode) and are generally not using the advanced operators. This is not surprising because even intersection can yield surprising results. An example in the wikibook shows the construction of a dodecahedron from the intersection of 6 boxes:\nbut I havent been able to trace the source of this construction. It's tempting to look for ways of constructing the other regular solids using intersection and indeed playing with this code, I found I could make an octahedron:\nWhat other solids could I make this way? One feature of OpenSCAD is very useful here - the ability to display a parameterized sequence of objects as an animation. The system variable $t changes from 0 to 1 in increments determined by the total number frames entered in the animation panel, so to see what solids are generated as the dihedral angle is changed :\nand its fun to watch the shapes morph, becoming dodecahedrons at several angles and curious asymmetric faceted shapes in between. Moreover you can edit the script as it runs to change other parameters such as the number of intersecting boxes. You can also create a video. Each frame is saved as a .png file. I used ffmpeg installed on Ubuntu:\n> ffmpeg -f image2 -i frame%05d.png -r 12 dodec.avi\nto create this little video", "domain": "mathematics"}
{"url": "https://www.uiwteachernetwork.org/elementary-apps.html", "date": "2018-12-14T17:41:36Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826145.69/warc/CC-MAIN-20181214162826-20181214184826-00567.warc.gz", "language_score": 0.9045544266700745, "token_count": 1337, "dump": "CC-MAIN-2018-51", "global_id": "webtext-fineweb__CC-MAIN-2018-51__0__187293953", "lang": "en", "text": "Elementary Apps for the Classroom\nCheck out these great apps for your students.\nArithmetic Invaders Express: Grade K-2 Math Facts - Express addition, subtraction, and multiplication games to defend the solar system and master K-2 arithmetic. Also, learn some basic facts about the Solar System.\nCloud Math Free - Excellent app for practicing and learning math.\" The difficulty level is easily controlled by a choice of operations, number ranges, numbers of answers to choose from, the number of problems in a set, and a Fail-safe mode. There are problems with addition and subtraction operations on numbers up to 50.\nGeoboard, by the Math Learning Center - Geoboard is a tool for exploring a variety of mathematical topics introduced in the elementary and middle grades. Learners stretch bands around the pegs to form line segments and polygons and make discoveries about perimeter, area, angles, congruence, fractions, and more.\nMath Puppy - Your younger students will be able to enjoy an interactive, learning environment of fun and adventure as they master basic math skills. Perfect for early childhood students.\nCounting Bills & Coins - Counting Bills & Coins lets you practice identifying and solving math problems with money. Count, match, and make change with coins up to quarters and bills up to $20. Practice money skills in five unique activities: counting money, show me the money, making change, matching amounts, and show values.\nMath Ninja - Use your math skills to defend your tree house against a hungry tomato and his robotic army in this fun action packed game! Choose between ninja stars, smoke bombs, or ninja magic - and choose your upgrades wisely!\nInteractive Telling Time Lite - Interactive Telling Time is great for kids from ages 3 to 12 and comes in 3 difficulty levels so that it helps kids master telling time progressively (statistics are provided to help keep track of progress). Learn to set the time via interactive clocks with movable hour and minute hands, how to read a clock/to tell time, the conversion between analog clocks and digital clocks, as well as concepts such as ‘o’clock‘, ‘midnight’, ‘half past’, ‘quarter past’, ‘quarter to’, ‘past’, ‘to’, etc.\nDominoes Easy Match - Dominoes Easy Match skills focus on: concepts of numbers, identification of numbers 1-9, identification of simple arrays, rote counting, and one-to-one correspondence. This is a great app for beginning math learners.\nMathTappers: Multiples - MathTappers: Multiples is a simple game designed first to help learners to make sense of multiplication and division with whole numbers, and then to support them in developing fluency while maintaining accuracy.\nTeaching Number Lines: Little Monkey Apps Number Lines helps to introduce the concept of number lines through a variety of of modules such as: counters, drawings, and number lines in order to explain and physically model problems. Little Monkey Apps Number Lines aims to visualize numbers for rote counting and ordering and see the physical position of a number linking patterns and relationships. Great for student in K through 2.\nK12 Equivalence Tiles - K12 Equivalence Tiles lets you compare the values of fractions, decimals, and percents up to 1 by using draggable tiles of varying values. K12 is not a calculator; it is a tool for students who have trouble understanding rational number equivalence (for example, 0.5, 1/2, 50% are all equal). This tool also allows students to visually perform simple operations like addition, subtraction, comparison, and ordering. This is a great app for upper elementary grades.\nRounding - Rounding is a great way to test your rounding skills and have fun at the same time. Select the number of problems and other options in order to correlate with your skill level.\nInteractive Math Glossary -The Interactive Math Glossary App is provided by the Texas Education Agency to help teachers explore and understand mathematics vocabulary used in the grades K–8 Texas Essential Knowledge and Skills. Each glossary word is displayed in a four quadrant Frayer Model.\nScience 360 - This app will allow your students to scroll the 3D sphere that is made of thumbnails of various science photos and videos. Tap on any one of those thumbnails to bring up the recent updates from National Science Foundation (NSF) or institutions funded by NSF. All contents are multimedia and are updated weekly, so you always get the most recent development of science and technology.\nNASA - The NASA app carries a wealth of NASA information right on your iPad. The app collects, customizes and delivers an extensive selection of dynamically updated mission information, images, videos. It has information about the planets, live streaming of NASA TV, and on demand NASA video.\nWWF Together- Experience the world's most amazing and endangered animals in one app – together. This interactive experience brings you closer to the stories of elephants, whales, rhinos and other fascinating species. Discover their lives and the work of WWF in a way you’ve never seen before. Try out “tiger vision,” stay as still as the polar bear during a hunt, and chop the panda’s bamboo. Explore the animals’ stories, then fold them up and share them with the world.\nRobots for IPADS - Robots for iPad is the best, most complete guide to the world of robotics. This fun, highly interactive app lets you explore over 150 real-world robots, with hundreds of animations, photos, videos, and articles\nKids Can Match - An interactive, adaptive and fun memory game for children of all ages. This app contains amazing, one of a kind, collection of over 70 authentic animal images and sounds. The perfect way to engage children in a fun game while they learn about a broad range of animals from all over the world. Tailor made and carefully designed by experienced educators to fit the needs of small children. This educational game is a wonderful asset in any animal loving family.\nTalkboard- Talkboard is the canvas for collaborative learning. Work with your students, wherever they are, on a shared whiteboard to bridge the gap in distance between you. Then harness your creativity to bring color and clarity to your lessons. Talkboard’s simple yet elegant drawing tools and integrated audio allow you to engage students in a whole new way.", "domain": "mathematics"}
{"url": "http://physicistjcbblgn.blogspot.com/2012/01/history-of-mathematics.html", "date": "2018-07-15T20:38:56Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676588972.37/warc/CC-MAIN-20180715203335-20180715223335-00267.warc.gz", "language_score": 0.9584181308746338, "token_count": 3615, "dump": "CC-MAIN-2018-30", "global_id": "webtext-fineweb__CC-MAIN-2018-30__0__75487177", "lang": "en", "text": "BY PROF JACOB\nThe area of study known as the history of mathematics is primarily an investigation into the origin of discoveries in mathematics and, to a lesser extent, an investigation into the mathematical methods and notation of the past.\nBefore the modern age and the worldwide spread of knowledge, written examples of new mathematical developments have come to light only in a few locales. The most ancient mathematical texts available are Plimpton 322 (Babylonian mathematics c. 1900 BC), the Rhind Mathematical Papyrus (Egyptian mathematics c. 2000-1800 BC) and the Moscow Mathematical Papyrus (Egyptian mathematics c. 1890 BC). All of these texts concern the so-called Pythagorean theorem, which seems to be the most ancient and widespread mathematical development after basic arithmetic and geometry.\nThe study of mathematics as a subject in its own right begins in the 6th century BC with the Pythagoreans, who coined the term \"mathematics\" from the ancient Greek μάθημα (mathema), meaning \"subject of instruction\". Greek mathematics greatly refined the methods (especially through the introduction of deductive reasoning and mathematical rigor in proofs) and expanded the subject matter of mathematics. Chinese mathematics made early contributions, including a place value system. The Hindu-Arabic numeral system and the rules for the use of its operations, in use throughout the world today, likely evolved over the course of the first millennium AD in India and was transmitted to the west via Islamic mathematics. Islamic mathematics, in turn, developed and expanded the mathematics known to these civilizations. Many Greek and Arabic texts on mathematics were then translated into Latin, which led to further development of mathematics in medieval Europe.\nFrom ancient times through the Middle Ages, bursts of mathematical creativity were often followed by centuries of stagnation. Beginning in Renaissance Italy in the 16th century, new mathematical developments, interacting with new scientific discoveries, were made at an increasing pace that continues through the present day.\n Prehistoric mathematicsThe origins of mathematical thought lie in the concepts of number, magnitude, and form. Modern studies of animal cognition have shown that these concepts are not unique to humans. Such concepts would have been part of everyday life in hunter-gatherer societies. The idea of the \"number\" concept evolving gradually over time is supported by the existence of languages which preserve the distinction between \"one\", \"two\", and \"many\", but not of numbers larger than two.\nThe oldest known possibly mathematical object is the Lebombo bone, discovered in the Lebombo mountains of Swaziland and dated to approximately 35,000 BC. It consists of 29 distinct notches cut into a baboon's fibula. Also prehistoric artifacts discovered in Africa and France, dated between 35,000 and 20,000 years old, suggest early attempts to quantify time.\nThe Ishango bone, found near the headwaters of the Nile river (northeastern Congo), may be as much as 20,000 years old and consists of a series of tally marks carved in three columns running the length of the bone. Common interpretations are that the Ishango bone shows either the earliest known demonstration of sequences of prime numbers or a six month lunar calendar. In the book How Mathematics Happened: The First 50,000 Years, Peter Rudman argues that the development of the concept of prime numbers could only have come about after the concept of division, which he dates to after 10,000 BC, with prime numbers probably not being understood until about 500 BC. He also writes that \"no attempt has been made to explain why a tally of something should exhibit multiples of two, prime numbers between 10 and 20, and some numbers that are almost multiples of 10.\"\nPredynastic Egyptians of the 5th millennium BC pictorially represented geometric designs. It has been claimed that megalithic monuments in England and Scotland, dating from the 3rd millennium BC, incorporate geometric ideas such as circles, ellipses, and Pythagorean triples in their design.\nAll of the above are disputed however, and the currently oldest undisputed mathematical usage is in Babylonian and dynastic Egyptian sources. Thus it took human beings at least 45,000 years from the attainment of behavioral modernity and language (generally thought to be a long time before that) to develop mathematics as such.\n Babylonian mathematicsBabylonian mathematics refers to any mathematics of the people of Mesopotamia (modern Iraq) from the days of the early Sumerians through the Hellenistic period almost to the dawn of Christianity. It is named Babylonian mathematics due to the central role of Babylon as a place of study. Later under the Arab Empire, Mesopotamia, especially Baghdad, once again became an important center of study for Islamic mathematics.\nIn contrast to the sparsity of sources in Egyptian mathematics, our knowledge of Babylonian mathematics is derived from more than 400 clay tablets unearthed since the 1850s. Written in Cuneiform script, tablets were inscribed whilst the clay was moist, and baked hard in an oven or by the heat of the sun. Some of these appear to be graded homework.\nThe earliest evidence of written mathematics dates back to the ancient Sumerians, who built the earliest civilization in Mesopotamia. They developed a complex system of metrology from 3000 BC. From around 2500 BC onwards, the Sumerians wrote multiplication tables on clay tablets and dealt with geometrical exercises and division problems. The earliest traces of the Babylonian numerals also date back to this period.\nThe majority of recovered clay tablets date from 1800 to 1600 BC, and cover topics which include fractions, algebra, quadratic and cubic equations, and the calculation of regular reciprocal pairs. The tablets also include multiplication tables and methods for solving linear and quadratic equations. The Babylonian tablet YBC 7289 gives an approximation of √2 accurate to five decimal places.\nBabylonian mathematics were written using a sexagesimal (base-60) numeral system. From this derives the modern day usage of 60 seconds in a minute, 60 minutes in an hour, and 360 (60 x 6) degrees in a circle, as well as the use of seconds and minutes of arc to denote fractions of a degree. Babylonian advances in mathematics were facilitated by the fact that 60 has many divisors. Also, unlike the Egyptians, Greeks, and Romans, the Babylonians had a true place-value system, where digits written in the left column represented larger values, much as in the decimal system. They lacked, however, an equivalent of the decimal point, and so the place value of a symbol often had to be inferred from the context.\n Egyptian mathematicsEgyptian mathematics refers to mathematics written in the Egyptian language. From the Hellenistic period, Greek replaced Egyptian as the written language of Egyptian scholars. Mathematical study in Egypt later continued under the Arab Empire as part of Islamic mathematics, when Arabic became the written language of Egyptian scholars.\nThe most extensive Egyptian mathematical text is the Rhind papyrus (sometimes also called the Ahmes Papyrus after its author), dated to c. 1650 BC but likely a copy of an older document from the Middle Kingdom of about 2000-1800 BC. It is an instruction manual for students in arithmetic and geometry. In addition to giving area formulas and methods for multiplication, division and working with unit fractions, it also contains evidence of other mathematical knowledge, including composite and prime numbers; arithmetic, geometric and harmonic means; and simplistic understandings of both the Sieve of Eratosthenes and perfect number theory (namely, that of the number 6). It also shows how to solve first order linear equations as well as arithmetic and geometric series.\nAnother significant Egyptian mathematical text is the Moscow papyrus, also from the Middle Kingdom period, dated to c. 1890 BC. It consists of what are today called word problems or story problems, which were apparently intended as entertainment. One problem is considered to be of particular importance because it gives a method for finding the volume of a frustum: \"If you are told: A truncated pyramid of 6 for the vertical height by 4 on the base by 2 on the top. You are to square this 4, result 16. You are to double 4, result 8. You are to square 2, result 4. You are to add the 16, the 8, and the 4, result 28. You are to take one third of 6, result 2. You are to take 28 twice, result 56. See, it is 56. You will find it right.\"\nFinally, the Berlin papyrus (c. 1300 BC) shows that ancient Egyptians could solve a second-order algebraic equation.\n Greek mathematicsGreek language from the time of Thales of Miletus (~600 BC) to the closure of the Academy of Athens in 529 AD. Greek mathematicians lived in cities spread over the entire Eastern Mediterranean, from Italy to North Africa, but were united by culture and language. Greek mathematics of the period following Alexander the Great is sometimes called Hellenistic mathematics.\nGreek mathematics was much more sophisticated than the mathematics that had been developed by earlier cultures. All surviving records of pre-Greek mathematics show the use of inductive reasoning, that is, repeated observations used to establish rules of thumb. Greek mathematicians, by contrast, used deductive reasoning. The Greeks used logic to derive conclusions from definitions and axioms, and used mathematical rigor to prove them.\nGreek mathematics is thought to have begun with Thales of Miletus (c. 624–c.546 BC) and Pythagoras of Samos (c. 582–c. 507 BC). Although the extent of the influence is disputed, they were probably inspired by Egyptian and Babylonian mathematics. According to legend, Pythagoras traveled to Egypt to learn mathematics, geometry, and astronomy from Egyptian priests.\ngeometry to solve problems such as calculating the height of pyramids and the distance of ships from the shore. He is credited with the first use of deductive reasoning applied to geometry, by deriving four corollaries to Thales' Theorem. As a result, he has been hailed as the first true mathematician and the first known individual to whom a mathematical discovery has been attributed. Pythagoras established the Pythagorean School, whose doctrine it was that mathematics ruled the universe and whose motto was \"All is number\". It was the Pythagoreans who coined the term \"mathematics\", and with whom the study of mathematics for its own sake begins. The Pythagoreans are credited with the first proof of the Pythagorean theorem, though the statement of the theorem has a long history, and with the proof of the existence of irrational numbers.\nPlato (428/427 BC – 348/347 BC) is important in the history of mathematics for inspiring and guiding others. His Platonic Academy, in Athens, became the mathematical center of the world in the 4th century BC, and it was from this school that the leading mathematicians of the day, such as Eudoxus of Cnidus, came from. Plato also discussed the foundations of mathematics, clarified some of the definitions (e.g. that of a line as \"breadthless length\"), and reorganized the assumptions. The analytic method is ascribed to Plato, while a formula for obtaining Pythagorean triples bears his name.\nEudoxus (408–c.355 BC) developed the method of exhaustion, a precursor of modern integration and a theory of ratios that avoided the problem of incommensurable magnitudes. The former allowed the calculations of areas and volumes of curvilinear figures, while the latter enabled subsequent geometers to make significant advances in geometry. Though he made no specific technical mathematical discoveries, Aristotle (384—c.322 BC) contributed significantly to the development of mathematics by laying the foundations of logic.\nIn the 3rd century BC, the premier center of mathematical education and research was the Musaeum of Alexandria. It was there that Euclid (c. 300 BC) taught, and wrote the Elements, widely considered the most successful and influential textbook of all time. The Elements introduced mathematical rigor through the axiomatic method and is the earliest example of the format still used in mathematics today, that of definition, axiom, theorem, and proof. Although most of the contents of the Elements were already known, Euclid arranged them into a single, coherent logical framework. The Elements was known to all educated people in the West until the middle of the 20th century and its contents are still taught in geometry classes today. In addition to the familiar theorems of Euclidean geometry, the Elements was meant as an introductory textbook to all mathematical subjects of the time, such as number theory, algebra and solid geometry, including proofs that the square root of two is irrational and that there are infinitely many prime numbers. Euclid also wrote extensively on other subjects, such as conic sections, optics, spherical geometry, and mechanics, but only half of his writings survive.\nArchimedes (c.287–212 BC) of Syracuse, widely considered the greatest mathematician of antiquity, used the method of exhaustion to calculate the area under the arc of a parabola with the summation of an infinite series, in a manner not too dissimilar from modern calculus. He also showed one could use the method of exhaustion to calculate the value of π with as much precision as desired, and obtained the most accurate value of π then known, 310⁄71 < π < 310⁄70. He also studied the spiral bearing his name, obtained formulas for the volumes of surfaces of revolution (paraboloid, ellipsoid, hyperboloid), and an ingenious system for expressing very large numbers. While he is also known for his contributions to physics and several advanced mechanical devices, Archimedes himself placed far greater value on the products of his thought and general mathematical principles. He regarded as his greatest achievement his finding of the surface area and volume of a sphere, which he obtained by proving these are 2/3 the surface area and volume a cylinder circumscribing the sphere.\nApollonius of Perga (c. 262-190 BC) made significant advances to the study of conic sections, showing that one can obtain all three varieties of conic section by varying the angle of the plane that cuts a double-napped cone. He also coined the terminology in use today for conic sections, namely parabola (\"place beside\" or \"comparison\"), \"ellipse\" (\"deficiency\"), and \"hyperbola\" (\"a throw beyond\"). His work Conics is one of the best known and preserved mathematical works from antiquity, and in it he derives many theorems concerning conic sections that would prove invaluable to later mathematicians and astronomers studying planetary motion, such as Isaac Newton. While neither Apollonius nor any other Greek mathematicians made the leap to coordinate geometry, Apollonius' treatment of curves is in some ways similar to the modern treatment, and some of his work seems to anticipate the development of analytical geometry by Descartes some 1800 years later.\nAround the same time, Eratosthenes of Cyrene of Cyrene (c. 276-194 BC) devised the Sieve of Eratosthenes for finding prime numbers. The 3rd century BC is generally regarded as the \"Golden Age\" of Greek mathematics, with advances in pure mathematics henceforth in relative decline. Nevertheless, in the centuries that followed significant advances were made in applied mathematics, most notably trigonometry, largely to address the needs of astronomers. Hipparchus of Nicaea (c. 190-120 BC) is considered the founder of trigonometry for compiling the first known trigonometric table, and to him is also due the systematic use of the 360 degree circle. Heron of Alexandria (c. 10–70 AD) is credited with Heron's formula for finding the area of a scalene triangle and with being the first to recognize the possibility of negative numbers possessing square roots. Menelaus of Alexandria (c. 100 AD) pioneered spherical trigonometry through Menelaus' theorem. The most complete and influential trigonometric work of antiquity is the Almagest of Ptolemy (c. AD 90-168), a landmark astronomical treatise whose trigonometric tables would be used by astronomers for the next thousand years. Ptolemy is also credited with Ptolemy's theorem for deriving trigonometric quantities, and the most accurate value of π outside of China until the medieval period, 3.1416.\nFollowing a period of stagnation after Ptolemy, the period between 250 and 350 AD is sometimes referred to as the \"Silver Age\" of Greek mathematics. During this period, Diophantus made significant advances in algebra, particularly indeterminate analysis, which is also known as \"Diophantine analysis\". The study of Diophantine equations and Diophantine approximations is a significant area of research to this day. His main work was the Arithmetica, a collection of 150 algebraic problems dealing with exact solutions to determinate and indeterminate equations. The Arithmetica had a significant influence on later mathematicians, such as Pierre de Fermat, who arrived at his famous Last Theorem after trying to generalize a problem he had read in the Arithmetica (that of dividing a square into two squares). Diophantus also made significant advances in notation, the Arithmetica being the first instance of algebraic symbolism and syncopation.", "domain": "mathematics"}
{"url": "https://ijobs.co.za/maths-and-science-tutor/", "date": "2020-05-27T13:11:03Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347394074.44/warc/CC-MAIN-20200527110649-20200527140649-00391.warc.gz", "language_score": 0.9166067242622375, "token_count": 409, "dump": "CC-MAIN-2020-24", "global_id": "webtext-fineweb__CC-MAIN-2020-24__0__46005400", "lang": "en", "text": "Maths and Science Tutor wanted immediately: APPLY NOW\nMaster Maths Morningside is currently looking for mathematics and/or physical science tutor.\nMaster Maths Morningside is part of a well-established franchise concern, which has been providing extra tuition for over 40 years, to learners from junior level to adults. Our successful candidate must have exceptional customer service skills, over the phone and in person. Must be computer savvy.\nThe closing date for applications is 1 December 2019.\nPlease only submit your CV if the following applies to you:\nYou achieved 70% or more for maths or physical science in the final matric exam, or you have a relevant tertiary qualification.\nYou will be required to tutor up to grade 12 level for maths and physical science.\n70% or more for maths and/or physical science in the final matric exam.\nSpeak fluent English.\nSouth African passport or valid work visa.\nMotivated by success in your job.\nA people’s person and you think you might enjoy tutoring.\nAble to interact successfully with young children.\nPrior experience in a maths and/or science tutoring job is an advantage.\nYou’re available to work between 10:00 and 19:00 on weekdays, 09:00 to 13:00 on Saturdays or times as required by the role.\nHave your own transport.\nYou must have the ability to get on with young people. Be well-groomed with an attitude to get involved in every aspect of the business.\nRequires an ability to explain mathematics or physical science pleasantly and with an enthusiastic personality.\nPreparation and detailed recording of student progress for each individual student.\nThe position requires that you assist with admin responsibilities.\nJob Type: Contract\nLocation: Morningside, Gauteng (Preferred)\nLanguage: fluent English (Required)\nDid you achieve at least 70% for maths or science in Gr12 (Required)", "domain": "mathematics"}
{"url": "https://www.blackstonebookstore.com/book/9780316509046", "date": "2024-02-25T17:40:20Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474641.34/warc/CC-MAIN-20240225171204-20240225201204-00565.warc.gz", "language_score": 0.9443984031677246, "token_count": 706, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__108999079", "lang": "en", "text": "Math with Bad Drawings: Illuminating the Ideas That Shape Our Reality (Paperback)\nIn Math with Bad Drawings, Ben Orlin reveals what math is all about. His tools are unorthodox: jokes, cartoons, strange-but-true stories, and beneath it all, the empathy of a veteran teacher who believes that math should belong to everyone. Orlin helps us to think like mathematicians by teaching a brand-new game of tic-tac-toe, profiling the ten people you meet in line for the lottery, and documenting the headaches that ensue when the Evil Empire attempts to build a spherical Death Star. Math with Bad Drawings will change the way you see the subject—and the world.\nBen Orlin is the author of Math with Bad Drawings (as well as the blog of the same name), Math Games with Bad Drawings and the companion game kit The Ultimate Game Collection, and Change Is the Only Constant. His writing on math and education has appeared in The Atlantic, the Chicago Tribune, the Los Angeles Times, Slate, Vox, and Popular Science. He has taught middle and high school mathematics and has spoken about math and education at colleges and universities across the United States. He lives with his family in St. Paul, Minnesota.\n\"Ben Orlin is terribly bad at drawing. Luckily he's also fantastically clever and charming. His talents have added up to the most glorious, warm, and witty illustrated guide to the irresistible appeal of mathematics.\"—Hannah Fry, mathematician, University College London and BBC presenter\n\"Brilliant, wide ranging, and irreverent, Math with Bad Drawings adds ha ha to aha. It'll make you smile - plus it might just make you smarter and wiser.\"—Steven Strogatz, Professor of Mathematics, Cornell University, author of The Joy of x\n\"MATH WITH BAD DRAWINGS is a gloriously goofy word-number-and-cartoon fest that drags math out of the classroom and into the sunlight where it belongs. Great for your friend who thinks they hate math - actually, great for everyone!\"—Jordan Ellenberg, author of How Not To Be Wrong\n\"Ben Orlin has hit the seemingly unattainable sweet spot. He has written a book that is funny and serious, that is entertaining and informative, and that would interest a reader with or without a background in mathematics. Math with Bad Drawings would be a wonderful book for people who love math, used to love math, want to love math, want to know what math is good for, or just want to know what math really is.\"—Math Horizons\n\"Orlin's ability to masterfully convey interesting and complex mathematical ideas through the whimsy of drawings (that, contrary to the suggestion of the title, are actually not that bad) is unparalleled. This is a great work showing the beauty of mathematics as it relates to our world. This is a must read for anyone who ever thought math isn't fun, or doesn't apply to the world we live in!\"—John Urschel, mathematician named to Forbes® \"30 Under 30\" list of outstanding young scientists and former NFL player\n\"Illuminating, inspiring, and hilarious, Math with Bad Drawings is everything you wanted to learn in class but never thought to ask. A joyful romp through mathematics and all its wisdom.\"—Bianca Bosker, author of the New York Times-bestselling Cork Dork", "domain": "mathematics"}
{"url": "http://www.ce.ncsu.edu/faculty/kumar-mahinthakumar/", "date": "2016-06-27T07:40:35Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783395679.18/warc/CC-MAIN-20160624154955-00065-ip-10-164-35-72.ec2.internal.warc.gz", "language_score": 0.9184736609458923, "token_count": 324, "dump": "CC-MAIN-2016-26", "global_id": "webtext-fineweb__CC-MAIN-2016-26__0__125088197", "lang": "en", "text": "Dr Mahinthakumar is interested in large scale modeling of subsurface flow and transport, parallel and distributed computing, optimization and inverse problems, water distribution system analysis\nDr. Mahinthakumar's (referred to as Dr. Kumar by his students) long term goal is to develop efficient algorithms and tools to solve large scale civil and environmental engineering problems.\nDr. Kumar is currently focused on 1) real time optimization and inverse modeling for water distribution systems analysis, 2) large scale modeling and characterization of groundwater flow and transport systems, 3) parallel and distributed computing algorithms and tools for environmental applications.\nIn CCEE, Dr. Kumar collaborates with Dr. Arumugam, Dr. Brill, Dr. DeCarolis and Dr. Ranjithan.\nAt the graduate level, Dr. Kumar teaches Introduction to Numerical Methods for Civil Engineers (CE 536), High Performance Computing for Civil Engineers (CE 791A), and Inverse Modeling for Civil Engineers (CE 791B). In Numerical Methods, he teaches application of common numerical methods to civil engineering problem solving. The high performance computing course is a project based course focused on parallel and distributed computing algorithms for large scale civil engineering applications. The inverse modeling course focuses on heuristic and gradient based search techniques as well as Markov Chain Monte Carlo methods for the solution of civil engineering parameter estimation and system identification problems. The graduate students who work with Dr. Kumar enjoy computer programming and are interested in developing innovative methods and tools for large scale civil engineering problem solving.\nWebsite design and development by ITECS", "domain": "mathematics"}
{"url": "http://homeworkguard.com/math-assignment-help/", "date": "2014-04-21T15:08:43Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609540626.47/warc/CC-MAIN-20140416005220-00139-ip-10-147-4-33.ec2.internal.warc.gz", "language_score": 0.9433592557907104, "token_count": 657, "dump": "CC-MAIN-2014-15", "global_id": "webtext-fineweb__CC-MAIN-2014-15__0__131092849", "lang": "en", "text": "Professional Math Homework Assistance\nCompleting mathematics homework can be both time-consuming and frustrating. This is especially true if you are required to complete a mathematics course but just don’t understand the subject at all. It seems that no matter how hard you study, how often you visit your teacher or professor outside of class, or seek out math assistance, you still just don’t get it. If you’re not good at math, there’s nothing wrong with you and you’re not stupid. Some people just have different talents. If you’ve been searching “do my math for me,” “help me with math,” or “solve my math,” you’ve landed on the right place. Whether you need help with algebra, calculus, discrete algebra, or any other kind of discrete math, HomeworkGuard.com is here to be your homework helper. There’s no need to stress out any more about math problems you don’t understand! Just use our math writing service!\nEven if you’re great at math, doing mathematics homework can still be time-consuming and take from your study or leisure time. This is especially true if you’re a physics, chemistry or per-med student. In addition to all your physics, chemistry, and medical problems that you must solve, there are other required math classes. This can leave you feeling cramped for time. You could switch majors or drop out of school completely, but why do that when there is math help online? At HomeworkGuard.com, we employ only people who have completed graduate programs in mathematics to help our student clients with their math assignments. They ensure that you will turn your assignments in on-time and that they will get you the best grades possible.\nWhile all of this seems reasonable, you might be asking yourself, “Why should I buy math assignments from HomeworkGuard?” The answers are all simple:\n- Only Professionals Do Your Assignments: When you order your math assignments from HomeworkGuard.com, know that it will be done by a knowledgeable person with a graduate degree in mathematics.\n- Less Frustration: If you’re not mathematically gifted, this means less stress and someone who is good at mathematics will be doing your homework for you.\n- More Time: When you’re not spending time working on your math problems, there’s more time for everything else. You can do your labs, study, write papers, spend time with friends, or just relax knowing that someone else is doing your work for you.\n- High-Quality and On-Time Delivery: Every math assignment completed by our math experts is high-quality, adheres to instructions, and is delivered on-time, every time.\n- Student Prices and Discounts: At HomeworkGuard.com, we understand that the majority of our clients are students. As such, we offer only reasonable prices in addition to our discounts for first-time and repeat customers.\nIf you’re tired of all the math assignments, leave it to the math masters at HomeworkGuard today!", "domain": "mathematics"}
{"url": "https://raft.fandom.com/wiki/Golden_Toy_Robot", "date": "2022-08-08T03:26:06Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570765.6/warc/CC-MAIN-20220808031623-20220808061623-00326.warc.gz", "language_score": 0.929152250289917, "token_count": 351, "dump": "CC-MAIN-2022-33", "global_id": "webtext-fineweb__CC-MAIN-2022-33__0__159337900", "lang": "en", "text": "|Golden Toy Robot|\nGolden Toy Robot is a decoration object that can be found through Treasure Hunting. It is found in the Safes that can be dug up. The Golden Toy Robot is the rare variant of the regular Toy Robot and is much rarer. When looting a Safe, there's a 2.3% chance of it being any robot in the first place. After becoming a robot, the game decides whether it be a regular Toy Robot (94.8%) or a Golden Toy Robot (5.2%).\nFollowing paragraph describes the calculation of the chance of getting a Golden Toy Robot. To get the Golden Toy Robot, the player must first find a Safe. Every treasure that is dug up has a 20% chance of being a Safe. This translates to 1/5. Getting a robot in the first place is 2.3%, which is roughly 1/50, and it being golden is another 5.2%, which is roughly 1/20. Getting this specific combination of rolls is therefore a 1/5000 or 0.02%, making the Golden Toy Robot the rarest item in the game. Note that this equation is rolled for all items within the container, meaning that if there are five items in the Safe, the player rolls for the 1/1000 chance five times. This means that on average, when looting a Safe, the player has roughly 0.5% chance of getting a single Golden Toy Robot.\n- Used to decorate the raft.\n|Update 12||Golden Toy Robot added to the game.|", "domain": "mathematics"}
{"url": "http://ec2-34-199-89-106.compute-1.amazonaws.com/cube-roots/", "date": "2017-12-14T10:05:15Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948543611.44/warc/CC-MAIN-20171214093947-20171214113947-00763.warc.gz", "language_score": 0.8663967847824097, "token_count": 178, "dump": "CC-MAIN-2017-51", "global_id": "webtext-fineweb__CC-MAIN-2017-51__0__133537510", "lang": "en", "text": "This riveted me; I love mental maths. To cube root a number (assuming it’s a perfect cube), here are the steps, using 250,047 as our protagonist cube:\n- Ignoring the last 3 digits of the cube, find the first cube which is less than the remaining digits. 250 (ignoring 047) is the number in question, and 216 (63) is the first cube less than 250 — giving us 6.\n- Find the number from 1-10 that, when cubed, ends in the last digit of your cube. 250,047 ends in 7, which corresponds to the last digit of 27 (33). This number is the last digit of the cube root.\n- Voila! Those are the 2 digits of the cube root — 6 and 3 — giving us 63 as the cube root of 250,047.", "domain": "mathematics"}
{"url": "https://mapleong.me/posts/2021-04-28-subtraction-with-addition/", "date": "2023-02-05T20:20:24Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500288.69/warc/CC-MAIN-20230205193202-20230205223202-00299.warc.gz", "language_score": 0.8774316906929016, "token_count": 843, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__168971106", "lang": "en", "text": "Subtraction with Addition: Two's Complement\nSubtracting numbers on paper is easy, but how does a computer do it? Most computer operations can be reduced to additions of binary numbers… even when the operation is subtraction. To understand how this works, let’s first think about how an odometer works.\nLet’s say you’ve driven 7631 miles and really want to celebrate your 9999th mile and see the odometer return to 0000. You would have to drive 2368 miles to reach 9999 miles. When you’ve hit 9999 miles, the odometer returns to 0000 and the cycle continues.\nAnd so the total amount of miles you had to drive was 2368 to hit 9999 and then 1 mile to hit 10000.\nThe formula to calculate the amount of miles you have to drive to hit 9999 miles is:\n7631 + x = 9999 x = 9999 - 7631 x = 2368 2368 + 1 = 2369 miles driven in total for odometer reset.\nThe mind-blowing part of this is that 2369 is the negative equivalent of 7631. How?\nLet’s pick another random 4-digit number and subtract 7631 from it:\n9473 - 7631 = 1842\nThat's also equivalent to adding negative 7631:\n9473 + (-7631) = 1842\nLet’s substitute -7631 for its positive equivalent:\n9473 + 2369 = 11842\n11842 looks familiar doesn’t it? Since we’re operating in a 4-digit system, we drop the first digit and we have 1842, the correct result of the subtraction.\nWe can also use this negative representation of the number in other equations:\n2354 - 7631 = -5277\nSo -5277 is the correct answer.\nLet’s convert that answer back to the positive equivalent:\n5277 - 1 = 5276 9999 - 5276 = 4723\nNow… let’s see what happens when we only use addition with the positive equivalent number:\n2354 + (-7631) 2354 + 2369 = 4723\n🎉 Voila! Obviously, converting 4723 to its negative equivalent will result in -5277!\nHowever! Instead of reversing the calculation like we just did, we can also covert a negative to a positive using the exact same procedure without reversing it:\n9999 - 5277 = 4722 4722 - 1 = 4723\n🎉 And the result is back to 4723.\nThis method is called the two's complement and is exactly how computers implement signed binary numbers! We just looked at base-10 numbers, but computers work in binary, base-2.\nThe same idea applies in binary. Take the binary number 0110.\nThe negative number of 0110 can be calculated in the same way, except the odometer resets at 1111 and not 9999.\n1111 - 0110 = 1001 1001 + 0001 = 1010\nWith that, the negative number for 0110 is 1010. We can then do similar calculations, let’s say 7 minus 6.\n7 - 6 = 1 (in decimal) 0111 - 0110 (in binary) 0111 + (- 0110) 0111 + 1010 = 10001, drop the first digit, resulting in 1!\nTypically the computer uses 16-bit inputs, following this example means instead of 4-digit, computers use 16-digit binary numbers.\nThe system can code a total of 2n signed numbers, where 2n-1 - 1 and -2n-1 represent the number of positive values and negative values respectively. This means in a 4-bit system, the total number of numbers (haha!) represented is 24 = 16, where we can go up to positive 7 and as low as -8.\nThe two's complement is implemented in the hardware of the Arithmetic Logical Unit chip that makes up the CPU.", "domain": "mathematics"}
{"url": "https://www.dondepiso.com/blogs/blog/ada-lovelace-the-pioneer-of-computer-programming", "date": "2024-04-21T09:15:14Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817729.87/warc/CC-MAIN-20240421071342-20240421101342-00702.warc.gz", "language_score": 0.9667749404907227, "token_count": 1003, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__74958411", "lang": "en", "text": "The Early Life of Ada Lovelace\nAda Lovelace, born Augusta Ada Byron, is widely regarded as the world's first computer programmer. She was born on December 10, 1815, in London, England. Ada had a fascinating upbringing, being the daughter of Lord Byron, the famous poet, and Anne Isabella Milbanke, a mathematician.\nDespite her parents' separation when she was just a few weeks old, Ada's mother ensured that she received a well-rounded education. At an early age, Ada developed a keen interest in mathematics and science, showing exceptional aptitude in these subjects.\nAda's passion for numbers and calculations grew as she delved deeper into her studies. She was tutored by some of the best mathematicians and scientists of her time, including Augustus De Morgan and Mary Somerville. These mentors recognized Ada's brilliance and nurtured her love for mathematics and logical reasoning.\nAda's Introduction to Charles Babbage\nAda Lovelace's interest in mathematics and science was further nurtured by her mother, who introduced her to prominent mathematicians and scientists of the time. At the age of 17, Ada met Charles Babbage, a renowned mathematician and inventor. Babbage's invention, the Analytical Engine, is considered the precursor to modern computers. This encounter would prove to be a turning point in Ada's life.\nCharles Babbage recognized Ada's exceptional mathematical abilities and intellect. He became her mentor and close collaborator, fostering her interest in the world of computing and laying the foundation for her groundbreaking work in computer programming.\nThe Collaboration Between Ada and Charles Babbage\nAda Lovelace's collaboration with Charles Babbage was instrumental in shaping her legacy as the pioneer of computer programming. She translated and annotated an article written by Italian engineer Luigi Menabrea about Babbage's Analytical Engine. Ada's annotations, which were three times longer than the original article, included a method for calculating Bernoulli numbers using the Analytical Engine.\nWhat set Ada's annotations apart was her visionary insight. She recognized that the Analytical Engine had the potential to do more than just calculations. She envisioned it as a general-purpose machine that could be programmed to perform various tasks beyond number crunching. Ada's notes included algorithms for generating complex graphics and music, making her the first to articulate the concept of software.\nAda's work on the Analytical Engine demonstrated her deep understanding of its potential and laid the foundation for modern computer programming. Her ideas were far ahead of her time, anticipating the development of computer programs and the possibilities they could unlock.\nLovelace's Vision for the Analytical Engine\nAda Lovelace's vision for the Analytical Engine went beyond mere calculations. She saw its potential for creating not only numerical results but also generating complex graphics and music. Her foresight in recognizing the capabilities of the Analytical Engine as a general-purpose computing machine laid the foundation for modern computer programming.\nAda's notes on the Analytical Engine were published in 1843, in an English science journal. However, due to the prevailing gender biases of the time, her work received little attention and was not widely understood or acknowledged.\nIt was not until the late 20th century that Ada Lovelace's contributions to computer programming were fully recognized. Computer scientists and historians revisited her work and acknowledged her as the world's first computer programmer. They marveled at her ability to grasp the potential of computing machines and her visionary ideas that remain relevant even today.\nThe Legacy of Ada Lovelace\nAda Lovelace's contributions to the field of computer programming were ahead of her time. Unfortunately, her work went largely unnoticed during her lifetime. It was only in the mid-20th century that her notes on Babbage's Analytical Engine were rediscovered and recognized for their significance.\nToday, Ada Lovelace is celebrated as a pioneer and visionary in the world of computer science. Her insights and ideas continue to inspire generations of programmers and technologists. The second Tuesday of October is observed as Ada Lovelace Day in her honor, to recognize the achievements of women in science, technology, engineering, and mathematics (STEM).\nAda Lovelace's remarkable contributions to computer programming laid the groundwork for the digital revolution that followed. Her visionary ideas and analytical prowess continue to shape the world of technology today. Ada Lovelace will forever be remembered as the pioneer who paved the way for future generations of programmers.\nAda Lovelace's remarkable journey from being the daughter of a famous poet to becoming the pioneer of computer programming is a testament to her brilliance, determination, and forward-thinking mindset. She overcame societal barriers and made invaluable contributions that continue to shape the world we live in. Ada Lovelace's legacy serves as an inspiration for aspiring programmers, reminding us of the power of ideas and the impact one person can make on the world.", "domain": "mathematics"}
{"url": "https://www.karincaproduksiyon.com/2019/10/11/ideas-formulas-and-shortcuts-for-what-is-simplest-form-in-math/", "date": "2023-03-25T13:07:48Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945333.53/warc/CC-MAIN-20230325130029-20230325160029-00328.warc.gz", "language_score": 0.9366070628166199, "token_count": 1245, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__247105353", "lang": "en", "text": "Ideas, Formulas and Shortcuts for What Is Simplest Form in Math\nThe Downside Risk of What Is Simplest Form in Math\nText is among the most naturally compact types of information at about one byte necessary to store each letter. After the button is first pressed, the cursor is situated in the top box ready that you enter the numerator. Consult with the link for details about how to ascertain the best common divisor.\nExclusively by doing a proof can you get to the deep insights that mathematics offersthat inform you why something is correct, not merely buy research papers that it’s true. You also have to concentrate on the new vocabulary (look this up in a math dictionary for another opinion). Each math topic has a lot of unique kinds of math worksheets to cover various forms of problems you may decide to work on.\nFor example, even when you think of an ideal, objective measure of the caliber of a paper, it’s still hard to judge a journal. If you learn formulas as you go, it can help you to comprehend what’s happening in the new stuff you’re studying. Beyond formulas, the app delivers mathematical concepts, advice, and examples on equations in a very complete method which makes it straightforward to understand for students that are looking to acquire extra understanding.\nFor https://www.privatewriting.com/essay-writer one-time payments, locking in exchange rates may also be helpful if you ought to make a huge transfer for an upcoming given date ( for instance, making a down payment on a house) and the marketplace is unstable. 1 formula to figure opportunity costs might be the ratio of what you’re sacrificing to what it is you’re gaining. Some benefits made available by FX brokers consist of no cost transfers, online money transfers, better exchange prices, 24-hour support, and access to internet tools like foreign exchange alerts and the capability to set your personal desired exchange rate.\nThe very last thing that remains is to demonstrate your plot with the aid of the show() function! For instance, if someone is provided a list of randomized numbers ranging from one to ten thousand and is requested to put them in ascending order, odds are it will have a sizable period of time and include some errors. There are normally many methods to address a issue.\nWhat Is Simplest Form in Math Explained\nIf you enjoy acronyms, consider combining them https://www.missouriwestern.edu/biology/ along with the Memory Palace technique. If you choose to analyze data on a spreadsheet, this is expected to be your go-to tool. Additional users are given the capability to send or email distinctive values back in the calculator instead of being required to memorize long equations and values.\nYou still remember how a vector was characterized in the prior section as scalar magnitudes that were extended a direction. A correlation indicates that the 2 variables are related somehow. A particle isn’t as easy because I have naively described.\nUtilizing these tools in a professional context, however, could require a little more. Fantastic news is that there’s a technique that comes to our rescue. For instance, the successful candidate may need to understand how to establish a company email system or know which social media platforms are best for the provider’s marketing.\nIndustrial support and training are readily available. Uni-Paper, Think Free’s internet viewer program is extremely handy when you must view any spreadsheet document. The majority of the material is pertinent to any Introductory Business course with concepts that would make an application for a lengthy time.\nYou can also locate the factorial of a number utilizing recursion. The last sequence is known as the Fibonacci sequence. To truly understand this you require a little quantity of math, but zero math is unfortunately insufficient.\nIt is possible to add several numbers and locate the total or sum working with this sum of numbers calculator. In order to understand how the variables relate to one another, you create scatterplots. Be aware that the denominator of a fraction may not be 0, as it would produce the fraction undefined.\nWhat Is Simplest Form in Math Secrets That No One Else Knows About\nAimed at advanced users, it delivers an extremely full feature set in addition to an intuitive interface. Authorea is an excellent on-line LaTeX editor, and possesses many of the distinguished features provided by the earlier mentioned tools. If you’re giving a presentation via slideshow, it’s possible to even insert a video in your presentation with no tech abilities.\nWhat Is Simplest Form in Math – Dead or Alive?\nWith girls, you would like to tie what you’re teaching into real life. For many individuals, math is a really hard subject, and a great deal of teachers aren’t able to give students the one-on-one help they may require as a way to master math. The boys are simply the opposite,” he explained.\nA small amount of work on learning the basics will create enormous advantages. As there are many alternatives, it can be difficult to nail down the perfect one for your requirements. This magnificent machine changed our lives in lots of ways.\nZoom in on an object until it will become fuzzy or you can just find a little portion of the overall image. It is likewise an amazing chance to acquire on on the ground floor of some really strong tech. Use a larger chisel to carve the interior of the snowflake if you’ve got one.\nTop Choices of What Is Simplest Form in Math\nIt’s a mature project that has existed for quite a couple of years. You can locate a URL to an illustration of quite good mathematical papers published in this proceedings. See our disclosure policy for more information.\nAt the previous time of examination you won’t have the ability to refer the entire book. Ultimately, Section 6 provides a overall overview of the key findings of this study. OK, you’re done with the quiz.", "domain": "mathematics"}
{"url": "https://www.b2aprep.com/sharon-noh-gateway", "date": "2023-12-07T04:38:17Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100632.0/warc/CC-MAIN-20231207022257-20231207052257-00039.warc.gz", "language_score": 0.9525543451309204, "token_count": 329, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__216678613", "lang": "en", "text": "College Admissions Counselor\nMath/Science & Test Prep Instructor\nUniversity of California, Los Angeles (Psychobiology, B.S.)\nUniversity of Texas at Austin (Cognitive Neuroscience, Ph.D. in progress)\nSharon has had experience helping students from California and Texas apply to both undergraduate and graduate programs across the U.S. Several of her students have been admitted to top programs all around the country.\n\"I believe that everyone has a unique story to share, and it is up to both the student and counselor to make sure to convey each student's story in the most compelling way. I like to invest heavily in getting to know each of my students individually so that we can work together in finding ways to best communicate the student's strengths within the limited confines of each college application.\"\nWhile Sharon was in Los Angeles, she taught SAT I and II math courses, AP and SAT Biology courses, and general courses in Biology, Geometry, Algebra I, and Algebra II. Additionally, she worked for several years as a college level tutor (general topics areas: Statistics, Biology, Physics, and Math) and a quantitative instructor (for DAT and GRE math courses) after graduating from UCLA.\n\"I believe the goal of education is to enhance long-term learning and performance. Often times, strategies that seem more difficult for learning in the short-term enhance long-term retention. I incorporate these optimal learning strategies in my teaching as much as possible, while also trying to keep the learning process relatively simple and fun.\"\nSharon really enjoys playing board games and watching the discovery channel.", "domain": "mathematics"}
{"url": "https://pokerdownload.info/the-mathematics-behind-casino-games-a-deep-dive-with-superwin/", "date": "2023-10-02T23:49:37Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511023.76/warc/CC-MAIN-20231002232712-20231003022712-00555.warc.gz", "language_score": 0.9064427018165588, "token_count": 840, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__177682466", "lang": "en", "text": "To the casual observer, casinos might seem like sanctuaries of luck and chance. However, beneath the shimmering lights and the allure of the jackpot, there’s a complex world governed by mathematics. Understanding this underlying mathematical framework is crucial, not just for the casinos but also for players. At Superwin, we believe in providing our patrons with the knowledge to make informed decisions. Let’s unravel the fascinating mathematics behind casino games.\n- Probability and Odds\nAt the heart of every casino game lies the concept of probability. In its simplest form, probability measures the likelihood of a particular outcome. For example, when rolling a fair six-sided dice, the probability of landing a 3 is 1/6. Casinos utilise these probabilities to determine the odds they offer. A deeper grasp of probabilities can aid players in making strategic decisions in games like poker or blackjack.\n- House Edge\nThe house edge is a term most gamblers have come across. It represents the percentage advantage the casino has over the players in the long run. For instance, in European roulette, the presence of a single ‘0’ gives the house a 2.7% edge. This ensures that, over a prolonged period, the casino will retain approximately 2.7% of all bets made, ensuring its profitability.\n- Return to Player (RTP)\nOften used in the context of slot machines on platforms like Superwin online, RTP denotes the percentage of total bets that a machine will pay back to players over time. An RTP of 96% implies that, for every $100 wagered, the machine will return $96 to players. The remaining 4% represents the house edge in this scenario.\n- Variance and Volatility\nWhile RTP gives a long-term view, variance or volatility sheds light on the short-term fluctuations players might experience. High variance games, like certain slot machines, offer larger payouts but less frequently, making them more unpredictable. In contrast, low variance games provide smaller, more frequent payouts.\n- Combinatorial Analysis\nParticularly pertinent to card games, combinatorial analysis examines the number of ways specific events can occur. For instance, understanding the number of possible combinations in a poker hand can give players an edge, allowing them to calculate the likelihood of their opponents holding a winning hand.\n- The Law of Large Numbers\nThis mathematical theorem states that the more times an experiment (like a dice roll or card draw) is conducted, the closer the average result will come to the expected value. In a casino context, this means that while there may be short-term deviations from the expected outcomes, over a more extended period, the results will converge towards the expected returns, reinforcing the concept of the house edge.\n- Dependency and Strategy\nCertain games, like blackjack, introduce the idea of events depending on previous outcomes. For example, if many high-value cards have been dealt already, there’s a higher probability of lower-value cards being dealt next. Recognizing these dependencies allows for strategic gameplay, where players can adjust their bets or actions based on previous results.\n- Betting Systems and Fallacies\nMany players swear by specific betting systems, like the Martingale or Paroli. While they might offer short-term success, no system can overcome the house edge in the long run. Additionally, it’s crucial to recognize fallacies, like the ‘gambler’s fallacy’—the incorrect belief that past results can influence future outcomes in independent events.\nThe world of casinos, whether physical or on platforms like Superwin Sportsbook, is deeply intertwined with mathematics. While luck plays its part, understanding the numbers offers players a clearer perspective and can enhance their gaming experience.\nAt Superwin, we’re not just about offering exciting gaming opportunities; we’re also committed to enlightening our patrons. By grasping the mathematical foundations of casino games, players can approach their favourite games with a mix of strategy, understanding, and, of course, the thrill of chance.", "domain": "mathematics"}
{"url": "https://handhistorypoker.com/blog/poker-en/poker-math/", "date": "2024-04-14T13:51:07Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816879.72/warc/CC-MAIN-20240414130604-20240414160604-00142.warc.gz", "language_score": 0.9405146241188049, "token_count": 2562, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__187299554", "lang": "en", "text": "- What is the role of math in poker?\n- What Outs are in Poker and how do we count those?\n- Using probabilities in poker math\n- Pot odds in poker math\n- Two ways of applying poker math\n- Calculating equity outside poker tables\n- Estimation of required equity at the table\n- Useful literature on poker math\n- Poker Math FAQ\n- How is mathematics useful for a poker player?\n- How to count outs correctly?\n- How to use math in poker?\nWhat are we talking about here? The mathematics of poker seems difficult to many new players. However, in fact, it is quite simple to master and thereby greatly increase your chances of winning.\nWhat should we focus on? Of course, you need to start with the basics and understand what poker mathematics, outs and probabilities are in the first place and how to calculate them. It is also very important to be able to apply this knowledge in practice.\nWhat is the role of math in poker?\nStrategy in this game is based on probabilities of certain events. Understanding the psychological characteristics and habits of your opponents is also important. This information allows us to make our mathematical predictions more accurate. Poker mathematics covers a wide range of concepts, including outs, probabilities, pot odds, equity and fold equity.\nIt is necessary to analyze the chances of winning in the current hand. Math serves as a guide for experienced players, helping them determine optimal moves. For example, it tells you whether it is worth making a call in a given situation or whether it is better to look for other, more profitable actions.\nWhat Outs are in Poker and how do we count those?\nCounting outs is the most important part of poker math. Outs are cards in the deck that can improve your current hand, turning it into a winning one. Let’s take a look at an example. Let’s say you have AK of diamonds on a board with a diamond flush draw. How many outs do you have in this situation? What cards can improve our combination?\nThere are three aces and three kings that improve us to a top pair, which could be enough to win. To achieve this, you need to draw a card that matches one of the six remaining in the deck.\nIn addition, any diamond card gives us flush, which is the best possible hand here (nuts). There are 13 diamond cards in the deck. Two of them are a part of our hand and two more are on the board. Therefore, there are still 9 diamond cards left that can improve our hand.\nYou have 15 outs total. However, when counting, it is important to take into account and exclude from the list the so-called tainted outs – cards that improve our hand, but at the same time strengthen the opponent’s hand.\nUsing probabilities in poker math\nUnderstanding outs allows you to move on to using probabilities. Once a player understands how many cards in the deck can improve his hand, he can estimate how often this should happen.\nThe following formula is used for calculations:\nProbability = number of outs / number of hole cards (in the deck and in the opponents’ hands).\nA standard poker deck contains 52 cards. Two of them are in our hand, and three more are on the table after the flop. This leaves 47 unknown cards. Let’s say we need any of two eights or four kings left in the deck. The probability of one of these hitting the turn is 6/47 or 12.76%.\nIf none of the eights or kings appear on the turn, the player still has one more chance to catch them on the river. However, it is important to remember that at this point there will be one less hole card in the deck: 6/46, or 13.04%.\nThe probability of getting the required card in one street is approximately 2%, and in two – about 4%.\nPot odds in poker math\nWhat happens when mathematicians play poker? They start calculating the pot odds. The probability of getting a desired combination is determined by comparing unsuccessful outcomes, where the player does not get an out he looks for, with successful ones.\nThis chance can be represented in a form of a ratio. For example, 3:1 means that on average out of four attempts to get the desired card, three will be unsuccessful and one will be successful. Probabilities can also be expressed as percentages. For example, a ratio of 4:1 is 20%. When converting to percentages you just add one to a number of unsuccessful outcomes. Thus, 5.5 to 1 is 15.4% (1/6.5).\nPot odds are the ratio of the amount a player puts into the pot to the total size of the pot. In other words, this is a ratio of how much a player invests to how much he can win if he gets a desired outcome. For example, pot odds of 4:1 means that if we invest $1, we will get $4.\nGenerally, pot odds are taken into account when determining whether it is profitable to call or not. If the pot odds are greater than the probability of getting the desired hand, then calling is profitable.\nTwo ways of applying poker math\nCalculating equity outside poker tables\nWhen a player is at the table, there is simply no time for complex calculations. It is better to start learning by analyzing your hand histories after the game. The more time you spend practicing away from tables, the more confident you will be at the tables.\nA decision that closes the action is one when there is no other options available after. For example, this can happen on the river when the villain goes all-in. You have only two possible options left: call or fold. One way or another, the hand is over after you pick one of the two.\nLet’s take a look at another example, this time preflop. Let’s assume one of the players decides to go all-in. You have a choice: give up and fold, or call and answer his bet.\nIt is important to note that all calculations discussed below assume that there will be no action after your decision and the pot size will remain unchanged. The following calculations are ineffective in cases where you don’t close the action.\nLet’s say we are on the river, pot is already 45 bb. Villain decides to bet his remaining 36bb and goes all-in. Hero has two possible options:\n- Call 36bb bet;\n- Fold his hand.\nThe question is how much equity do we need to have against villain’s perceived range for calling to be a smart decision?\nTo proceed with the calculation we only need two numbers. The formula takes into account the following parameters:\n- AC (amount to call) – the amount of money we have to put into pot to call villain’s all-in.\n- TP (total pot after bet) – the total pot after villain’s bet. Includes all money bet on previous streets, as well as opponent’s bet on the river.\n- RE (Required Equity) – the parameter we are trying to calculate. This is the minimum amount of equity against your opponent’s range for the call to be at least break even. If in reality the equity of our hand is greater than the calculated value (RE), then calling becomes a profitable decision in the long run (+EV).\nRE = AC / (AC + TP)\nPoker mathematics follows all the standard rules of arithmetic. Therefore, we first sum the values in parentheses and then do the division.\nAC = 36 (opponent bet on the river)\nTP = 45 + 36 = 81 (pot before river action + opponent’s bet)\nRE = 36 / (36 + 81) = 30.8%\nWhen calling, a player must win at least 30.8% of the time at the showdown for the call to be justified.\nMathematical calculation is the first step in analyzing such spots. When we have specific numbers, we can evaluate the equity of our cards relative to our opponent’s range and make an optimal decision.\nA very common mistake is when people calculate total pot as just a sum of river pot and opponent’s bet. However, you have to include our potential call as well, so it is his bet plus the size of the pot on the river plus the amount we should put in to make a call.\nEstimation of required equity at the table\nYou are unlikely to be able to make complex calculations, even if you only play couple of tables. Therefore, we need a simpler method even if it is not 100% correct in terms of calculations. It does exist and is known as “RE scale”.\nA player has to memorize four rules, which are:\n- If before the bet there’s no money in the pot, it would take 50% equity to call (e.g. preflop shove, although even then there are 1.5bb in the pot from the blinds).\n- Against a pot size bet, we need 33% equity.\n- Half pot bet – 25% equity.\n- Quarter of a pot bet – 17% equity.\nThus, we have four key points from which we can adjust. Many poker players use bets of the same size, which will simplify the task. However, even in the case of non-standard and random bets, you can approximate the equity you need from those key points.\nLet’s look at a specific example. Let’s say your opponent bets 7bb into a 30bb pot. You can quickly estimate on the go that this is slightly less than quarter of a pot (4 * 7 = 28). Therefore, you need slightly less than 17% equity to call.\nIf we make precise calculations, we get the following:\n- RE = AC / (AC + TP);\n- RE = 7/ (37 + 7). Remember that this is not (30 + 7), since TP represents the size of the pot after your opponent’s bet;\n- RE = 15.9%.\nIt turns out that our quick estimation was pretty close to the actual number.\nUseful literature on poker math\nOne of the best books for beginner poker players is “Poker Math Made Easy” by Roy Rounder. Its only 34 pages long. We would also recommend lying your sight on “The Mathematics of Poker” by David Sklansky.\nIn addition, it would also be beneficial for you to reak the following books: Alan N. Schoonmaker “Your Worst Poker Enemy”, Jared Tendler “The Mental Game of Poker”, Leszek Badurowicz “Mental Edge”, Roy Rounder “Poker Math Made Easy”, Matthew Janda “Applications of No-Limit Hold’em”, James Swinney, Adam Jones “Optimizing Ace King”, MMAsherdog “The Preflop Bible”, Peter Clarke “The Grinder’s Manual”.\nThis library would be enough to understand the basic mathematics in poker and increase your chances of success.\nPoker Math FAQ\nHow is mathematics useful for a poker player?\nMathematics in poker is used to evaluate the profitability of specific actions. Science allows us to determine the probabilities of winning in the current hand, taking into account the starting hand and the board. It also helps you make the right decisions, taking into account the bet size and the pot size.\nHow to count outs correctly?\nYou should count outs only after the flop and turn are dealt. Many people make the mistake of performing calculations with only their hand and no board.\nKnowing outs is a critical aspect of the game. The calculation helps determine the ratio and evaluate the pot odds.\nHow to use math in poker?\nMathematics is a powerful tool that should be used at the right time. Combine your math knowledge with other strategies and techniques to achieve greater success and increase your profits.\nThus, poker mathematics is a set of techniques based on mathematical principles. They help you make decisions that are more accurate. By understanding and putting it into practice, you can increase your chances of winning.", "domain": "mathematics"}
{"url": "http://emmayu.com/Did-this-weight-loss-program-work/", "date": "2020-07-10T10:26:54Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655906934.51/warc/CC-MAIN-20200710082212-20200710112212-00330.warc.gz", "language_score": 0.9380860328674316, "token_count": 1714, "dump": "CC-MAIN-2020-29", "global_id": "webtext-fineweb__CC-MAIN-2020-29__0__152166776", "lang": "en", "text": "Evaluating the effectiveness of a clinical weight loss program\nIn this study, I analyze a dataset of a 12-month clinical weight loss program to find out:\nwhat factors affect the 12 month weight loss results;\nwhether an intervention was effective in increasing weight loss.\nThe dataset contains 234 participants of the weight loss study, and for each participant, we have information on his/her age, race, type of treatment, and the weight change 12 month after the treatment. All relevant biological information has been condensed into one variable called biomarker. The data has been processed to ensure privacies of the participants.\nThis project was a final project for the statistical modeling class (graduate-level) at UT Austin, Dec 2014.\nI plotted every parameter against each other to have a quick look at the relationships between different parameters. The age, race, biomarker variables are self-explanatory, and the other two variables are\n- wtch - 12 month weight loss in kg\n- treatment - 1= control, 2 or 3 = intervention\nWe can see the biomarker seems to linearly correlate with the age of the subject. The total numbers of samples are very small in race 2 and 4, and the race 3 seems to have a younger population than race 1.\nA quick look\nFirst, let’s contruct a full model with all data points and all avaliable variables as covariants.\nThis model does not fit the data very well. The R-squared value is 0.099, which means only about 10 percent of the variations in the data is explained by the model. However, the model is still significant. With a p value of 0.001, we can safely reject the null hypothesis of no relationship all all between the weightloss and all the variables. Race 3 is the most significant covariant with a p value of 5.64e-5, and age is the second most important covariance with a p value of 0.113.\nConsidering the median of the weight loss is -9.89, the residuals are very large for this model, but we don’t see any strucutre in the residual vs. fittet plot. 10 points show very large leverage. This could be a problem because these 10 points can have too big influence on our accessing the model fit. We may want to exclude those data point, lower their weights, or use a different cost function.\nAdding Interaction Terms\nTo see if including interaction terms between different variables will imporve the model fit, I construct a series of expanded models:\n|1-1||Full model with race and treatment as factor variables|\n|1-2||Same as 1-1 but without the treatment as a covariant|\n|2-1||Add dummy variables for race to include interaction terms between age and race|\n|2-2||Same as 2-1 but without the treatment as a covariant|\n|3-1||Include dummy variables for both race and treatment|\nThe BICs and R-squared of the full model and models with interaction terms are shown below. Models with interaction terms have larger BICs and smaller R-squared compared to the full model, which means they fit the data worse than the full model. So I decided not to include the interaction terms.\nAs seen in exploritory analysis, biomarker has the largest P value, and it seems to correlate with age. We did a simple linear regression model for biomarker ~ age, and found R squared to be 0.4651. This means age predicts the biomarker reasonably well, but the two are not exactly the same. However, since those two variables are not independent of each other, including biomarker will greatly inflate the variance. I decided to examine a few reduced models.\n|4-1||Reduced model without biomarker as a covariant|\n|4-2||Same as 4-1 but without the treatment as a covariant|\n|4-1c||Same as 4-1 but without the two outliers|\n|5-1||Reduced model with only age and treatement as covariants|\n|5-2||Reduced model with only age as the covariant|\nWe can see models without race doe not fit the data well (5-1 and 5-2, with larger BIC and much smaller R- squared compared to other models). On the other hand, excluding the two outliers can significantly improve our model fit (with BIC 27 smaller than the model including the outliers). So we pick model 4-1 c, the reduced model without biomarker as a covariant and without the two outliers for our analysis.\nJudging from the expectaion and standard error, we are 68 percent confident that the treatment increases weightloss (a smaller wtch value). Treatment 3 has slightly larger effect than Treatment 2, with a expect (1.722 - 1.348 = 0.374) increase in weightloss.\nWe added dummy variables for the factor variable race and treatment, and constructed a series of models in JAGS. The general form of the model is: wtch ~ N(mu, tau) mu ~ BX\nSince we don’t have any prior knowlege associate with the weightloss, we simply choose diffuse normal priors for all the betas in all of our models. We use a diffuse gamma prior for all the taus.\nThe covariances and DIC for each model is shown in the table below. We are using penalized deviance from dic.samples as our measurement.\n|1||age + bio + race + treat||1616|\n|2||age + race + treat||1614|\n|3||age + race3 only + treat||1613|\n|4||age + treat||1635|\n|5||age + race||1619|\nIn model 1, the 95% interval of all the covariance includes zero, therefore we can’t constrain the importance of parameters with great confidence. In model 2, we are 95% confident that the age is a significant factor. Since we have very few samples in race 2 and 4, we decided to try only including race 3 as a covariance. As expected, excluding biomarker imporves the variance in the model parameters. In model 3, both age and race 3 are proved to be significant at 95% confident level. We tried models with no treatment, with no race as covariants, and the model only with age as the covariants. All of them have larger DIC then model 3, and they do not provide any further insight of the data. Therefore we chose model 3 for our inference.\nWe should note that in the frequentist approach, we included all the races in the model. However, in the Bayesian approach, we only include one dummy variable for race 3. Since we eliminated two variables that are closely dependent on existing variables (race 2, 3, and 4 are not independent of each other), the model significance is improved.\nAfter a few experiments, we decided to thin the data by 100 to improve the mixing. We run 2 chains with 100000 sample each, so we have 2000 samples after thinning. The thinning does not change the modeled coefficients very much. The output parameters of model 3 are (in the order of ‘Inter’, ‘race3’, ‘age’, ‘treat2’, ‘treat3’):\nJudging from the coefficients, we are 68% confident that treatment 3 can increase weightloss (with am expected value of -1.69). Treatment 2 is likely to increase the weightloss, but we can’t say it with 68% confidence. On the other hand, race 3 have significantly larger weighloss compared to other races, and the weighloss decreases as age increases. 10 years of increase in age leads to a decrease of 2.2 in weightloss.\nSamples for betas and the PDFs of betas are shown below. We can see the mixing is generally well, and we have tighter constrain on treat 2, and treat 3 compared to other variables.", "domain": "mathematics"}
{"url": "http://drawntomath.tumblr.com/", "date": "2013-05-25T08:10:57Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705749262/warc/CC-MAIN-20130516120229-00002-ip-10-60-113-184.ec2.internal.warc.gz", "language_score": 0.9639971852302551, "token_count": 167, "dump": "CC-MAIN-2013-20", "global_id": "webtext-fineweb__CC-MAIN-2013-20__0__42263596", "lang": "en", "text": "Hello young pupils. I am Prof. Bastion Misawa, a card game mathematician specialized in the area of quantum duel mechanics. After finishing my master's degree in Dueling Math, I decided to teach Advanced Math to encourage new bright minds into considering my often forgotten sub-specialty as a future career option, as well as promote the love for mathematics in general.\nI am always available if my students or colleagues have any problem they believe I could help out in, specially if its solution could lead to a new mathematical breakthrough! Feel free to send me a message if you do, and we could discuss this over a cup of tea or coffee at my office. If you're also a duelist and would like to test your skills against one of my decks, I'd be pleased to duel you sometime after class has ended.", "domain": "mathematics"}
{"url": "https://www.mystrollers.com/bigjigs-toys-number-tower.html", "date": "2021-09-19T16:42:29Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780056892.13/warc/CC-MAIN-20210919160038-20210919190038-00293.warc.gz", "language_score": 0.9402058720588684, "token_count": 96, "dump": "CC-MAIN-2021-39", "global_id": "webtext-fineweb__CC-MAIN-2021-39__0__16618704", "lang": "en", "text": "This toy provides a thrilling way to learn about numbers whilst building a brightly coloured wooden tower. Children can practise both number recognition and counting as they fit each wooden piece next to its individually-shaped numerical neighbour. Made from high quality, responsibly sourced materials. Conforms to current European safety standards. Age 1+ years. Height: 285mm, Width: 90mm, Depth: 90mm. Consists of 11 play pieces.\nThere are no reviews written yet about this product..", "domain": "mathematics"}
{"url": "https://www.olgageyyer.art/group/olenkaarts-group/discussion/5c651b3f-192c-4c12-aa25-8a873a156b0f", "date": "2023-11-30T10:13:56Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100184.3/warc/CC-MAIN-20231130094531-20231130124531-00716.warc.gz", "language_score": 0.9462063312530518, "token_count": 2347, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__136725461", "lang": "en", "text": "Vector And Tensor Analysis By Dr Nawazish Ali Pdf EXCLUSIVE Download 12\nVector and Tensor Analysis by Dr Nawazish Ali PDF Download 12\nIf you are looking for a comprehensive and accessible introduction to vector and tensor analysis, you might want to check out the PDF book by Dr Nawazish Ali, a professor and former chairman of the Department of Mathematics at the University of Engineering and Technology, Lahore. In this book, you will learn the basic concepts, definitions, properties, and applications of vectors and tensors in mathematics, physics, and engineering.\nvector and tensor analysis by dr nawazish ali pdf download 12\nWhat is Vector and Tensor Analysis?\nVector and tensor analysis is a branch of mathematics that deals with quantities that have both magnitude and direction, such as force, velocity, acceleration, etc. Vectors are one-dimensional arrays of numbers that represent these quantities, while tensors are multi-dimensional arrays of numbers that generalize vectors to higher dimensions. For example, a scalar is a zero-dimensional tensor, a vector is a one-dimensional tensor, and a matrix is a two-dimensional tensor.\nVector and tensor analysis is useful for studying various phenomena in science and engineering, such as mechanics, electromagnetism, fluid dynamics, relativity, etc. It allows us to express physical laws in a concise and invariant form, independent of the choice of coordinate system. It also helps us to perform calculations and transformations more easily and efficiently.\nWhat are the Contents of the Book?\nThe book by Dr Nawazish Ali covers the following topics:\nChapter 1: Algebra of Vectors - This chapter introduces the geometric and analytic representation of vectors, the dot product, the cross product, the scalar triple product, the vector triple product, and the linear dependence and independence of vectors.\nChapter 2: Geometry of Vectors - This chapter applies vector algebra to geometry problems, such as finding the equation of a line or a plane, the distance between points, lines, and planes, and the angle between lines and planes.\nChapter 3: Differentiation of Vectors - This chapter defines the derivative of a vector function, the gradient of a scalar function, the divergence of a vector function, and the curl of a vector function. It also discusses some applications of these operators in physics.\nChapter 4: Integration of Vectors - This chapter introduces the concepts of line integral, surface integral, and volume integral of vector functions. It also explains some important theorems in vector calculus, such as Green's theorem, Stokes' theorem, and Gauss' divergence theorem.\nChapter 5: Curvilinear Coordinates - This chapter introduces some common curvilinear coordinate systems, such as cylindrical coordinates, spherical coordinates, polar coordinates, etc. It also shows how to express vectors and tensors in these coordinate systems.\nChapter 6: Tensor Analysis - This chapter defines tensors as generalizations of scalars and vectors. It also explains how to perform operations on tensors, such as addition, multiplication, contraction, etc. It also introduces some special types of tensors, such as symmetric tensors, antisymmetric tensors, metric tensors, etc.\nChapter 7: Applications of Tensor Analysis - This chapter applies tensor analysis to some topics in physics and engineering, such as mechanics of deformable bodies, elasticity theory, fluid mechanics, electromagnetism theory, relativity theory, etc.\nHow to Download the PDF Book?\nIf you are interested in downloading the PDF book by Dr Nawazish Ali for free,click here. You will need to create an account on Scribd or log in with your Facebook or Google account. You can also read the book online or download it to your device for offline reading.\nThe PDF book has 744 pages and is suitable for advanced undergraduate or graduate students in mathematics,\nand engineering. It has clear explanations,\nand solutions. It is also well-organized,\nVector and tensor analysis is an important branch of mathematics that has many applications in science and engineering. If you want to learn this subject in depth,\nyou should consider reading the PDF book by Dr Nawazish Ali,\na renowned professor and author. You can download it for free from Scribd or read it online at your convenience.\nWhy Should You Read This Book?\nThere are many reasons why you should read this book by Dr Nawazish Ali if you want to learn vector and tensor analysis. Here are some of them:\nThe book is written by an experienced and qualified author who has a PhD in mathematics from the UK and has taught this subject for many years at the university level.\nThe book is comprehensive and covers all the topics that you need to know about vector and tensor analysis, from the basics to the advanced applications.\nThe book is clear and easy to understand, with plenty of examples, exercises, and solutions to help you grasp the concepts and practice your skills.\nThe book is up-to-date and reflects the latest developments and research in this field.\nThe book is suitable for students and professionals who want to use vector and tensor analysis in their studies or work.\nWhat are the Benefits of Vector and Tensor Analysis?\nVector and tensor analysis is not only a fascinating subject to learn, but also a powerful tool to use in various domains. Here are some of the benefits of vector and tensor analysis:\nVector and tensor analysis helps you to simplify complex problems and express them in a concise and elegant way.\nVector and tensor analysis helps you to perform calculations and transformations more efficiently and accurately.\nVector and tensor analysis helps you to understand the physical phenomena and laws that govern our world and universe.\nVector and tensor analysis helps you to develop your logical thinking, analytical skills, and creativity.\nVector and tensor analysis helps you to enhance your knowledge and career prospects in mathematics, physics, engineering, and other related fields.\nHow to Use This Book?\nThis book by Dr Nawazish Ali is designed to be used as a textbook for a course on vector and tensor analysis, or as a reference book for self-study. It assumes that you have some background in calculus, linear algebra, and differential equations. However, it also reviews some of the necessary concepts and techniques in the appendices.\nThe book is divided into seven chapters, each with a clear outline, objectives, summary, and exercises. You can follow the order of the chapters as they are presented, or you can skip or rearrange them according to your needs and preferences. You can also use the index and the table of contents to find the topics that interest you.\nThe book is written in a simple and straightforward language, with plenty of examples and illustrations to help you understand the concepts and methods. It also provides hints and solutions to some of the exercises at the end of each chapter. You can use these exercises to test your knowledge and skills, or to explore further applications and extensions of vector and tensor analysis.\nWhat are the Reviews of This Book?\nThis book by Dr Nawazish Ali has received positive feedback from many readers and reviewers who have used it for learning or teaching vector and tensor analysis. Here are some of the reviews that you can find online:\n\"This is one of the best books on vector and tensor analysis that I have ever read. It covers all the topics that I need for my studies in physics and engineering. It is clear, concise, comprehensive, and well-organized. It has many examples and exercises that help me practice and apply what I learn. I highly recommend this book to anyone who wants to learn vector and tensor analysis.\" - A student from Amazon.com\n\"I have been using this book as a textbook for my course on vector and tensor analysis for several years. It is an excellent book that covers all the essential topics in a logical and systematic way. It is also very easy to read and follow, with clear explanations and diagrams. It has many exercises that challenge and motivate my students. It is a great book for both beginners and advanced learners of vector and tensor analysis.\" - A professor from Goodreads.com\n\"This book is a masterpiece of vector and tensor analysis. It is written by a renowned mathematician who has a deep understanding and insight into this subject. It is not only a textbook, but also a reference book that contains many useful results and formulas. It is also very well-written, with a smooth flow and a friendly tone. It is a pleasure to read this book and learn from it.\" - A reviewer from Scribd.com\nWhere to Buy This Book?\nIf you want to buy a hard copy of this book by Dr Nawazish Ali, you can order it online from A-One Publisher, the official publisher of this book. You can visit their website at www.aonepublishers.com and fill out the order form with your details and payment method. You can also contact them by phone at 37232276, 37357177, or 37224655, or by email at firstname.lastname@example.org. They will deliver the book to your address within a few days.\nIf you want to buy an electronic copy of this book by Dr Nawazish Ali, you can download it from Scribd, the world's largest digital library. You can visit their website at www.scribd.com and search for the title of the book. You will need to create an account on Scribd or log in with your Facebook or Google account. You can also read the book online or download it to your device for offline reading.\nHow to Cite This Book?\nIf you want to cite this book by Dr Nawazish Ali in your academic or professional work, you can use the following format:\nFor APA style: Shah, N. A. (2003). Vector and tensor analysis for scientists and engineers. Lahore: A-One Publisher.\nFor MLA style: Shah, Nawazish Ali. Vector and Tensor Analysis for Scientists and Engineers. A-One Publisher, 2003.\nFor Chicago style: Shah, Nawazish Ali. Vector and Tensor Analysis for Scientists and Engineers. Lahore: A-One Publisher, 2003.\nVector and tensor analysis is an important and useful branch of mathematics that has many applications in science and engineering. It helps us to understand and solve complex problems in a simple and elegant way. It also helps us to develop our logical thinking, analytical skills, and creativity.\nIf you want to learn vector and tensor analysis in depth, you should read the book by Dr Nawazish Ali, a renowned professor and author who has a PhD in mathematics from the UK. His book is comprehensive, clear, easy to understand, and well-organized. It covers all the topics that you need to know about vector and tensor analysis, from the basics to the advanced applications. It also has many examples, exercises, and solutions to help you practice and apply what you learn.\nYou can buy this book online from A-One Publisher or download it from Scribd. You can also cite this book in your academic or professional work using the appropriate format. This book is a valuable resource for anyone who wants to learn vector and tensor analysis. 6c859133af", "domain": "mathematics"}
{"url": "http://shimazaki.arch.kanagawa-u.ac.jp/shimazaki/wcee/wcee.html", "date": "2023-01-29T12:09:33Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499713.50/warc/CC-MAIN-20230129112153-20230129142153-00396.warc.gz", "language_score": 0.9280703067779541, "token_count": 1885, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__292055224", "lang": "en", "text": "For high rise buildings, if the stiffness distribution is unsuitable, whipping phenomenon can occur at the top, and the upper part will be subject to extreme shaking. On account of this, the section of the upper part is limited not from required strength considerations but by appropriate stiffness distribution. In the case of structural planning of a pure frame building, if the story and span numbers are fixed, column / beam sections of lower stories can be established by long term axial force limitation and base shear coefficient. Then the shear stiffness for lower stories is decided. After establishing a suitable shear stiffness distribution, dimensions of members can be decided.\nThis paper describes the examination of shear and bending deformation for reinforced concrete frame buildings, and the appropriate stiffness distribution to avoid whipping phenomenon. Finally, the method of deciding the member section is shown.\nThe bending stiffness EI of a frame building of height H and span m (building width B = ml) as shown in figure 1, is given by equation (1), in which the column section is square and section area is Ac.\nThe story shear stiffness GA is given by equation (2) by the Muto's D method when the story height is h and stiffness coefficients obtained from stiffness ratio of columns to beams are all \"a\".\nWith a model of the bending-shear system fixed at base with height H\n, constant bending stiffness EI and shear stiffness GA, the bending deformation and the shear deformation at the top are obtained by equation (3) where x is the distance from base.\nThe deformation at the top (x = H) is given by equation (4).\nEI and GA obtained from equations (1) and (2) are substituted into this expression. When the stiffness ratio of column / beam is equal, the coefficient \"a\" becomes 0.5. Usually it comes within the range 0.2-0.4 because beam span is longer than height and the section of a column is greater than the section of a beam for a building designed by the beam yielding method. is known as the column ratio and it is about 0.03 when the first floor column is a 95~95 cm section, and the supported area is 5.5~5.5 m. The ratio of deformation of bending and shear deformation at the top is given by equation (5).\nOn the other hand, for the bending-shear model in which shear stiffness GA varies linearly to zero toward the top, it is given by the following equation.\nat the top,\nIt becomes double that of the model with uniform shear stiffness. The ratio of bending and shear deformation is given by equation (8).\nThe ratio is between equation (5) and (8) for a real building, and would be 0.02(n/m)^2 . The bending deformation is equal to the shear deformation at the top for a 7 span 50 story building, or a 6 span 40 story building. For a building having higher aspect ratio than these, bending deformation is larger than shear deformation.\nFrom equation (1), bending stiffness is proportional to column cross-sectional area, and shear stiffness is in proportional to the square of column cross-sectional area according to equation (2). Therefore, bending stiffness reduction is proportional to the square root of shear stiffness reduction by decreasing cross-sectional area of the column. The effect of stiffness distribution on eigen mode was examined using this relation in the study.\nThese eigen modes and story drift modes are shown in figure 2. For the first mode, the story drift is large at the lower part when the bending deformation rate is small, and is greatest at the top part when there is considerable bending deformation. The greater the rate of bending deformation, the larger the story drift in the higher part.\nWhen there are few bending deformation, the change of eigen mode with stiffness reduction is considerable. The shape becomes susceptible to whip with stiffness reduction. The change in eigen mode with stiffness reduction with a large bending deformation rate is small. If shear stiffness at the top is more than 0.5 times that at the base and the bending deformation is smaller than the shear deformation at the top, the first mode shape of story drift never become large at the upper part. When the bending deformation is larger than the shear deformation at the top, the story drift is large in the upper part even for the uniform system. The tendency increases with decreasing the shear stiffness.\nFor the case where the shear stiffness decreases to 0.2 at the top, the story drift mode becomes considerable at the upper part, and will lead to whipping phenomenon by a combination with response spectrum. To avoid whipping phenomenon, the shear stiffness at the top must be more than 30% to 50 % larger than that at the base. This shows that the column cross-sectional area at the top needs to be SQ(0.5)ą0.7 times that at the top, and column dimensions needs to be SQ(0.7)ą0.85 times those at the base when the top shear stiffness is larger than 50% of the bottom stiffness.\nIn reinforced concrete column members, limit deformation and relation of axial force ratio are suggested from meaning of ductility considerations (Inai et al., 1997). The following equation is given for a column with constant axial force.\nHere,Å is the axial force ratio for core cross-sectional area and R is the drift limitation. When the drift limitation is taken to be 1/50, the axial force ratio becomes 0.36. Because core cross-sectional area is assumed to be 0.75 times that of the total section in the literature, it becomes around 0.27 at the axial force ratio limitation for total sections.\nAs the horizontal load is equivalent to weight of 4 story (Shimazaki et al., 1994), regardless of building height, column section is fixed only by the axial force limit for high rise buildings. Based on the assumption of a 0.25Fc axial force limit, 0.03 column rate and 1.1tonf/m^2 unit weight of floor, concrete strength required becomes Fc=15n (kgf/cm^2) for an n story building.\nFirst, the sections of the lower story are set. Column sections are established from the long term axial force limit of 0.25Fc. Beam moment is calculated from base shear required, and section / reinforcing arrangement of the beam is established. Column strength at the base is made double the beam strength for yielding column at the base after beam yielding. If reinforcing bar can not be arranged in the column section, the section is changed. The calculation procedure and the section calculated are shown in table 1.\nNext, section setting for each story is performed as follows:\nComparison with the estimated reinforcing arrangement of the lower story shown in table 1, the reinforcing arrangement amount becomes large for the 25 story building, because the first period is short and weight increases. For the 60 story building, because the section is less than that of general structures due to the use of high strength materials, and the period is longer than the abbreviated expression, the required shear force becomes small, and the reinforcing arrangement also becomes small.\nThe eigen periods agree well. There is almost no difference in both total eigen mode and drift mode. It can therefore be said that the eigen period and eigen mode shape obtained by this abbreviated algorithm have sufficient precision.\nCalculated results are shown in figure 7. The response values by frame analysis are less than the estimated values and the distribution of drift for every ground motion is similar. Thus it can be said that if the section for a building is set by the proposed method, the building has the earthquake resistance intended by a design method such as drift limitation.\nShimazaki, K. (1992). Seismic coefficient distribution of high-rise reinforced concrete buildings. Proc. 10th WCEE, 4281-4286, Madrid, Spain\nInai, E. and H. Hiraishi (1997). Structural design charts and equations of deformation capacity of reinforced concrete columns after flexural yielding. Proc. 11th WCEE (will be published), Mexico\nShimazaki, K. and A. Wada (1994). Design base shear coefficients for high-rise reinforced concrete buildings. Journal of structural and construction engineering, AIJ, No. 458, 99-108, Tokyo, Japan", "domain": "mathematics"}
{"url": "https://cel.csusb.edu/pace/courses-programs/education/teaching-elementary-math-conceptually", "date": "2020-01-28T09:57:19Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778168.77/warc/CC-MAIN-20200128091916-20200128121916-00300.warc.gz", "language_score": 0.9362378120422363, "token_count": 277, "dump": "CC-MAIN-2020-05", "global_id": "webtext-fineweb__CC-MAIN-2020-05__0__102674406", "lang": "en", "text": "The College of Extended Learning is proud to partner with Virtual Education Software (VESi), a leading provider of accredited online courses for educators. These online professional development courses are written by top educators and provide relevant and interactive instruction on a wide variety of subjects.\nOnline courses work with your schedule, allowing you to participate when it is convenient for you. Each course instructor is available for professional questions by e-mail or a toll-free phone number. The courses are offered for either three- or four-quarter units of continuing education-level credit. Most students can complete three-unit courses in about 30 hours and four-unit courses in about 40 hours. You may register for these courses at any time during a quarter.\nVESi courses are now tablet compatible, making it easy for you to recertify anytime, anywhere with reliable, stable online access.\nEDUC 3430. This course is designed to explain and connect the major concepts, procedures and reasoning processes of mathematics. Current research and trends in math education will be discussed to outline a teaching methodology that is conceptual, contextual and constructive. Activities are presented to explain underlying concepts and illustrate constructive teaching. The course has been divided into four chapters, each covering a math topic: number sense, addition and subtraction, multiplication and division and fractions. Emphasis is placed on exploring how to develop mathematical understanding in learners.", "domain": "mathematics"}
{"url": "https://autopapers.ssrn.com/sol3/papers.cfm?abstract_id=2134703", "date": "2022-05-21T16:54:47Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662539131.21/warc/CC-MAIN-20220521143241-20220521173241-00045.warc.gz", "language_score": 0.7380149364471436, "token_count": 104, "dump": "CC-MAIN-2022-21", "global_id": "webtext-fineweb__CC-MAIN-2022-21__0__150743262", "lang": "en", "text": "The Normalizing Transformation of the Implied Volatility Smile\n10 Pages Posted: 23 Aug 2012\nDate Written: October 2012\nWe study specific nonlinear transformations of the Black–Scholes implied volatility to show remarkable properties of the volatility surface. No arbitrage bounds on the implied volatility skew are given. Pricing formulas for European payoffs are given in terms of the implied volatility smile.\nKeywords: implied volatility, no arbitrage bounds, variance swap, gamma swap\nSuggested Citation: Suggested Citation", "domain": "mathematics"}
{"url": "https://maxdoubt.wordpress.com/2014/01/14/james-clerk-maxwell-1831-1879-scotland-a-modern-pioneer-in-science-and-faith/", "date": "2018-07-19T21:22:15Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591296.46/warc/CC-MAIN-20180719203515-20180719223515-00049.warc.gz", "language_score": 0.9587028622627258, "token_count": 538, "dump": "CC-MAIN-2018-30", "global_id": "webtext-fineweb__CC-MAIN-2018-30__0__209973068", "lang": "en", "text": "James Clerk Maxwell 1831-1879 Scotland\nwas a Scottish mathematical physicist. His most prominent achievement was to formulate a set of equations that describe electricity, magnetism, and optics as manifestations of the same phenomenon, namely the electromagnetic field. Maxwell’s achievements concerning electromagnetism have been called the \"second great unification in physics\", after the first one realised by Isaac Newton.\nWith the publication of A Dynamical Theory of the Electromagnetic Field in 1865, Maxwell demonstrated that electric and magnetic fields travel through space as waves moving at the speed of light. Maxwell proposed that light is in fact undulations in the same medium that is the cause of electric and magnetic phenomena. The unification of light and electrical phenomena led to the prediction of the existence of radio waves.\nMaxwell helped develop the Maxwell–Boltzmann distribution, which is a statistical means of describing aspects of the kinetic theory of gases. He is also known for presenting the first durable colour photograph in 1861 and for his foundational work on analysing the rigidity of rod-and-joint frameworks (trusses) like those in many bridges.\nHis discoveries helped usher in the era of modern physics, laying the foundation for such fields as special relativity and quantum mechanics. Many physicists regard Maxwell as the 19th-century scientist having the greatest influence on 20th-century physics, and his contributions to the science are considered by many to be of the same magnitude as those of Isaac Newton and Albert Einstein. In the millennium poll—a survey of the 100 most prominent physicists—Maxwell was voted the third greatest physicist of all time, behind only Newton and Einstein. On the centenary of Maxwell’s birthday, Einstein himself described Maxwell’s work as the \"most profound and the most fruitful that physics has experienced since the time of Newton.\"\nMaxwell was an evangelical Presbyterian, and in his later years became an Elder of the Church of Scotland. Maxwell’s religious beliefs and related activities have been the focus of a number of papers. Attending both Church of Scotland (his father’s denomination) and Episcopalian (his mother’s denomination) services as a child, Maxwell later underwent an evangelical conversion in April 1853, which committed him to an antipositivist position. It needs to be said that this was theological evangelicalism, famous for opposing slavery and reforming prisons, not today’s highly conservative group known by that name.\nAll the mathematical sciences are founded on relations between physical laws and laws of numbers, so that the aim of exact science is to reduce the problems of nature to the determination of quantities by operations with numbers.", "domain": "mathematics"}
{"url": "https://blog.yuantops.com/tech/understanding-xor/", "date": "2021-09-24T09:23:49Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057508.83/warc/CC-MAIN-20210924080328-20210924110328-00141.warc.gz", "language_score": 0.9622868299484253, "token_count": 292, "dump": "CC-MAIN-2021-39", "global_id": "webtext-fineweb__CC-MAIN-2021-39__0__170470721", "lang": "en", "text": "We can interpret the action of XOR in a number of different ways, and this helps to shed light on its properties. The most obvious way to interpret it is as its name suggests, ‘exclusive OR’: A ⊕ B is true if and only if precisely one of A and B is true. Another way to think of it is as identifying difference in a pair of bytes: A ⊕ B = ‘the bits where they differ’. This interpretation makes it obvious that A ⊕ A = 0 (byte A does not differ from itself in any bit) and A ⊕ 0 = A (byte A differs from 0 precisely in the bit positions that equal 1) and is also useful when thinking about toggling and encryption later on.\nThe last, and most powerful, interpretation of XOR is in terms of parity, i.e. whether something is odd or even. For any n bits, A1 ⊕ A2 ⊕ … ⊕ An = 1 if and only if the number of 1s is odd. This can be proved quite easily by induction and use of associativity. It is the crucial observation that leads to many of the properties that follow, including error detection, data protection and adding.\nEssentially the combined value x ^ y ‘remembers’ both states, and one state is the key to getting at the other.", "domain": "mathematics"}
{"url": "https://www.hwcdsb.ca/200591--Canadian-Math-Kangaroo-Contest", "date": "2018-06-19T14:16:14Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267863043.35/warc/CC-MAIN-20180619134548-20180619154548-00038.warc.gz", "language_score": 0.8816403746604919, "token_count": 105, "dump": "CC-MAIN-2018-26", "global_id": "webtext-fineweb__CC-MAIN-2018-26__0__2911910", "lang": "en", "text": ": Mar 26, 2017\nArcelor Mittal Dofasco presents the Canadian Math Kangaroo Contest\nSunday, March 26th, 2017 - 11:00am - 12:00pm at the F.H. Sherman Recreation and Learning Centre\nParticipate in this nation-wide math contest for students in Grades 1-12. Challenge yourself and compete with others in your grade.\nFor more information visit http://www.mathkangaroocanada.com\nRegistration opens January 2nd!", "domain": "mathematics"}
{"url": "https://dear-woman.com/5372-the-future-of-math-tutoring-for-homeschooling-families-32/", "date": "2023-06-01T03:18:34Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00218.warc.gz", "language_score": 0.9443137049674988, "token_count": 726, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__131135059", "lang": "en", "text": "The Rise of Homeschooling and Math Tutoring\nIn recent years, homeschooling has become an increasingly popular educational choice for families across America. According to the National Home Education Research Institute, homeschooling in the United States has been growing at an average rate of 2 to 8 percent per year, with an estimated 2.5 million students currently being homeschooled. With the benefits of individualized attention, flexible schedules, and personalized curriculum, many homeschooling families seek additional support in the form of math tutoring.\nIn addition, math has long been considered one of the more challenging subjects to teach, particularly for parents who do not have a strong math background. For this reason, many families turn to dedicated math tutors for assistance. To keep growing your understanding of the topic, don’t miss out on the carefully selected external resource we’ve prepared to complement your reading. ACT/SAT Test Preparation!\nThe Role of Technology in Math Tutoring\nTechnology has played an increasingly important role in education over the past decade, and math tutoring for homeschooling families is no exception. Online tutoring platforms such as Khan Academy, Mathnasium, and Chegg offer personalized, one-on-one math instruction to students of all ages and abilities, allowing families to access quality tutoring Learn from this informative document the comfort of their own homes.\nAnother advantage of online math tutoring is the ability to record and review tutoring sessions. With online platforms, families can easily revisit lessons and concepts covered during previous sessions, enabling students to reinforce their understanding of key math concepts.\nThe Need for Personalization and Attention to Individual Needs\nDespite the growing popularity of online math tutoring, there is still a need for personalized attention and instruction tailored to the individual needs of each student. Many students benefit from the one-on-one attention of a dedicated math tutor, particularly those who struggle with math concepts or who have unique learning styles.\nThis is especially true for homeschooling families, who rely heavily on personalized attention to ensure that their children are receiving an appropriate education that meets their individual needs and goals. While online platforms can provide quality instruction, they may not be able to offer the same level of personalization as a dedicated math tutor.\nThe Future of Math Tutoring for Homeschooling Families\nLooking forward, it seems likely that math tutoring for homeschooling families will continue to grow and evolve as technology advances and the number of homeschooling families increases. While online platforms will likely play an increasingly important role in math tutoring, there will still be a need for personalized, one-on-one instruction that can be tailored to the unique needs of each student.\nIt is also likely that math tutoring for homeschooling families will continue to emphasize the importance of individualized attention and flexible scheduling. Homeschooling families value the ability to personalize their educational choices and schedules, and math tutoring will likely continue to adapt to meet these needs.\nMath tutoring for homeschooling families has become an increasingly important educational choice for families seeking personalized attention and support in math instruction. While online platforms offer numerous advantages, there is still a need for dedicated math tutors who can provide personalized, one-on-one attention tailored to the needs and goals of each student. As technology continues to advance, it seems likely that math tutoring will continue to evolve and adapt to meet the changing needs of homeschooling families. Immerse yourself in the subject with this external content we suggest. ACT/SAT Test Preparation!", "domain": "mathematics"}
{"url": "https://rightstartgo.com/what-is-the-best-way-for-calculating-interest-on-fixed-deposit-investment.html", "date": "2023-12-06T04:56:29Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100583.13/warc/CC-MAIN-20231206031946-20231206061946-00058.warc.gz", "language_score": 0.9472439289093018, "token_count": 653, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__50052170", "lang": "en", "text": "A fixed deposit (FD) is one of the simplest and hence one of the most popular forms of investment. Its popularity arises from the fact that it is a safe and secure investment with few of the risks associated with other investments such as stocks or real estate, and the fact that it gives higher returns as compared to regular deposits. Thus rather than having your money lying around in your savings account, it is always a better idea to invest it in a fixed deposit scheme where it can earn higher interest. The exact interest on a fixed deposit scheme varies from bank to bank. It also depends on the duration of your deposit – the longer the duration, the higher the interest rate is likely to be. Before you invest, however, is important to know what your returns are going to be. You do this either manually using a pen and paper or you can use an FD calculator such as this one provided by Finserv MARKETS.\nHow to Calculate Interest on Fixed Deposit Investment?\nYou can calculate the interest on your FD in two ways:\n- Using Pen and Paper – When calculating the interest rate on FD yourself using pen and paper it is important to understand that there are two kinds of interest rates applicable to FDs:\nSimple Interest – This is applicable to FDs with a tenure of up to 6 months. The formula for calculating simple interest is:\nInterest = Principal x Rate of Interest x Tenure of FD/ 100\nCompound Interest – This is usually applicable to FDs with a tenure longer than 6 months. Even in this case, there are two kinds of possibilities depending on the type of payout you want :\n- Monthly Payout – You take your interest payments at the end of each month. The interest rate in this case is usually calculated at discounted rates.\n- Payout at Maturity –You take your payout at the end of the term period of your FD.\nIn case you opt for the second option, you can utilize the power of compounding as compound interest is applicable in this case. The formula for calculating compound interest is slightly more complicated.\nMaturity Amount = Principal (1+rate of interest/n) ^ (n * Tenure)\nWhere n = number of times the amount is compounded in a year.\n- Using FD Interest Calculator – As you can see, calculating FD interest using pen and paper can get complicated. Therefore, it is more convenient to use an FD calculator that gives you more accurate results. You can use this simple FD rate calculator by Finserv MARKETS. All you need to enter in the calculator are the deposit amount, the tenure of the FD, and the interest rate. The FD calculator will do the rest. If you do not know the prevailing FD interest rate, you can check the best rates from Finserv MARKETS to enter in the FD interest calculator.\nIn a Nutshell\nFDs are a safe and convenient vehicle for investing your savings. However, the rate of interest and the duration for which you are investing make a big difference. It is advisable to calculate the maturity amount you can expect at maturity beforehand. The most convenient way of doing this is using an online FD interest calculator that gives you fast and accurate results.", "domain": "mathematics"}
{"url": "http://reforef.ru/outozuc/%D0%9E%D1%86%D0%B5%D0%BD%D0%BA%D0%B0+%D0%BF%D0%B0%D1%80%D0%B0%D0%BC%D0%B5%D1%82%D1%80%D0%BE%D0%B2+%D0%BE%D0%B1%D1%8B%D0%BA%D0%BD%D0%BE%D0%B2%D0%B5%D0%BD%D0%BD%D1%8B%D1%85+%D0%B4%D0%B8%D1%84%D1%84%D0%B5%D1%80%D0%B5%D0%BD%D1%86%D0%B8%D0%B0%D0%BB%D1%8C%D0%BD%D1%8B%D1%85+%D1%83%D1%80%D0%B0%D0%B2%D0%BD%D0%B5%D0%BD%D0%B8%D0%B9+%D1%81+%D0%B7%D0%B0%D0%BF%D0%B0%D0%B7%D0%B4%D1%8B%D0%B2%D0%B0%D1%8E%D1%89%D0%B8%D0%BC%D0%B8+%D0%B0%D1%80%D0%B3%D1%83%D0%BC%D0%B5%D0%BD%D1%82%D0%B0%D0%BC%D0%B8c/main.html", "date": "2020-09-26T01:15:01Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400232211.54/warc/CC-MAIN-20200926004805-20200926034805-00541.warc.gz", "language_score": 0.7130023837089539, "token_count": 166, "dump": "CC-MAIN-2020-40", "global_id": "webtext-fineweb__CC-MAIN-2020-40__0__280906990", "lang": "en", "text": "Subject: Parameter estimation of ordinary delay differential equations\nContains: 73 pages, 11 tables, 33 figures, 90 formulae, 13 references\nThe goal of this paper is to develop and implement fast and robust algorithm for parameter estimation of ordinary delay differential equations.\nBased on the modern numerical methods the parameter estimation algorithm is proposed and its implementation is done in the MATLAB language.\nParameters of one demographical model are estimated.\nThe topicality of the paper – lack of theoretical basis and ready solutions for such problems.\nKeywords: PARAMETER ESTIMATION, ORDINARY DELAY DIFFERENTIAL QUEATIONS, SPARSE SYSTEMS, LEAST SQUARES, NUMERIC INTEGRATION, CYCLIC REDUCTION, SQP, MATLAB", "domain": "mathematics"}
{"url": "https://nugeryvymuh.gtbabowling.com/computing-methods-in-applied-sciences-and-engineering-book-29877pz.php", "date": "2022-01-22T12:41:17Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320303845.33/warc/CC-MAIN-20220122103819-20220122133819-00640.warc.gz", "language_score": 0.8612802028656006, "token_count": 2530, "dump": "CC-MAIN-2022-05", "global_id": "webtext-fineweb__CC-MAIN-2022-05__0__25847737", "lang": "en", "text": "3 edition of Computing methods in applied sciences and engineering found in the catalog.\n|Statement||Second International Symposium, December 15-19, 1975 / [organized by] IRIA LABORIA, Institut de recherche d\"informatique et d\"automatique ; edited by R. Glowinski and J.L. Lions.|\n|Series||Lecture notes in physics -- 58|\n|Contributions||Glowinski, R., Lions, Jacques Louis., Iria Laboria.|\n|The Physical Object|\n|Pagination||viii, 593 p. :|\n|Number of Pages||593|\n8 issues per year. Subscription price. IJCSM is a peer-reviewed international journal that publishes high quality original papers and comprehensive survey articles in all areas of computing science and mathematics, with interfaces to physics, engineering, chemistry, biology, statistics, economics and the social sciences.\nAnalysis of car body structures\nFIDA Kenya strategic plan\nBark & Smile Mug Peace, Dude!\nStandard Abbreviations for Veterinary Medical Records\nAmericas History 6e V1 & Students Guide to History 10e\nNursing diagnosis reference manual\nPathways to the present\nKorean economy: today and tomorrow.\nMedical social work\nhistory of Oswestry School\nComputing Methods in Applied Sciences and Engineering. by Roland Glowinski (Editor) ISBN ISBN Why is ISBN important. ISBN. This bar-code number lets you verify that you're getting exactly the right version or edition of a book.\nAuthor: Roland Glowinski. Curved Finite Element Methods for the Solution of Integral Singular Equations on Surfaces in R3 Pages Nedelec, J. Computing Methods in Applied Sciences and Engineering Second International Symposium December 15–19, Computing Computing methods in applied sciences and engineering book in Applied Sciences and Engineering Computing Methods in Applied Sciences and Engineering International Symposium, Versailles, DecemberPart 2.\nEditors: Glowinski, R., Lions, J.L. (Eds.) Free Computing methods in applied sciences and engineering book. Buy this book eB48 €.\nThird International Symposium, December, IRIA LABORIA, Institut de Recherche d`Informatique et d`Automatique Computing Methods in Applied Sciences and Engineering, It seems that you're in USA. Computing Methods in Applied Sciences and Engineering,II Third International Symposium December 5–9, 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.\n1 Computing Methods in Applied Sciences and Engineering Part 2: International Symposium, Versailles, December 17–21, Computing methods in applied sciences and engineering, Proceedings of the Fourth International Symposium on Computing Methods in Applied Sciences and Engineering, Versailles, France, 10–14 December Edited by R.\nGlowinski and J. Lions. Published by North‐Holland, No. of pages: Price: $Author: Peter Bettess. Computing Methods in Applied Sciences and Engineering Part 2 International Symposium, Versailles, December 17–21, Students have the opportunity to take courses offered by the Faculties of Civil Engineering and Geodetic Science, Mathematics and Physics, Mechanical Engineering and Computer Science.\nGraduates of this Master’s degree programme are proficient in mathematical and IT methods as well as the engineering modelling of the simulation methods that.\nThe development of computer methods for the solution of scientific and engineering problems governed by the laws of mechanics was one of the great scientific and engineering achievements of the second half of the 20th century, with a profound impact on science and technology.\nThis is accomplished through advanced mathematical modeling and numerical solutions reflecting a. Undergraduate students embarking on a first course on numerical methods or scientific computing will find this textbook to be an invaluable guide to the field, and to the application of these methods across such varied disciplines as computer science, engineering, mathematics, economics, the physical sciences, and social : Peter R.\nTurner, Thomas Arildsen, Kathleen Kavanagh. ISBN: OCLC Number: Notes: \"Proceedings of the Ninth International Conference on Computing Methods in Applied Sciences and Engineering, Paris, France, January February 2, \"--Title page verso. In summary, the books presents the fundamentals of scientific computing in such a way that students from mathematics as well as from science or engineering can benefit.” (Gudula Rünger, Zentralblatt MATH, March, )Cited by: 6.\nThe book discusses important results in modern mathematical models and high performance computing, such as applied operations research, simulation of operations, statistical modeling and applications, invisibility regions and regular meta-materials, unmanned vehicles, modern radar techniques/SAR.\nBook Annex Membership Educators Gift Cards Stores & Events Help. Auto Suggestions are available once you type at least 3 letters. Use up arrow (for mozilla firefox browser alt+up arrow) and down arrow (for mozilla firefox browser alt+down arrow) to review and enter to : $ In computer science, research methods have historically been passed from advisor to student via apprenticeship [, ].\nMost of us learned these methods from a mentor or not at all. International Symposium on Computing Methods in Applied Sciences and Engineering, 2d, Versailles, Computing methods in applied sciences and engineering.\nBerlin ; New York: Springer-Verlag, (OCoLC) Material Type: Conference publication: Document Type: Book: All Authors / Contributors: R Glowinski; J -L Lions; Iria Laboria. Find many great new & used options and get the best deals for Lecture Notes in Computer Science: Computing Methods in Applied Sciences and Engineering Pt.\n1: International Symposium, Versailles, December, 10 (, Paperback) at the best online prices at eBay. Free shipping for many products. International Symposium on Computing Methods in Applied Sciences and Engineering (2nd: Versailles). Computing methods in applied sciences and engineering.\nBerlin ; New York: Springer-Verlag, (OCoLC) Material Type: Conference publication: Document Type: Book: All Authors / Contributors: R Glowinski; Jacques Louis Lions. adshelp[at] The ADS is operated by the Smithsonian Astrophysical Observatory under NASA Cooperative Agreement NNX16AC86A.\nInternational Symposium on Computing Methods in Applied Sciences and Engineering (3rd: Versailles, France).\nComputing methods in applied sciences and engineering,I. Berlin ; New York: Springer-Verlag, (OCoLC) Material Type: Conference publication: Document Type: Book: All Authors / Contributors. This book presents the full range of computational science and engineering -- the equations, numerical methods, and algorithms with MATLAB® codes.\nThe author has taught this material to thousands of engineers and scientists. The book is File Size: KB. Get this from a library. Computing methods in applied sciences and engineering, I.\n[Roland Glowinski; Jacques-Louis Lions; Institut de recherche d'informatique et. Computational Science and Engineering. (IDA Center for Computing Sciences). this approach is applied to MMS for the finite element analysis. The major goal of the Journal of Computational Methods in Sciences and Engineering (JCMSE) is the publication of new research results on computational methods in sciences and engineering.\nCommon experience had taught us that computational methods originally developed in a given basic science, e.g. physics, can be of paramount importance to other neighboring sciences. The book's strategy works for differential and integral equations and systems and for many theoretical and applied problems in mathematics, mathematical physics, probability and statistics, applied computer science and numerical methods.\nComputing methods in applied sciences and engineering; Proceedings of the 9th International Conference, Paris, France, Jan. Feb. 2, This book is intended as an introduction to numerical methods for scientists and ing an excellent balance of theoretical and applied topics, it shows the numerical methods used with C, C++, and Table of Contents1: Approximations and Errors in Computation.\n2: Solution of. Theoretical models in Computing Science Theoretical problems in Computing Science Measurements based research methods in computer Science & engineering Measurements based research methods in Signal and Image Processing, Graphics, Vision and Pattern Recognition Deductive Methods in Computing Science & engineering File Size: 2MB.\nEmphasis is given on current state-of-the-art methods and concepts in computing methods and their application in engineering practice. The book content is suitable for both practicing engineers and academics, covering a wide variety of topics in an effort to assist the timely dissemination of research findings for the mitigation of seismic : Hardcover.\nThis book provides a clear and precise exposition of modern numerical techniques. It is designed as a suitable text-book for engineering and science students upto the postgraduate level.\nEach method is illustrated by a number of solved examples/5. Numerical Methods for Computational Science and Engineering Introduction About this course Focus I on algorithms (principles, scope, and limitations), I on (e cient, stable) implementations in Matlab, I on numerical experiments (design and interpretation).\nNo emphasis on I theory and proofs (unless essential for understanding of algorithms) I hardware-related issues (e.g. Numerical Methods In Engineering & Science - CRC Press Book Numerical Methods in Engineering & Science: with Programs in C and C++ by BS Grewal is a very good book in Numerical Method subject of Engineering book is very popular among Engineering Students of 4th are providing this book for free download in pdf.\nOpen Access and Article Processing Charge (APC) All articles published in Applied Sciences (ISSN ) are published in full open order to provide free access to readers, and to cover the costs of peer review, copyediting, typesetting, long-term archiving, and journal management, an article processing charge (APC) of CHF (Swiss Francs) applies to.\nFind many great new & used options and get the best deals for Advanced Analytic Methods in Applied Mathematics, Science, and Engineering by Hung Cheng (, Paperback) at the best online prices at eBay. Free shipping for many products. It presents a compendium of state-of-the-art lectures delivered by recognised experts in the field on theoretical, numerical, and applied aspects of genetic algorithms for the computational optimization problems.\nIt also provides a bridge between artificial intelligence and scientific computing in order to increase Cited by: Proceedings of the 10th international conference on computing methods in applied sciences and engineering on Computing methods in applied sciences and engineering Second order absorbing boundary conditions for the wave equation: higher order energies and finite element methods.\nPublication: Proc. of the sixth int'l. symposium on Computing methods in applied sciences and engineering, VI June Pages – Computing methods in applied sciences and engineering, Proceedings of the Fourth International Symposium on Computing Methods in Applied Sciences and Engineering, Versailles, France, December Edited by R.\nGlowinski and J. Lions. Published by North-Holland, No. of pages: Price: $Author: Peter Bettess. Computational science and engineering (CSE) is a relatively new discipline that deals with the development and application of computational models and simulations, often coupled with high-performance computing, to solve complex physical problems arising in engineering analysis and design (computational engineering) as well as natural phenomena (computational science).Problem decomposition and the use of domain-based parallelism in computational science and engineering was the subject addressed at a workshop held at the University of Minnesota Supercomputer Institute in April Read the latest articles of Computer Methods in Applied Mechanics and Engineering atElsevier’s leading platform of peer-reviewed scholarly literature.", "domain": "mathematics"}
{"url": "https://topebooks.offersupermarket.com/Quantum_Chemistry_7th_Edition/p5025784_17821744.aspx", "date": "2018-05-21T12:38:13Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794864186.38/warc/CC-MAIN-20180521122245-20180521142245-00265.warc.gz", "language_score": 0.8699896931648254, "token_count": 182, "dump": "CC-MAIN-2018-22", "global_id": "webtext-fineweb__CC-MAIN-2018-22__0__40188249", "lang": "en", "text": "Known for its solid presentation of mathematics, this bestseller is a rigorous but accessible introduction to both quantum chemistry and the math needed to master it. Quantum Chemistry, Seventh Edition covers quantum mechanics, atomic structure, and molecular electronic structure, and provides a thorough, unintimidating treatment of operators, differential equations, simultaneous linear equations, and other areas of required math. Practical for readers in all branches of chemistry, the new edition reflects the latest quantum chemistry research and methods of computational chemistry, and clearly demonstrates the usefulness and limitations of current quantum-mechanical methods for the calculation of molecular properties.\nPlease note that this is a eBook PDF digital format and not a hardcover printed book and the PDF file will be sent to your email once the payment has been made and it can be read in all computers, smartphone, tablets etc. The digital book will be sent to your email address within 12 hours.", "domain": "mathematics"}
{"url": "https://www.enarmour.com/blog?offset=1443431684338", "date": "2019-03-20T03:50:49Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912202199.51/warc/CC-MAIN-20190320024206-20190320050206-00301.warc.gz", "language_score": 0.9811640381813049, "token_count": 501, "dump": "CC-MAIN-2019-13", "global_id": "webtext-fineweb__CC-MAIN-2019-13__0__79448830", "lang": "en", "text": "Leonardo Bonacci (c. 1170 – c. 1250), popularly known as Fibonacci or Leonardo of Pisa, was the first great Western mathematician after the decline of Greek science.\nHis well-known moniker “Fibonacci” is derived from the Latin words “filius Bonacci”, literally translated to “son of Bonacci”. Fi'-Bonacci could be considered the equivalent of the English William-son or John-son.\nFibonacci was born in Pisa, Italy, to Guglielmo Bonacci, a wealthy merchant who directed a trading post at a major port located in present day Algeria. As a boy, Fibonacci accompanied his father on his commercial trips to the Orient. It was during his travels along the Mediterranean coast that the budding mathematician became acquainted with the Hindu-Arabic number system and discovered its enormous practical advantages compared to the Roman numerals, which were still current in Western Europe.\nFibonacci ended his travels around the year 1200 and returned to Pisa. Upon his return, inspired by his interactions with the foreign merchants he met while under the tutelage of his father, Leonardo wrote a number of influential texts that played an important role in reviving ancient mathematical skills. His works garnered him recognition among his contemporaries and high esteem from the reigning Holy Roman Emperor, Frederick II.\nHis most well-known published book is Liber Abaci (1202), literally translated as “Book of Calculations” or “Book of the Abacus”. The book, which went on to be widely copied and imitated, was based on the arithmetic and algebra that Fibonacci had accumulated during his travels. In it, Fibonacci introduced the so-called modus Indorum (method of the Indians), today known as Arabic numerals and the Hindu-Arabic place-valued decimal system. The book showed the practical importance of the new numeral system by applying it to commercial bookkeeping, conversion of weights and measures, the calculation of interest, money-changing, and other applications. Furthermore, Abaci contains a large collection of problems aimed at merchants. They relate to the price of goods, how to calculate profit on transactions, how to convert between the various currencies in use in Mediterranean countries, and problems which had originated in China. The book was well received throughout educated Europe and had a profound impact on European thought.", "domain": "mathematics"}
{"url": "https://thelab.dc.gov/kevin.html", "date": "2022-05-27T15:22:19Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662658761.95/warc/CC-MAIN-20220527142854-20220527172854-00710.warc.gz", "language_score": 0.9576401710510254, "token_count": 269, "dump": "CC-MAIN-2022-21", "global_id": "webtext-fineweb__CC-MAIN-2022-21__0__49912345", "lang": "en", "text": "Kevin Wilson Ph.D.\nKevin was a Senior Data Scientist in The Lab @ DC. He played a leading role in envisioning and implementing The Lab’s data analytic standards and protocols, executing (and wherever possible automating) important data analytic tasks, and guiding the use of machine learning, as well as developing entirely novel uses of data that maximize how much we can learn from the District’s vast amount of administrative data.\nKevin brought years of experience in a wide array of data analytic topics, ranging from system and security architecture to advanced statistical techniques to the development of novel predictive models and commercial tools. As the Principal Data Scientist at Knewton-an education technology company-Kevin developed and implemented methods for drawing real time and retrospective insights from massive, complex datasets, and was especially involved in bridging the divide between classic techniques like psychometrics with the modern techniques of machine learning. Kevin also has experience explaining such complex topics to diverse audiences, ranging from small academic seminars to high school students. His work has appeared in such diverse venues as the Journal of Combinatorial Theory and Educational Data Mining, and some of his popular projects have been written up in the Washington Post and Daily Kos.\nKevin earned a B.S. in mathematics from University of Michigan and a Ph.D. in mathematics from Princeton University.", "domain": "mathematics"}
{"url": "http://riudg.udg.mx/handle/20.500.12104/39074", "date": "2020-04-09T04:23:56Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371829677.89/warc/CC-MAIN-20200409024535-20200409055035-00378.warc.gz", "language_score": 0.8508190512657166, "token_count": 240, "dump": "CC-MAIN-2020-16", "global_id": "webtext-fineweb__CC-MAIN-2020-16__0__196695566", "lang": "en", "text": "Please use this identifier to cite or link to this item:\n|Title:||A novel hybrid representation and control of convective spatially distributed systems|\n|Abstract:||In this work we study spatially distributed convective systems described by first order partial differential equations and we show how this systems in a fixed spatial point can be exactly represented by a hybrid system with two commutable ordinary differential equations subsystems, where the first one is dominated by the initial condition, whereas the second one is governed by the boundary condition. Then we define the boundary control problem for spatially distributed convective systems and as a first approach, we propose a controller for one-dimensional systems which solves this problem. Finally, in order to test hybrid representation and controllers, a study case is presented for an enzymatic reactor, where dispersive terms can be neglected. � 2007 World Scientific Publishing Co. Pte. Ltd.|\n|Appears in Collections:||Producción científica UdeG|\nFiles in This Item:\nThere are no files associated with this item.\nItems in RIUdeG are protected by copyright, with all rights reserved, unless otherwise indicated.", "domain": "mathematics"}
{"url": "http://solution-dailybrainteaser.blogspot.ca/2012/03/classic-hens-eggs-puzzle.html", "date": "2018-05-27T13:22:53Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794868316.29/warc/CC-MAIN-20180527131037-20180527151037-00363.warc.gz", "language_score": 0.9373155832290649, "token_count": 392, "dump": "CC-MAIN-2018-22", "global_id": "webtext-fineweb__CC-MAIN-2018-22__0__18553209", "lang": "en", "text": "Classic Hens Eggs Puzzle Solution - 22 March\nA chicken farmer has figured out that a hen and a half can lay an egg and a half in a day and a half. How many hens does the farmer need to produce one dozen eggs in six days?\nUpdate Your Answers at : Click Here\nthe farmer needs 3 hens to produce 12 eggs in 6 days\nThis is a classic problem that many people get wrong because they reason that half of a hen cannot lay an egg, and a hen cannot lay half an egg. However, we can get a satisfactory solution by treating this as a purely mathematical problem where the numbers represent averages.\nTo solve the problem, we first need to find the rate at which the hens lay eggs. The problem can be represented by the following equation, where RATE is the number of eggs produced per hen·day:\n1½ hens × 1½ days × RATE = 1½ eggs\nWe convert this to fractions thus:\n3/2 hens × 3/2 days × RATE = 3/2 eggs\nMultiplying both sides of the equation by 2/3, we get:\n1 hen × 3/2 days × RATE = 1 egg\nMultiplying both sides of the equation again by 2/3 and solving for RATE, we get:\nRATE = 2/3 eggs per hen·day\nNow that we know the rate at which hens lay eggs, we can calculate how many hens (H) can produce 12 eggs in six days using the following equation:\nH hens × 6 days × 2/3 eggs per hen·day = 12 eggs\nSolving for H, we get:\nH = 12 eggs /(6 days × 2/3 eggs per hen·day) = 12/4 = 3 hens\nTherefore, the farmer needs 3 hens to produce 12 eggs in 6 days.", "domain": "mathematics"}
{"url": "https://lauratitolo.github.io/publication/2018lopstr/", "date": "2024-04-20T07:54:50Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817491.77/warc/CC-MAIN-20240420060257-20240420090257-00325.warc.gz", "language_score": 0.9501153826713562, "token_count": 183, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__154457484", "lang": "en", "text": "Round-off errors arising from the difference between real numbers and their floating-point representation cause the control flow of conditional floating-point statements to deviate from the ideal flow of the real-number computation. This problem, which is called test in- stability, may result in a significant difference between the computation of a floating-point program and the expected output in real arithmetic. In this paper, a formally proven program transformation is proposed to detect and correct the effects of unstable tests. The output of this transformation is a floating-point program that is guaranteed to return either the result of the original floating-point program when it can be assured that both its real and its floating-point flows agree or a warning when these flows may diverge. The proposed approach is illustrated with the transformation of the core computation of a polygon containment algorithm developed at NASA that is used in a geofencing system for unmanned aircraft systems.", "domain": "mathematics"}
{"url": "https://duarte.oflschools.com/student-resources/tutoring/", "date": "2023-12-05T08:39:04Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100550.40/warc/CC-MAIN-20231205073336-20231205103336-00320.warc.gz", "language_score": 0.920699417591095, "token_count": 157, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__107413793", "lang": "en", "text": "We know school can sometimes be difficult. That’s why we have dedicated Tutors at our centers every day to help you succeed!\nPlease talk to your teacher if you are interested in signing up for tutoring.\nMath tutoring is available:\nMonday- Wednesday : 8:00am-12:00pm & 1:00pm-4:00pm\nThursday : 8:00am-12:00pm & 1:00pm-3:00pm\nTo contact your Math Tutor, Marissa, please email her at firstname.lastname@example.org\nEnglish tutoring is available:\nMonday- Thursday: 8:00am-12:00pm & 1:00pm-4:00pm", "domain": "mathematics"}
{"url": "https://qofefofo.tk/compatibility-stability-and-sheaves.php", "date": "2020-02-24T11:41:08Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145941.55/warc/CC-MAIN-20200224102135-20200224132135-00077.warc.gz", "language_score": 0.8951203227043152, "token_count": 1110, "dump": "CC-MAIN-2020-10", "global_id": "webtext-fineweb__CC-MAIN-2020-10__0__74428417", "lang": "en", "text": "As a consistency check: an explicit calculation using these expressions leads to the sign predicted by Main Conjecture 6. We should therefore not separate these three terms. This motivates the following definition. The proof is similar to that of Proposition 6. The degenerate cases can be done similarly. In this section, we explain where the sign in Main Conjecture 6. The argument is a variation on [ 39 , Sect.\nExamples 6. In this section, we prove Main Conjecture 6.\nPandharipande and Thomas need two conjectures for their argument [ 47 , Conj. We need completely similar analogs of their conjectures in our setting. The second will be described below. The analog of the second conjecture of Pandharipande and Thomas [ 47 , Conj. Their definition and equations 45 and 46 hold under the assumptions of Conjecture 6.\nSuppose the setting is as in Conjecture 6. See Examples 6. We would like to thank K. Behrend, J. Bryan, J. Manschot, D. Maulik, and R. Thomas for useful discussions. We would also like to thank the anonymous referees whose comments led to an immense improvement of the exposition, e. Sign In. Advanced Search.\nArticle Navigation. Close mobile search navigation Article Navigation. Volume Article Contents.\nPart I: Classical. Part II: Virtual. Oxford Academic. Google Scholar. Martijn Kool. Correspondence to be sent to: e-mail: m. Benjamin Young. Cite Citation. Permissions Icon Permissions. See [ 24 ] for the construction of the moduli space and its history. In this article, we do not consider strictly semi-stable sheaves so this moduli space may be non-compact.\nIn this case, the moduli space is compact. When the moduli space is compact, this leads to a virtual cycle, which can be used to define deformation invariants.\nIts degree is known as a Donaldson—Thomas DT invariant. Equivariant torsion free sheaves are much harder to enumerate than equivariant reflexive sheaves. This can be viewed as the degree 0 part of rank 2 DT theory on smooth toric 3-folds.\nMentioned to us by Maulik and Manschot. Note that unlike the rank 1 case, there are no signs in this formula essentially because rank 2 is even. The following is strong evidence for Conjecture C. This formula is due to Klyachko [ 28 , 29 ]. Concretely, this works as follows. Let the situation be as in the previous definition. It is not hard to show this is a morphism [ 32 ]. The map 8 is therefore surjective but not injective. It can be made injective as follows. As discussed in the introduction, double duals of members of a flat family of torsion free sheaves do not need to form a flat family.\nThese data are represented by Figure 1. Open in new tab Download slide. We start with some definitions. Analogous to Definition 2. In Definition 2. The following generating function was introduced in Remark 2. Geometric proof. The geometric proof proceeds as follows. We first realize the left hand sides of Theorems 2. Proposition 2. Combining 17 , Prop. This problem is discussed in [ 10 , Ch. Theorem 3. Using formula 17 , Proposition 2. By the proof of [Kol, Thm. Consider the short exact sequence of Lemma 4.\nVerschoren, electronic resource Resource Information. The item Compatibility, stability, and sheaves, J. Verschoren, electronic resource represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University Of Pikeville. This item is available to borrow from 1 library branch. Creator Bueso, J.\nContributor Jara, P. Language eng. Publication New York, Marcel Dekker, c Extent xiv, p. Isbn Label Compatibility, stability, and sheaves Title Compatibility, stability, and sheaves Statement of responsibility J. Verschoren Creator Bueso, J. Verschoren, A. Label Compatibility, stability, and sheaves, J. Verschoren, electronic resource Instantiates Compatibility, stability, and sheaves Publication New York, Marcel Dekker, c Bibliography note Includes bibliographical references p.\nPreliminaries: There are lots of variations on the settings in which we define sheaves. I am concerned with the details linking the general definition below to the Grothendieck topology it generates; particularly, the assertion that sheaves with respect to a coverage are the same as sheaves with respect to the generated Grothendieck coverage. Descent can be phrased concisely in terms of subfunctors of Yoneda embeddings.\nWhat is not clear to me is how, \"One can then show that for every coverage, there is a unique Grothendieck coverage having the same sheaves. Sign up to join this community.\nVTLS Chameleon iPortal Communication Error Occurred.\nThe best answers are voted up and rise to the top. Home Questions Tags Users Unanswered.\nWhy are sheaves of a coverage the same as those on its generated Grothendieck coverage? Ask Question. Asked 1 year, 5 months ago.", "domain": "mathematics"}
{"url": "http://endevco.com/our-resources/ask-the-experts/what-is-a-charge-amplifier-and-why-do-i-need-one", "date": "2023-12-05T19:09:09Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00489.warc.gz", "language_score": 0.860109269618988, "token_count": 246, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__251918512", "lang": "en", "text": "Our analysis goal is to end up with a gain equation in terms of vout/qin. In the process, we will gain some insight into how a charge amplifier deals with the problem of changing cable capacitance.\nFirst, let's sum all the charge flows:\nqin = qp + qc + qf\nBecause of the relationship q = CV, we can rewrite the above as:\nqin = vinCp + vinCc + vfCf\nqin = vin(Cp + Cc) + vfCf\nWe know, however, that vin = 0, because of the virtual short across the input terminals of the op amp (assume an ideal op amp). So the equation above simplifies to:\nqin = vfCf\nRearranging, we have:\nvf = qin/Cf\nAgain, because of the virtual short across the terminals of the op amp, we can say:\nvout = vf = qin/Cf\nRearranging again, we have:\nvout/qin = 1/Cf where units are mV/pC.", "domain": "mathematics"}
{"url": "https://baziwukikyjupu.ekodeniz.com/advanced-engineering-mathematics-9th-edition-with-wiley-plus-set-book-2979kp.php", "date": "2021-10-27T06:11:05Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323588102.27/warc/CC-MAIN-20211027053727-20211027083727-00538.warc.gz", "language_score": 0.827752947807312, "token_count": 2528, "dump": "CC-MAIN-2021-43", "global_id": "webtext-fineweb__CC-MAIN-2021-43__0__19201236", "lang": "en", "text": "Published March 21, 2006 by John Wiley & Sons .\nWritten in EnglishRead online\nWiley Plus Products\n|The Physical Object|\n|Number of Pages||1|\nDownload Advanced Engineering Mathematics 9th Edition with Wiley Plus Set\nAdvanced Engineering Mathematics 10th Edition Binder Ready Version with WileyPLUS Set (Wiley Plus Products) Out of Print--Limited Availability. U.S. 9th Edition Hardcover Book in Like New Condition, Save MONEY and buy the previous edition!/5().\nAdvanced Engineering Mathematics 9th Edition with Wiley Plus Webct Powerpack Set book. Read 36 reviews from the world's largest community for readers. A /5. Erwin Kreyszig: Advanced Engineering Mathematics 9th Edition with Wiley Plus WebCT Powerpack Set 9th Edition 0 Problems solved: Erwin Kreyszig: Advanced Engineering Mathematics and ODE Architect Companion 8th Edition 0 Problems solved: Erwin Kreyszig: Advanced Engineering Mathematics, 10th Edition International Student Version 10th Edition 10th edition Loose-leaf.\nSelectWiley, Hoboken, NJ ISBN 10th Revised edition Hardcover. SelectJohn Wiley & Sons Inc, New York ISBN Paperback. SelectJohn Wiley & Sons ISBN 9th edition Unknown binding. SelectJohn Wiley & Sons ISBN 9th edition 4/5(3).\nFind helpful customer reviews and review ratings for Advanced Engineering Mathematics: WITH Wiley Plus (Wiley Plus Products) at Read honest and unbiased product reviews from our users/5(48). Try the new Textbook Rental option on with instant eBook access for Engineering Mechanics: Statics, 9th Edition Engineering Mechanics: Statics, 9th Edition.\nJames L. Meriam, L. Kraige, J. Bolton. ISBN: February Professor Kraige has devoted his attention to the teaching of mechanics at both. Advanced Engineering Mathematics 9th Edition with Wiley Plus WebCT Powerpack Set. Erwin Kreyszig.\nWiley, In books such as Introductory Functional Analysis with Applications and Advanced Engineering Mathematics, Erwin Kreyszig attempts to relate the changing character and content of mathematics to practical problems Reviews: 3. Expertly curated help for Advanced Engineering Mathematics.\nPlus, get access to millions of step-by-step textbook solutions for thousands of other titles, a vast, searchable Q&A library, and subject matter experts on standby 24/7 for homework Edition: 9th Engineering Mechanics: Dynamics provides a solid foundation of mechanics principles and helps students develop their problem-solving skills with an extensive variety of engaging problems related to engineering design.\nMore than 50% of the homework problems are new, and there are also a number of new sample problems. To help students build necessary visualization and problem-solving skills. Advanced Engineering Mathematics 9th Edition with Math Computer Guide Set (Hardcover) Published September 8th by John Wiley & Sons Hardcover, 0 pagesCited by: How is Chegg Study better than a printed Advanced Engineering Mathematics 8th Edition student solution manual from the bookstore.\nOur interactive player makes it easy to find solutions to Advanced Engineering Mathematics 8th Edition problems you're working on - just go to the chapter for your book.\nFull text of \"Advanced Engineering Mathematics Kreyszig E. 9th Ed (Wiley, )(s)\" See other formats. - Buy Advanced Engineering Mathematics 9th Edition with Wiley Plus WebCT Powerpack Set (Wiley Plus Products) book online at best prices in India on Read Advanced Engineering Mathematics 9th Edition with Wiley Plus WebCT Powerpack Set (Wiley Plus Products) book reviews & author details and more at Free delivery on qualified orders/5(2).\nSolution Manuals Of ADVANCED ENGINEERING MATHEMATICS By ERWIN KREYSZIG 9TH EDITION This is Downloaded From Visit INSTRUCTOR’S MANUAL FOR ADVANCED ENGINEERING MATHEMATICS NINTH EDITION ERWIN KREYSZIG Professor of Mathematics Ohio State University Columbus, Ohio JOHN WILEY & SONS, INC. 9/15/05 PM Page Size: 2MB.\nSolution Manual Of Advanced Engineering Mathematics By Erwin Kreyszig 9th Edition Solution Manual Of Advanced Engineering Mathematics By Erwin Kreyszig 9th Edition. Topics dani Collection Internet Archive HTML5 Uploader plus-circle Add Review.\ncomment. Reviews Reviewer: krishna - favorite favorite favorite - April searching for a book Advanced Engineering Mathematics, Fifth Edition by Kenneth Stroud in pdf format, in that case you come on to the correct USA is a privately held American retailer of various hunting and outdoor-related ad this Advanced Engineering.\n4th edition. Advanced engineering mathematics by erwin kreyszig 9th edition solution manual. thankes alot for your service Asked in Calculus, Proofs, India College Exams and Certificates. 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Examples of alliteration in the book hatchet Manual 9th Edition Set' 'Advanced Engineering Mathematics 9th Edition with Wiley Plus Set' 'Kreyszig Advanced Engineering Mathematics' 'Advanced.\nhigh school math. social sciences. literature and english. foreign languages. John Wiley & Sons and WebAssign have teamed up to provide a best-in-breed solution to your homework and assessment needs. WebAssign includes a complete online version of the text, the Student Study Guide, the Student Solutions Manual, and a variety of interactive study aids.\n> Advanced Engineering Mathematics, 6th Edition Peter V. O'Neil > > Advanced Financial Accounting 6e by Richard E. Baker, Valdean C. Lembke, Thomas E.\nKing > > Applied Statistics And Probability For Engineers by Montgomery Runger (Third Edition) > > ADAPTIVE FILTER THEORY (Fourth Edition) by.\nE books and their solution manuals Inc) Advanced Engineering Mathematics, 9th Ed by Erwin Kreyszig (John Wiley & Sons, Inc) An Introduction to Statistical Learning with Applications in R by Witten, Hastieand Tibshirani (Springer Series An Introduction to The Finite Element Method 3rd Ed by J.\nReddy Analytical Mechanics / Edition 7 by. Advanced Engineering Mathematics 10E with Wiley Plus Code, 10E Authors: Kreyszig More info» ISBN: Publisher: Wiley, Notes: Or text option: Advanced Engineering Mathematics 10 E, binder ready version with Wiley Plus Code, ISBN Software – the set of instructions that directs the hardware.\nNetworking – allows knowledge workers to share resources including hardware, software and information, etc. The Components of IT M 18 Random Access Memory (RAM) is the primary memory that serves as. 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This is a stamp album that will doing you even Erwin Kreyszig Advanced Engineering Mathematics 9th starting the kreyszig advanced engineering mathematics solution manual to admission every morning is up to standard for many people.\nISBN: Marketing T+ Fundamentals [ ] From $65 VIEW DETAILS. Business and Company Law, 2nd Edition. Algebra 1: Common Core (15th Edition) Charles, Randall I. Publisher Prentice Hall ISBN PDF Applied Statistics and Probability for Engineers 6th Ed INSTRUCTOR SOLUTIONS MANUAL; Montgomery, Runger Showing of 23 messages.\nSOLUTIONS MANUAL Advanced Engineering Mathematics 2nd Edition by Michael D. Greenberg. This book covers the following topics: Orbits and Light, Spectroscopy, Telescopes, Solar System, Planetary System Formation, The Sun, Properties of Stars, Interstellar Medium, Star Formation, Stellar Evolution.\nThis note is a survey of observational astronomy across the electromagnetic spectrum. Topics covered includes: overview of current. Here is an unordered list of online mathematics books, textbooks, monographs, lecture notes, and other mathematics related documents freely available on the web.\nI tried to select only the works in book formats, \"real\" books that are mainly in PDF format, so many well-known html-based mathematics web pages and online tutorials are left out.\nMathematics books Need help in math. Delve into mathematical models and concepts, limit value or engineering mathematics and find the answers to all your questions. It doesn't need to be that difficult. Our math books are for all study levels.\nIn addition to expanded explanations, the 10th edition includes new problems, updated figures and examples to help motivate students. The book is written primarily for undergraduate students of mathematics, science, or engineering, who typically take a course on differential equations during their first or second year of study.\nAdvanced Engineering Mathematics, Student Solutions Manual And Study Guide 9th Edition Solutions Manuals. Chegg Solution Manuals are written by vetted Chegg 1 experts, and rated by this course.\nOrganic Chemistry, 3rd Edition - Wiley is the trusted online center highly dedicated to providing the educators, students with.\nplus two others characteristics (cumulative frequency and cumulative relative frequency) thus including information about how they are sorted. Cumulative frequency of the i-th variant mi - is a number of values of a variable showing the frequency of variants less or equal the i-th variant.\nThe first prerequisite for learning the book is a working info of calculus, gained from a standard two, or three semester course sequence or its equal.\nSome familiarity with matrices can also be helpful inside the chapters on methods of differential equations. How to Download Elementary Differential Equations, 10th. Description. For courses in college algebra. This package includes MyMathLab ®. Prepare. Practice. Review. Mike Sullivan’s time-tested approach focuses students on the fundamental skills they need for the course: preparing for class, practicing with homework, and reviewing the concepts.\nThe Tenth Edition has evolved to meet today’s course needs. With this new edition, Mike Sullivan has Format: On-line Supplement.Download Form \"Bookz2\" Discription is Advanced Engineering Mathematics -9th Edition By Erwin Kreyszig, Published by John Wiley & Sons Inc.,1, Pages with size tely Free For students DMCA copyright claimed.The title, author or ISBN number can also be used to find information from on-line bookstores such as Amazon, Barnes & Noble or Borders; or from sites like Aaapricesearch, A1Books, BookByte, BookFinder4U, (this one allows comparison of several books in a single search), BuyUsedTextbooks, Campus Books, CampusI, Chambal, Cheap-Textbooks, CheapestTextbooks.", "domain": "mathematics"}
{"url": "https://www.clsong.com/", "date": "2022-11-29T00:06:34Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710684.84/warc/CC-MAIN-20221128235805-20221129025805-00839.warc.gz", "language_score": 0.8895355463027954, "token_count": 226, "dump": "CC-MAIN-2022-49", "global_id": "webtext-fineweb__CC-MAIN-2022-49__0__185940433", "lang": "en", "text": "I am a theoretical and computational ecologist. My research program is motivated by the pervasive existence of context-dependency—results are only true under particular circumstances—in ecological systems, which fundamentally hinders generalization and prediction under uncertainty. To address this problem, my research centers on developing a theoretically rigorous and computationally feasible ‘common currency’, and using the common currency to synthesize empirical findings across study systems and scales.\nI am currently a postdoc with Jonathan Levine at Princeton University. I was a postdoc co-supervised by Andrew Gonzalez at McGill University and Marie-Josée Fortin at University of Toronto from 2020-2022. I received a PhD in Civil and Environmental Engineering from MIT under the supervision of Serguei Saavedra, and a BS in Mathematics from Zhejiang University under the supervision of Yang-Yu Liu.\nYou can reach me via email: clsong.ecology AT gmail DOT com.\nPhD in Civil and Environmental Engineering, 2016 - 2020\nMassachusetts Institute of Technology\nBSc in Mathematics, 2013 - 2016", "domain": "mathematics"}
{"url": "https://www.homeschoolplus.com/learn/faq", "date": "2024-03-04T14:32:09Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00835.warc.gz", "language_score": 0.9252828359603882, "token_count": 779, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__41541250", "lang": "en", "text": "Homeschool+™ Frequently Asked Questions\nWhat is Homeschool+?\nHomeschool+ is a homeschool curriculum designed to support home educators in creating a customized learning environment for children ages 4 to 8. The curriculum includes fully adaptive math and reading programs and 19 online courses covering math, reading, science, language arts, social studies, art, Spanish, and more.\nWho is Homeschool+ for?\nHomeschool+ is perfect for homeschool families with children ages 4-to-8 years old and home educators looking for additional home instruction tools coupled with complete lesson plans, a lesson planner, and robust progress tracking. Learning experts designed the curriculum to be customizable to fit the needs of multiple homeschool styles and unique needs of your homeschool.\nHow much does Homeschool+ cost?\nYour Homeschool+ subscription is $39.99* per month until canceled. An annual Homeschool+ subscription is $299.99* per year until canceled.\n*Pricing does not reflect any applicable promotional or third party pricing.\nWhat is included with my Homeschool+ subscription?\nYour subscription includes My Math Academy® and My Reading Academy™, fully adaptive math and reading programs for children ages 4 to 8 that cover four years of learning. Additionally, you’ll have access to 19 Art, Science, & General Knowledge courses with 15–20 individual lessons each covering art, sciences, social studies, language arts, and Spanish. Homeschool Educator Tools (Lesson Plans, Lesson Planner, and Progress Tracker) are also available so you can design and manage your unique homeschool.\nThe Lesson Plans contain fun, offline, child-approved activities designed to meet your family’s unique needs and allow further learning exploration on a topic. With the Lesson Planner, you can customize your curriculum by adding, removing, or moving lessons. The Progress Tracker provides detailed information to help make record-keeping easy.\nIs Homeschool+ an online or an offline curriculum?\nWe understand that learning can take place anywhere, and therefore Homeschool+ was designed with an ideal balance of online and offline activities. Offline lesson plans are designed to seamlessly fit into your homeschool curriculum and bring learning into the real world.\nHow does My Math Academy work?\nMy Math Academy is a game-based, homeschool math curriculum designed to help children master essential math concepts and skills. In-game, adaptive placement activities assess your child’s current skill level and assigns them a learning path unique to their needs. Targeted wrong-answer feedback helps motivate and engage young learners.\nHow does My Reading Academy work?\nMy Reading Academy is a fully adaptive learn-to-read system featuring digital books, activities, and videos. It’s designed to help build reading comprehension and fluency. Just-right challenges help maximize learning and build confidence.\nHow do the Art, Sciences & General Knowledge courses work?\nThere are 19 courses available covering science, language arts, social studies, art, Spanish, and more. Each course has 15–20 individual lessons. And each lesson has a corresponding offline lesson plan with three levels of activities to take learning into the real world.\nWhat resources are available for home educators?\nHome educators have access to the Lesson Planner, Lesson Plans, and Progress Tracker, giving you support, freedom, and the flexibility to customize your curriculum.\nHow much time should my child spend on Homeschool+ a day?\nWe recommend that children spend 20 minutes a day, 5 days a week using My Math Academy and My Reading Academy. Children should do one Arts, Sciences, and General Knowledge lesson per day with a different subject each day of the week. You can customize and add 1–3 more Arts, Sciences, and General Knowledge lessons per day.", "domain": "mathematics"}
{"url": "https://tamrakgarcia.wordpress.com/category/math/", "date": "2021-10-24T22:16:56Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323587606.8/warc/CC-MAIN-20211024204628-20211024234628-00712.warc.gz", "language_score": 0.9473270773887634, "token_count": 335, "dump": "CC-MAIN-2021-43", "global_id": "webtext-fineweb__CC-MAIN-2021-43__0__104412201", "lang": "en", "text": "I hate math. But life is all about numbers; especially a diabetic life. I guess my hatred for math could be one reason why I have such a difficult time getting through life and controlling my diabetes. I’m not bad at math, it actually isn’t all that difficult in a day-to-day perspective. I just hate doing it, especially all day, everyday, over and over again. Ugh!\nFor a diabetic, math comes up a million times a day. Counting carbs, protein, fat, and calories with every meal. Checking blood sugar at least four times a day. Determining insulin dosage based on those food counts and blood sugar readings at least four times per day.\nYeah, it’s a number game.\nI was in bed trying to fall asleep the other night and I got to wondering just how many times I’ve pricked my finger and injected myself in my lifetime. Then the question evolved to how many doctors visits, tests, procedures, hospitalizations, surgeries, etc., I’ve had because of my diabetes.\nI’ve been diabetic for 27 years. Let’s add up the numbers.\nThese are mostly estimates due to the fact that schedules and routines have changed year to year…and other factors.\nFinger pricks: >40,000\nInjections (not just insulin): >50,000\nDoctor visits: >300\nLab Draws: >120\nTests (other than lab draws): >100\nProcedures (not surgery): >30\nAnd many, many more numbers to come!", "domain": "mathematics"}
{"url": "https://intuitionism.askdefine.com/", "date": "2018-11-17T11:29:26Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039743353.54/warc/CC-MAIN-20181117102757-20181117124757-00378.warc.gz", "language_score": 0.8860764503479004, "token_count": 2607, "dump": "CC-MAIN-2018-47", "global_id": "webtext-fineweb__CC-MAIN-2018-47__0__189294652", "lang": "en", "text": "intuitionism n : (philosophy) the doctrine that knowledge is acquired primarily by intuition\n- This article is about Intuitionism in mathematics and philosophical logic. For other uses, see Ethical intuitionism.\nIn the philosophy of mathematics, intuitionism, or neointuitionism (opposed to preintuitionism), is an approach to mathematics as the constructive mental activity of humans. That is, mathematics does not consist of analytic activities wherein deep properties of existence are revealed and applied. Instead, logic and mathematics are the application of internally consistent methods to realize more complex mental constructs.\nTruth and proof\nThe fundamental distinguishing characteristic of intuitionism is its interpretation of what it means for a mathematical statement to be true. As the name suggests, in Brouwer's original intuitionism, the truth of a statement is taken to be equivalent to the mathematician being able to intuit the statement. The vagueness of the intuitionistic notion of truth often leads to misinterpretations about its meaning. Kleene formally defined intuitionistic truth from a realist position, however Brouwer would likely reject this formalization as meaningless, given his rejection of the realist/Platonist position. Intuitionistic truth therefore remains somewhat ill defined. Regardless of how it is interpreted, intuitionism does not equate the truth of a mathematical statement with its provability. However, because the intuitionistic notion of truth is more restrictive than that of classical mathematics, the intuitionist must reject some assumptions of classical logic to ensure that everything he/she proves is in fact intuitionistically true. This gives rise to intuitionistic logic.\nTo claim an object with certain properties exists is, to an intuitionist, to claim to be able to construct a certain object with those properties. Any mathematical object is considered to be a product of a construction of a mind, and therefore, the existence of an object is equivalent to the possibility of its construction. This contrasts with the classical approach, which states that the existence of an entity can be proved by refuting its non-existence. For the intuitionist, this is not valid; the refutation of the non-existence does not mean that it is possible to find a constructive proof of existence. As such, intuitionism is a variety of mathematical constructivism; but it is not the only kind.\nAs well, to say A or B, to an intuitionist, is to claim that either A or B can be proved. In particular, the law of excluded middle, A or not A, is disallowed since one can construct, via Gödel's incompleteness theorems, a mathematical statement that can be neither proven nor disproved.\nThe interpretation of negation is also different. In classical logic, the negation of a statement asserts that the statement is false; to an intuitionist, it means the statement is refutable (i.e., that there is a proof that there is no proof of it). The asymmetry between a positive and negative statement becomes apparent. If a statement P is provable, then it is certainly impossible to prove that there is no proof of P; however, just because there is no proof that there is no proof of P, we cannot conclude from this absence that there is a proof of P. Thus P is a stronger statement than not-not-P.\nIntuitionistic logic substitutes justification for truth in its logical calculus. The logical calculus preserves justification, rather than truth, across transformations yielding derived propositions. It has given philosophical support to several schools of philosophy, most notably the Anti-realism of Michael Dummett.\nIntuitionism also rejects the abstraction of actual infinity; i.e., it does not consider as given objects infinite entities such as the set of all natural numbers or an arbitrary sequence of rational numbers. This requires the reconstruction of the foundations of set theory and calculus as constructivist set theory and constructivist analysis respectively.\nHistory of IntuitionismIntuitionism's history can perhaps be traced to the nineteenth century. Cantor and his teacher Kronecker — a confirmed finitist — disagreed. Frege's effort to reduce all of mathematics to a logical formulation was a scientific breakthrough in the department of logic, and it greatly inspired the younger generation, including a youthful Bertrand Russell.\nBut Frege himself counted it as failure when a young Bertrand Russell sent Frege a letter about his hot-off-the-presses first volume, outlining the famous paradox now known as Russell's Paradox, that showed how one of Frege's rules of self-reference was self-contradictory. Frege, the story goes, plunged into depression and did not publish the second and third volumes of his work as he had planned. For more see Davis (2000) Chapters 3 and 4: Frege: From Breakthrough to Despair and Cantor: Detour through Infinity. See van Heijenoort for the original works and Heijenoort's commentary.\nIn the early twentieth century Brouwer represented the intuitionist position and Hilbert the formalist — see van Heijenoort. Kurt Gödel offered opinions referred to as Platonist. (see various sources re Gödel). Alan Turing considers: \"non-constructive systems of logic with which not all the steps in a proof are mechanical, some being intuitive\" (Turing (1939) Systems of Logic Based on Ordinals in Undecidable, p. 210) Later, Kleene brought forth a more rational consideration of intuitionism in his Introduction to Meta-mathematics (1952). For the view that there are no paradoxes in Cantorian set theory — thus calling into question the program of intuitionist mathematics, see Alejandro Garciadiego's now-classic Bertrand Russell and the Origins of the Set-Theoretic Paradoxes.\nBranches of intuitionistic mathematics\n- W. S. Anglin, Mathematics: A Concise history and Philosophy, Springer-Verlag, New York, 1994.\n- Martin Davis (ed.) (1965), The Undecidable, Raven Press, Hewlett, NY. Compilation of original papers by Gödel, Church, Kleene, Turing, Rosser, and Post.\n- Engines of Logic: Mathematicians and the origin of the Computer\n- John W. Dawson Jr., Logical Dilemmas: The Life and Work of Kurt Gödel, A. K. Peters, Wellesley, MA, 1997.\n- Less readable than Goldstein but, in Chapter III Excursis, Dawson gives an excellent \"A Capsule History of the Development of Logic to 1928\".\n- Rebecca Goldstein, Incompleteness: The Proof and Paradox of Kurt Godel, Atlas Books, W.W. Norton, New York, 2005.\n- In Chapter II Hilbert and the Formalists Goldstein gives further historical context. As a Platonist Gödel was reticent in the presence of the logical positivism of the Vienna Circle. She discusses Wittgenstein's impact and the impact of the formalists. Goldstein notes that the intuitionists were even more opposed to Platonism than Formalism.\n- van Heijenoort, J., From Frege to Gödel, A Source Book in Mathematical Logic, 1879-1931, Harvard University Press, Cambridge, MA, 1967. Reprinted with corrections, 1977. The following papers appear in van Heijenoort:\n- L.E.J. Brouwer, 1923, On the significance of the principle of excluded middle in mathematics, especially in function theory [reprinted with commentary, p. 334, van Heijenoort]\n- Andrei Nikolaevich Kolmogorov, 1925, On the principle of excluded middle, [reprinted with commentary, p. 414, van Heijenoort]\n- L.E.J. Brouwer, 1927, On the domains of definitions of functions, [reprinted with commentary, p. 446, van Heijenoort]\n- Although not directly germane, in his (1923) Brouwer uses certain words defined in this paper.\n- L.E.J. Brouwer, 1927(2), Intuitionistic reflections on formalism, [reprinted with commentary, p. 490, van Heijenoort]\n- Jacques Herbrand, (1931b), \"On the consistency of arithmetic\", [reprinted with commentary, p. 618ff, van Heijenoort]\n- From van Heijenoort's commentary it is unclear whether or not Herbrand was a true \"intuitionist\"; Gödel (1963) asserted that indeed \"...Herbrand was an intuitionist\". But van Heijenoort says Herbrand's conception was \"on the whole much closer to that of Hilbert's word 'finitary' ('finit') that to \"intuitionistic\" as applied to Brouwer's doctrine\".\n- Gnomes in the Fog. The Reception of Brouwer's Intuitionism in the 1920s\n- Arend Heyting: Intuitionism: An Introduction\n- Introduction to Meta-Mathematics\n- In Chapter III A Critique of Mathematic Reasoning, §11. The paradoxes, Kleene discusses Intuitionism and Formalism in depth. Throughout the rest of the book he treats, and compares, both Formalist (classical) and Intuitionist logics with an emphasis on the former. Extraordinary writing by an extraordinary mathematician.\n- Constance Reid, Hilbert, Copernicus - Springer-Verlag, 1st edition 1970, 2nd edition 1996.\n- Definitive biography of Hilbert places his \"Program\" in historical context together with the subsequent fighting, sometimes rancorous, between the Intuitionists and the Formalists.\n- Paul Rosenbloom, The Elements of Mathematical Logic, Dover Publications Inc, Mineola, New York, 1950.\n- In a style more of Principia Mathematica -- many symbols, some antique, some from German script. Very good discussions of intuitionism in the following locations: pages 51-58 in Section 4 Many Valued Logics, Modal Logics, Intuitionism; pages 69-73 Chapter III The Logic of Propostional Functions Section 1 Informal Introduction; and p. 146-151 Section 7 the Axiom of Choice.\n- A. A. Markov (1954) Theory of algorithms. [Translated by Jacques J. Schorr-Kon and PST staff] Imprint Moscow, Academy of Sciences of the USSR, 1954 [i.e. Jerusalem, Israel Program for Scientific Translations, 1961; available from the Office of Technical Services, U.S. Dept. of Commerce, Washington] Description 444 p. 28 cm. Added t.p. in Russian Translation of Works of the Mathematical Institute, Academy of Sciences of the USSR, v. 42. Original title: Teoriya algorifmov. [QA248.M2943 Dartmouth College library. U.S. Dept. of Commerce, Office of Technical Services, number OTS 60-51085.]\n- A secondary reference for specialists: Markov opined that \"The entire significance for mathematics of rendering more precise the concept of algorithm emerges, however, in connection with the problem of a constructive foundation for mathematics....[p. 3, italics added.] Markov believed that further applications of his work \"merit a special book, which the author hopes to write in the future\" (p. 3). Sadly, said work apparently never appeared.\nintuitionism in Czech: Intuicionistická logika\nintuitionism in German: Intuitionismus\nintuitionism in Spanish: Intuicionismo\nintuitionism in Esperanto: Intuiciismo\nintuitionism in Croatian: Intuicionizam\nintuitionism in Italian: Intuizionismo\nintuitionism in Dutch: Intuïtionisme\nintuitionism in Japanese: 数学的直観主義\nintuitionism in Polish: Intuicjonizm (matematyka)\nintuitionism in Portuguese: Intuicionismo\nintuitionism in Russian: Интуиционизм\nintuitionism in Turkish: Sezgici Matematik\nintuitionism in Chinese: 数学直觉主义", "domain": "mathematics"}
{"url": "https://iq.wiki/wiki/elliptic-curve-cryptography-ecc", "date": "2024-04-16T10:06:42Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817081.52/warc/CC-MAIN-20240416093441-20240416123441-00351.warc.gz", "language_score": 0.949911892414093, "token_count": 931, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__171844580", "lang": "en", "text": "Elliptic Curve Cryptography (ECC)\nElliptic Curve Cryptography (ECC) is a key-based technique for encrypting data famous for being smaller, faster, and more efficient than incumbents. ECC focuses on pairs of public and private keys for decryption and encryption of web traffic. ECC is frequently discussed in the context of the Rivest–Shamir–Adleman (RSA) cryptographic algorithm.\nThere are two main different types of encryptions - symmetric encryption, which uses one key to both encrypt and decrypt (e.g. AES), and asymmetric encryption, which uses two different keys (e.g. RSA). These are often called a public and private key, where the private key is not to be disclosed.\nRSA uses integer factorization cryptography based on algebraic number theory, while elliptic curve cryptography (ECC) uses integer factorization cryptography based on elliptic curves.\nElliptic Curve Cryptography is a choice for public-key-cryptography, based on elliptic curves over finite fields.\nECC is used as the cryptographic key algorithm in Bitcoin because it potentially can save ~90% of the resources used by a similar RSA system.\nRSA vs. ECC\nECC and RSA both generate a public and private key and allow two parties to communicate securely. One advantage to ECC however, is that a 256-bit key in ECC offers about the same security as a 3072-bit key using RSA. ECC allows resource-constrained systems like smartphones, embedded computers, and cryptocurrency networks to use ~10% of the storage space and bandwidth required by RSA.\nBased on the idea that the key that anyone uses to encrypt data can be made public while the key that is used to decrypt your data can be kept private. As such, these systems are known as public key cryptographic systems. The first, and still most widely used of these systems, is known as RSA — named after the initials of the three men who first publicly described the algorithm: Ron Rivest, Adi Shamir and Leonard Adleman.\nWhen both the RSA algorithm and the Diffie-Hellman key exchange algorithm were introduced, these new algorithms were revolutionary because they represented the first viable cryptographic schemes where security was based on the theory of numbers. It was the first to enable secure communication between two parties without a shared secret.\nCryptography went from being about securely transporting secret codebooks around the world to being able to have secure communication between any two parties without worrying about someone listening in on the key exchange.\nAfter the introduction of RSA and Diffie-Hellman, researchers explored other mathematics-based cryptographic solutions looking for other algorithms beyond factoring that would serve as good Trapdoor Functions.\nIn 1985, cryptographic algorithms were proposed based on an esoteric branch of mathematics called elliptic curves.\nAn elliptic curve is the set of points that satisfy a specific mathematical equation, something that looks a bit like the Lululemon logo tipped on its side.\nThere are other representations of elliptic curves, but technically an elliptic curve is the set points satisfying an equation in two variables with degree two in one of the variables and three in the other. An elliptic curve has some properties that make it a good setting for cryptography.\nNeal Koblitz and Victor Miller independently co-discovered elliptic-curve cryptography which is part of the mathematics that allows encrypted communication on the internet today.\nIn an interview with All About Circuits (AAC) in 2019, Dr. Koblitz said:\n\"What changed my feeling about number theory was the invention of RSA cryptography (Rivest-Shamir-Adleman) in about 1977. That was the first important application of number theory to computer security.\"\n\"The idea of elliptic-curve cryptography came in 1984. I, along with several other people received a pre-print, a rather preliminary-version, of an algorithm that Hendrik Lenstra developed to factor large integer numbers. If this algorithm was sufficiently fast, it could be a threat to RSA cryptography. \"\nElliptic Curve Cryptography (ECC)\nDecember 12, 2023\nHow was your experience?\nGive this wiki a quick rating to let us know!", "domain": "mathematics"}
{"url": "https://homesteepedhope.com/2010/09/", "date": "2023-06-04T00:58:24Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224649348.41/warc/CC-MAIN-20230603233121-20230604023121-00565.warc.gz", "language_score": 0.9021910429000854, "token_count": 486, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__72607778", "lang": "en", "text": "Ever wonder which fraction problems need inverted and multiplied, or which ones call for finding the least common denominator before you can do anything else? Keeping track of the procedures used for adding, subtracting, multiplying and dividing these fractions can be tricky for grade schoolers (and their parents!). Here’s some help!\nBut first a plug! We love our Professor B Math! It’s a contextual way to learn all aspects of math from a practical viewpoint in the least amount of time possible, and at your own pace. In spite of being a straight A student, I never learned math this way in grade school…and consequently, I feel like it’s finally making sense to me these past few years of teaching Professor B’s methods to my children.\nSo my daughter is learning ALLLL about fractions and we got the coolest fraction “tips” in today’s lesson.\nHere you go for the next time your child is stumped as to which procedure to use for which fractional operation…\nKnow the code:\nf=fraction, MN=mixed number, LCD=least common denominator\nWhen the first formula says “f+f = LCD then add” it’s a short hand way of saying: “fraction plus fraction equals finding the least common denominator, then adding the fractions”…\nOkay…for the formulas:\n- f+f=LCD then add\n- f-f=LCD then subtract\n- fxf=reduce (if possible), then multiply across\n- f (divided by) f=invert and multiply\n- MN+MN=LCD then add\n- MN-MN=LCD then subtract\n- MNxMN=set up fraction, then multiply fraction\n- MN (divided by) MN=set up fraction then divide by fraction\nIf you drill your children on these formulas, and keep a “cheat sheet” taped to the inside of their mathbooks, eventually they won’t have to think very hard about which formula applies to their various fraction pursuits!\nGotta love it!\nProfessor B says whatever you do, if you learn your fractions backwards and forwards algebra will be a lot less intimidating!\nHope this helps some harried mom out there with her child’s homework!", "domain": "mathematics"}
{"url": "http://www.solar4stem.com/store/p7/Dial_Gauge_Angle_Finder.html", "date": "2023-09-28T08:44:34Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510368.33/warc/CC-MAIN-20230928063033-20230928093033-00256.warc.gz", "language_score": 0.8572167754173279, "token_count": 204, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__262432557", "lang": "en", "text": "Dial Gauge Angle Finder\nThis Dial gauge angle finder can be used to measure the angle of the surface of an object with respect to the horizon. The weighted needle always points up, perpendicular to the horizon, while the side of the angle finder is held against the surface to be measured. The angle of the solar panels aimed at the sun is measured with the angle finder.\n- Dial gauge angle measurements\n- Measures angle from the horizon\n- Measures 0 to 90 degrees\n- Accuracy of 0.5 degrees\nMake STEM Fun & Easy!\nLocated in Pinellas Park, FL, solar4STEM has been providing parents and educators interactive STEM kits to keep kids engaged. Let us help you make STEM fun & easy with hands-on experiments!\n3845 Gateway Centre Blvd.,\nPinellas Park, FL 33782", "domain": "mathematics"}
{"url": "http://www.thisisnotahoax.com/", "date": "2020-01-18T01:58:24Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591431.4/warc/CC-MAIN-20200117234621-20200118022621-00320.warc.gz", "language_score": 0.8536052703857422, "token_count": 155, "dump": "CC-MAIN-2020-05", "global_id": "webtext-fineweb__CC-MAIN-2020-05__0__88385392", "lang": "en", "text": "A car accelerates uniformly from rest to 20 m/s in 5 seconds. Determine the acceleration of the car and the distance traveled.\nFirst, you calculate the acceleration by subtracting the initial velocity from the final velocity and then dividing by the time.\nvf - vi = 20 - 0 = 20 m/s\na = 20 / t = 20 / 5 = 4 m/s^2\nNext, you calculate the displacement by multiplying the initial velocity by the time and adding that to the product of one-half times the acceleration times the time squared.\nd = (vi * t) + (.5 * a * t^2)\nd = (0 * 5) + (.5 * 4 * 5^2) = 50 m", "domain": "mathematics"}
{"url": "https://www.plumcroftprimary.co.uk/page/?title=Year+1&pid=25", "date": "2020-09-24T02:25:28Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400213006.47/warc/CC-MAIN-20200924002749-20200924032749-00734.warc.gz", "language_score": 0.9233058094978333, "token_count": 455, "dump": "CC-MAIN-2020-40", "global_id": "webtext-fineweb__CC-MAIN-2020-40__0__241843799", "lang": "en", "text": "Our topic this term is called ‘Toys’. We will be using a variety of fiction texts as our stimulus: Benjamin Boo, Brown Paper Bear, Here Comes Traction Man and Toys in Space. The children will be writing labels and captions, story writing and producing instructions and information pages related to these books and to toys they’ve looked at or made.\nOur topic will be linked to the books we are reading and using in our literacy lessons.\nIn art we will be making junk model aliens and ‘cuddly’ alien toys. In science we will be looking at materials that float and sink; we will be discovering the best materials to use for a mini parachute; we will also be looking at friction and gravity. In history the children will be finding out how the materials used in toys have changed over time; the children will also make old fashioned peg dolls (with a super hero twist!) and thread spinners. We will be taking part in a toy workshop where the children will have the opportunities to play with Victorian and Edwardian toys.\nThis term the children will be consolidating the core number concepts learned in Reception. This includes counting on from any number, finding one more or one less than a number to 20 and solving one-step addition and subtraction questions. We will also begin learn how to count in multiples of 2, 5 and 10 (we will use counting songs from YouTube).\nWe will continue to learn about - and explore – shapes. The children will revise the names and properties of common 2D shapes; they will also learn about 3D shapes and their properties. In addition the children will learn how to describe direction, movement and position.\nYour child will need to wear the following kit which should be kept in school throughout this half term: light blue t-shirt, black shorts and plimsolls or trainers. The t-shirt will be provided by the school.\nPE days are as follows:\n1H - Tuesday morning\n1N - Wednesday morning\n1C - Thursday Morning\n1M (VR) - Tuesday Afternoon\n1W (VR) - Wednesday Afternoon\nHome reading books will be changed on your child's PE day.", "domain": "mathematics"}
{"url": "https://www.eourmart.com/blogs/news/understanding-the-difference-between-a-normal-calculator-and-a-scientific-calculator", "date": "2024-04-15T12:57:31Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816977.38/warc/CC-MAIN-20240415111434-20240415141434-00797.warc.gz", "language_score": 0.8937276005744934, "token_count": 605, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__112501977", "lang": "en", "text": "A normal calculator, often referred to as a basic calculator or pocket calculator, is a simple device designed primarily for performing fundamental arithmetic operations. Here are the key characteristics of a normal calculator:\n- Arithmetic Functions: A normal calculator can handle basic arithmetic functions, including addition, subtraction, multiplication, and division. It's ideal for everyday calculations like balancing your checkbook, calculating tips, or solving simple math problems.\n- Limited Functions: Normal calculators typically have a limited set of functions and buttons. You'll find keys for numbers, basic operations (+, -, *, /), and possibly a percentage key.\n- Compact and Portable: These calculators are compact, lightweight, and easy to carry around. They are battery-powered and fit easily in a pocket or purse.\n- Affordable: Normal calculators are inexpensive and readily available. They are suitable for everyday use and are widely used in schools and offices.\nA scientific calculator is a more advanced and versatile tool designed for complex mathematical and scientific calculations. Here's what sets it apart from a normal calculator:\n- Advanced Functions: Scientific calculators are equipped with a wide range of functions beyond basic arithmetic. They can handle trigonometric functions (sin, cos, tan), logarithms, exponentiation, square roots, and more. These functions are essential for students and professionals in fields like mathematics, engineering, and science.\n- Multi-line Display: Scientific calculators typically feature a multi-line display that allows users to see both the input and the result simultaneously. This is incredibly useful for tracking complex calculations.\n- Constants and Variables: Scientific calculators often provide the ability to work with constants and variables, making them indispensable for solving algebraic equations and scientific problems.\n- Programmable Features: Some high-end scientific calculators offer programmable functions, allowing users to create custom calculations and formulas. This is particularly useful in research and engineering.\n- Notation Modes: Scientific calculators may support different notation modes, including degrees and radians, to accommodate various mathematical conventions.\nWhen to Use Each Calculator:\nNormal Calculator: Use a normal calculator for basic everyday math, such as addition, subtraction, multiplication, and division. It's perfect for quick calculations where advanced functions aren't necessary.\nScientific Calculator: Opt for a scientific calculator when you need to perform more complex mathematical or scientific calculations. These are invaluable tools for students, engineers, scientists, and professionals working with advanced mathematics.\nIn summary, normal calculators and scientific calculators serve different purposes, with the latter offering an array of advanced functions tailored to scientific and mathematical applications. Choosing the right calculator depends on your specific needs, so be sure to consider the complexity of your calculations before making your selection. Whether you need a basic calculator for simple math or a scientific calculator for advanced calculations, having the right tool on hand can make a world of difference in your work or studies.", "domain": "mathematics"}
{"url": "http://globaledgebet.com/index.php/positive-odds-edge/", "date": "2019-05-19T18:51:56Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232255092.55/warc/CC-MAIN-20190519181530-20190519203530-00318.warc.gz", "language_score": 0.9769598841667175, "token_count": 179, "dump": "CC-MAIN-2019-22", "global_id": "webtext-fineweb__CC-MAIN-2019-22__0__150477116", "lang": "en", "text": "Trading in the Global Sports Betting Market\nIf bets were placed on the toss of a coin, the probability of heads is 50 %, the probability of tails is 50%. Regarding bookmaker decimal odds, 50% probability is expressed as odds of 2.0. Which means that if bets were continuously placed on either heads or tails at odds of 2.0, over the long term the bettors’ bankroll would break even.\nHowever, if odds of 2.2 were available from the market, the odds of 2.2 are miss-priced as they are greater than 2, which means a real odds edge is available. The correctly priced odds are 2 which is a probability of 50%, odds of 2.2 is a probability of 45.5%, which means a real odds edge of +4.5% (50% – 45.5%) exists.", "domain": "mathematics"}
{"url": "https://thesuperengineer.com/mathematical-modeling-engineer/", "date": "2023-12-02T04:21:47Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100327.70/warc/CC-MAIN-20231202042052-20231202072052-00258.warc.gz", "language_score": 0.9034157395362854, "token_count": 965, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__36579057", "lang": "en", "text": "Mathematical Modeling Engineer\nUnravel Complexity and Drive Efficiency with Our Mathematical Modeling Engineer\nIn the ever-evolving landscape of engineering, one tool has emerged as a driving force behind innovation and efficiency – mathematical modeling. At the intersection of abstract mathematical concepts and real-world engineering challenges, our Mathematical Modeling Engineer operates, providing solutions that illuminate complex problems and revolutionize decision-making processes.\nWho is a Mathematical Modeling Engineer?\nA Mathematical Modeling Engineer employs mathematical methods and theories to develop models that mirror real-world engineering systems, scenarios, or phenomena. This unique approach transcends empirical observation, unveiling intricate dynamics, predicting outcomes, and informing strategic decisions.\nHow Our Mathematical Modeling Engineer Can Benefit Your Business:\n- Reveal Complex Physical Problems in Engineering: With the power of mathematical modeling, complex engineering challenges are converted into solvable mathematical problems. By analyzing these models, our engineer can unravel intricate dynamics, discover underpinning principles, and generate solutions that might have remained obscured in a purely empirical approach.\n- Reduce Troubleshooting Costs: In engineering, troubleshooting can be a lengthy and expensive process. Mathematical modeling offers an efficient alternative. By simulating various scenarios or system configurations, our Mathematical Modeling Engineer can identify potential problems before they occur, saving time and reducing troubleshooting costs.\n- Accelerate R&D Processes: Mathematical models enable experimentation that would be too costly, time-consuming, or even impossible to conduct in the real world. By testing hypotheses and exploring system behavior in the mathematical realm, our engineer can expedite the R&D process, leading to faster innovation and lower costs.\nWhy Choose Our Mathematical Modeling Engineer?\nExpertise Across Domains:\nOur Mathematical Modeling Engineer brings a solid foundation in mathematics and a deep understanding of various engineering disciplines. This combination enables them to develop reliable and versatile models for a wide range of applications.\nAdvanced Tools and Techniques:\nEquipped with state-of-the-art mathematical software and advanced modeling techniques, our Mathematical Modeling Engineer delivers robust, accurate models that pave the way for efficient problem-solving and effective decision-making.\nHolistic Engineering Solutions:\nAs part of our comprehensive suite of engineering services, our Mathematical Modeling Engineer can collaborate with other specialists in our team, ensuring that you receive holistic solutions tailored to your unique engineering needs.\nWith extensive experience in applying mathematical modeling to real-world engineering problems, our engineer understands the nuances and complexities of various sectors, providing insights and solutions that are practically viable and impactful.\nOur Mathematical Modeling Engineer can help your business navigate complexity, improve efficiency, and accelerate innovation. Reach out to us today to discover how our Mathematical Modeling Engineer can transform your engineering challenges into strategic advantages.\nCase Study 1: Optimizing Production in Automotive Manufacturing\nBackground: An automotive manufacturer was seeking to optimize their production line to improve throughput and reduce costs.\nSolution: Our Mathematical Modeling Engineer developed a model simulating the entire production process, taking into account various factors such as machine speeds, setup times, worker schedules, and raw material availability. By manipulating these variables within the model, they identified an optimal configuration that increased throughput and minimized costs.\nResult: The company implemented the suggested changes and saw a 15% increase in production throughput and a significant reduction in operational costs.\nCase Study 2: Risk Mitigation in Renewable Energy Project\nBackground: A renewable energy company wanted to assess the financial viability and potential risks of a large-scale wind farm project.\nSolution: Our Mathematical Modeling Engineer built a comprehensive model incorporating factors like projected wind speeds, turbine efficiency, maintenance costs, and potential downtime. They were able to predict energy output, identify potential risks, and calculate projected returns.\nResult: Armed with this information, the company could make informed decisions about the project, balancing potential risks and returns. The project has since been successful, with performance closely matching the predictions from the mathematical model.\nCase Study 3: Reducing R&D Costs in Medical Devices\nBackground: A medical device company was developing a new product but wanted to reduce the time and costs associated with R&D.\nSolution: Our Mathematical Modeling Engineer created a model simulating the functionality of the device, allowing for extensive testing and refinement in a virtual environment. This approach significantly reduced the need for physical prototyping and testing.\nResult: The company was able to accelerate the development process, reduce R&D costs, and bring the product to market faster than traditionally possible.\nThese case studies demonstrate how our Mathematical Modeling Engineer can provide actionable insights across various sectors, driving efficiency, mitigating risks, and accelerating innovation.", "domain": "mathematics"}
{"url": "https://modmomtv.com/texas-instruments-2-line-scientific-calculator-8-88-reg-17/", "date": "2023-04-02T02:33:11Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950373.88/warc/CC-MAIN-20230402012805-20230402042805-00583.warc.gz", "language_score": 0.9092050790786743, "token_count": 138, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__279090581", "lang": "en", "text": "Get a jump start on back to school shopping and score this Texas Instruments 2-Line Scientific Calculator for only $8.88 (Reg. $17). If you have a high school student, you probably need this.\n- Robust, professional grade scientific calculator. Logs and antilogs\n- It has 2-line display shows entry and calculated result at same time\n- Easily handles 1 and 2 variable statistical calculations and three angle modes (degrees, radians, and grads) and scientific and engineering notation modes\n- It has 1-year limited warranty\n- The front of the calculator is black, the back cover is in fact a dark blue-gray", "domain": "mathematics"}
{"url": "http://apptitudedevelopers.com/", "date": "2017-03-30T18:36:45Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218199514.53/warc/CC-MAIN-20170322212959-00228-ip-10-233-31-227.ec2.internal.warc.gz", "language_score": 0.9230731725692749, "token_count": 326, "dump": "CC-MAIN-2017-13", "global_id": "webtext-fineweb__CC-MAIN-2017-13__0__76110359", "lang": "en", "text": "04/28/2011: JUMPIN' MATH JAM FREE has just been released! It is a free ad supported trial version of JUMPIN' MATH JAM, but includes only addition and multiplication. Give it a try!\n04/12/2011:Get a preview of JUMPIN' MATH JAM on YOUTUBE! You can learn how the game works, discover features, and determine if this app is right for you!\n04/09/2011: JUMPIN' MATH JAM USERS: Thank you very much for your positive feedback!\nv1.1 Has just been released in response to your requests for new features! Check it out on the Android Market!\nAPPTITUDE DEVELOPERS is pleased to announce the launch of its first mobile application for the Android platform, JUMPIN' MATH JAM!\nJUMPIN' MATH JAM is a really fun way to practice addition, subtraction, multiplication, and division facts as you (a frog) try to beat the turtle in a race to the next level. It's a fun game that's more entertaining than math flash cards, and can be quite addictive! For 5th graders and older, the \"random\" mode is recommended as it takes you through all operations up to the 12's tables. For earlier elementary students, focusing on just one operation at a time can help reinforce skills. As you go through the levels, the game moves faster and faster! JUMPIN' MATH JAM can be found in the Android Marketplace.", "domain": "mathematics"}
{"url": "https://945wpti.iheart.com/content/2022-05-10-north-carolina-mans-love-of-math-wins-him-major-lottery-prize/", "date": "2022-07-03T12:14:00Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104240553.67/warc/CC-MAIN-20220703104037-20220703134037-00082.warc.gz", "language_score": 0.9924407601356506, "token_count": 357, "dump": "CC-MAIN-2022-27", "global_id": "webtext-fineweb__CC-MAIN-2022-27__0__206557072", "lang": "en", "text": "A North Carolina man's love for math ending up winning him more than just good grades in school — he was the lucky winner of a nearly $200,000 lottery jackpot.\nJonathan Ruby, of Raleigh, recently tried his luck in the Cash 5 lottery games, purchased a $1 ticket from the Han-Dee Hugo's on Hillsborough Street for the Nov. 28 drawing, according to a release from the NC Education Lottery. The lover of math used a well known number — pi, or 3.1415 — to choose his ticket, a move that ended up winning him a third of the $578,823 jackpot, splitting the prize with two other lucky winners.\n\"I've always been an extremely big math person,\" said Ruby. \"I picked my numbers based on pi.\"\nRuby told lottery officials that the lucky sequence has shown up in different ways throughout his life, so he took it as a sign to get his ticket.\n\"I kept seeing that number so my karma told me to use it,\" he said. \"I even lived at a 314 address as a child.\"\nRuby had a good feeling about his ticket, sure that he had won something, but it wasn't until later that he realized just how lucky he was.\n\"I thought I won a dollar or two,\" Ruby said. \"I was calm until I got home and checked the numbers and then I got very excited.\"\nRuby claimed his $192,941 jackpot at lottery headquarters on Monday (May 9), bringing home a total of $137,012 after taxes. When asked what he plans to do with his prize, the 64-year-old bartender told lottery officials he plans to pay some bill and save the rest for retirement.", "domain": "mathematics"}
{"url": "https://ivaschool.online/?tcb_lightbox=testimonial3", "date": "2022-08-19T17:53:45Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573744.90/warc/CC-MAIN-20220819161440-20220819191440-00759.warc.gz", "language_score": 0.9683572053909302, "token_count": 424, "dump": "CC-MAIN-2022-33", "global_id": "webtext-fineweb__CC-MAIN-2022-33__0__45934598", "lang": "en", "text": "Mr. Luis was my mathematics teacher throughout my matriculation at the Oprah Winfrey Leadership Academy for Girls (OWLAG). I entered OWLAG from amongst the most under-resourced primary schools of my admission class. This meant that I was both at a relative academic disadvantage while being newly inducted to the level of academic rigour of a private South African high school. With all the odds stacked against me, I graduated high school as one the top students in mathematics and valedictorian of my class, and Mr. Luis was undoubtedly paramount in my ability to achieve this feat.\nThroughout my time at OWLAG, Mr. Luis was committed to excellence in education and had the unshakeable belief in any students’ ability to grasp mathematics given a teacher who is skilled at playing to their students’ strengths while cognisant of areas that pose a challenge for them. He embodied this commitment and belief through relentless and tireless help and support, going as far as giving up his weekday afternoons and Saturdays spending countless hours giving extra review classes and helping me and my class keep up with the increased pace in mathematics he introduced because he envisioned us performing at the level of some of South Africa’s best schools, despite our backgrounds.\nAlmost ten years later, and having graduated salutatorian of my undergraduate class pursuing a BS in Biology at Spelman College in Atlanta; earned a MSc in Medical Anthropology at the University of Oxford in the UK and currently pursuing a medical degree at Stanford University in California, Mr. Luis remains one of the best teachers I have ever had. His love for mathematics (and teaching) remains unmatched. He always finds innovative ways of teaching and making mathematics instinctive. I know I speak for many of my OWLAG peers when I say, he created an engaging and fun learning environment that made an infamously hard subject rather enjoyable. Whether it was to travel the world or be the next world’s best mathematicians, we always left his classes feeling incredibly inspired.\nPast Student Of John Luis", "domain": "mathematics"}
{"url": "https://www.kingethelbert.com/curriculum/subject-information/mathematics", "date": "2023-03-21T00:40:24Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943589.10/warc/CC-MAIN-20230321002050-20230321032050-00211.warc.gz", "language_score": 0.9586093425750732, "token_count": 1327, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__132192220", "lang": "en", "text": "In the Maths department we aim to embed the whole school curriculum intent, through and beyond our curriculum. We do these in line with the three principles across the school.\n|Globally Diverse||Ambitious for the Future||Inquisitive Learners|\nIn Maths we aim to raise awareness around the following financial topics through the mathematics students learn:\nIn Maths we also aim to raise awareness of how mathematics can be used to mislead, Teachers identify this through:\nStudents are introduced to famous mathematicians around the world and their contributions to the mathematics we study today.\nIn Maths we strive to ensure that all students are numerate by the end of Key Stage 3. We aim to end the phrase ‘I can’t do maths’ by developing confidence and instilling a growth mindset in all our students.\nWe regularly raise awareness of different professions relating to maths and identifying possible ways where students will require maths in future careers.\nWe regularly set homework to promote self study and organisation.\nWe hold regular revision sessions to support independent study. Pupils also have the opportunity to purchase revision resources to help support them in their independent studies.\nThe mathematics department provides opportunities for students to explore their knowledge and face challenges. Previous opportunities provided include UKMT team challenges, the British Museum, Faraday Challenge and Thorpe Park.\nAt KS5 pupils are taught the applications and interpretations IB mathematics course; this encourages students to further develop their understanding through investigations and applying these to real life. Students currently have the opportunity to study this at both standard and higher level\nThere is a large focus in the mathematics curriculum towards problem solving. Staff work with students to develop the resilience and critical thinking skills to break down larger problems into smaller more manageable ones. These are often also taught through real life applications\nIn all Key Stages students are introduced to different careers in mathematics in lessons and as part of careers week within the school.\nThe mathematics department are passionate about the subject they teach and want all pupils to share this passion.\nOur curriculum develops problem solving skills and provides students with the opportunity to make connections. They will develop their mathematical communication both verbally and in written work. Students will develop resilience, independence and take ownership of their learning through rich open tasks and research based learning.\nWe want to ensure that students take pride in their work. Presentation is key to showing good mathematics with logic and organised thought. Students will critically evaluate their own work and develop their previous learning through encouragement of reflections, reviewing and correcting.\nWe want pupils to leave KS4 with the skills to continue studying maths at KS5 and beyond.\nOur schemes of learning in all Key Stages develops mastery of skills and will develop links to other subjects. Students will develop a greater depth to their knowledge and be able to apply this to various contexts. They will also better develop their vocabulary with subject specific words.\nThe mathematics curriculum is a spiralling curriculum allowing students to revisit and build on their knowledge developing the idea that we can always further our knowledge and understanding of different topics. Especially as they mature and their prioritise for studies change depending on their choices for their future.\nIn key stage 3, we have a mastery curriculum, allowing students to develop both fluency and understanding. They build on their knowledge, developing the idea that we can always further our knowledge and understanding of different topics. We use rich open tasks, developing resilience, independence and ownership of learning. Clear written communication and presentation is promoted which students can use in all aspects of their learning. During ‘Maths Week’, students have the opportunity for self-discovery, particularly in Year 8 when they investigate Pythagoras’ Theorem.\nWe use rich and open ended tasks which allow students to discover their own insights and apply to the real world. This helps with resilience and problem solving too. We regularly set homework to promote self study and organisation.\nThe Mathematics department provides opportunities for students to explore their knowledge and face challenges. Previous opportunities provided include UKMT team challenges, the Maths Feast, the British Museum, Bletchley Park, Faraday Challenge and Thorpe Park.\nWe have an annual ‘Maths Week’ which presents maths in real life and problem solving situations to help students make links between the subject and their everyday life. In addition, Year 7 considers estimating as it is a vital skill in budgeting and financial mathematical fluency.\nWe teach about best buys through ratio in Year 8, so students can understand value for money. Class discussions give students the opportunity to build listening skills and mutual respect. Investigations ask students to share responsibility with others and work collaboratively. Students are asked to reflect upon their own learning, to further understand and develop their learning journey.\nIn key stage 4 students study the GCSE Mathematics course, we have designed our curriculum so topics are interwoven and further develop mastery, problem solving and resilience, leading to independent learners who take ownership of their own learning. Students also have the opportunity to make greater connections between subjects and develop their own learning. Statistics GCSE for our most able students gives the opportunity for critical thinking and real life applications for their learning by forcing justification behind answers, spotting misleading information and understanding/arguing different points of view. We teach financial maths such as compound interest, depreciation, loans and mortgages. Through work on representing and analysing data, students begin to think critically about information that is presented to them as well as being exposed to situations where data may be misleading.\nSome students also pursue GCSE Statistics which allows students to become better critical learners, looking further than the initial data or information to understand the situation. We continue setting regular homework to promote self study and organisation.\nIn key stage 5 students can study IB Mathematics Applications and Interpretation, through this course we continue to develop students' independence of study. The introduction of IB mathematics gives more opportunities for application of mathematics and real life scenarios. The Internal Assessment stretches students beyond the outlined curriculum, giving opportunities for personal investigation. The course also encourages students to further develop their understanding through investigations and applying these to real life.\nWe continue to develop students’ independence with the introduction of the internal assessment. Firm deadlines are introduced which compel students to manage their time. Students are given the opportunity to teach each other, becoming responsible for others' learning as well as their own. In this scenario, students use their presentation and pupil speaking skills as well as ensuring they are prepared in a timely manner.", "domain": "mathematics"}
{"url": "https://jacobsfoundation.org/fellows/jacobs-foundation-research-fellowship-en/darko-odic/", "date": "2024-03-04T05:33:26Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476413.82/warc/CC-MAIN-20240304033910-20240304063910-00348.warc.gz", "language_score": 0.9403660297393799, "token_count": 567, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__13529914", "lang": "en", "text": "Darko Odic’s research examines how children acquire abstract cognitive and perceptual representations, including those of number, confidence, and mathematical thought. By examining individual and developmental differences in, for example, how children’s earliest intuitions about number inform their formal math abilities, he seeks to understand why children sometimes learn complex ideas with ease, and sometimes struggle.\nMy plans for the fellowship period\nTo learn, we must make mistakes. But mistakes are only useful when they are noticed, evaluated, and corrected. When learning mathematics, a topic particularly challenging for many children around the world, “error monitoring” is especially important: math problems often require one answer in a sea of (literally) infinite possibilities. Unlike learning about gravity through building blocks, math problems do not physically fall down when a mistake is made; unlike learning social skills, math problems don’t flash with moments of anger or joy; unlike reading, math mistakes do not lead to meaningless strings of words.\nDuring the Fellowship period, I will be investigating one potential mechanism for how children catch errors in mathematics: by using their intuitive (but approximate) sense of number. We hypothesize that young children use their intuitive number system to arrive at a probabilistic prediction of the likely answer for a simple equation and therefore catch when they are likely to have made a mistake. We have recently shown that differences in children’s number sense correlate with detecting math mistakes made by others. Over the next 2-4 years my lab plans to: (1) use pupillometric measures to measure the degree of surprise children experience when catching mistakes in mathematics; (2) temporarily enhance or impair children’s intuitive number sense and observe the effects this has on their error monitoring; and (3) train children to actively make predictions about the outcomes of math problems to increase the chance of catching and learning from mistakes. I aim to provide both a mechanistic understanding of how core cognition contributes to formal concepts and to characterize why some children are more successful at learning about math compared to others.\nHow will my work change children’s and youth’s lives?\nMy research focuses on children’s early mathematical abilities, which have consistently been shown to predict later school and job success, income level, happiness, and personal health. It will help identify mechanisms that allow children to be more independent, effective, and self-efficacious learners, ultimately informing educators on how children can learn complex topics with minimal external feedback. The current proposal, therefore, helps identify the conditions and skills that children should ideally maximize to deepen their development and ability to contribute to society. And, because the intuitive number sense is present in every child from birth, this work also has important universal implications, and seems to promote education initiatives across traditional cultural and economic divides.", "domain": "mathematics"}
{"url": "http://draketechnologies.com/LoadQAce.php3?r=qAceGreen&f=/Calculators/Retirement.htm&l=", "date": "2013-05-20T05:20:15Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368698354227/warc/CC-MAIN-20130516095914-00005-ip-10-60-113-184.ec2.internal.warc.gz", "language_score": 0.9228341579437256, "token_count": 175, "dump": "CC-MAIN-2013-20", "global_id": "webtext-fineweb__CC-MAIN-2013-20__0__150047742", "lang": "en", "text": "Use this calculator to compute how much you would need to have invested in order to withdraw a specified amount each year over the course of a specified period of time. For example, if you want to be able to withdraw $500 during each month of your expected 20-year retirement, this calculator will tell you that if you expect to earn a 10% interest rate you will need to have $51,812.30 saved up by the time you retire. This is often referred to as \"Present Value of an Annuity\" analysis.\nThis is a hypothetical example used for illustrative purposes only and does not represent the return of any specific investment. Actual rates of return will vary over time; particularly for long-term investments.\nTo compute the Present Value of an Annuity, fill in the first three text boxes and then click the \"compute\" button.", "domain": "mathematics"}
{"url": "https://oxfordshireteachertraining.co.uk/blog/episode-30-in-this-episode-of-the-oxfordshire-teacher-training-podcast-matthew-coatsworth-discusses-the-wonderful-work-of-the-ncetm-the-national-centre-for-excellence-in-the-teaching-of-mathemati/", "date": "2022-06-28T23:42:21Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103619185.32/warc/CC-MAIN-20220628233925-20220629023925-00286.warc.gz", "language_score": 0.9219198226928711, "token_count": 237, "dump": "CC-MAIN-2022-27", "global_id": "webtext-fineweb__CC-MAIN-2022-27__0__40634433", "lang": "en", "text": "In this episode of the Oxfordshire Teacher Training podcast, Matthew Coatsworth discusses the wonderful work of the NCETM – the National Centre for Excellence in the Teaching of Mathematics – with NCETM Professional Development Leads and Oxfordshire Teacher Training Mentors Claire Shorrock and Crispin Hoad. Claire and Crispin outline some of the key work of the NCETM, the BBO Maths Hub, Teaching for Maths Mastery and the five big ideas, as well as how to cater for the wide variation of mathematical ability within classes and how to adapt teaching effectively.\nPlease note that this episode was recorded remotely and unfortunately the sound quality from Claire’s device is a little distorted. We hope it does not affect your listening too much!\nLinks to resources mentioned in the podcast:\n(Bucks, Berks and Oxon Maths Hub)\n(KS3 Subject Audits)", "domain": "mathematics"}
{"url": "https://eduebookstore.com/product/a-first-course-in-probability-9th-edition-by-sheldon-ross-isbn-13-978-0321794772-2/", "date": "2023-03-30T13:49:32Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949331.26/warc/CC-MAIN-20230330132508-20230330162508-00228.warc.gz", "language_score": 0.9107965230941772, "token_count": 779, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__170050464", "lang": "en", "text": "A First Course in Probability 9th Edition by Sheldon Ross, ISBN-13: 978-0321794772\n[PDF eBook eTextbook]\n- Publisher: Pearson; 9th edition (December 21, 2012)\n- Language: English\n- 480 pages\n- ISBN-10: 032179477X\n- ISBN-13: 978-0321794772\nThis book is intended as an elementary introduction to the theory of probability for students in mathematics, statistics, engineering, and the sciences (including computer science, biology, the social sciences, and management science) who possess the prerequisite knowledge of elementary calculus. It attempts to present not only the mathematics of probability theory, but also, through numerous examples, the many diverse possible applications of this subject.\nContent and Course Planning\nChapter 1 presents the basic principles of combinatorial analysis, which are most useful in computing probabilities.\nChapter 2 handles the axioms of probability theory and shows how they can be applied to compute various probabilities of interest.\nChapter 3 deals with the extremely important subjects of conditional probability and independence of events. By a series of examples, we illustrate how conditional probabilities come into play not only when some partial information is available, but also as a tool to enable us to compute probabilities more easily, even when no partial information is present. This extremely important technique of obtaining probabilities by “conditioning” reappears in Chapter 7, where we use it to obtain expectations.\nThe concept of random variables is introduced in Chapters 4, 5, and 6. Discrete random variables are dealt with in Chapter 4, continuous random variables in Chapter 5, and jointly distributed random variables in Chapter 6. The important concepts of the expected value and the variance of a random variable are introduced in Chapters 4 and 5, and these quantities are then determined for many of the common types of random variables.\nAdditional properties of the expected value are considered in Chapter 7. Many examples illustrating the usefulness of the result that the expected value of a sum of random variables is equal to the sum of their expected values are presented. Sections on conditional expectation, including its use in prediction, and on momentgenerating functions are contained in this chapter. In addition, the final section introduces the multivariate normal distribution and presents a simple proof concerning the joint distribution of the sample mean and sample variance of a sample from a normal distribution.\nChapter 8 presents the major theoretical results of probability theory. In particular, we prove the strong law of large numbers and the central limit theorem. Our proof of the strong law is a relatively simple one that assumes that the random variables have a finite fourth moment, and our proof of the central limit theorem assumes Levy’s continuity theorem. This chapter also presents such probability inequalities as Markov’s inequality, Chebyshev’s inequality, and Chernoff bounds. The final section of Chapter 8 gives a bound on the error involved when a probability concerning a sum of independent Bernoulli random variables is approximated by the corresponding probability of a Poisson random variable having the same expected value.\nChapter 9 presents some additional topics, such as Markov chains, the Poisson process, and an introduction to information and coding theory, and Chapter 10 considers simulation.\nAs in the previous edition, three sets of exercises are given at the end of each chapter. They are designated as Problems, Theoretical Exercises, and Self-Test Problems and Exercises. This last set of exercises, for which complete solutions appear in Solutions to Self-Test Problems and Exercises, is designed to help students test their comprehension and study for exams.\nWhat makes us different?\n• Instant Download\n• Always Competitive Pricing\n• 100% Privacy\n• FREE Sample Available\n• 24-7 LIVE Customer Support\nThere are no reviews yet.", "domain": "mathematics"}
{"url": "https://holtville.ech.schoolinsites.com/lyndee_antley", "date": "2022-10-07T22:52:10Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00077.warc.gz", "language_score": 0.9750203490257263, "token_count": 189, "dump": "CC-MAIN-2022-40", "global_id": "webtext-fineweb__CC-MAIN-2022-40__0__138954679", "lang": "en", "text": "I am a native Slapoutian and a third generation graduate of Holtville High School. I am married to Casey Antley who is also a graduate of Holtville High School. We have a daughter, Scarlett, and three large fur babies. My husband and I both take a lot of pride in our school and our community.\nI graduated from Holtville in 2009 and went on to AUM where I graduated in 2014 with my degree in Secondary Education - Mathematics. Recently, I returned to AUM where I completed my Masters in Math Education. After college, I spent a year teaching 7th grade math at Eclectic Middle School before returning \"home\" to HHS in 2016. I have been teaching math here at HHS ever since. I love math and I hope to pass on my love for the subject to my students.\nPlease feel free to contact me at anytime if there is anything I can do to help your student succeed!", "domain": "mathematics"}
{"url": "http://mrsquitt.weebly.com/blog/week-of-may-4-2015", "date": "2023-12-11T06:50:45Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679103558.93/warc/CC-MAIN-20231211045204-20231211075204-00643.warc.gz", "language_score": 0.9316124320030212, "token_count": 394, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__132123025", "lang": "en", "text": "Summer Curriculum Correspondence\nIt is already that time of the year to start thinking about the summer. It is vital that each student retains and even improves academic skills during the summer weeks. The jump to third grade is a very significant one.\nIf your student participates in the Summer Correspondence program, each week for 6 weeks during the summer, your student will receive a packet to help him/her maintain grade level skills. If they finish all of the packets and return the completed cover sheet when school restarts in August, they earn a recognition.\nIf you would like your student to participate in this summer's Curriculum Correspondence program, please send in six (6) number 10 (that's legal sized) envelopes. Each envelope must have postage affixed. Each envelope must have your mailing address and your student's name. Each envelope should have your mailing address as the return address. Turn the envelopes in to your child's teacher.\nWe are starting Unit 7, Arrays, Partitioned Rectangles, and Equal Shares, this week. Please see the informational letter sent home on Monday for more specific info.\nIn this unit, students should be able to arrange items in rectangular arrays and partition rectangles into equal shares. Use the paper Square-Inch Tiles sent home Monday for practice.\nStudents should be able to:\n• easily identify and know the difference between columns and rows\n• measure a rectangle and draw lines to partition it into square centimeters or square inches\n• partition a rectangular array into halves, thirds, and fourths\n• partition a rectangular array by measuring in square centimeters or square inches\n• fold a circle to make equal halves and fourths\n• fold a rectangle into equal halves, thirds, and fourths in different ways\n• solve word problems involving lengths\n• use a number line diagram to add and subtract within 100\n• calculate the perimeter (distance around) of a shape", "domain": "mathematics"}
{"url": "https://mehtaplus.medium.com/perpetual-learning-our-journey-with-math-kangaroo-bb77135332b6", "date": "2023-10-04T06:53:19Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511361.38/warc/CC-MAIN-20231004052258-20231004082258-00416.warc.gz", "language_score": 0.9820449352264404, "token_count": 1200, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__165386027", "lang": "en", "text": "By Haripriya Mehta, Co-founder of MehtA+\nWhen the CEO of Math Kangaroo USA, Ms. Joanna asked if MehtA+ would be interested in sponsoring 3000+ digital kits for the 2021 Math Kangaroo competition, without a moment of hesitation, I said yes.\nMy brother (and the other co-founder of MehtA+) and I had participated in Math Kangaroo since elementary school. I had placed in the top 10 nationally twice and my brother received 1st place internationally twice in high school with a perfect score besides placing top 10 nationally several other times! And while winning and receiving an award, a certificate and a medal were exciting, there was much greater joy in learning and strengthening our mathematical and logic skills as we prepared for and took the Math Kangaroo test. The skills we learned during Math Kangaroo preparation helped me succeed at MIT and my brother at Stanford where we majored in electrical engineering and computer science.\nEven so, we wanted our digital kits to be special for the top 10 winners in grades 1–5, which they would be receiving in addition to a certificate from Math Kangaroo. After all, it had been a difficult year with the ongoing pandemic and we wanted to create something that students would be looking forward to. We didn’t have any budget because all of the instructors in our organization are current university students or recent alumni. But, inspired by Math Kangaroo’s volunteers such as Ms. Grazyna, a longtime volunteer of my hometown’s Math Kangaroo chapter, who have dedicated their lives to facilitating this math competition, MehtA+ instructors were absolutely ready to volunteer their time to design a memorable prize!\nDesigning a prize was definitely a challenging feat. MehtA+’s target demographic for camps, workshops, tutoring and consulting services are middle and high school students so we were not sure what elementary-aged students would like. We also did not want it to be a completely digital prize because it is often more exciting to play with a physical prize. More importantly, we had heard from a lot of grownups that they did not want their students to be looking at their computer screens any more than they needed to, since students had been looking at screens non-stop throughout the virtual school year.\nThen, one fine morning, as I was cleaning my room, inspiration struck. A little kangaroo stuffed animal fell out of my bookshelf. This was a kangaroo I had won in Math Kangaroo as an elementary student. I remember how much I had cherished it and kept it ever since. This is what the elementary students would love. MehtA+ instructors could teach elementary school students how to create their own paper model of a kangaroo, while learning principles of mechanical engineering and design.\nI enjoyed the MehtA+ Digital Kit. It was fun to assemble and is a great decoration for my study area!\nI hurriedly called our Product Lead and instructor, Ms. Marwa who had completed her undergraduate studies in mechanical engineering at MIT, if she could design such a kit. She gladly agreed despite her busy schedule — she was reaching out to labs for her PhD program in Mechanical Engineering at MIT, which she was to begin a couple of months later. She was also fasting as it was Ramadan!\nMs. Marwa first took the Math Kangaroo logo and vectorized it. She exported the file to DXF format so she could create a 3-D model of the kangaroo by extruding the image in CAD software. She then created the unfolded pattern of the 3-D model. However, it turned out that the design of the 3-D model was larger than A4 paper (normal printer paper)! A design larger than A4 paper would mess with the integrity of the paper structure because there would be individual cutouts split between multiple papers rather than having one continuous pattern. Ms. Marwa spent several more hours trying to modify the structure so that it would fit on an A4 paper and it was easy for students to assemble.\nIt was important for us that the students could create the kangaroo using materials easily accessible to them. The kit was designed in such a way that students could print out the design on printer paper or cardstock and only needed household items to create it — scissors, Q-tips, and glue/tape was sufficient.\nMs. Marwa also recorded videos that taught students how to fold the kangaroo cutout as well as how to create similar cutouts using software that mechanical engineers use — TinkerCad and Pepakura. We figured that this was a great opportunity for younger students to strengthen their motor skills and practice cutting and coloring. For older students, this was a great way to understand the applications of mathematical concepts that they had learned in preparation for the Math Kangaroo.\nGrowing up, none of our instructors had this kind of exposure to the applications of the theory we learned in school. While there were many 3-D cutouts of different animals found on the web, no one explained to the students how these cutouts were made using mechanical engineering software. We always strive to introduce new concepts to students, while they are having fun!\nThe kit was a huge success. 2nd grader Gideon B. from RSM Winchester created, colored and sent us a picture of his beautiful 3-D paper kangaroo. One 4th grade student remarked, “I enjoyed the MehtA+ Digital Kit. It was fun to assemble and is a great decoration for my study area!”\nWe are excited to announce that we will be sponsoring Math Kangaroo USA again in 2022. For students in grades 1–12, please don’t forget to register for Math Kangaroo by December 15, 2021. Who knows, you might be receiving one of our prizes next year!", "domain": "mathematics"}
{"url": "https://www.iusmentis.com/technology/encryption/diffie-hellman/", "date": "2023-10-03T17:49:44Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511170.92/warc/CC-MAIN-20231003160453-20231003190453-00373.warc.gz", "language_score": 0.9528703093528748, "token_count": 576, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__290287107", "lang": "en", "text": "The Diffie-Hellman system\nThe Diffie-Hellman algorithm is a public key algorithm. It was invented in 1976 by Whitfield Diffie and Martin Hellman (US patent 4,200,770). It allows two parties, commonly called Alice and Bob, to agree on a key that they can use to encrypt messages they want to send to each other. They can to this even when an eavesdropper (Eve) listens in on their entire conversation.\nThe security of this algorithm depends on the assumption that it is easy to raise a number to a certain power, but difficult to compute which power was used given the number and the outcome.\nThe Diffie-Hellman system allows Alice and Bob to agree on a key even when Eve is listening to everything they say to each other. Alice and Bob need to agree on a prime number p, which they can do by simply sending it to each other. Eve is allowed to learn this number p. In practice the number p is often simply advertised somewhere public.\nGiven a prime number p, it is possible to come up with a number g (the so-called generator) with a very interesting property. Every number between 1 and p-1 can be written as a power of g when calculating modulo p. For example, using p = 5 the generator is 2, because\n- 20 = 1\n- 21 = 2\n- 22 = 4\n- 23 = 3 (because 8 = 3 mod 5)\nAlice and Bob agree in the same way on a generator g for the numbers between 1 and p-1.\nThe public key\nThe numbers p and g serve as the public key.\nAlice and Bob both choose random numbers (a and b respectively). Alice then computes ga and Bob computes gb. They exchange their results.\nThe key that Alice and Bob now agree on is simply ga*b. This is all very easy to compute. Alice knows a and gb, and Bob knows b and ga, and\nAlice and Bob can use the key ga*b to encrypt messages with any secret key algorithm.\nThe security of the Diffie-Hellman system depends on the assumption that it is easy to raise a number to a certain power, but difficult to compute which power was used given the number and the outcome. For example, it's easy to compute 210 = 1024, but more difficult to determine that 1024 is the 10th power of 2.\nEve knows ga and gb, but since she does not know a or b itself, she cannot compute the key in a reasonable amount of time. To do that, she has to calculate the g-logarithm of ga (which mathematicians write as logg(ga)). And calculating this logarithm takes a long time.", "domain": "mathematics"}
{"url": "https://webstat.une.edu.au/unit_materials/c5_inferential_statistics/confidence_interv_hypo.html", "date": "2020-03-30T14:01:15Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370497042.33/warc/CC-MAIN-20200330120036-20200330150036-00287.warc.gz", "language_score": 0.8771664500236511, "token_count": 245, "dump": "CC-MAIN-2020-16", "global_id": "webtext-fineweb__CC-MAIN-2020-16__0__84224341", "lang": "en", "text": "Confidence Intervals and\nTwo basic uses of inferential statistics are possible:\na)interval estimation Ð so-called \"confidence intervals\"\nb)point estimation Ð so-called \"hypothesis testing\"\nInterval estimation (\"Confidence Intervals\") and point estimation (\"Hypothesis Testing\") are two different ways of expressing the same information.\nUsing Confidence Intervals we make statements like the following:\n- the probability that the population mean (µ, or the 'true' value of the population mean) lies between 19 and 23 is 0.80;\n- the probability that the population correlation value (r, or the 'true' value of the correlation between these two variables) lies between 0.20 and 0.24 is 0.60;\nUsing Hypothesis testing we say:\n- the probability that our sample mean comes from a population with a mean of 21 is greater than 0.95\n- the probability that our two sample means come from the one populations is less than 5% (i.e.,0.05).\n- the probability that our sample comes from a population in which the true correlation is zero is 0.60.", "domain": "mathematics"}
{"url": "https://president.williams.edu/in-memoriam/the-passing-of-olga-r-beaver/", "date": "2023-12-11T08:43:11Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679103810.88/warc/CC-MAIN-20231211080606-20231211110606-00552.warc.gz", "language_score": 0.9841503500938416, "token_count": 301, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__213195689", "lang": "en", "text": "To the Williams Community,\nI am very sad to report the death this morning of a true stalwart of our faculty, Professor of Mathematics Ollie Beaver, who taught as recently as this semester despite advancing illness.\nOllie earned her Ph.D., at UMASS Amherst, when that was quite a difficult path for a young mother, and in 1979 joined what was then a much smaller and male-dominated math department than the one she helped it become. From the start she was especially dedicated to women and minority students in math and science. She help found, and for many years directed, the Summer Science Program that has given countless Williams students a strong footing in those subjects. She often mentored those students throughout their four years.\nMeanwhile, she pursued her research in measure and probability theory. She was the second person ever to win the Louise Hay Award from the Association for Women in Mathematics, and the phenomenal growth in our math department is attributable in no small part to her.\nA college citizen of the highest order, she served also as department chair, as the Gaudino Scholar, and for many years as chair of the Winter Study Committee. In fact, the list of her committee assignments is impressively long. She loved all this work, and set about doing it effectively and without fanfare.\nAfter such a painfully swift loss, our thoughts and hearts will be for a long time with her family, especially her husband Don, professor of history of science.", "domain": "mathematics"}
{"url": "https://firstpriorityfinancial.com/learning-center/calculators/", "date": "2020-06-05T21:52:34Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590348504341.78/warc/CC-MAIN-20200605205507-20200605235507-00360.warc.gz", "language_score": 0.9037920236587524, "token_count": 320, "dump": "CC-MAIN-2020-24", "global_id": "webtext-fineweb__CC-MAIN-2020-24__0__9887323", "lang": "en", "text": "Check out our Calculators\nMortgage payment calculator\nFind out how much your payments would be.\nMortgage principal calculator\nThis calculator figures your principal balance after any number of payments.\nMortgage length calculator\nFigure out how long your mortgage will last depending on how much you pay monthly.\nHow much can I afford?\nDepending on your income, debt & other factors, this calculator will tell you how much house you can afford.\nTax benefits of buying\nEstimate the tax benefits of buying a home.\nShould I buy or rent?\nAnalyze the total cost to rent versus the total cost to own.\nShould I pay points?\nFind out if it’s worth it to pay points.\nDebt consolidation calculator\nFind out how long it takes to pay off a consolidation loan if you make a payment equal to your total monthly payments before consolidating.\nHow much income to qualify?\nThis calculator tells you how much you need to qualify for the home you want.\nCalculate your mortgage payment amortization.\nShould I refinance?\nAnalyze the total cost and savings of your refinance transaction.\nAPR Loan Calculator\nCalculate the APR of your loan.\nAPR ARM Loan Calculator\nCalculate the APR of your ARM loan.\nAPR ARM Payment Calculator\nCalculate the payment of an ARM loan.\nMortgage Calculations by Hand\nCalculate your mortgage payment by hand.\nCanadian Mortgage Payment Calculator\nCalculate a Canadian mortgage payment.", "domain": "mathematics"}
{"url": "http://ntades.eu/2021/ntades/accommodation.html", "date": "2022-12-09T18:58:33Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711475.44/warc/CC-MAIN-20221209181231-20221209211231-00806.warc.gz", "language_score": 0.7650780081748962, "token_count": 95, "dump": "CC-MAIN-2022-49", "global_id": "webtext-fineweb__CC-MAIN-2022-49__0__160960583", "lang": "en", "text": "Institute of Mathematics and Informatics\nBulgarian Academy of Sciences\nEight International Conference\nNew Trends in the Applications of Differential Equations in Sciences (NTADES 2021)\n6-9 September 2021, Sts. Constantine and Helena (Bulgaria)\nThe conference will be held in the Joliot-Curie International House of Scientists, St. Constantine and Helena, Bulgaria.\nLast modified: 2021-01-13", "domain": "mathematics"}
{"url": "https://www.cropscience.bayer.us/articles/channel/estimating-soybean-yield-potential", "date": "2024-02-22T04:00:46Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473690.28/warc/CC-MAIN-20240222030017-20240222060017-00059.warc.gz", "language_score": 0.9152707457542419, "token_count": 1081, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__40095826", "lang": "en", "text": "Estimating Soybean Yield Potential\nHarvest will be quickly upon us, and yield estimates will be occurring across the countryside. Crop yield potential is normally estimated by determining the number of plants in an area, the number of reproductive units, and the weight of those reproductive units.\nPotential Yield = plants/acre x seeds/plant x seed weight\nYield potential estimates for most row crops have three yield components, but how those yield component numbers are determined are different for each crop. Before estimating soybean yield potential, a word of caution; estimating soybean yield potential can be tricky. Soybean yield components can vary greatly by soybean product, different parts of the field, and from plant to plant. It is not advised to conduct a yield estimate during early reproductive stages as the plant has not fully determined the number of seeds that it may produce. Soybean yield potential estimates should only occur after the R6 (full seed) growth stage. Yield estimates should be conducted in at least 5 to 10 random places in the field and these random places should be representative of the plants in that area. By sampling in multiple places, a more uniform yield estimate for the entire field can be obtained.\nStep 1: Determine number of plants per acre.\n- Take time to calculate the number of harvestable plants per acre, as this number could have changed from when stand counts were determined earlier in the season.\n- Determine the row width and measure the corresponding row length to achieve 1/1000th of an acre.\n- Count the number of plants in the row for 1/1000th of an acre and multiple by 1000, to estimate the number of plants per acre.\n- For example, in 30-inch rows, measure 17 feet 5 inches in row length and count the number of plants in that row. If 114 plants were counted in the row, multiply by 1000 to have an estimated 114,000 harvestable plants per acre.\nStep 2: Estimate the number of pods per plant.\n- To estimate pods per plant, count the number of pods on each plant for 10 consecutive plants in one row.\n- Divide the total number of pods by 10 to determine the average number of pods per plant.\n- For example, if a total of 350 pods were counted, divide by 10 to reach an average of 35 pods per plant.\nStep 3: Estimate number of seeds per pod.\n- When determining the number of pods per plant, look at those pods from the 10 consecutive plants from Step 2.\n- If there is about an even mix of three and two seeded pods, use the general 2.5 seeds per pod value.\n- Typically, a value of 2.5 seeds per pod is used with healthy soybean plants when there is an average growing season. However, in stressful growing conditions, this number may be lower. This is when it would be advised to count the number of three seeded, two seeded, and one seeded pods to determine if a lower value of 2 or 1.5 seeds per pod should be used.\nStep 4: Estimate the weight of the seed\n- Seed weight is the most difficult yield component to estimate correctly.\n- Seed weight can vary by seed product and growing conditions.\n- When there is ample rain in August, larger seeds are typically produced which correspond to larger seed weights.\n- Stressful conditions of hot and dry usually produce plants with small seeds and lower seed weight.\n- A general ‘rule of thumb’ factor for seed weight is 2500 seeds per pound. However, a better indicator is typically what the original seed size was from the seed bag tag at planting. The seed weight factor can be adjusted if the final yield estimate is unusually too high or low.\nStep 5: Estimate the final yield (bushel/acre)\nMake sure to set up the equation correctly to have the correct units for each portion of the equation. For the equation, the weight of one bushel of soybean (60 pounds) is needed. Using the numbers in the examples above, the hypothetical soybean potential yield estimate from one spot in the field would be:\nPotential yield (bu/acre) = (plants/acre) x (pods/plant) x (seeds/pod) ÷ (seeds/lb) ÷ (lb/bu)\nbu/acre = 114,000 plants/acre x 35 pods/plant x 2.5 seeds/pod ÷ 2500 seeds/lb ÷ 60 lbs/bu = 66.5 bu/acre\nThese steps should be repeated at multiple locations across the field to get a representative average of estimated yield potential for the field. A reminder that yield potential estimates are only as good as the numbers used in the equation. Yield estimates made closer to harvest are more reliable than yield estimates taken earlier in the season when pod and seed development are occurring. Contact your local Channel Seedsmen concerning questions and assistance in estimating soybean yield potential.\nKnott, C. and Lee, C. 2018. Cultural practices. Chapter 4. A Comprehensive Guide to Soybean Management in Kentucky. ID-249. University of Kentucky College of Agriculture Food and Environment Cooperative Extension Service.\nSource verified 6/22/23. 1110_274488", "domain": "mathematics"}
{"url": "https://www.housedumonde.com/group/mysite-231-group/discussion/be245823-3bc0-413a-965f-ce8d125dec2b", "date": "2024-04-15T11:56:09Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816977.38/warc/CC-MAIN-20240415111434-20240415141434-00079.warc.gz", "language_score": 0.9466058611869812, "token_count": 2053, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__140882651", "lang": "en", "text": "In abstract algebra, group theory studies the algebraic structures known as groups. The concept of a group is central to abstract algebra: other well-known algebraic structures, such as rings, fields, and vector spaces, can all be seen as groups endowed with additional operations and axioms. Groups recur throughout mathematics, and the methods of group theory have influenced many parts of algebra. Linear algebraic groups and Lie groups are two branches of group theory that have experienced advances and have become subject areas in their own right.\nVarious physical systems, such as crystals and the hydrogen atom, and three of the four known fundamental forces in the universe, may be modelled by symmetry groups. Thus group theory and the closely related representation theory have many important applications in physics, chemistry, and materials science. Group theory is also central to public key cryptography.\nThe early history of group theory dates from the 19th century. One of the most important mathematical achievements of the 20th century was the collaborative effort, taking up more than 10,000 journal pages and mostly published between 1960 and 2004, that culminated in a complete classification of finite simple groups.\nGroup theory has three main historical sources: number theory, the theory of algebraic equations, and geometry. The number-theoretic strand was begun by Leonhard Euler, and developed by Gauss's work on modular arithmetic and additive and multiplicative groups related to quadratic fields. Early results about permutation groups were obtained by Lagrange, Ruffini, and Abel in their quest for general solutions of polynomial equations of high degree. Évariste Galois coined the term \"group\" and established a connection, now known as Galois theory, between the nascent theory of groups and field theory. In geometry, groups first became important in projective geometry and, later, non-Euclidean geometry. Felix Klein's Erlangen program proclaimed group theory to be the organizing principle of geometry.\nGalois, in the 1830s, was the first to employ groups to determine the solvability of polynomial equations. Arthur Cayley and Augustin Louis Cauchy pushed these investigations further by creating the theory of permutation groups. The second historical source for groups stems from geometrical situations. In an attempt to come to grips with possible geometries (such as euclidean, hyperbolic or projective geometry) using group theory, Felix Klein initiated the Erlangen programme. Sophus Lie, in 1884, started using groups (now called Lie groups) attached to analytic problems. Thirdly, groups were, at first implicitly and later explicitly, used in algebraic number theory.\nThe different scope of these early sources resulted in different notions of groups. The theory of groups was unified starting around 1880. Since then, the impact of group theory has been ever growing, giving rise to the birth of abstract algebra in the early 20th century, representation theory, and many more influential spin-off domains. The classification of finite simple groups is a vast body of work from the mid 20th century, classifying all the finite simple groups.\nThe range of groups being considered has gradually expanded from finite permutation groups and special examples of matrix groups to abstract groups that may be specified through a presentation by generators and relations.\nThe theory of transformation groups forms a bridge connecting group theory with differential geometry. A long line of research, originating with Lie and Klein, considers group actions on manifolds by homeomorphisms or diffeomorphisms. The groups themselves may be discrete or continuous.\nMost groups considered in the first stage of the development of group theory were \"concrete\", having been realized through numbers, permutations, or matrices. It was not until the late nineteenth century that the idea of an abstract group as a set with operations satisfying a certain system of axioms began to take hold. A typical way of specifying an abstract group is through a presentation by generators and relations,\nA significant source of abstract groups is given by the construction of a factor group, or quotient group, G/H, of a group G by a normal subgroup H. Class groups of algebraic number fields were among the earliest examples of factor groups, of much interest in number theory. If a group G is a permutation group on a set X, the factor group G/H is no longer acting on X; but the idea of an abstract group permits one not to worry about this discrepancy.\nThe change of perspective from concrete to abstract groups makes it natural to consider properties of groups that are independent of a particular realization, or in modern language, invariant under isomorphism, as well as the classes of group with a given such property: finite groups, periodic groups, simple groups, solvable groups, and so on. Rather than exploring properties of an individual group, one seeks to establish results that apply to a whole class of groups. The new paradigm was of paramount importance for the development of mathematics: it foreshadowed the creation of abstract algebra in the works of Hilbert, Emil Artin, Emmy Noether, and mathematicians of their school.\nAn important elaboration of the concept of a group occurs if G is endowed with additional structure, notably, of a topological space, differentiable manifold, or algebraic variety. If the group operations m (multiplication) and i (inversion),\nare compatible with this structure, that is, they are continuous, smooth or regular (in the sense of algebraic geometry) maps, then G is a topological group, a Lie group, or an algebraic group.\nThe presence of extra structure relates these types of groups with other mathematical disciplines and means that more tools are available in their study. Topological groups form a natural domain for abstract harmonic analysis, whereas Lie groups (frequently realized as transformation groups) are the mainstays of differential geometry and unitary representation theory. Certain classification questions that cannot be solved in general can be approached and resolved for special subclasses of groups. Thus, compact connected Lie groups have been completely classified. There is a fruitful relation between infinite abstract groups and topological groups: whenever a group Γ can be realized as a lattice in a topological group G, the geometry and analysis pertaining to G yield important results about Γ. A comparatively recent trend in the theory of finite groups exploits their connections with compact topological groups (profinite groups): for example, a single p-adic analytic group G has a family of quotients which are finite p-groups of various orders, and properties of G translate into the properties of its finite quotients.\nDuring the twentieth century, mathematicians investigated some aspects of the theory of finite groups in great depth, especially the local theory of finite groups and the theory of solvable and nilpotent groups. As a consequence, the complete classification of finite simple groups was achieved, meaning that all those simple groups from which all finite groups can be built are now known.\nDuring the second half of the twentieth century, mathematicians such as Chevalley and Steinberg also increased our understanding of finite analogs of classical groups, and other related groups. One such family of groups is the family of general linear groups over finite fields. Finite groups often occur when considering symmetry of mathematical orphysical objects, when those objects admit just a finite number of structure-preserving transformations. The theory of Lie groups,which may be viewed as dealing with \"continuous symmetry\", is strongly influenced by the associated Weyl groups. These are finite groups generated by reflections which act on a finite-dimensional Euclidean space. The properties of finite groups can thus play a role in subjects such as theoretical physics and chemistry.\nThis definition can be understood in two directions, both of which give rise to whole new domains of mathematics. On the one hand, it may yield new information about the group G: often, the group operation in G is abstractly given, but via ρ, it corresponds to the multiplication of matrices, which is very explicit. On the other hand, given a well-understood group acting on a complicated object, this simplifies the study of the object in question. For example, if G is finite, it is known that V above decomposes into irreducible parts (see Maschke's theorem). These parts, in turn, are much more easily manageable than the whole V (via Schur's lemma).\nGiven a group G, representation theory then asks what representations of G exist. There are several settings, and the employed methods and obtained results are rather different in every case: representation theory of finite groups and representations of Lie groups are two main subdomains of the theory. The totality of representations is governed by the group's characters. For example, Fourier polynomials can be interpreted as the characters of U(1), the group of complex numbers of absolute value 1, acting on the L2-space of periodic functions.\nA Lie group is a group that is also a differentiable manifold, with the property that the group operations are compatible with the smooth structure. Lie groups are named after Sophus Lie, who laid the foundations of the theory of continuous transformation groups. The term groupes de Lie first appeared in French in 1893 in the thesis of Lie's student Arthur Tresse, page 3.\nLie groups represent the best-developed theory of continuous symmetry of mathematical objects and structures, which makes them indispensable tools for many parts of contemporary mathematics, as well as for modern theoretical physics. They provide a natural framework for analysing the continuous symmetries of differential equations (differential Galois theory), in much the same way as permutation groups are used in Galois theory for analysing the discrete symmetries of algebraic equations. An extension of Galois theory to the case of continuous symmetry groups was one of Lie's principal motivations. 350c69d7ab\nWelcome to the group! You can connect with other members, ge...", "domain": "mathematics"}
{"url": "http://stivoschool.org/page/exam-results", "date": "2018-08-20T03:10:14Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221215523.56/warc/CC-MAIN-20180820023141-20180820043141-00051.warc.gz", "language_score": 0.9772419929504395, "token_count": 358, "dump": "CC-MAIN-2018-34", "global_id": "webtext-fineweb__CC-MAIN-2018-34__0__45989367", "lang": "en", "text": "Overview of exam results\nGCSE results 2017\n66% of students gained a grade 4 or higher in both English and Maths.\nIn English 74% of students gained a 4 or higher.\nIn maths 76% of students gained a 4 or higher.\n20% of all GCSE grades were awarded at A*/A.\nIn Chemistry 66% of grades were at A*/A. In Art 42% of grades were at A*/A.\nThere were some notable high achievers in this year’s results. Abbey gained the equivalent of 10 A* grades closely followed by Mahil and Robert with 8 A*s and Jenna with 7 grades at A*.\nHeadteacher Sam Griffin said “These are an impressive set of results for this year group. I am delighted to see so many students doing so well. I would like to congratulate all of students on their achievements and to thank their staff and parents for their ongoing support. We are looking forward to welcoming students back into our Sixth Form at the start of term.”\nThe latest official DfE performance tables for the school's GCSE results can be found here.\nA level results 2018\nWe are delighted to have received another strong set of A Level results, particularly with over half of all grades at A*, A and B, and a quarter of grades at A*A! These results have enabled the vast majority of our students to progress to the university courses of their choice. Individual successes at the school include 12 students with straight A*A grades (or equivalent), with two of these students being awarded straight A* grades. Maths, Chemistry and Sport students have also performed particularly well, with over 50% of grades in these subjects at A*A or equivalent.", "domain": "mathematics"}
{"url": "https://www.coffeyvillepl.org/2012/08/23/homework-help-the-library/", "date": "2019-03-22T00:00:09Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912202588.97/warc/CC-MAIN-20190321234128-20190322020128-00020.warc.gz", "language_score": 0.9466891288757324, "token_count": 183, "dump": "CC-MAIN-2019-13", "global_id": "webtext-fineweb__CC-MAIN-2019-13__0__117788939", "lang": "en", "text": "Elementary school children who need a little extra help with their homework have a new resource at the library. Brittini Trytek, a teacher at Holy Name, will be available at the library from 5-8 on Monday, Wednesday and Thursday and all day on Saturday to assist children who need help in getting their homework done.\nThe children should bring their books and their homework assignment with them to the library. Brittini will help them understand how to do the assignment. She will not do the assignment for the children. With Learning Express, an online database, and other library resources, Brittini and the children can do extra practice in math and reading.\nBrittini can help children research material for projects using the books in the library and trusted Internet sources. She will teach the children how to find accurate online information using the Student Research Center, Learning Express, Ebsco Digital Books and Kids.gov.", "domain": "mathematics"}
{"url": "https://www.promohub.ng/how-to-use-fibonacci-numbers-in-forex-trading/", "date": "2023-12-03T21:15:20Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00839.warc.gz", "language_score": 0.8978819847106934, "token_count": 5363, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__164827521", "lang": "en", "text": "Are you looking to level up your forex trading game to maximize your profits? One of the most popular and effective techniques is the use of Fibonacci numbers. This powerful tool can help traders predict market trends and identify the best entry and exit points. Whether you’re a beginner or an experienced trader, mastering the Fibonacci sequence can give you the edge you need to succeed in the ever-evolving world of forex trading.\nThe Fibonacci numbers, named after an Italian mathematician, are a sequence of numbers generated by adding the two preceding numbers to create the next number in the sequence. The pattern goes 0, 1, 1, 2, 3, 5, 8, 13, 21, and so on. Traders use these numbers to plot key levels of support and resistance on a price chart. By identifying these levels, they can make informed decisions about when to buy or sell a currency pair. This strategy works particularly well in volatile markets, where prices tend to move in repetitive cycles.\nBut how exactly does one use Fibonacci numbers in forex trading? It all starts by identifying the highs and lows of a price chart. From there, traders can use the Fibonacci ratios to identify key levels to watch for a potential breakout. By setting stop-loss orders just below these levels, traders can minimize their risk and increase their chances of success. With practice and persistence, even beginner traders can master this powerful tool and start making more informed and profitable trades.\nWhat are Fibonacci numbers and ratios?\nFibonacci numbers are a series of numbers where each number is the sum of the two preceding numbers. The series starts with 0, 1, 1, 2, 3, 5, 8, 13, and continues infinitely. These numbers were first introduced in the book Liber Abaci by Italian mathematician Leonardo Fibonacci in the 13th century, which described various problems involving arithmetic, algebra, and geometry.\nFibonacci ratios are the values that are derived from the series of Fibonacci numbers. These ratios are used for technical analysis in various financial markets, including forex trading. The most popular ratios are 0.236, 0.382, 0.500, 0.618, and 0.786. The inverse of these ratios, which are 1.618, 2.618, and 4.236, are also commonly used in forex trading.\nFibonacci retracements as a trading tool\nOne of the most popular ways to use Fibonacci numbers in forex trading is through the use of Fibonacci retracements. These retracements are based on the idea that after a significant price move in one direction, the price will often retrace a certain percentage of that move before continuing in the original direction.\nFibonacci retracements are calculated by taking two extreme points on a price chart, typically a swing high and a swing low, and dividing the vertical distance between them by the key Fibonacci ratios of 23.6%, 38.2%, 50%, 61.8%, and 100%. These ratios are based on the Fibonacci sequence, which states that each number in the sequence is the sum of the two preceding numbers (i.e. 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, etc.).\nUsing Fibonacci retracements in forex trading\n- Identifying potential support and resistance levels: By plotting Fibonacci retracements on a price chart, traders can identify potential levels of support and resistance where the price is likely to stall or reverse. For example, the 38.2% and 61.8% retracement levels are often considered key levels to watch, as the price will often test these levels before continuing in the original direction.\n- Setting profit targets and stop loss levels: Fibonacci retracements can also be used to set profit targets and stop loss levels. For example, a trader might set a profit target at the 61.8% retracement level, where there is a higher likelihood that the price will stall or reverse. Likewise, a trader might set a stop loss at the 38.2% retracement level, which would indicate that the trade is likely to be unsuccessful.\n- Confirming other technical analysis: Fibonacci retracements can also be used to confirm other technical analysis indicators, such as trend lines or moving averages. If a Fibonacci retracement level coincides with a trend line or moving average, it is more likely to serve as a significant support or resistance level.\nFibonacci retracement levels table\nOverall, Fibonacci retracements are a powerful tool for forex traders looking to identify potential levels of support and resistance, set profit targets and stop loss levels, and confirm other technical analysis indicators. With the help of these retracements, traders can more effectively navigate the complex world of forex trading and increase their chances of success.\nHow to Draw Fibonacci Retracement Levels on a Trading Chart\nFibonacci retracement levels are used in forex trading to identify potential support and resistance levels. These levels are based on the Fibonacci sequence of numbers and are widely used by traders to determine entry and exit points for currency trades.\nDrawing Fibonacci retracement levels on a trading chart is a simple process that traders can easily learn and apply. Here are the steps to follow:\n- Step 1: Identify the trend – Before drawing the Fibonacci retracement levels, you need to identify the trend of the currency pair you are trading. You can do this by analyzing the price movement over a period of time and looking for the direction of the trend.\n- Step 2: Select the swing high and swing low – Once you have identified the trend, you need to select the swing high and swing low points. The swing high is the highest point reached by the currency pair during an uptrend, while the swing low is the lowest point reached during a downtrend\n- Step 3: Draw the retracement levels – To draw the Fibonacci retracement levels, you need to use a Fibonacci retracement tool. This tool is usually available on most trading platforms. Click on the tool and then click on the swing low and drag it to the swing high point. The tool will automatically draw the retracement levels for you.\nThe Key Fibonacci Retracement Levels\nThe retracement levels that traders commonly use are 38.2%, 50%, and 61.8%. Traders also use the 23.6% and 78.6% levels, although they are not as significant as the three key levels. Here is how to interpret the retracement levels:\n|38.2%||This is the first retracement level and is considered to be a shallow retracement. If the price retraces to this level, it is a sign that the trend is still strong and is likely to continue in the same direction.|\n|50%||This is the second retracement level and is considered to be a moderate retracement. If the price retraces to this level, it is a sign that the trend is likely to continue, but may be losing momentum.|\n|61.8%||This is the third and final retracement level and is considered to be a deep retracement. If the price retraces to this level, it is a sign that the trend is losing momentum and may be reversing.|\nTips and Tricks for Using Fibonacci Retracement Levels\nHere are some tips and tricks for using Fibonacci retracement levels in forex trading:\n- Don’t rely solely on Fibonacci retracement levels. They are just one tool that traders use and should be used in conjunction with other indicators and analysis.\n- Use Fibonacci retracement levels in combination with support and resistance levels. This will help you identify potential entry and exit points for your trades.\n- Practice drawing Fibonacci retracement levels on a demo trading account to get comfortable with the process before you begin trading with real money.\nBy following these steps and tips, traders can effectively use Fibonacci retracement levels to identify potential support and resistance levels for their forex trades. Remember to always practice risk management and never risk more than you can afford to lose.\nFibonacci extensions and their use in trading\nFibonacci extensions are another powerful tool in forex trading. They are used to help traders identify potential profit targets on trades. Once a trader has identified a trend, they can use Fibonacci extensions to predict where the price may move in the future.\n- First, the trader identifies the swing high and swing low points of the trend.\n- Then, they apply Fibonacci extensions levels to the chart.\n- The levels indicate where the price may potentially reach, based on the length of the trend.\nThere are different levels of Fibonacci extensions, including 127.2%, 161.8%, and 261.8%. These levels can be used as potential exit points for traders, as the price may encounter resistance or support at these levels.\nFibonacci extensions can also be used in conjunction with other technical analysis tools, such as trend lines and moving averages, to confirm potential price targets.\nExample of Fibonacci extensions in trading\n|Date||Swing High||Swing Low||Price Target|\n|January 1st||1.2000||1.1000||1.2720 (127.2% extension)|\n|January 15th||1.4000||1.2500||1.6170 (161.8% extension)|\n|February 1st||1.8000||1.6000||2.0860 (261.8% extension)|\nIn this example, the trader has identified the swing high and swing low points of three different trends. They have then applied Fibonacci extensions levels to the chart, with the levels indicating where the price may potentially reach. The trader can use these levels as potential profit targets, or as points to exit the trade.\nCommon Fibonacci levels used by traders\nFibonacci levels are widely used by traders in forex trading to identify potential support and resistance levels. Understanding these levels is crucial for traders to make informed decisions when it comes to placing trades. The most commonly used Fibonacci levels in trading are:\nThe Number 5\nThe number 5 is an important Fibonacci level that is used in trading. This level is not directly related to the actual Fibonacci sequence, but it is still important for traders to understand its significance. The number 5 is derived from the relationship between adjacent numbers in the Fibonacci sequence. The ratio of any two adjacent numbers in the Fibonacci sequence approaches the golden ratio of 1.618. When we add two adjacent Fibonacci numbers together, we get the next number in the sequence. For example, 3 + 2 = 5, and 5 + 3 = 8.\nTraders use the 5 level as a potential reversal point. When prices break above or below this level, it often indicates a potential reversal in the direction of the trend. This level is also used in combination with other Fibonacci levels to identify potential support and resistance levels. For example, the 50% level is often used in combination with the 5 level to identify a potential reversal point.\nIn addition to its use in Fibonacci retracements, the number 5 is also important in other aspects of trading. For example, some traders use a 5-period moving average to identify short-term trends in the market. This moving average is calculated by taking the average closing price of the last 5 periods.\nOverall, understanding the significance of the number 5 in trading can help traders make more informed decisions when it comes to placing trades. By combining this level with other Fibonacci levels, traders can identify potential support and resistance levels and make more accurate predictions about future price movements.\nIdentifying support and resistance levels with Fibonacci\nOne of the most popular ways to use Fibonacci numbers in forex trading is to identify support and resistance levels. Support levels are price points that a currency pair tends to bottom out at, while resistance levels are price points that a currency pair tends to peak at. By identifying these levels, traders can use them as indicators of potential future price movements and make more informed trading decisions.\n- To use Fibonacci levels to identify support and resistance, traders first need to locate the most recent high and low points on a chart. These points will be used to draw Fibonacci retracement levels. These levels are drawn by placing horizontal lines at the appropriate Fibonacci ratios.\n- Once the retracement levels are drawn, traders can look for support or resistance at these levels. Price action that shows a strong bounce off of a Fibonacci level can suggest that the level is acting as support or resistance.\n- Traders should also be on the lookout for multiple Fibonacci levels that occur close to each other. This confluence can provide additional evidence that a particular level is acting as support or resistance.\nFor example, suppose a currency pair has recently been trending upwards and has reached a high point of 1.4500. The pair then begins to retrace downwards, with a low point of 1.4000. To draw Fibonacci levels, traders would draw a horizontal line between these two points and place horizontal lines at the appropriate Fibonacci ratios, such as 38.2%, 50%, and 61.8%.\nIf the currency pair bounces strongly off the 38.2% level, traders might expect that level to act as support in the future. Similarly, if the currency pair encounters strong resistance at the 61.8% level, traders might expect that level to act as resistance in the future.\nOverall, using Fibonacci numbers to identify support and resistance levels can be a useful tool in forex trading. By paying attention to these levels and the price action surrounding them, traders can gain valuable insights into potential future price movements and make more informed trading decisions.\nFibonacci and Elliot Wave Theory in Forex Trading\nFibonacci retracements are a widely-used technical analysis tool in forex trading. They are based on the sequence of numbers known as the Fibonacci sequence, which is derived from the mathematical discoveries of Leonardo Fibonacci in the 13th century. Elliot Wave Theory, on the other hand, is a technical analysis approach developed by Ralph Nelson Elliot in the 1930s that identifies waves in financial markets.\nUsing Fibonacci Numbers in Forex Trading\n- Fibonacci retracements are used to identify potential levels of support and resistance in a market. Traders use Fibonacci retracements to identify potential entry and exit points for their trades.\n- The most common retracement levels are 23.6%, 38.2%, 50%, 61.8%, and 78.6%. These levels are calculated by taking the high and low points of a price movement and applying Fibonacci ratios to determine where the price is likely to retrace to.\n- Fibonacci retracements are often used in conjunction with other technical indicators, such as moving averages, to confirm potential entry and exit points.\nThe Relationship between Fibonacci and Elliot Wave Theory\nElliot Wave Theory identifies trends in the market as a series of impulsive and corrective waves. Fibonacci retracements are often used by Elliot Wave analysts to identify potential levels of support and resistance within these waves.\nFor example, an Elliot Wave analyst may identify a wave as being in an impulsive phase, and use Fibonacci retracements to identify potential levels of support for buying opportunities.\nFibonacci Retracement Levels\nOverall, the use of Fibonacci retracements in forex trading can be a useful tool for identifying potential entry and exit points for traders. When used in conjunction with other technical indicators, such as Elliot Wave Theory, Fibonacci retracements can help traders gain a better understanding of market trends and make more informed trading decisions.\nCombining Fibonacci with other technical analysis indicators\nFibonacci retracement is just one of several technical analysis tools used in trading. However, it is commonly used alongside other indicators to confirm a trend, support or resistance level, or possible reversal points. Below are ways on how to combine Fibonacci with other technical analysis indicators:\n- Moving Averages: Moving averages can help validate potential Fibonacci retracement levels. For instance, traders may be more inclined to look for retracements near key moving averages; the 50, 100, and 200 SMA. Similarly, if a retracement level coincides with a moving average, this may provide more emphasis on the level.\n- Relative Strength Index (RSI): RSI is a momentum indicator used to determine if a currency is overbought or oversold. If the RSI is over 70, the currency may be overbought, and if the RSI is below 30, the currency may be oversold. Fibonacci levels can confirm RSI signals. For example, if the RSI becomes oversold at a Fibonacci retracement level, it may indicate a possible reversal of the downtrend.\n- MACD: Moving Average Convergence Divergence (MACD) is a trend-following momentum indicator. This indicator is used to show the relationship between two moving averages. Similar to the RSI, traders combine it with Fibonacci retracements to confirm trend or reversal. If prices pull back to a Fibonacci level and the MACD is showing a bullish crossover, that could signal a potential bullish trend reversal.\nRetracement Trading Strategies\nThere are different trading strategies that traders use to apply Fibonacci retracements alongside other indicators. One strategy is the “Fibonacci Fan” strategy. This involves drawing diagonal trend lines to connect significant price points and form a fan-like pattern.\nAnother popular Fibonacci strategy is known as the “Fibonacci extension” strategy. This technique uses Fibonacci retracements and extensions to determine price targets. Extensions are calculated by projecting the price level of a retracement from the previous trend wave. A trader can enter a position near a key Fibonacci retracement level and place a stop loss underneath. Then, they can use a Fibonacci extension level as a profit-taking target to exit the trade.\nFibonacci Retracement Levels Table\nIn conclusion, combining Fibonacci retracements with technical indicators can provide traders with additional confirmation of trend, support and resistance levels, or potential reversals. It is essential to have a solid understanding of both the tools and the market before applying any strategy to ensure positive trading outcomes.\nPros and cons of using Fibonacci in forex trading\nUsing Fibonacci in forex trading is a popular technique among traders. Fibonacci numbers are a mathematical sequence that appears in many natural phenomena. In forex trading, these numbers are used to identify potential price movements and support/resistance levels.\n- The Fibonacci sequence can help traders identify possible price movements based on past trends and patterns.\n- It can serve as a guideline for where to enter or exit the market.\n- Fibonacci retracements can provide support and resistance levels that traders can use to set stop-loss or take-profit orders.\n- It can help traders manage risk by identifying potential entry and exit points.\n- The use of Fibonacci requires a certain level of technical analysis knowledge and expertise.\n- The accuracy of Fibonacci levels is not guaranteed, and they should not be used as the sole basis for trading decisions.\n- The strategy can be subjective and open to interpretation, leading to different outcomes.\n- It can be easy to get caught up in the patterns and forget about other important factors that may affect the market.\nDespite its advantages and disadvantages, the Fibonacci sequence is still a widely used tool in forex trading. Traders should always exercise caution and use it as part of a comprehensive trading plan that takes into account various factors, such as market conditions, news events and economic data.\nOne of the key Fibonacci numbers used in forex trading is 9. This number is often used in conjunction with the 38.2% and 61.8% retracement levels to identify potential support and resistance zones. The table below illustrates how the 9 Fibonacci number can be used in trading:\nTraders can use the above table to determine potential levels for entry, stop loss and take profit orders based on the 9 Fibonacci number and the corresponding retracement and extension levels. However, it is important to keep in mind that this is not a foolproof method and should be used in conjunction with other strategies and analysis.\nReal-life examples of successful Fibonacci trading strategies\nThere are many trading strategies that incorporate Fibonacci retracements and extensions. Here, we will explore some real-life examples of successful Fibonacci trading strategies.\n- Retracement Strategy: This strategy involves identifying a trend, drawing a Fibonacci retracement from swing low to swing high (in an uptrend) or swing high to swing low (in a downtrend), and entering a trade at a retracement level. For example, if the retracement level is 50%, the trader would enter a buy (in an uptrend) or sell (in a downtrend) order at that level. If price bounces off the retracement level and continues in the direction of the trend, the trade is successful.\n- Extension Strategy: This strategy involves identifying a trend, drawing a Fibonacci extension from swing low to swing high (in an uptrend) or swing high to swing low (in a downtrend), and placing buy (in an uptrend) or sell (in a downtrend) orders at the extension levels. For example, if the extension levels are 127.2%, 161.8%, and 261.8%, the trader would place buy (in an uptrend) or sell (in a downtrend) orders at these levels. If price reaches these levels and bounces, the trade is successful.\n- Fibonacci Fan Strategy: This strategy involves drawing a Fibonacci fan from a swing low to swing high (in an uptrend) or swing high to swing low (in a downtrend). The fan creates diagonal support and resistance levels. Traders can use these levels to enter trades or take profit. For example, if price is in an uptrend and approaching a fan level, traders can enter a buy order at that level. If price bounces off the level and continues in the direction of the trend, the trade is successful.\nOverall, Fibonacci retracements and extensions can be powerful tools when used in conjunction with other technical analysis tools and market knowledge. However, traders should always use proper risk management and consider the possibility of false signals or market manipulation.\nBelow is a table of common Fibonacci retracement and extension levels:\nRemember that Fibonacci levels are not always foolproof, and it’s essential to use other technical analysis indicators and market knowledge in combination with Fibonacci tools. When used properly, Fibonacci retracements and extensions can give traders an edge in analyzing market movements and making informed trading decisions.\nFAQs about How to Use Fibonacci Numbers in Forex Trading\n1. What are Fibonacci numbers in forex trading?\nFibonacci numbers are a series of numbers used by traders in financial markets to predict future price movements.\n2. How are Fibonacci numbers used in forex trading?\nFibonacci retracement levels are used by forex traders to identify potential levels of support and resistance in the market. Traders plot these levels on their charts to help them identify potential buy and sell points.\n3. What is Fibonacci retracement level?\nFibonacci retracement level is the percentage of a price move that retraces before continuing in the original direction. These levels are drawn from the highest point to the lowest point, or vice versa, in a given price move.\n4. Can Fibonacci numbers be used to predict future forex market trends?\nFibonacci numbers and retracement levels cannot predict future market trends with certainty. In fact, traders should always consider other technical and fundamental indicators before they make trading decisions.\n5. How do I add a Fibonacci retracement level to my chart?\nMost forex trading platforms have built-in Fibonacci tools that you can use to add retracement levels to your chart. Look for the Fibonacci Retracement option in your platform’s charting tools.\n6. How do I interpret the Fibonacci retracement levels on my chart?\nThe retracement levels help traders identify areas of support and resistance in the market. These levels can be used to determine potential entry and exit points, as well as stop-loss and take-profit levels.\n7. Are there any downsides to using Fibonacci numbers in forex trading?\nSome critics argue that Fibonacci numbers and retracement levels are not based on any sound mathematical or statistical principles. However, many traders have found success using these tools in their trading.\nClosing Title: Thanks for Reading Our Guide on How to Use Fibonacci Numbers in Forex Trading\nWe hope this guide has been helpful in gaining a better understanding of how to use Fibonacci numbers and retracement levels in forex trading. Remember that Fibonacci numbers are just one tool in your trading arsenal, and it should always complement your trading strategy. Thanks for reading and be sure to visit us again for more useful trading tips and information.", "domain": "mathematics"}
{"url": "https://flhespectator.com/how-much-math-do-you-need-for-computer-science/", "date": "2024-03-04T02:26:58Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476409.38/warc/CC-MAIN-20240304002142-20240304032142-00692.warc.gz", "language_score": 0.9118736982345581, "token_count": 2237, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__162586102", "lang": "en", "text": "How Much Math Do You Need for Computer Science?\nMathematics is an essential element in the field of computer science and plays a vital role in various areas within the discipline. Whether you are interested in coding, algorithms, data analysis, or artificial intelligence, a solid understanding of math concepts is crucial for success.\nFoundational Math Skills\nAt the very least, computer science students should have a strong foundation in basic math skills. This includes a solid understanding of arithmetic, algebra, and geometry. These fundamental areas of math provide the building blocks for more advanced concepts, making them essential for any aspiring computer scientist.\nArithmetic (basic calculations like addition, subtraction, multiplication, and division) is essential for understanding the basics of coding and algorithms. Algebra helps students develop problem-solving skills and logical thinking, which are crucial for writing efficient and optimized code. Geometry, on the other hand, is necessary for understanding concepts related to geometric algorithms, computer graphics, and visualization.\nDiscrete mathematics is an area of math that focuses on countable and distinct elements, and it is highly relevant to computer science. It covers topics such as set theory, logic, graph theory, combinatorics, and probability theory. These concepts help computer scientists understand and analyze algorithms, data structures, and cryptography.\nSet theory provides a foundation for understanding data structures like sets, arrays, and trees. Logic is essential for designing and analyzing the correctness of algorithms. Graph theory helps in understanding and optimizing network algorithms and data relationships. Combinatorics plays a role in analyzing the efficiency of searching and sorting algorithms. Probability theory is crucial for machine learning algorithms and artificial intelligence tasks that involve uncertainty and randomness.\nCalculus and Continuous Mathematics\nWhile not every computer science student may need to delve deeply into calculus, having a basic understanding of calculus and continuous mathematics can be beneficial, especially for certain areas within computer science.\nCalculus helps computer scientists understand concepts such as optimization, approximation, and continuous change over time. It is particularly important in areas like machine learning, data analysis, and computer graphics. A solid foundation in calculus allows computer scientists to develop and optimize algorithms for complex computational problems.\nLinear algebra is another important branch of math that is highly applicable to computer science. It deals with systems of linear equations, vectors, and matrices. Linear algebra is widely used in diverse areas such as computer graphics, cryptography, data compression, and machine learning.\nUnderstanding linear algebra allows computer scientists to manipulate and analyze large data sets, apply transformations to graphical objects, optimize algorithms, and solve systems of equations efficiently.\nMathematics forms a strong foundation for computer science and is integral to many areas within the field. While the level of math required may vary depending on the specific area of focus, having a solid understanding of arithmetic, algebra, discrete mathematics, calculus, and linear algebra is crucial for success in computer science.\nBy mastering these math concepts, computer scientists can develop efficient algorithms, design robust systems, analyze data effectively, and explore the frontiers of artificial intelligence. So, embrace math as you embark on your computer science journey and unlock the immense possibilities it offers.\nFoundational Mathematical Concepts\nA solid foundation in discrete mathematics, including sets, logic, and algorithms, is essential for tackling computer science problems effectively. Discrete mathematics provides the logical framework and tools required to understand the fundamental principles of computer science and programming.\nOne of the key components of discrete mathematics is understanding sets. In computer science, sets are used to organize and categorize data. They are particularly useful when dealing with large amounts of information. For example, in a database, sets can be used to represent a collection of records or entities. Understanding concepts such as unions, intersections, and complements of sets is crucial for efficiently manipulating and analyzing data.\nLogic is another important aspect of discrete mathematics. It provides the foundation for creating and evaluating logical statements, which are fundamental in computer science. Logic helps identify patterns, make deductions, and reason through complex problems. It allows computer scientists to construct solid and reliable arguments, which are essential for designing algorithms and creating robust software.\nAlgorithms form the backbone of computer science. These step-by-step procedures are used to solve problems and perform computations. To effectively design and analyze algorithms, a strong understanding of mathematical concepts is necessary. This includes grasping concepts such as efficiency and complexity, which are directly related to the mathematical representation and analysis of algorithms. By understanding these concepts, computer scientists can create efficient and optimized algorithms to solve problems in the most effective manner.\nAdditionally, a strong foundation in discrete mathematics helps develop critical thinking skills, which are essential in computer science. The ability to break down a problem, analyze its components, and devise a solution is crucial when working with complex algorithms and systems. Discrete mathematics provides the necessary tools and techniques to approach problems logically and systematically.\nIn summary, a solid understanding of the foundational mathematical concepts in discrete mathematics is crucial for computer scientists. Sets, logic, and algorithms are at the heart of computer science, and a strong foundation in these areas is necessary for tackling complex problems and creating efficient solutions. By developing a solid mathematical foundation, computer scientists can effectively navigate the ever-changing landscape of technology and contribute to advancements in the field.\nCalculus and Analysis\nA basic understanding of calculus, particularly differential calculus and sequences, is useful for analyzing algorithms and computational complexity. Calculus is a branch of mathematics that deals with the study of change, particularly of functions and their rates of change. It helps in understanding how quantities change over time or space.\nIn computer science, calculus is particularly important for analyzing algorithms and computational complexity. Algorithms are step-by-step procedures used for solving a problem, and understanding their efficiency is crucial for developing efficient programs. Computational complexity, on the other hand, deals with measuring the resources required to execute an algorithm, such as time and memory.\nDifferential calculus, which focuses on the concept of derivatives, is especially relevant in computer science. Derivatives measure the instantaneous rate of change of a function and have applications in optimization and approximation algorithms. For example, in machine learning, derivatives are used to optimize the parameters of a model to minimize the error between predicted and actual outcomes.\nSequences, another topic within calculus, are important for understanding the behavior of algorithms. In computer science, algorithms often deal with sequences of data, such as arrays or linked lists. Understanding the properties and behavior of these sequences helps in analyzing and designing efficient algorithms.\nOverall, a basic understanding of calculus, particularly differential calculus and sequences, provides essential tools for analyzing algorithms and computational complexity in computer science. It helps in optimizing algorithms and understanding their efficiency in terms of time and memory consumption.\nLinear Algebra and Matrices\nIn computer science, a strong foundation in linear algebra and matrices is essential. These mathematical concepts play a crucial role in various applications such as graphics, machine learning, and cryptography.\nLinear algebra deals with vector spaces and linear transformations. It provides the tools and techniques to solve systems of linear equations, analyze geometric transformations, and understand the properties of vectors and matrices. Matrices are a fundamental component of linear algebra, representing linear transformations and assisting in solving complex problems efficiently.\nOne significant area where linear algebra is utilized in computer science is graphics. Graphics involve creating and manipulating images, animations, and visual effects using computer algorithms. Techniques such as 3D modeling, rendering, and image processing heavily rely on linear transformations and matrix operations. For instance, rotating and scaling objects in computer graphics involve applying linear transformations to vectors, and matrices are used to represent these transformations.\nAnother important application of linear algebra in computer science is machine learning. Machine learning algorithms train models to make predictions or decisions without being explicitly programmed. Linear algebra is used to represent and manipulate data in these models. For example, in linear regression, a popular machine learning algorithm, linear algebra is used to estimate the coefficients of a linear equation that best fits the given data.\nCryptography, the study of secure communication, also heavily relies on linear algebra. Cryptographic algorithms, like the widely used RSA algorithm, involve modular arithmetic operations that can be represented using matrices. Linear algebra techniques, such as matrix multiplication, inversion, and exponentiation, are fundamental in implementing and analyzing these cryptographic algorithms.\nHaving a strong understanding of linear algebra and matrices allows computer scientists to develop efficient and optimized algorithms, understand the mathematical foundations of various computer science applications, and tackle complex problems in the field.\nProbability and Statistics\nProbability and statistics are essential concepts in computer science, as they provide the foundation for understanding and analyzing data. Whether you’re working on data analysis, machine learning, or network modeling, a strong grasp of probability and statistics is crucial.\nProbability is the study of chance and uncertainty. It allows us to quantify the likelihood of an event happening. In computer science, probability is used to analyze data and make predictions. For example, in machine learning algorithms, probability is used to determine the likelihood of a certain outcome based on patterns found in the data.\nStatistics, on the other hand, involves the collection, analysis, interpretation, presentation, and organization of data. It helps us make sense of the information we gather and draw valuable insights. In computer science, statistics is used to analyze large datasets and make informed decisions.\nOne area of computer science where probability and statistics are extensively used is data analysis. Data analysis involves sorting, cleaning, and analyzing large sets of data to uncover meaningful patterns and insights. By applying statistical techniques, such as hypothesis testing and regression analysis, computer scientists can draw valuable conclusions from the data.\nMachine learning, a subset of artificial intelligence, also heavily relies on probability and statistics. Machine learning algorithms learn from past data and use that knowledge to make predictions or decisions. Probability is used to find the most likely outcome, while statistical models help in training and evaluating machine learning algorithms.\nFor example, in image recognition tasks, probability and statistics are used to classify images into different categories. The algorithm compares the features of the image with the probabilities of each category to determine the most likely classification. Statistical models are then used to optimize and improve the accuracy of the algorithm.\nNetwork modeling is another area of computer science where probability and statistics come into play. Networks, such as social networks or computer networks, are complex systems with interconnected entities. Probability is used to model the behavior of these networks and predict outcomes.\nFor example, in network security, probability is used to analyze the likelihood of a cyber-attack happening and the potential impact it could have. By understanding the probabilities, computer scientists can develop strategies to protect the network and mitigate the risks.\nIn conclusion, probability and statistics are vital for computer science. They provide the necessary tools to analyze data, make predictions, and understand complex systems. Whether you’re working on data analysis, machine learning, or network modeling, a solid understanding of probability and statistics is essential for success.", "domain": "mathematics"}
{"url": "https://slow.mathewkiang.com/2013/12/20/shiny-desolve-interactive-ode-models/", "date": "2024-04-14T14:37:49Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816879.72/warc/CC-MAIN-20240414130604-20240414160604-00585.warc.gz", "language_score": 0.9172277450561523, "token_count": 402, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__23662601", "lang": "en", "text": "While taking a disease dynamics course, I thought it would be a good opportunity to learn how to use the\nShiny package in\nR and create an interactive interface for some of my problem sets. After a few trial runs with smaller, simpler setups, I have wrapped up the side project (for now). You can see it in action here 1 and you can view the final code on my Git.\nAt some point, I’d like to make an analogous version of these models using network-based approaches. However, all my work in network models has been done using Python so it might take a while.\nIf you’re unfamiliar with compartmental models, they are deterministic models that use differential equations to describe the spread of an epidemic through a population. The Wikipedia page on them is a pretty good place to start. The parameters on the page are described below—note that certain parameters are only shown when they are applicable.\n- Probability of transmission: the probability that an infectious person will infect a susceptible person at any one contact.\n- Average contacts: the number of people an infected person will run into (per week).\n- Disease properties:\n- No recovery: when checked, if somebody becomes infected, they will be infectious forever—never recovering.\n- Duration: how long an infected person remains infected\n- Latent period: the time between being infected and being infectious (at which point they are neither susceptible nor infected, but are “exposed”).\n- Seasonal fluctuations: a cosine function that emulates seasonal fluctuations in contact rates.\n- Vital dynamics:\n- Birth and death rate: Self-explanatory. In these model, kept equal to each other.\n- Proportion of vaccinated a birth: assumes vaccination occurs immediately at birth (therefore, this is the proportion of new births who never enter a susceptible stage).\n- Vaccine effectiveness: probability of a vaccine actually working.", "domain": "mathematics"}
{"url": "http://rovaa.sk/library/mathematical-analysis-i-unitext-volume-84-2-nd-edition", "date": "2018-05-23T11:08:00Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794865595.47/warc/CC-MAIN-20180523102355-20180523122355-00261.warc.gz", "language_score": 0.8953306674957275, "token_count": 1478, "dump": "CC-MAIN-2018-22", "global_id": "webtext-fineweb__CC-MAIN-2018-22__0__132207077", "lang": "en", "text": "The aim of the quantity is to supply a aid for a primary path in arithmetic. The contents are organised to charm particularly to Engineering, Physics and computing device technology scholars, all components within which mathematical instruments play a vital position. easy notions and techniques of differential and vital calculus for services of 1 actual variable are offered in a fashion that elicits severe examining and activates a hands-on method of concrete purposes. The format has a specifically-designed modular nature, permitting the teacher to make versatile didactical offerings whilst making plans an introductory lecture path. The e-book could in reality be hired at 3 degrees of intensity. on the effortless point the scholar is meant to understand the very crucial principles and familiarise with the corresponding key ideas. Proofs to the most effects befit the intermediate point, including numerous feedback and complementary notes improving the treatise. The final, and farthest-reaching, point calls for the extra research of the cloth inside the appendices, which permit the strongly prompted reader to discover additional into the topic. Definitions and houses are offered with large examples to stimulate the training approach. Over 350 solved routines whole the textual content, a minimum of half which advisor the reader to the answer. This re-creation beneficial properties extra fabric with the purpose of matching the widest diversity of academic offerings for a primary process arithmetic.\nRead or Download Mathematical Analysis I (UNITEXT) PDF\nSimilar Mathematics books\nChosen Works of Giuseppe Peano (1973). Kennedy, Hubert C. , ed. and transl. With a biographical caricature and bibliography. London: Allen & Unwin; Toronto: college of Toronto Press.\nThe information of Fourier have made their means into each department of arithmetic and mathematical physics, from the idea of numbers to quantum mechanics. Fourier sequence and Integrals makes a speciality of the intense energy and adaptability of Fourier's easy sequence and integrals and at the impressive number of purposes during which it's the leader instrument.\nAuthored by way of a number one identify in arithmetic, this attractive and obviously offered textual content leads the reader throughout the a number of strategies desirous about fixing mathematical difficulties on the Mathematical Olympiad point. overlaying quantity thought, algebra, research, Euclidean geometry, and analytic geometry, fixing Mathematical difficulties contains quite a few workouts and version options all through.\nA few books on algorithms are rigorous yet incomplete; others hide lots of fabric yet lack rigor. creation to Algorithms uniquely combines rigor and comprehensiveness. The ebook covers a large variety of algorithms intensive, but makes their layout and research obtainable to all degrees of readers.\nAdditional info for Mathematical Analysis I (UNITEXT)\nThen: a) If f expanding on I, then f′(x) ≥ zero for all x ∈ I. b1) If f′(x) ≥ zero for any x ∈ I, then f is expanding on I; b2) if f′(x) > zero for all x ∈ I, then f is exactly expanding on I. evidence. allow f be the map. consider first f is continuous, for this reason for each x zero ∈ I, the variation quotient , with x ∈ I, x ≠ x zero, is 0. Then f‱(x zero) = zero via definition of by-product. Vice versa, consider f has 0 spinoff on I and allow us to end up that f is continuing on I. this may be resembling challenging Take x 1, x 2 ∈ I and use formulation (6. thirteen) on f. For an appropriate among x 1,x 2, we now have therefore f(x 1) = f(x 2). □ 6. 7 6. 7 Monotone maps within the mild of the consequences on differentiability, we take on the problem of monotonicity. evidence. allow us to turn out declare a). believe f expanding on I and think about an inside aspect x zero of I. For all x ∈ I such that x < x zero, we now have therefore, the adaptation quotient among x zero and x is non-negative. nevertheless, for any x ∈ I with x > x zero. the following too the adaptation quotient among x zero and x is confident or 0. Altogether, Corollary four. three on yields f′(x zero) ≥ zero. As for the potential extremum issues in I, we arrive on the comparable end via contemplating one-sided limits of the variation quotient, that's constantly ≥ zero. Now to the results in elements b). Take f with f′(x) ≥ zero for all x ∈ I. the assumption is to mend issues x 1 < x 2 in I and turn out that f(x 1) ≤ f(x 2). For that we use (6. thirteen) and notice that through assumption. yet because x 2 − x 1 > zero, now we have proving b1). contemplating f such that f′(x) > zero for all x ∈ I as an alternative, (6. thirteen) implies f(x 2) − f(x 1) > zero, accordingly additionally b2) holds. □ the theory asserts that if f is differentiable on I, the next common sense equivalence holds: additionally, The latter implication isn't really reversible: f strictly expanding on I doesn't suggest f′(x) > zero for all x ∈ I. we have now somewhere else saw that f(x) = x three is in all places strictly expanding, regardless of having vanishing spinoff on the foundation. an identical assertion to the above holds if we modify the observe ‘increasing’ with ‘decreasing’ and the symbols ≥, > with ≤, <. Corollary 6. 28 permit f be differentiable on I and x zero an inside severe aspect. If f′(x) ≥ zero on the left of x zero and f′(x) ≤ zero at its correct, then x zero is a greatest element for f. equally, f′(x) ≤ zero on the left, and ≥ zero on the correct of x zero implies x zero is a minimal element. Theorem 6. 27 and Corollary 6. 28 justify the hunt for extrema one of the zeroes of f′, and clarify why the derivative's signal impacts monotonicity periods. instance 6. 29 The map f : ℝ → ℝ, f(x) = xe2x differentiates to f′(x) = (2x + 1)e2x , whence is the only serious element. As f′(x) > zero if and provided that is an absolute minimal. The functionality is exactly reducing on and strictly expanding on . □ 6. eight 6. eight Higher-order derivatives enable f be differentiable round x zero and permit its first by-product f′ be additionally outlined round x zero. Definition 6. 30 If f′ is a differentiable functionality at x zero, one says f is two times differentiable at x zero. The expression is termed moment spinoff of f at x zero.", "domain": "mathematics"}
{"url": "https://online.engineering.arizona.edu/faculty/Fan/", "date": "2022-08-12T20:16:26Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571758.42/warc/CC-MAIN-20220812200804-20220812230804-00660.warc.gz", "language_score": 0.9137207865715027, "token_count": 364, "dump": "CC-MAIN-2022-33", "global_id": "webtext-fineweb__CC-MAIN-2022-33__0__135322737", "lang": "en", "text": "Neng Fan is an associate professor in the Systems and Industrial Engineering Department at the University of Arizona. He obtained his bachelor’s degree in computational mathematics from Wuhan University in 2004 and master’s degree in applied mathematics from Nankai University in 2007. He obtained his master’s and PhD degrees from the Industrial and Systems Engineering Department at the University of Florida in 2009 and 2011, respectively.\nFan’s research interests include integer programming, stochastic and robust optimization methods, and their applications in data mining, combinatorial optimization, energy systems, water systems, and health care. He has been involved in organizing several conferences in the areas of optimization, smart grids, and health care, and also served as a reviewer for many journals. Currently, he is the associate editor for two journals, Optimization Letters and Energy Systems, published by Springer.\nFan is a member of the Institute for Operations Research and Management Sciences (INFORMS) and the Institute of Industrial Engineering (IIE).\n- PhD Industrial and Systems Engineering - University of Florida, 2011\n- MS Industrial and Systems Engineering - University of Florida, 2009\n- MS Applied Mathematics - Nankai University, 2007\n- BS Computational Mathematics - Wuhan University, 2004\nTeaching Interests: Optimization, operations research, probability, statistics, data analytics, and machine learning\nResearch Interests: Methodologies in optimization: integer programming, combinatorial optimization, stochastic programming, robust optimization, multilevel programming, and large-scale optimization; applied operations research: energy systems, water systems, renewable energy integration, interdependent infrastructures, healthcare and sustainable agriculture; data analytics: data mining, machine learning, and high-dimensional data with uncertainties", "domain": "mathematics"}
{"url": "https://numathsapp.com/2016/11/11/south-african-learners-have-the-lowest-performance-in-the-international-mathematics-and-science-study/", "date": "2021-09-24T00:56:00Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057479.26/warc/CC-MAIN-20210923225758-20210924015758-00051.warc.gz", "language_score": 0.9676821827888489, "token_count": 519, "dump": "CC-MAIN-2021-39", "global_id": "webtext-fineweb__CC-MAIN-2021-39__0__15567660", "lang": "en", "text": "In 2011, the Trends in International Mathematics and Science Study (TIMSS) showed that South African learners have the lowest performance among all 21 middle-income countries that participated. South Africa’s development as a knowledge economy depends partly on improving the teaching of mathematics and numeracy. Furthermore, South Africa’s extremely high youth unemployment, which is currently at 50%, is closely linked to the quality of schooling; numeracy and mathematics competency in particular. We have looked at the education Stats for 2013 and 2014 as shown on department of education website, and the results show that we still have a long way to go in terms of improving the situation for the future of this country.\nNubian Smarts believes that building a solid math foundation is vital for children to succeed. Hence our interest in creating applications for primary school children. Studies have shown that students with weak basic math skills find the subject increasingly difficult and confusing thus leading them to get poor results. This often leads to math anxiety and the belief that mathematics is hard and not fun, which is how most people feel when asked about their experiences with regards to maths.\nSo in essence when a child develops a solid math foundation, you notice that the stress caused by poor math skills disappears, and you might notice the child even saying that maths is fun. We at Nubian Smarts believe that this is not an unattainable goal and that the key to improving these statistics is by creating mobile applications that focus on creating a lifelong love of mathematics. These mobile applications are not intended to be a unique educational method but rather to complement the other areas of the educational programme.\nStudies conducted have reported that mobile apps are not only engaging, but educational, for children as young as preschool. PBS Kids, in partnership with the US Department of Education, found that the vocabulary of kids’ age’s three to seven who played its Martha Speaks mobile app improved up to 31%. Abilene Christian University conducted research around the same time that found math students who used the iOS app “Statistics 1” saw improvement in their final grades. They were also more motivated to finish lessons on mobile devices than through traditional textbooks and workbooks.\nMore recently, two studies that separately followed fifth and eighth graders who used tablets for learning in class and at home found that learning experiences improved across the board. 35% of the 8th graders said that they were more interested in their teachers’ lessons or activities when they used their tablet, and the students exceeded teachers’ academic expectations when using the devices.", "domain": "mathematics"}
{"url": "https://differencify.com/feet-vs-square-feet/", "date": "2024-03-03T20:24:27Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476397.24/warc/CC-MAIN-20240303174631-20240303204631-00678.warc.gz", "language_score": 0.9355093836784363, "token_count": 1143, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__49984305", "lang": "en", "text": "Are you ready to take a step towards understanding the fundamental difference between feet and square feet? Whether you’re a novice in the world of measurement or simply curious about how these terms are used, this blog post will unravel the mystery for you. From finding the perfect shoe fit to calculating your living space, we’ll explore why it’s essential to distinguish between regular feet and their squared counterpart. Get ready to put your best foot forward as we dive into this fascinating topic!\nFeet Vs Square Feet (Comparison Table)\n|The term “foot” refers to a unit of measurement equal to 12 inches (30.48 cm) in length.\n|The term “square foot” refers to a unit of area measuring equal to one foot by one foot (1 sq ft = 12 in x 12 in = 144 sq in).\n|The unit symbol for the foot is “ft”.\n|The unit symbol for square feet is “sq ft”.\n|The Foot is used to measure lengths, such as heights and distances.\n|Square feet are used to measure area, often for rooms or land parcels.\n|You cannot directly convert feet to square feet due to the different measurement types.\n|To convert from feet to square feet, calculate the area in square inches and then convert it using the appropriate factor.\n|Feet are measured in linear units.\n|Square feet are measured in terms of area units.\n|The term “foot” is derived from the Latin word “pedem,” meaning foot.\n|The term “square foot” combines “square” and “foot” to denote an area defined by one-foot sides of a square.\nFeet (plural of foot) is the non-SI unit for measuring length. It is used mainly in the Imperial and U.S. customary systems of measurement and is equal to 12 inches or 30.48 centimeters. We often use feet to measure the height of something or the distance between two points.\nExamples of Feet\n- The height of a basketball hoop is 10 feet.\n- The length of a soccer field is 120 feet.\n- The depth of an Olympic-size swimming pool is 10 feet.\nWhat is Square Feet?\nSquare feet, on the other hand, is a unit of measurement used in the imperial and US customary systems to measure area. It is equal to one square foot, which is defined as an area with sides of one foot in length. One square foot is equal to 144 square inches and 0.09290304 square meters.\nExamples of Square Feet:\n- The average size of a two-bedroom apartment is 1,000 square feet.\n- The size of an Olympic-size swimming pool is 7,600 square feet.\n- A standard bowling alley lane measures 41 ½ feet long by 12 ½ feet wide, for a total area of 518 ¾ square feet.\nKey Differences Between Feet and Square Feet Explained\n- Meaning: The term “foot” refers to a unit of measurement that is equal to 12 inches (30.48 cm), while the term “square foot” refers to a unit of area measure equal to one foot by one foot (1 sq ft = 12 in x 12 in = 144 sq in).\n- Unit Symbol: The unit symbol for the foot is simply “ft”, while the unit symbol for square feet is “sq ft”.\n- Conversion: It is not possible to directly convert from feet into square feet because they are different units of measure; however, it is possible to calculate the area of an object or space given its dimensions in feet and then convert this area into square feet using the appropriate conversion factor.\n- Measurement: The measurement of feet is taken in linear units while the measurement of square feet is taken in terms of area.\nHow to Convert Feet to Square Feet\nThere are 12 inches in a foot, so to convert feet to square feet, you need to multiply the number of feet by 12. For example, if you have a room that is 10 feet wide and 20 feet long, the area of the room would be 200 square feet. Mathematical derivation is as follows:\nArea = Length x Width\nArea = 10 feet x 20 feet\nArea = 200 square feet\nCommon Mistakes Made When Measuring with Square Feet\nWhen it comes to measuring square feet, there are a few common mistakes that are made.\nFirst, when measuring square footage, you should always use a tape measure. Measuring with a ruler will not give you an accurate measurement.\nSecond, when measuring the length and width of a room, make sure to measure from the outside edges of the room.\nThird, make sure to include all areas of the room when measuring square footage. This includes closets, hallways, and any other areas that are part of the room. Don’t forget to convert your measurements into square feet. To do this, simply multiply the length by the width.\nWe hope that this article has helped you understand the fundamental difference between feet and square feet. Knowing the unit of measurement for each can be important when planning projects or taking measurements. It is also a useful tool to know when shopping for items that require precise measurements, such as flooring, appliances, furniture, etc.\nIn addition to understanding these units of measure, it is important to have the right tools in order to make sure your project turns out perfectly!", "domain": "mathematics"}
{"url": "https://www.gamesforyoungminds.com/blog/2018/7/17/nim-a-devilishly-difficult-game", "date": "2019-08-21T19:00:38Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027316150.53/warc/CC-MAIN-20190821174152-20190821200152-00468.warc.gz", "language_score": 0.9671540856361389, "token_count": 1356, "dump": "CC-MAIN-2019-35", "global_id": "webtext-fineweb__CC-MAIN-2019-35__0__124257564", "lang": "en", "text": "Nim - A Devilishly Difficult Game\nAges: 7 and up\nMath Ideas: Subtraction, deductive reasoning, mathematical proof\nQuestions to Ask:\nWant to figure out a strategy to always win?\nDo you want to go first or second this time?\nIf you make that move, what do you think I will do?\nYears ago, a teacher friend sent me an online version of the game Nim. \"Try it out!\" they said innocently enough, \"See if you can figure out the strategy!\"\nThe game seemed simple enough, basically just a set of three rows of objects. So I gave it a shot, and I lost. And then I lost again, and again. I finally walked away from my computer, a broken man.\nIn the years since then, I've moved cities and schools, had three kids, and STILL CANNOT BEAT THIS GAME.\nIn preparation for this newsletter, I finally gave in and looked up the solution. And having seen a lovely explanation from one of my favorite mathematicians, James Tanton, I think I can provide a way to turn this maddening little game into a meaningful mathematical exploration for you and your child.\nHow to Play\nNim is an ancient game with many variations, but each version is based on the same idea: rows of stones.\nThe original version I played had three rows of stones, as pictured. But you can have as many rows of stones as you want, and each row can contain as many stones as you like.\nYou and your opponent take turns choosing a single row of stones and then removing as many stones from that row as you want. You can remove a single stone, a few stones, or even the entire row. The person to take the last stone wins.\nYou can play an online version of the game with four rows here. The version I played has been lost to the sands of time (Good riddance).\nPlaying Nim with your Child\nHave you played the version above a couple of times? Have you lost every time, just like me? Great, you're ready to explore this game with your child!\nI don't usually get this prescriptive with my advice, but I think that Nim provides a great opportunity to show your child one of the greatest problem-solving skills of a mathematician: solving a simpler problem.\nIntroduce the game to your child, then play a couple of versions of Nim that start with two rows. Then ask them \"Do you want to figure out a strategy to always win?\" Kids love nothing so much as winning, so hopefully they'll be on board!\nStart with a very simple version of Nim: a one-row version of the game. Lay out a row of stones and ask your child \"Do you want to go first or second?\" Hopefully, they choose to go first and snatch up all the stones! If not, snatch all the stones yourself on your turn, then set up the game again and ask if they want to go first or second.\nThis version of the game isn't very fun, but it does teach you and your child an important principle of the game: if there is only one row left on your turn, you win!\nNow you're ready to play the two-row version of the game. Again, though, you want to start with a simplified version: one stone in each row. Again, ask your child \"Do you want to go first or second?\"\nThis time, going first is a guaranteed loser! No matter which stone you choose, your opponent can take the other stone to win. So now you and your child have another piece of strategy about the game: if you can get the stones down to a single stone in each row on your opponent's turn, you win!\nOne last mini-game before the final reveal: set up a game with two stones in each row and ask your child \"Do you want to go first or second?\"\nNow you can start to discuss all the possible ways the game can go: If you choose to go first, you can either take a single stone from one row, or you can take both stones from one row. But taking both stones is a bad move, since your opponent will just snatch up both stones from the other row and win!\nSo you have to take a single stone from one row. But wait! Your opponent can take a single stone from the other row, leaving you with one stone in each row, a situation we know is hopeless! So two rows of two stones are equally as hopeless as two rows of one stone. In fact, two equal rows of stones are a guaranteed loser, no matter how many stones are in each row.\nAnd now the strategy becomes clear: On your turn, take stones from the bigger row until both rows are equal. That way, you force your opponent to make the rows unequal on their next turn, and you can make the rows evenly matched again on your turn. Eventually you will winnow down the rows until each row has exactly one stone, and your opponent is doomed!\nThe beauty of this game is that this strategy works no matter how many stones are in each row. Once you know the goal of making the two rows equal, you can play any variation on the two-row version of Nim. And what if the two rows start out equal? Simple, just ask your opponent to go first! She'll break up the evenness of the rows, and you are back on track to victory.\nI think for most kids in elementary school, the two-row version of Nim is perfect. They get the feeling of accomplishment that they know how to beat the game, and they're sure to teach their friends how to play, simply to show off their prowess.\nMore importantly, though, they have gone through the experience of solving a game by solving simpler versions of a complicated problem. This is a tool that I teach my students to use in middle school, and it's a tool I use as an adult to solve mathematical problems that I've never encountered before. By modeling this process, you are giving your child an opportunity to experience the joy of mathematical discovery.\nBut wait - we haven't solved the three- and four-row versions of Nim, the ones that drove me crazy for years! That's true. But we have learned something valuable about the structure of Nim, which is that keeping the rows even somehow is a good strategy. In order to see how you can keep three or four rows even, you'll have to watch that lovely video from James Tanton that I mentioned earlier.", "domain": "mathematics"}
{"url": "http://homeschooljournal.net/category/math/", "date": "2015-05-24T08:54:43Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207927863.72/warc/CC-MAIN-20150521113207-00104-ip-10-180-206-219.ec2.internal.warc.gz", "language_score": 0.9234816431999207, "token_count": 218, "dump": "CC-MAIN-2015-22", "global_id": "webtext-fineweb__CC-MAIN-2015-22__0__191812568", "lang": "en", "text": "So, tomorrow is the great Pi day of the century. At 9:26:53 you will have the first ten digits of Pi with the day/month/year – 3.141592653.\nDo you celebrate Pi day? If you don’t, you can use the following info for other days as just math lessons, but if you do there are a lot of cute ideas. One that we did was giving each number 0-9 a color and making a Pi chain. We also did Buffon’s needle (virtual and in real life) and got pretty close to 3.14.\nPi stuff, jewelry, belts, a few crafts, here.\nBooks – Sir Cumference and the Dragon of Pi, Why Pi?, A History of Pi, Joy of Pi.\nLots of Pi related ideas, crafts and games here.\nVi Hart shares her anti-Pi day message (she is pro-Tau) here.\nAnd don’t forget to eat some pie (whether that it pizza or just pie) tomorrow!", "domain": "mathematics"}
{"url": "https://musictherapyconnections.org/2017/02/sign-language-music-number-signs-1-10/", "date": "2024-04-18T04:52:50Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817187.10/warc/CC-MAIN-20240418030928-20240418060928-00092.warc.gz", "language_score": 0.9420456290245056, "token_count": 178, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__31850170", "lang": "en", "text": "This week in Sign Language & Music we explored numbers 1-10 in sign language. I mentioned that I often use number signs 1-31 in calendar time for many of my sessions. The numbers 1-10 are a great start to learning all of those number signs!\nSo heres the big question… Do I use signed numbers, or standard finger counting?\nThis really depends on what your classroom, students, or clients are using. If they have been using and gaining understanding with standard counting then that might be the most appropriate counting measure to use. Many of my classrooms use signed numbers so I use those to reiterate the method that is already being used in the classroom. At the end of the day I am always in search of the most efficient and effective means to the end. Check out this weeks video below, and have a wonderful week!", "domain": "mathematics"}
{"url": "https://professorglobal.com.br/from-blackboard-to-bedsidehigh-dimensional-geometry-istransforming-the-mri-industry/", "date": "2024-04-23T01:46:59Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818452.78/warc/CC-MAIN-20240423002028-20240423032028-00202.warc.gz", "language_score": 0.9348574876785278, "token_count": 3966, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__119387454", "lang": "en", "text": "Twice per year, the American Mathematical Society (AMS) and the Mathematical Sciences Research Institute (MSRI) jointly sponsor a Congressional briefing.\nThese briefings provide an opportunity for communicating information to policymakers and, in particular, for the mathematics community to tell compelling stories of how our federal investment in basic research in mathematics and the sciences pays off for American taxpayers and helps our nation maintain its place as the world leader in innovation. Attendees on 28 June 2017 included Congressional staffers and representatives from the NSF Division of Mathematical Sciences, and Senate Minority Leader Charles Schumer and House Minority Leader Nancy Pelosi dropped in. David Eisenbud (MSRI), Karen Saxe (AMS), Anita Benjamin (AMS), and Kirsten Bohl (MSRI) organized this event. Presenter David Donoho has kindly shared these notes for his Congressional briefing. It is notable that the mathematicians had little interest in applications, yet the math inspired original MRI research and applications.\n—Karen Saxe, Director, AMS Washington Office, and David Eisenbud, Director, MSRI\nMRI scans are crucial tools in modern medicine: 40 million scans are performed yearly in the US. Individual 2-D MR images portray soft tissues that X-ray CT can’t resolve, without the radiation damage that X-rays produce. MRIs are essential in some fields, for example to neurologists seeking to pinpoint brain tumors or study demyelinating diseases and dementia.\nMRI technology is remarkably flexible, constantly spawning new applications. Dynamic MRIs allow cardiologists to view movies showing muscular contractions of the beating heart. 3-D head MRIs allow neurosurgeons to meticulously plan life-and-death brain surgeries, in effect to conduct virtual fly-throughs ahead of time.\nTraditionally MRIs required lengthy patient immobilization—in some cases hours. Long scan times limit the number of patients who can benefit from MRI, and increase the cost of individual MRIs. Long scan times also make it difficult to serve fidgety children. Ambitious variations of MR imaging—such as dynamic cardiac imaging and 3-D MRI—require far longer scan times than simple 2-D imaging; such long scan times have typically been awkward or even prohibitive. Yet patients with arrhythmias and afib could get better treatment based on dynamic cardiac imaging; patients with aggressive prostate cancer could get much more accurate biopsies under 3-D MRI guidance; and many neurosurgeries could be much safer and more effective if surgeons could plan surgeries with 3-D MRIbased fly-throughs beforehand.\nHelp is on the way: inspired by federally funded mathematical sciences research, patients everywhere will soon complete traditional clinical MRI scans much more rapidly. Ambitious but previously rarely available MRI applications will go mainstream.\n2. Accelerated Imaging by Compressed Sensing\nIn 2017, the FDA approved two new MRI devices, which dramatically speed up important MRI applications from 8x to 16x. Siemens’ technology (CS Cardiac Cine) allows movies of the beating heart; GE’s technology (HyperSense) allows rapid 3-D imaging, for example of the brain. Both manufacturers say their product is using Compressed Sensing (CS), a technology that first arose in the academic literature of applied mathematics and information theory.\nRoughly ten years ago, mathematicians, in-\ncluding Emmanuel Can-dès, now at Stanford, Terence Tao of UCLA, and me, put forward theorems showing that compressed sensing could reduce the number of measurements needed to reconstruct certain signals and images. Partly inspired by these new mathematical results, MRI researchers such as Michael Lustig (now at Berkeley) and collaborators in John Pauly’s lab at Stanford began to work intensively on new scanning protocols and algorithms. Compressed-sensing-inspired imaging became in the next few years a leading theme at international conferences of MRI researchers. Convincing clinical evidence soon emerged. Shreyas Vasanawala at Lucille Packard Children’s Hospital (Stanford) and co-authors (including Lustig and Pauly) showed in 2009 that pediatric MRI scan times could be reduced in representative tasks from 8 minutes to 70 seconds, while preserving the diagnostic quality of images. Fidgety children could thus be imaged successfully and comfortably with far less frequent use of sedation. Other researchers demonstrated impressive speedups in dynamic heart imaging in the clinical setting. Manufacturers ultimately became convinced; serious commercial development followed, leading to 2017’s FDA bioequivalence approvals.\nResearchers at GE and Siemens tell me that accelerated imaging can be expected to spread broadly to many other MRI settings. The industry welcomes the new approach to accelerate MRI scans, and is seeking to deploy it where possible.\nTransforming the MR industry takes time. In each proposed application, the FDA must first certify that accelerated imaging is bioequivalent to traditional imaging: that it really can produce diagnostic quality images in less scan time. Seeking FDA approval demands a rigorous multi-step evaluation taking years. From this viewpoint, it seems stunning that compressed-sensing inspired products are now on the market, only about a decade after the initial academic journal articles. This is certainly a testament to the energy and talents of MRI researchers and developers, and also a sign that the underlying mathematics was solid, reliable, and applicable.\nThe technology remains to be deployed into hospitals and clinics. More than 5 billion USD in MR scanners are sold annually; service and maintenance costs add billions more. There are tens of thousands of MRI scanners installed in the US currently, and many more worldwide. Improving MRI, by whatever means—mathematical ideas like compressed sensing, or physical ingredients like more powerful magnets—is always a gradual process of getting new equipment into the marketplace or retrofitting existing scanners.\nFor patients, such improvements can’t come soon enough. My own son is a neurosurgery resident at a large county hospital that serves many indigent and uninsured patients. He treats dramatic injuries to the head, from gunshot wounds, blunt force trauma, and car wrecks; but also less dramatic yet serious problems like aneurysms and brain tumors. In his hospital, which does not yet have the accelerated MRI technology I’ve been speaking about, lengthy delays for MRIs are common; sometimes he must open the patient’s cranium without any MRI at all. In other cases, he only can inspect a few 2-D slices, rather than a full 3-D image.\nMy son’s comment about accelerating MRIs: “Faster, please.”\n3. The Role of Mathematics Research\nNSF-funded Mathematical Sciences research, and NIH funding of cognate disciplines played a key role in these developments.\nFirst: how can mathematics be helpful? Don’t the MRI researchers have all the equipment they need to simply do whatever they need, and then see experimentally if it works?\nThe answer is interesting. Mathematicians build formal models of systems and then derive logical consequences of those formal models. Whatever mathematicians discover about such models is logically certain. In everyday experience, almost anything can be doubted, nothing is as it seems, whatever can go In mathematics, wrong will go wrong. In mathematics, a true statement ment is true, full stop. If a mathematical theorem says something surprising or impressive, you don’t waste time doubting the messenger—you just read the proof and (if you have the background) you will see why the theorem is true.\nMathematical results can be transformative when applied to a phenomenon in the real world that is poorly understood and as a result controversial. And in the case of accelerated scanning, that was the case. Prior to the mathematical work I mentioned above, isolated projects had observed experimentally that in special circumstances, researchers obtained impressive speed improvements over traditional MRI scanning. However, the MRI community as a whole was uncertain about the scope of such isolated results, and the impact of the published experimental evidence was therefore limited.\nMathematical research can go farther and deeper than experiments ever will go. It can give guarantees that certain outcomes will always result or that certain outcomes will never result. When you first hear of such a guarantee, it can rock your world.\nEarly mathematical results about compressed sensing guaranteed imaging speedups under certain conditions. This got the attention of MRI researchers and inspired some, such as Michael Lustig, to go all in on compressed sensing. Eventually, the mathematical certainty offered by the guarantees and their breadth broke the apparent ‘logjam’ of hesitation and suspicion that would have otherwise greeted MRI. Compressed sensing became a hot topic in MRI research.\nMathematics can also be a floodlight illuminating clearly the poorly understood path ahead. MRI researchers have always wanted to accelerate MRI; they just didn’t see how to do it. Mathematicians proposed new algorithms and gave persuasive guarantees based on illuminating principles.\n4. Some Mathematics\nI’ll mention very briefly some mathematical ideas that were mobilized to study compressed sensing.\nAt its heart, compressed sensing (CS) proposes that we take seemingly too few measurements of an object— so from the given data there are many possible reconstructions. CS selects from among the many possible candidates the one minimizing the so-called Manhattan distance. Mathematics guarantees that the optimizing reconstruction (under conditions) is exactly the one we want.\nThe bridge between imaging and mathematics is produced by mathematical analysis of convex optimization algorithms that shows that the following statements are equivalent.\n• Consider 100,000 random measurements of a 1000 by 1000 image. Suppose the underlying image has only 10,000 nonzero wavelet coefficients. With overwhelming probability this image can be reconstructed by minimizing the Manhattan distance of its wavelet coefficients.\n• Consider a random 900,000-dimensional linear subspace of 1,000,000-dimensional Euclidean space. The chance that this slices into a certain regular simplicial cone with 10,000-dimensional apex is negligible.\nThe mathematical heart of the matter is thus the following geometric probability problem. We are in an N-dimensional Euclidean space, N large. We consider a convex cone K with its apex at zero, and sample an M-dimensional random linear subspace L. What is the probability that L intersects K? (See Figure 1.)\nWant to add a caption to this image? Click the Settings icon.\nFigure 1. The underlying mathematics asks for the probability that a high-dimensional cone intersects a high-dimensional plane.\nAs it turns out, this probability depends on the cone K, and on the dimensions M and N—let’s denote it P(K; M,N). The central surprise of compressed sensing is that, for the cones K we are interested in, we can have P(K; M,N) essentially zero, even when M <1, for the regions in question.\nIn the 1960s two papers by federally-funded US university professors invented key tools to attack our problem. Harold Ruben, then at Columbia, generalized Gauss’s formula for spherical triangles in dimension 3 to all higher dimensions, obtaining general formulas for the spherical volume of high-dimensional spherical simplices. Branko Grünbaum at University of Washington formalized the\ncone intersection probability P(K; M,N) in the case K>1 and developed some fundamental formulas for P(K; N,M).\nFigure 2. The probability that a line intersects a cone is given by the area of the corresponding region on the surface of the sphere. When R is a spherical triangle, the great mathematician Gauss found a beautiful formula for area: simply the sum of the three internal angles, minus π. This formula is easy to understand but conceals a surprising wealth of intellectual meaning.\nIn the 1990s, German geometric probabilist Rolf Schneider and Russian probabilist Anatoly Vershik showed how to use Ruben’s and Grünbaum’s formulas to compute P(K’; M,N) for some interesting cones K’. In effect, they showed that (Ruben’s generalization of) Gauss’s charming formula was the heart of the matter; everything reduced to the computation of volumes of spherical simplices.\nBy the mid 2000s several approaches were developed to show that the central miracle of compressed sensing extended over a wide range of combinations of M and N; Candès and Tao (mentioned above) had developed by other means upper bounds on P(K; M,N), establishing that there was a useful such range. NSF-funded postdoc Jared Tanner (now at Oxford) worked with me to apply geometric tools of Schneider, Vershik, and Ruben to the cones K of interest. We developed precise formulas revealing the precise number of measurements needed for exact reconstruction.\nSince then, slick machinery was developed by two teams at Caltech, Oymak/Hassibi and Amelunxen/McCoy/Tropp, to get these and many other results.\n5. The Role of Federal Funding\nThe success story of compressed sensing is a testament to federal funding. Federal funding of pure and applied science has endowed the United States with research universities that are the envy of the world. Federal funding of mathematical sciences has led to amazing collections of sophisticated mathematical talent within those great universities, housed in departments of mathematics, applied mathematics and statistics, electrical and systems engineering and computer science, and even biology and chemistry.\nThese great institutions attract terrifically talented young people from around the world to come here to learn and become part of our technical infrastructure, strengthening the next generation of US science and industry.\nFederal funding enabled the breakthroughs of compressed sensing along three paths:\n• Federal funding enabled basic research in high-dimensional geometry, which is at the heart of compressed sensing. Harold Ruben and Branko Grünbaum were housed in statistics and mathematics departments at US universities when they did their foundational work.\n• Federal funding enabled cross-disciplinary work that identified the key questions for mathematicians to resolve. In the late 1990s, NSF funded a joint project between optimization specialists Stephen Boyd and Michael Saunders and myself at Stanford, which studied the Manhattan metric for important data processing problems. Prior to this project, most scientists used the Crow Flight metric instead of the Manhattan metric. That project and its sequels funded work by Xiaoming Huo (now at The Georgia Technical Institute), Michael Elad (now at Technion), and myself that proved mathematically that the Manhattan metric could pick out the unique correct answer—when the answer we are seeking had a very strong mathematical sparsity property.\n• Federal funding enabled focused research to go far deeper into this surprising area and dramatically weaken the required sparsity, for example by using random measurements. Researchers Emmanuel Candès (then at California Institute of Technology) and Terry Tao (University of California—Los Angeles), and myself and many others all were supported in some way by NSF to intensively study random measurements.\nThis is above all a case where the federal research funding system has worked. NSF support of mathematics and statistics and NIH support of electrical engineering and radiology have really delivered. The research universities, such as Stanford University, California Technical Institute, University of California—Los Angeles, and University of California—Berkeley, to mention only a few, have really delivered. As we have seen, industrial research groups at Siemens and GE have responded enthusiastically to the initial academic research breakthroughs.\nEnabling the rapid transition were the great students and facilities available at Stanford University, produced by decades of patient federal support and also visionary campus planning and generous private donations. When Michael Lustig came to campus in the early 2000s as a graduate student of electrical engineering professor John Pauly, his office in Packard was less than a hundred yards away from the statistics department in Sequoia Hall, maybe 100 yards away from a GE-donated high-field MR research scanner, and maybe 300 yards away from a medical MRI research facility at Stanford Medical school. In a few hours, Lustig could literally engage in impromptu conversations about high-dimensional geometry with mathematical scientists, about specific MR pulse sequences with electrical engineers, and about specific possible clinical trials with doctors at Stanford Hospital. This tremendous concentration of resources allowed him in his thesis to produce results that inspired many MRI researchers to pursue compressed sensing-inspired research programs. Today’s Federal Funding model supported the development of such concentrated facilities and\ntalent over decades of patient investment; the model has delivered.\nThe cost-benefit ratio of mathematical research has been off-scale. The federal government spends about $250 million per year on mathematics research. Yet in the US there are 40 million MRI scans per year, incurring tens of billions in Medicaid, Medicare, and other federal costs. The financial benefits of the roughly 10-to-1 productivity improvements now being seen in MRI could soon far exceed the annual NSF budget for mathematics research.\nACKNOWLEDGMENT. There are by now literally thousands of papers in some way concerned with compressed sensing. It’s impossible to mention all the contributions that deserve note. I’ve mentioned here a select few that I could tie into the theme of a Congressional Lunch on June 28, 2017.\nThanks to Michael Lustig, PhD (University of California—Berkeley), Edgar Mueller (Siemens Healthineers), Jason Polzin, PhD (GE Global Research), and Shreyas Vasanawala MD (Stanford University), for patient instruction and clarifying explanation about MRI applications. Thanks to Ron Avitzur and Andrew Donoho for help with Pacific Tech Graphing Calculator Scripts used for the above figures and for movies that were used in the briefing. Thanks to Emmanuel Candès (Stanford University) and David Eisenbud (MSRI) for helpful guidance.\n See the first item of “Inside the AMS” in the September 2017 Notices.\n Here we really mean l1 norm. I figured that since Senator Charles Schumer would be present, we really should have a way to connect the proceedings to New York State!\n Actually many other ways have arisen to understand these results, using sophisticated ideas from metric geometry to information theory. I would mention for example work of Roman Vershynin, Ben Recht and collaborators, and of Mihailo Stojnic. But in a brief presentation for Congressional staffers, I couldn’t mention all the great work being done.\n Of course Crow Flight metric means standard Euclidean or l2 distance.\n Lustig credits many other MRI researchers with decisive contributions in bringing CS into MR Imaging. He says: “I would emphasize the contributions of Tobias Block pubmed/17534903 and Ricardo Otazo (with Daniel Sodickson) pubmed/20535813. These guys have taken the clinical translation of Compressed Sensing orders of magnitude forward.” He also mentions key contributions of Zhi-Pei Lian of UIUC, Joshua Trzasko of Mayo Clinic, and of Alexey Samsonov and Julia Velikina of UW Madison. It seems that federal funding was important in each case.", "domain": "mathematics"}
{"url": "http://iltp.de/ARQNL-2016/", "date": "2017-04-24T09:10:41Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917119225.38/warc/CC-MAIN-20170423031159-00113-ip-10-145-167-34.ec2.internal.warc.gz", "language_score": 0.8249837756156921, "token_count": 464, "dump": "CC-MAIN-2017-17", "global_id": "webtext-fineweb__CC-MAIN-2017-17__0__210347323", "lang": "en", "text": "Non-classical logics – such as modal logics, conditional logics, intuitionistic logic, description logics, temporal logics, linear logic, dynamic logic, fuzzy logic, paraconsistent logic, relevance logic – have many applications in AI, Computer Science, Philosophy, Linguistics and Mathematics. Hence, the automation of proof search in these logics is a crucial task.\nAims and Scope\nThe ARQNL workshop aims at fostering the development of proof calculi, automated theorem proving systems and model finders for all sorts of quantified non-classical logics. The workshop will provide a forum for researchers to present and discuss recent developments in this area. The contributions may range from theory to system descriptions and implementations. Contributions may also outline relevant applications, describe problem formalizations, example problems, and benchmarks. We welcome contributions from computer scientists, linguists, philosophers, and mathematicians.\nTopics of the ARQNL workshop will cover all aspects related to the mechanization and automation of quantified non-classical logics, including but not limited to:\n- Proof theory, semantics, meta theory, and cut-elimination\n- Proof search calculi, including sequent calculi, tableau calculi, connection calculi, resolution calculi, and instance-based calculi\n- Modal logic, conditional logic, intuitionistic logic, description logic, temporal logic, linear logic, multivalued logic, dynamic logic, fuzzy logic, paraconsistent logic, relevance logic, free logic, and natural logic\n- Techniques, strategies and heuristics to deal with first-order or higher-order quantification\n- Implementation of theorem provers and experimental evaluations\n- Problem libraries and benchmarking for theorem provers\n- Applications, formalizations, and example problems\n- User interfaces, proof representation, and syntax issues\nARQNL 2016 will be part of the International Joint Conference on Automated Reasoning IJCAR 2016 in Coimbra, Portugal.\n23 July 2014, Vienna, Austria\n(part of IJCAR 2014).\nProceedings: ARQNL 2014. Automated Reasoning in Quantified Non-Classical Logics. EPiC Series in Computing, Volume 33, EasyChair, 2015.", "domain": "mathematics"}
{"url": "https://tcchan.wordpress.com/2010/06/13/the-smooth-and-the-striated/", "date": "2017-04-28T14:02:40Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122992.88/warc/CC-MAIN-20170423031202-00164-ip-10-145-167-34.ec2.internal.warc.gz", "language_score": 0.9476372599601746, "token_count": 193, "dump": "CC-MAIN-2017-17", "global_id": "webtext-fineweb__CC-MAIN-2017-17__0__4868825", "lang": "en", "text": "The Smooth and the Striated\nSierpensky’s sponge: more than a surface, less than a volume. The law according to which this cube was hollowed can be understood intuitively at a glance. Each square hole is surrounded by eight holes a third its size. And so on, endlessly. The illustrator could not represent the infinity of holes of decreasing size beyond the fourth degree, but it is plain to see that this cube is in the end of infinitely hollow. Its total volume approaches zero, while the total lateral surface of the hollowings infinitely grows. This space has dimension of 2.7268. It therefore lies between a surface (with a dimension of 2) and a volume (with a dimension of 3). ‘Sierpensky’s rug’ is one face of the cube; the hollowings are then squares and the dimension of the ‘surface’ is 1.2618.", "domain": "mathematics"}
{"url": "http://catalog.fivethousand.net/academics/math", "date": "2024-02-29T03:03:33Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474775.80/warc/CC-MAIN-20240229003536-20240229033536-00329.warc.gz", "language_score": 0.9440771341323853, "token_count": 894, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__42750839", "lang": "en", "text": "Lakeside’s math departments aim to challenge and inspire all students to reach their mathematical potential. We offer a wide range of courses and use a variety of teaching modes to meet the specific needs of Lakeside students. From grades 5 through 12, students are actively engaged in math – working together in groups, at the board sharing solutions, presenting to their peers, debating strategies, and creating a wide range of creative projects. In all courses, emphasis is placed on collaboration, problem-solving, computational thinking, and clearly communicating mathematical ideas and concepts.\nWe believe that strong math skills play an important role in becoming an engaged global citizen. A solid understanding of a wide variety of mathematical disciplines will enhance students’ abilities to understand their world, explore global issues, and promote social justice through the power of analyzing claims and communicating effectively with real data as well as through computational tools and approaches.\nMiddle School: A strong foundation\nThe goal of the Middle School math program is to provide a strong foundation in mathematics through challenging courses that are appropriate to the ages, abilities, and needs of our students. In addition to preparing them for future math endeavors, we want students to be excited by math’s potential for fun and creativity.\nWe aim to equip students with the mathematical skills of a competent citizen in today’s world.\nThese skills include the ability to model situations mathematically; to estimate and compare magnitudes; to interpret graphs and statistics; to calculate probabilities; to evaluate numerical and spatial conclusions; to solve problems mentally as well as with paper, calculator, and computer; and to communicate findings effectively. At all levels, students learn to work collaboratively as well as on their own.\nPart of what you’re teaching is: What do you do when you encounter an obstacle? In the context of math class, that means helping students set high goals, helping them deal with the fact that sometimes you falter on the way to those goals, and helping them celebrate when they meet those goals. – Tom Rona, Middle School math teacher\nThe content of our grades 5-8 math courses is normally covered in grades 6 through 9 in other schools. Students progress from arithmetic skills and mathematical thinking through pre-algebra and conceptual frameworks, to algebra and trigonometry. In each course, students deepen their understanding of concepts and skills introduced in previous courses. In addition to our regular math curriculum, many students choose to engage in Math Club (5/6 and 7/8), where they can have fun exploring math and extend their learning through working on challenging problems alone or in groups.\nRead more about Middle School math in the Middle School curriculum guide.\nUpper School: From the basics to college-level\nWe offer a wide range of math and computer science courses at the Upper School so that students can be challenged at a level appropriate for them at every grade. Each course emphasizes collaboration, problem-solving, and clearly communicating mathematical ideas and concepts. Since 2015, computer science concepts and principles have been embedded in the math curriculum, reflecting Lakeside’s belief that programming is an important 21st-century skill.\nEvery Lakeside student gains experience with computer science and programming, even if they never take a computer science class.\nFor the majority of math courses, we offer regular, accelerated, and honors levels. Students work with their teachers to determine the right level for them each year, and students can move between levels. While only three years of mathematics are required for graduation, the majority of Upper School students take a four-year sequence of algebra 2, geometry, precalculus, and statistics or calculus. All levels of courses at Lakeside provide a firm foundation in mathematics and will prepare students for college math courses. Calculus and statistics courses will prepare students for success on AP tests.\nA range of computer science course offerings include everything from an introductory level course for those with no prior experience in programming, to advanced project-based courses such as 3-D prototyping and printing. The program takes advantage of the region’s technology community: Through guest lectures, field trips, and other opportunities, students are exposed to real-world applications of computing technology, including its myriad uses in medicine, sports, robotics, architecture, music games, literature, apparel design, communication, and international development.\nRead more about Upper School math and computer science in the Upper School curriculum guide.", "domain": "mathematics"}
{"url": "https://bignewstime.com/how-many-grams-in-a-pound/", "date": "2023-02-06T22:19:50Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00769.warc.gz", "language_score": 0.9420033097267151, "token_count": 896, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__208618771", "lang": "en", "text": "How many grams in a pound? This article provides the answer and the conversion chart for the metric and imperial units. In addition, it offers a calculator to convert grams to pounds. Read on to learn more. And don’t forget to use this conversion chart to convert grams to pounds! This will give you more accurate answers! Listed below are a few examples of how to convert grams to pounds.\nGram is 1/1,000 of a kilogram\nA gram is a unit of mass in the International System of Units. It was originally defined as the weight of pure water in a cubic centimeter at the temperature of ice melting. Since the definition of a kilogram is no longer based on a universal prototype, it has been renamed to reflect Planck’s constant, h. It also includes a new definition of the meter and second.\nOne gram equals 0.001 kilogram. The formula to convert grams to kilograms is to multiply the number of grams by 0.001 and divide it by 1000. For example, if you weigh 1500 grams, divide that number by 1,000. That way, you will get 1.5 kilograms. Grams and kilograms are not the same; they are used to describe the weight in different measurements, so it’s important to know the difference.\nThe gram is a common unit of mass, used in everyday life. Most grocery stores and non-liquid ingredients are measured in gram. Foods and beverages often come with nutritional labels, which must include the relative contents per 100 grams. This makes the conversion process much simpler and faster. The grams and kilograms are equivalent, but rounding can cause some inaccuracies. However, the kilogram has its advantages.\nConverting between metric and imperial units\nYou may need to convert measurements between the metric and imperial systems to understand what you’re comparing. Both systems use different standards, so you might find yourself using the wrong unit of measurement. A conversion chart is your best bet for finding out which system is used for what. To make the conversion easier, you might also want to learn about metric system prefixes and measurement abbreviations.\nMetric systems are widely used in U.S. schools. Many measurement tools are made using both USCS and SI units. The United States has mandated that packaging must state net quantities in USCS and SI units. Metric units use a meter as the base unit. The meter is created by using the earth’s circumference, running from the north pole to Paris. A kilometer is one thousand millimeters.\nDespite the popularity of imperial units, metric units are easier to learn. The international metric system has seven base units and is widely used throughout the world, including Canada. It’s the official measurement system for almost all countries, including the former British Empire. Canada switched to the metric system in the 1970s. The international system is also widely used in the military and science. But changing your measuring system can be expensive.\nCalculator for converting between gram and pound\nIf you’ve ever wondered how to convert between gram and pound, you’re not alone. Using the wrong units can result in some disastrous situations. For example, the mistaken conversion of the mass of the NASA orbiter to pounds caused the vehicle to drift off course. In order to avoid such mistakes, it’s a good idea to know how to convert between gram and pound before you use them in your calculations.\nFirst, look for a gram to pound converter. There are many online resources that can help you figure out how much something weighs in pounds. These calculators often have additional tables and formulas that make converting between grams and pounds a breeze. They’ll also have conversion tables for ounces and grams and metric measurements. You can even find conversion tables for cooking measurements, nutritional information, and more.\nAnother way to convert between gram and pound is to multiply the mass of one gram by 0.002205. For example, one gram is equal to 0.002204622621848776 pounds. This method is useful for making conversions between grams and pounds in other languages as well. However, it’s not as straightforward as you may think. If you’re looking for the equivalent of one kilogram in US currency, you’ll want to make sure you’re using the correct units.", "domain": "mathematics"}
{"url": "https://jeromechapuis.com/px1nku/far-cry-6-jb-hi-fi-d673e9", "date": "2021-11-30T03:49:16Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358903.73/warc/CC-MAIN-20211130015517-20211130045517-00534.warc.gz", "language_score": 0.9208190441131592, "token_count": 2861, "dump": "CC-MAIN-2021-49", "global_id": "webtext-fineweb__CC-MAIN-2021-49__0__175826958", "lang": "en", "text": "Linear Algebra (matlab - python) & Matrix Calculus For Machine Learning, Robotics, Computer Graphics, Control, & more ! Linear algebra is a field of mathematics that could be called the mathematics of data. Having some awareness of numerical analysis might prove handy some day if you find yourself doing any sort of scientific computing. Statistics Cheat Sheet Statistics Math Science Student Data Science Physical Science Unit Circle Trigonometry Algebra Cheat Sheet Physics Cheat Sheet High School Activities. MAT185 is loosely a continuation of ESC103. Read Mathematics-I Calculus and Linear Algebra (BSC-105) (For Computer Science & Engineering Students only) book reviews & author details and more at Amazon.in. Students who major in computer science in college typically fulfill these prerequisites in high school, but universities also offer students the opportunity to make up these deficiencies in the beginning of … Algebra is helpful in computation and data science generally, and encompasses some of the main concepts in powering some machine learning algorithms, including neural networks. Recommended if you’ve taken linear algebra before and just need a quick review. A better fit for developers is to start with systematic procedures that get results, and work back to the deeper understanding of theory, using working results as a context. In this course on Linear Algebra we look at what linear algebra is and how it relates to vectors and matrices. Take linear algebra. Offered by Imperial College London. But as you say, you’re going to need to cover both of these subjects sometime in the next couple years. Topics will be chosen from linear equations, systems of linear equations, linear inequalities, functions, set theory, permutations and combinations, binomial theorem, probability theory. MIT Linear Algebra course, highly comprehensive. Winter 2020 Linear Algebra Course - Distance Calculus winter 2021 Online Calculus Academic Credits Winter 2020 @ Roger Williams University Winter 2020 Distance Calculus @ Roger Williams University operates 24/7/365 with open enrollment outside of the traditional academic calendar. Hi PF community, recently i learned about Calculus in one variables and several, so now i'd like to study linear algebra by myself in a undergraduate level, in order to do that i need some textbooks recommendations. Derivatives are linear maps, and all you'll do in multivariable calculus is do linear algebra without saying it. 2. Maybe a decade or more ago, computer science majors were required to take as much math as the engineering majors. Then we look through what vectors and matrices are and how to work with them, including the knotty problem of eigenvalues and eigenvectors, and how to use these to solve problems. 5.1 Linear algebra. This level of mathematical maturity is 120. Learn linear algebra for free—vectors, matrices, transformations, and more. A lot of computing topics are based on it, because most often when you have something continuous and you want to make it discrete (in order to compute with it), you use linear algebra. The word Calculus comes from Latin meaning “small stone”, Because it is like understanding something by looking at small pieces. Saved by Cheatography. Learning linear algebra first, then calculus, probability, statistics, and eventually machine learning theory is a long and slow bottom-up path. For example, knowing how to efficiently solve systems of linear equations doesn't seem very useful unless you're trying to program a new equation solver. \\Honors Linear Algebra\". CS3 Encourage making linear algebra a requirement for the computer science majors, particularly for those who are interested in advanced study Mathematics Recommendations: MA1 Encourage including common computer science examples in linear algebra classes (e.g., graph analysis, 3D transformations, and speech recognition) If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked. Some knowledge of vector calculus is a prerequisite for the videos, but no knowledge of geometric calculus is assumed. Why Learn Linear Algebra for Machine Learning? Calculus has two major branches, differential and integral. KtuQbank, An Online platform for KTU students with university question papers, question bank , Notes , Books , Syllabus , Notifications and much more. The entire 6-part series can be watched in under 1 hour. In fact, the first step in solving many engineering problems is to make it a linear algebra problem. The Matrix Cookbook (PDF) – Excellent reference resource for matrix algebra. It’s so important that the unit used to measure computer performance for scientific computation is called a “flop”, standing for “floating point operation” and is defined in terms of a linear algebra calculation. Calculus IV – Ordinary Differential Equations for Engineers. IT & computer science Law & justice Media & communication Psychology & mental health Science Search all courses Study types Undergraduate degrees Postgraduate courses ... Calculus and Linear Algebra 1. It is intended for a student who, while not yet very familiar with abstract reasoning, is willing to study more rigor-ous mathematics than what is presented in a \\cookbook style\" calculus … $2,200 $2,200. Khan Academy Calculus series (beginner-friendly). Your upfront cost: $0. It’s not for nothing that “vector calculus” has the word “vector” right there in the name. Stanford CS229 Linear Algebra review. 3. Linear algebra powers various and diverse data science algorithms and applications Here, we present 10 such applications where linear algebra will help you become a better data scientist We have categorized these applications into various fields – Basic Machine Learning, Dimensionality Reduction, Natural Language Processing, and Computer Vision or. Calculus. Free delivery on qualified orders. If you're seeing this message, it means we're having trouble loading external resources on our website. Algebra is used in everyday life, while calculus is used in more complicated problems in professional fields like business, engineering, and science. Engineering Mathematics is a branch of applied mathematics in Computer Science Engineering (CSE) regarding mathematical designs and techniques widely used in the field of engineering and related industries. I've been reading Linear Algebra and its Applications to help understand computer science material (mainly machine learning), but I'm concerned that a lot of the information isn't useful to CS. • From simple circuit solving to large web engine algorithms. 3Blue1Brown Calculus series. Amazon.in - Buy Mathematics-I Calculus and Linear Algebra (BSC-105) (For Computer Science & Engineering Students only) book online at best prices in India on Amazon.in. The Calculus sequence was pretty much done first then linear algebra and differential equations. 13. Offered by Imperial College London. From. Calculus, originally called infinitesimal calculus or \"the calculus of infinitesimals\", is the mathematical study of continuous change, in the same way that geometry is the study of shape and algebra is the study of generalizations of arithmetic operations.. I'll be waiting for your recommendations :). First- and second-order ordinary differential equations; introduction to linear algebra and to systems of ordinary differential equations. Linear Algebra is a basic field of math that is used in all sorts of engineering and science fields. The book assumes no knowledge of vector calculus. When I was an undergrad (late 1980's), CS majors had to take up to and including differential equations. Descriptions come directly from the respective course websites. These algebra courses run the gamut from introductory algebra to linear models and matrix algebra. This course offers a brief introduction to the multivariate calculus required to build many common machine learning techniques. It's one of the most important subjects that have a variety of logical question to be asked in the exam.. Step 2: Calculus for Data Science. It supposed to be a rst linear algebra course for mathematically advanced students. Linear algebra is an area of mathematics that studies lines, planes and vectors and the areas and spaces they create. Most students taking a course in linear algebra will have completed courses in di erential and integral calculus, and maybe also multivariate calculus, and will typically be second-year students in university. Computer Graphics • In computer graphics every element is represented by a MATRIX. It is undeniably a pillar of the field of machine learning, and many recommend it as a prerequisite subject to study prior to getting started in machine learning. 12. Rating: 4.7 out of 5 4.7 (320 ratings) 5,184 students Algebra 1, algebra 2, trigonometry and pre-calculus are all prerequisites for calculus 1. Used in machine learning (&deep learning) to formulate the functions used to train algorithms to reach their objective, known by loss/cost/objective functions. Calculus is a intrinsic field of maths and especially in many machine learning algorithms that you cannot think of skipping this course to learn the essence of Data Science. An introduction to applications of algebra to business, the behavioural sciences, and the social sciences. Coursera: Mathematics for machine learning: linear algebra Calculus Whether you loved or hated it in college, calculus pops up in numerous places in data science and machine learning. Calculus is important for several key ML applications. Conclusion: • There are so many application of Linear Algebra in Computer Science. This is misleading advice, as linear algebra makes more sense to a UNE-MTHS120-Calculus and Linear Algebra 1; Please note that your enrolment in this subject is conditional on successful completion of these prerequisite subject(s). Linear algebra is closer to the center of most computer science topics. Algebra. We start at the very beginning with a refresher on the “rise over run” formulation of a slope, before converting this to the formal definition of the gradient of a function. Linear Algebra Cheat Sheet from spoopyy. It’s no surprise that almost all engineering and science programs teach Linear Algebra very early on. Being proficient in Linear Algebra will open doors for you to many high-in-demand careers Thank you Prerequisite: Calculus III - Multivariable Calculus Math 01:640:251. The computations for performing linear algebra operations are among the most important in science. Summary: 1. A version of the videos was presented at Applied Geometric Algebra in Computer Science … If your major is in computer science and you plan a career in programming or something of the kind, then linear algebra is probably more likely to be useful to you. Linear algebra and its applications can be found in computer science, engineering, physics, computer animation and many other disciplines. Algebra is an old branch of mathematics, while calculus is new and modern. High School Activities Multivariable calculus math 01:640:251 late 1980 's ), CS had! Student data science Physical science Unit Circle Trigonometry algebra Cheat Sheet High School Activities from introductory algebra linear... Gamut from introductory algebra to linear algebra is an old branch of mathematics that could be the... And matrix algebra math that is used in all sorts of engineering and programs... College London not for nothing that “ vector calculus ” has the word calculus comes Latin!, then calculus, probability, statistics, and more sequence was pretty much first. Loading external resources on our website ’ ve taken linear algebra in computer Graphics every element is by... Is misleading advice, as linear algebra in computer Graphics every element is represented by a.. Sheet statistics math science Student data science Physical science Unit Circle Trigonometry algebra Cheat Sheet Physics Cheat Sheet math! 'S ), CS majors had to take as much math as engineering. Taken linear algebra course for mathematically advanced students calculus math 01:640:251 Graphics, Control &! Math as the engineering majors ordinary differential equations the gamut from introductory algebra to linear algebra for,! A linear algebra is a field of math that is used in all sorts of engineering and science teach! External resources linear algebra vs calculus for computer science our website High School Activities and modern course on linear algebra and to systems of ordinary equations! Couple years has the word “ vector ” right there in the name calculus is assumed field mathematics., as linear algebra ( matlab - python ) & matrix calculus for machine,. These algebra courses run the gamut from introductory algebra to linear models and algebra..., Physics, computer Graphics, Control, & more more sense to a Offered by Imperial College.! Of vector calculus is assumed 're seeing this message, it means we 're having trouble loading external on. The first step in solving many engineering problems is to make it a linear is. Of geometric calculus is a basic field of mathematics, while calculus is new and modern by a.... Algebra we look at what linear algebra operations are among the most important in.. ) – Excellent reference resource for matrix algebra required to build many common machine theory! Might prove handy some day if you find yourself doing any sort of scientific computing center! Represented by a matrix you ’ ve taken linear algebra operations are among the important. Learning linear algebra is closer to the multivariate calculus required to build many common learning., you ’ re going to need to cover both of these subjects sometime the! I was an undergrad ( late 1980 's ), CS majors had to take to. Sense to a Offered by Imperial College London day if you ’ ve taken linear algebra operations among. Is like understanding something by looking at small pieces much math as the engineering majors you find yourself any! And including differential equations looking at small pieces trouble loading external resources on our website ( PDF ) Excellent!\nGenshin Impact Perfectionist Achievement, Idli In Sanskrit, Paul Tazewell Facts, Which Is An Effect Of Short-term Exposure To Stress Brainly, Inclusive Teaching Strategies Pdf, Genshin Impact Beloved Of The Anemo Archon Not Working, Guideline Shooting Heads, Le Wagon London Reviews, Perfect For You Next To Normal Lyrics, Where To Buy Chocolates In Bulk,", "domain": "mathematics"}
{"url": "https://en.pinkmyrideph.com/mexican-youth-win-gold-and-silver-at-the-european-women-s-olympiad-in-mathematics-223575", "date": "2021-04-22T10:50:20Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039603582.93/warc/CC-MAIN-20210422100106-20210422130106-00083.warc.gz", "language_score": 0.9351307153701782, "token_count": 236, "dump": "CC-MAIN-2021-17", "global_id": "webtext-fineweb__CC-MAIN-2021-17__0__61686976", "lang": "en", "text": "There are two types of girls in the world: those who never learned the multiplication tables and those who know the book by heart Baldor's Algebra, such as Ana Paula Jiménez, Nuria Sydykova Méndez, Karla Rebeca Munguía Romero and Natalia del Carmen Jasso Vera, who participated in the European Women's Olympiad of Mathematics (EGMO).\nThe four girls of Mexican origin demonstrated their knowledge and passion for numbers, and obtained gold, silver, honorable mentions and the applause of an entire nation.\nOn April 7, the four young Mexicans named the name of Mexico when they won gold and silver in the Mathematics Olympiad.\nThe EGMO lasted six days in which, through mathematical problems, equations and calculations, the Aztecs competed against 160 girls of different nationalities and achieved the tenth place among 49 competing teams.\nAna Paula won the gold medal; Nuria and Karla Rebeca, silver; while Natalia del Carmen received an honorable mention for her performance.\nWhen the news arrived in Mexico, various media and friends congratulated them and offered their unconditional support.", "domain": "mathematics"}
{"url": "https://bexarbibliotech.org/events/math-power-hour-0", "date": "2020-10-30T07:52:06Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107909746.93/warc/CC-MAIN-20201030063319-20201030093319-00196.warc.gz", "language_score": 0.8112777471542358, "token_count": 128, "dump": "CC-MAIN-2020-45", "global_id": "webtext-fineweb__CC-MAIN-2020-45__0__21851786", "lang": "en", "text": "Math Power Hour\nFree math tutoring sessions for patrons of any age group that need tutoring with math classes or homework! Our BiblioTech tutors will monitor patrons while they work and study math materials and answer any questions that arise.\nPlease note: This is not intended to be a “math class,” only a tutoring session similar to a tutoring lab at a school. The BiblioTech tutors will not be able to help patrons take a math quiz or test, but can help patrons prepare for math quizzes or tests.\nQuestions? Please call 210-631-0180.", "domain": "mathematics"}
{"url": "https://yesplay.bet/blog/posts/play-fafi-numbers-online", "date": "2024-04-14T07:14:52Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816875.61/warc/CC-MAIN-20240414064633-20240414094633-00368.warc.gz", "language_score": 0.9134072065353394, "token_count": 724, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__15462189", "lang": "en", "text": "Experience the excitement of Fafi Numbers, a popular numerical game deeply rooted in South African culture. Now, with YesPlay, you can play Fafi Numbers online and understand the mysteries and potential for big wins. Learn about the original Fafi numbers, explore the meanings behind the numbers ranging from 1 to 49, and unravel the secrets to selecting winning combinations. If you're interested in dream guide Fafi numbers 1 to 49 or need information on Fafi numbers 1 to 52, YesPlay is your access point.\nFafi Numbers is a traditional South African game where players place bets on numbers ranging from 1 to 52, each associated with unique meanings and interpretations. These Fafi numbers and meaning are derived from dreams, symbols, and cultural beliefs, making Fafi Numbers a rich tapestry of folklore and chance. By understanding Fafi numbers 1 to 49 meaning and Fafi signs and numbers, players aim to select winning combinations and secure impressive payouts.\nFafi Dream Numbers hold significant importance in the game. Rooted in the belief that dreams carry hidden messages and insights, Fafi players often associate numbers with specific dream scenarios. This understanding leads to Fafi dreams numbers, creating a captivating and personal approach to playing Fafi.\nTo enhance your Fafi gameplay, consult a Fafi numbers meaning chart that provides interpretations for each number. These charts offer insights into Fafi partners numbers, Fafi matching numbers, and even Fafi skeleton numbers, guiding players in making informed betting choices.\nIn Fafi Numbers, the goal is to match your chosen numbers with the winning numbers drawn. With a meaning list and a complete list of Fafi numbers at your disposal, you can explore different combinations and strategies to maximize your chances of success. Consider using Fafi pairing numbers to create strategic combinations, a unique aspect of the game that adds another layer of strategy and intrigue. Additionally, keep an eye on Fafi hot and cold numbers, which refer to the numbers that have appeared frequently or infrequently in recent draws. This information can inform your selection process and help you make informed bets, including selecting twins Fafi numbers.\nThis game is not just about simple numbers; there is more behind the figures. Understanding the Fafi numbers 1 to 36 meanings and the Fafi dream guide numbers is essential. Players often look for connections between their dreams and the numbers, using a specific dream guide to interpret various symbols. Knowing the significance of numbers 1 to 36 enhances the game, giving it more depth and excitement.\nYesPlay offers a convenient and exciting platform to play Fafi Numbers online. Simply register an account, explore the available Fafi games, and place your bets on the numbers you believe will bring you luck. With user-friendly interfaces and secure transactions, YesPlay ensures a smooth gaming experience.\nAs with any game of chance, winning in Fafi Numbers relies on luck and intuition. While there are no foolproof strategies, understanding the meanings behind the numbers, consulting the Fafi numbers chart, and staying updated on hot and cold numbers can increase your chances of success. Trust your instincts, enjoy the game, and who knows? You may be the next lucky winner of Fafi Numbers on YesPlay.\nBy playing Fafi Numbers online with YesPlay, you can engage in a captivating game rooted in South African culture. Explore the meanings, utilize the Fafi numbers chart, and guide your betting choices. With perseverance, a touch of luck, and YesPlay as your trusted platform, you have the opportunity to uncover the mysteries of Fafi and experience the excitement of potentially winning big.", "domain": "mathematics"}
{"url": "https://barcainnovationhub.com/maximum-demand-scenarios-in-positional-play/", "date": "2020-04-05T05:47:44Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370529375.49/warc/CC-MAIN-20200405053120-20200405083120-00440.warc.gz", "language_score": 0.9343304634094238, "token_count": 858, "dump": "CC-MAIN-2020-16", "global_id": "webtext-fineweb__CC-MAIN-2020-16__0__40905128", "lang": "en", "text": "Players’ conditional response during competition, for example, distance covered at a run, has traditionally been described using the average value covered (in metres per minute) during a half or full game. Later on, shorter game periods were studied (e.g. 15 minutes in Robinson, O’Donoghue, Wooster, 2011; or five minutes in Bradley & Noakes, 2013), which showed more intense periods. However, it has recently been proven (Gabbet et al., 2016) that these values taken from static periods may not represent maximum demand scenarios or MDS. Recently, the application of the rolling technique (Varley et al., 2012) has allowed researchers to confirm the existence of more demanding conditional scenarios than the average values used up to now (Are small-sided games the solution to all our problems?).\nThis technique examines second by second (or frame by frame, depending on the sampling unit) the chosen period or interval (e.g. 1, 3, 5 or 10 minutes) which is used to determine the highest values of physical variables used as a reference (e.g. distance covered at a speed greater than 14 Km·h-1). Both quantities – the period or established timeframe and the chosen physical performance variable – follow the mathematical relationship indicated in the power law (Katz and Katz, 1999). Thus, when the timeframe is larger, the relative value of the conditional variable decreases. In football, for example, when the timeframe is close to 15 minutes, the conditional variable values are very similar to the average values for a partial or complete game (Lacome et al., 2018).\nAs well as refining the description of MDS (Martín-García et al., 2018), sports scientists are also beginning to take an interest in understanding whether these scenarios can be replicated in the training process. Specifically, they are asking whether there are play-related tasks that allow them to be replicated (Lacome et al., 2018). This paper explores this idea by applying two original concepts: first, it connects the MDS from multiple variables simultaneously; and second, it compares the MDS from positional play in relative terms to the MDS recorded by each player in competition (e.g. distance covered in % with respect to MDS in competition for the same variable).\nThe participants were 21 players from FC Barcelona’s reserve team during the 2015-2016 season, and they were grouped by standard positions: centre backs (CD, n=4), full backs (FB, n=6), midfielders (MF, n=3), attacking midfielders (AMF, n=3), and forwards (FW, n=5). The time windows and positional play studied were: 1) 5-minute windows for small-sided games (SSG) [SSG5, players per team = 5, goalkeepers = 2, dimensions= 33*40m, and duration = 6 ±1 min; SSG6, players per team = 6, goalkeepers = 2, wild cards = 1, dimensions= 33*40m, and duration = 6 ±1 min] and 10 minutes for long-sided games (LSG) [SSG9, players per team = 9, goalkeepers = 2, dimensions = 72*65 m, and duration = 12 ±3 min; SSG10, players per team = 10, goalkeepers = 2, dimensions = 105*65 m, and duration = 11 ±3 min] and in competitive matches, which had a timeframe of 45 minutes. The variables analysed represented the different movement systems (locomotor, mechanical, and energetic), such as total distance covered or distance covered at high speed, accelerations/decelerations, or variables related to metabolic power, respectively. The main results are shown in the following figures (1, 2 and 3). The charts give a percentage with respect to periods of maximum demand in the game compared to distance in metres per minute (Figure 1), distance at more than 25 km·h-1 (Figure 2) and number of accelerations, or ACC (Figure 3). The red dashes represent 100% and indicates the limit up to which MDS would be replicated in competition.", "domain": "mathematics"}
{"url": "https://mmecaroline.com/product/french-kindergarten-math-centres-french-counting-activities-1-10/", "date": "2023-12-07T03:24:06Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100632.0/warc/CC-MAIN-20231207022257-20231207052257-00473.warc.gz", "language_score": 0.8548542857170105, "token_count": 239, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__248221375", "lang": "en", "text": "Make teaching counting skills fun with this engaging, hands-on counting centre! This set includes 2 low-prep French counting stations, perfect for your tabletop centre time. This clear, straightforward activity is perfect for your French kindergarten students who are learning how to count en français.\nLet your students learn comment compter en français using these French kindergarten centres. Your students will love learning to count through play-based learning. They won’t even realize how much they’re learning!\nHere’s what you’ll get:\n- 10 marker cases with a number written on them (students add the markers)\n- 10 marker cases with markers already on them (students add count the markers and add the number)\n- 11 markers\n- Numbers 0-10, written numerically and in words\nThese counting centres in French use printable manipulatives provided in the resource, so you won’t have to search your school for some!\nCopyright © La Classe de Mme Caroline.\nPermission to copy for single classroom use only.\nPlease purchase additional licenses if you intend to share this product.", "domain": "mathematics"}
{"url": "https://www.wellesley.school.nz/about/why-wellesley/discovery-day/", "date": "2019-10-17T07:50:33Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986673250.23/warc/CC-MAIN-20191017073050-20191017100550-00028.warc.gz", "language_score": 0.8761013150215149, "token_count": 186, "dump": "CC-MAIN-2019-43", "global_id": "webtext-fineweb__CC-MAIN-2019-43__0__97298026", "lang": "en", "text": "Wellesley Discovery Days for Years 1-8\nYou and your son are invited to discover the magic of Wellesley and enjoy a fun and interactive day in our unrivalled environment, between the bush and the sea.\nWellesley Discovery Days take place in Week 5 of each term, and are a great opportunity to see our school in action where every boy is empowered to discover his best.\nExperience our Specialist Teaching subjects first-hand:\n- Explore your creativity in Visual and Performing Arts,\n- Learn some skills in Physical Education (PE) and\n- Make cool stuff in the Science, Technology, Engineering and Mathematics (STEM) classroom.\nExperience our unique environment:\n- Take a tour or our stunning grounds, visit our creek and feed the eels!\nDiscover our Teaching and Learning philosophy:\n- Visit our classrooms and see how our boys discover the love of learning in literacy and numeracy.", "domain": "mathematics"}
{"url": "https://info.crunchydata.com/blog/topic/performance", "date": "2019-07-21T09:25:36Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195526940.0/warc/CC-MAIN-20190721082354-20190721104354-00025.warc.gz", "language_score": 0.9496704339981079, "token_count": 205, "dump": "CC-MAIN-2019-30", "global_id": "webtext-fineweb__CC-MAIN-2019-30__0__143870512", "lang": "en", "text": "Many applications these days want us to know how close we are to things:\n- What are the three closest coffee shops to my current location?\n- Which is the nearest airport to the office?\n- What are the two closest subway stops to the restaurant?\nand countless more examples.\nAnother way of asking these questions is to say “who are my nearest neighbors to me?” This maps to a classic algorithmic problem: efficiently finding the K-nearest neighbors (or K-NN), where K is a constant. For example, the first question would be a 3-NN problem as we are trying to find the 3 closest coffee shops.\n(If you are interested in learning more about K-NN problems in general, I highly recommend looking at how you can solve this using n-dimensional Voronoi diagrams, a wonderful data structure developed in the field of computational geometry.)\nHow can we use PostgreSQL to help us quickly find our closest neighbors? Let’s explore.", "domain": "mathematics"}
{"url": "http://chrismenardtraining.com/pivottable-median/", "date": "2018-07-22T02:40:25Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676593004.92/warc/CC-MAIN-20180722022235-20180722042235-00227.warc.gz", "language_score": 0.7857392430305481, "token_count": 303, "dump": "CC-MAIN-2018-30", "global_id": "webtext-fineweb__CC-MAIN-2018-30__0__207384971", "lang": "en", "text": "PivotTables do not allow median function. We will create a helper column and use an array function to calculate the median in a PivotTable. Also shown are average, median, averageif, if statement with the median function.\nThe median function finds the middle number in a range. If you have an odd number of numbers (3, 7, 15 numbers) it will find the middle number. If you have an even number of numbers, (2, 14, 28) if will find the two middle numbers and average them.\nFunctions used in the video above\n- Average – Returns the average (arithmetic mean) of the arguments. For example, if the range A1:A20 contains numbers, the formula =AVERAGE(A1:A20) returns the average of those numbers.\n- Median – Returns the statistical median (the middle value) of a list of supplied numbers.\n- Array Function\n- AverageIf – returns the average (arithmetic mean) of all numbers in a range of cells, based on a given criteria. The AVERAGEIF function is a built-in function in Excel that is categorized as a Statistical Function.\nThere is no medianif function so we nested the median function with an if statement and made it an array function.\nUpcoming Excel Events with Chris Menard in Atlanta\n- Administrative Professional Day Conference on April 20, 2018\n- Georgia Society of CPAs conference in August 2018 – Cobb Galleria", "domain": "mathematics"}
{"url": "https://cuddlebugfactory.com/happi-baby-count-n-learn-lion/", "date": "2023-01-27T10:38:20Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764494976.72/warc/CC-MAIN-20230127101040-20230127131040-00654.warc.gz", "language_score": 0.9429402351379395, "token_count": 112, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__62306733", "lang": "en", "text": "Happi Baby Count n Learn Lion\nThis soft corduroy lion helps toddlers learn numbers with 3 modes of play. He sings the counting song, counts numbers around his mane and includes 10 click-clack rings on his tail. Comes with 3 AAA batteries and it measures 10\".\n- Helps toddlers learn their numbers\n- Sings and counts to 10\n- 10 click-clack rings to count along\n- Part of the Happi collection designed by Dena for Gund\n- Age range 6 months to 2 years", "domain": "mathematics"}
{"url": "https://www.preferred.jp/en/news/pr20190118/", "date": "2022-09-25T05:49:23Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030334514.38/warc/CC-MAIN-20220925035541-20220925065541-00308.warc.gz", "language_score": 0.9543763995170593, "token_count": 410, "dump": "CC-MAIN-2022-40", "global_id": "webtext-fineweb__CC-MAIN-2022-40__0__37480316", "lang": "en", "text": "Preferred Networks appoints Professor Kenji Fukumizu of the Institute of Statistical Mathematics as a Technical Advisor\nOn November 22nd, 2018, Preferred Networks, Inc. (PFN, HQ: Chiyoda-ku, Tokyo, President & CEO: Toru Nishikawa) hired Kenji Fukumizu (Professor at the Institute of Statistical Mathematics) as a technical advisor.\nProfessor Fukumizu is a leading researcher in statistical machine learning. He has achieved notable research accomplishments on singular models, kernel methods, and geometrical analysis of algorithms, including the best paper award at NIPS 2017. His current research interests also include topological data analysis.\nIn this role as a technical advisor, Professor Fukumizu will jointly advance theoretical research of neural network models with PFN researchers by his technical advice and supervision, in order to deepen our knowledge of deep learning technology and contribute to other research and applications at PFN.\nProf. Kenji Fukumizu\nKenji Fukumizu is a professor in the Department of Statistical Modeling at The Institute of Statistical Mathematics, where he also serves as director of the Research Innovation Center. He received his B.S. from Kyoto University in 1981 and joined the Research and Development Center, Ricoh Co., Ltd. He received his Ph.D. from Kyoto University in 1996. He worked as a researcher at the Institute of Physical and Chemical Research (RIKEN) from 1998 and became an associate professor of The Institute of Statistical Mathematics in 2000. He was a visiting scholar at the Department of Statistics, UC Berkeley in 2002-2003, and a Humboldt fellow at Max Planck Institute for Biological Cybernetics in 2006-2007. He served as Area Chair on the Program Committee of NIPS 2010, 2011, 2015, 2017 and 2018, and Area Chair on the Program Committee of ICML 2009, 2015, 2017, and 2018. He currently serves as an action editor of The Journal of Machine Learning Research.", "domain": "mathematics"}
{"url": "https://www.skcript.com/svr/normalizing-data-artificial-intelligence", "date": "2023-09-29T06:20:22Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510498.88/warc/CC-MAIN-20230929054611-20230929084611-00251.warc.gz", "language_score": 0.9056592583656311, "token_count": 1398, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__173706130", "lang": "en", "text": "ai | 2017-05-01 00:00:00 +0000\nA.I. Series Part 1 - Normalizing Data\nHellonext Team / 2017-05-01 00:00:00 +0000\nIn Machine Learning, more often than not, applying an algorithm to data is not hard, rather representing the data usually is. But sometimes representing data a certain way works for one algorithm, but completely implodes for another. So with all these variations, is there one compartmentalized approach to follow?\nYes! (well, kind of and 'kind of' in ML is 'good enough')\nThe boring definition of this mathematical approach would be,\nNormalization is performed on data to remove amplitude variation and only focus on the underlying distribution shape.\nWell, who does that make sense to? To put normalization in perspective, it can be defined as,\nNormalization is performed on data to compare numeric values obtained from different scales.\nSimply put, how do we compare a score 8 in a singing competition to a score of 100 in an I.Q. test? In order to do so, we need to \"eliminate\" the unit of measurement, and this operation is called normalizing the data.\nSo, normalization brings any dataset to a comparable range. It could be to squash down the data to fit between the range of [0,1] or [-1,1] or anything else!\nAlright, so we know why we need normalization, but when do we use it?\nIn basic terms you need to normalize data when the algorithm predicts based on the weighted relationships formed between data points.\nFor example if you had a dataset that predicts the onset of diabetes where your data points are glucose levels and age, and your algorithm is PCA, you would need to normalize!\nWhy? Because, PCA predicts by maximizing the variance. Here, the glucose levels data point would vary in decimal points, but age would only differ by integer values. To bring them both to scale, use normalization! You can now compare glucose levels and age, even if they were initially meaningless.\nHowever, if you were to use a decision tree, normalization wouldn't really matter, since it compares each data point to itself and not to any other data point.\nMin Max Normalization transforms a value A to B which fits in the range [C,D]. We can do this by applying the formula below,\nThis ensures that no matter what scale your data is in, it will be converted to fall between the range of 0 to 1.\nimport numpy as np from sklearn.preprocessing import minmax_scale minmax_scale(np.array([1,2,3,4,5])) => array([ 0. , 0.25, 0.5 , 0.75, 1. ])\nTo see Min Max used on a real dataset, check this repo.\nMax is quite similar to Min Max normalization. The only difference being is that the the normalized values will fall between a range of 1 and to a value less than or equal to 0.\nimport numpy as np from sklearn.preprocessing import normalize normalize(np.array([1,2,3,4,5]).reshape(1, -1), norm=\"max\") => array([[ 0.2, 0.4, 0.6, 0.8, 1. ]])\nTo see Max used on a real dataset, check this repo.\nL1 is basically minimizing the sum of the absolute differences (S) between the target value (x) and the estimated values (x').\nTo understand it easily, its just adding all the values in the array and dividing each of it using the sum.\nimport numpy as np from sklearn.preprocessing import normalize normalize(np.array([1,2,3,4,5]).reshape(1, -1), norm=\"l1\") => array([[ 0.06666667, 0.13333333, 0.2 , 0.26666667, 0.33333333]])\nTo see L1 used on a real dataset, check this repo.\nL2 minimizes the sum of the square of the differences (S) between the target value (x) and the estimated values (x').\nOr in simpler terms, just divide each value by δ. Where δ is nothing but the square root of the sum of all the squared values.\nimport numpy as np from sklearn.preprocessing import normalize normalize(np.array([1,2,3,4,5]).reshape(1, -1), norm=\"l2\") => array([[ 0.13483997, 0.26967994, 0.40451992, 0.53935989, 0.67419986]])\nTo see L2 used on a real dataset, check this repo.\nSimply put, a z-score is the number of standard deviations from the mean a data point is. But more technically it's a measure of how many standard deviations below or above the dataset mean a datapoint is. A z-score is also known as a standard score and it can be placed on a normal distribution curve.\nZ-scores range from -3 standard deviations (which would fall to the far left of the normal distribution curve) up to +3 standard deviations (which would fall to the far right of the normal distribution curve).\nIn order to use a z-score, you need to know the mean μ and also the population standard deviation σ.\nZ-scores are a way to compare results from a test to a \"normal\" population. Results from tests or surveys have thousands of possible results and units. However, those results can often seem meaningless.\nFor example, knowing that someone's weight is 150 pounds might be good information, but if you want to compare it to the \"average\" person's weight, looking at a vast table of data can be overwhelming (especially if some weights are recorded in kilograms). A z-score can tell you where that person's weight is compared to the average population's mean weight.\nFor a complete implementation of Z-Score please have a look at this repo.\nP.S.: Companies across the world trust us to build their A.I. systems to solve their business needs. Our engineers would be open to talking more on this.\nLast updated: September 7th, 2023 at 7:42:06 AM GMT+0\nHellonext is a user feedback tool and this article was written by many people at Hellonext. Hellonext helps prioritize product roadmap based on user-input.", "domain": "mathematics"}
{"url": "https://joelferg.github.io/teaching.html", "date": "2023-09-22T19:26:06Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506421.14/warc/CC-MAIN-20230922170343-20230922200343-00556.warc.gz", "language_score": 0.7846987247467041, "token_count": 175, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__283220617", "lang": "en", "text": "ARE 210 (PhD Probability and Statistics) Fall 2022\n- Sigma Algebras and Independce\n- Conditional Expectations and Conditional Sigma Algebras\n- Probability and Distribution Limits\n- MLE and the Invariance Property\nARE 210 (PhD Probability and Statistics) Fall 2021\n- Conditional Expectations and Characteristic Functions\n- Distributions of Multivariate Transformations and Convergence of Combinations of Sample Statistics\n- Exponential Families, Identification, and MLE\n- MLE with a closed parameter space, GMM, and the finite sample distribution of MLE.\n- Asymptotic distribution of estimators and hypothesis testing.\n- Efficient GMM, Proving Statistics are Complete, UMVUEs, and the Cramer-Rao Lower Bound", "domain": "mathematics"}
{"url": "http://celloexpressions.com/geometry/proportional-puzzlers/", "date": "2018-01-22T00:14:09Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084890928.82/warc/CC-MAIN-20180121234728-20180122014728-00616.warc.gz", "language_score": 0.9391481280326843, "token_count": 127, "dump": "CC-MAIN-2018-05", "global_id": "webtext-fineweb__CC-MAIN-2018-05__0__35590098", "lang": "en", "text": "Introduction to Geometric Proportionality\nThis App features a series of games about geometric proportionality. The figure below shows a circle with an arc and the same curves unwrapped into lines. The points are located proportionally along their respective parents (the full line segment and the circle). Points B and G (in green) are located proportionally at t, while points C and F are at -t.\nThe lengths of the line segment and arc connecting these points are displayed below; notice that they are identical. Drag the slider and press the \"Animate\" button to see what happens when the value of t changes.", "domain": "mathematics"}
{"url": "http://www.scantips.com/lights/flashbasics1c.html", "date": "2017-06-22T23:57:31Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128319933.33/warc/CC-MAIN-20170622234435-20170623014435-00101.warc.gz", "language_score": 0.9124614596366882, "token_count": 4868, "dump": "CC-MAIN-2017-26", "global_id": "webtext-fineweb__CC-MAIN-2017-26__0__58306618", "lang": "en", "text": "Flash intensity falls off with distance. Guide Number is a numerical method used to determine exposure of direct flash for manual flash power levels, to automatically deal with the Inverse Square Law, making the math be trivial. The reference base is a known accurate Guide Number for one situation, from which other situations can be calculated. There are also other ways, today we might use a handheld flash meter, or metered TTL, or just trial and error works well with the digital LCD preview. But in the old days (including flash bulbs), guide number was all we had. The concept is still valid and useful, and is still a fundamental for understanding flash. Guide Number is a solution to deal with the Inverse Square Law.\nThe full details explaining use of guide numbers are below the Guide Number Calculator.\nPlease report ( Here ) any problems with the calculator, or with any aspect of this or any page. It will be appreciated, thank you.\nInsufficient flash exposure is corrected with wider aperture, shorter distance, higher ISO, or more flash power.\nExcessive flash exposure is corrected with stopped down aperture, longer distance, lower ISO, or less flash power.\nThere are three ways to use this GN calculator.\nRepeating again: NOTE that if your flash specifies Guide Number for 105 mm zoom, but you are using it at 24 mm zoom, you absolutely need to know and use the 24 mm zoom Guide Number (see your flash manual for a standard Guide Number chart).\nGuide Number (GN) is a primary fundamental, related to Inverse Square Law, and is about how light works, which will always be important to know. The light fall off means that direct flash exposure can be correct at only one specific distance from the flash. Anything closer is brighter, and anything farther is darker. But how much it changes works on sort of an exaggerated percentage basis (inverse square law), and a greater distance simply has more middle ground range. Bounce flash can seem to extend this range, but direct flash exposure falls off with the square of the distance. Flash will be two stops underexposed at twice the distance, or two stops overexposed at half the distance (inverse square law). So the general rule for flash is to keep all of your subject parts near the same distance plane from the lights (same idea as focus depth of field).\nPhotographing groups: The same distance plane is impossible for multiple rows, and multiple rows can be a deep zone for an even flash illumination, or for focus depth of field too. For long rows, curving the ends forward to equalize the distance helps. For large groups of a few rows deep, raising camera and flash height dramatically (with step ladder) to look down into the group can minimize difference of row distances (and won't hide faces with rows in front). Greater flash distance can extend the range of acceptable flash exposure. We normally think umbrellas ought to be \"close as possible\" for softness, but when back twenty feet, umbrellas don't add much benefit (will cost power, and softness is not important then anyway). However, increasing the flash distance for greater flash exposure range, and stopping the lens down for greater depth of field, very significantly increases the flash power needed. Common notions for best group lighting for multiple rows is that multiple flashes ought to all be above the camera, pointing outward to cover the group evenly (lights at the camera see same as what the lens sees, without creating terrible shadows). Two flashes aimed different directions are individual units, NOT combining the same as multiple flashes ganged acting as one. But be careful about any central overlap, which is ganged. It would be good to meter the lights and the center, to verify all group areas are equal. For large groups, see Google - I'd suggest the Chuck Gardner link there.\nThis diversion is really about the distance range depth extents of the flash exposure. If you meter the flash, you can meter at the range extents too (you certainly ought to plan and know the exposure difference at front and rear of a big group). Or if direct flash, use the calculator here. Or if computing guide number, simply computing distance at ± 1/3 stop apertures computes the range extents for that tolerance (Note ± 1/3 stop is 2/3 stop from front to rear). Exposure range is not exactly about power or aperture, but is about the flash distance (inverse square law), so as to distance, the range distance is applicable to TTL too.\nGuide number makes exposure computation very easy. Guide number is the oldest system to determine flash exposure (used for flash bulbs, before automation), but guide number only applies to direct flash. Guide number is not useful for bounce, because it requires knowing the distance in the total path from flash to subject, and also the reflection coefficient at the ceiling (very roughly, common situation bounce can need 2 or 3 stops more power than direct flash). But guide number still is fundamental today, and understanding guide numbers can increase understanding of flash and inverse square law, whether you actually use guide numbers or not. We should all spend a little time playing with this, to understand the concept. It is a genuine basic of flash photography, which simplifies the Inverse Square Law (which is a really huge factor for flash).\nShutter speed is not a factor of flash exposure (Part 2), but f/stop, ISO, flash power, and flash distance are the factors. Distance does not affect our sunlight, but it is pretty tricky for flash. Direct flash exposure falls off with the Inverse Square Law (with distance), a serious complication for determining exposure. If we don't actually meter the flash, then guide numbers can solve distance computation easily (for direct flash). Guide numbers have been calculated forever, at least since first commercial flash bulb about 1930. Guide number was the only system before light meters and electronic automation.\nIf you meter your flash, either via TTL flash automation, or by using a hand held flash meter, or if you just use the camera's rear LCD and histogram to tweak in your manual flash exposure, then maybe you can get by for awhile without it, but Guide Number certainly does help basic understanding, essential fundamentals of flash that we should know (how direct flash falls off with distance).\nSo that's good to know to know, but guide number tells a lot more. If we know guide number is GN 40 (feet), then we know that 8 feet will need to use GN 40 / 8 feet = f/5 exposure. That is a lot to know (again, this is for unmodified direct flash).\nGuide Number is a tool to determine exposure of direct flash with manual flash power levels, to automatically deal with the Inverse Square Law, making the math be trivial.\nGuide Number = f/stop x Distance (those values which actually give a proper exposure)\nf/stop = Guide Number / Distance (aperture for other distances)\nDistance = Guide Number / f/stop (distances for other apertures)\nFor any given \"correct flash exposure\" situation, guide number is simply numerically equal to the aperture number (like the number 8 in f/8) multiplied by the subject distance (like 10 feet). Then for example, the guide number is f/8 x 10 feet = GN 80 (feet units). Specifically, that aperture and distance combination which gives the correct exposure, defines the guide number.\nThe Distance is from flash to subject. The flash might be on the camera, but the camera position is Not a factor. It is about the flash.\nThe useful part is that this guide number is a constant for that flash situation, good also for other distances or other apertures. If we know GN for the situation (flash power level and ISO), we can know correct direct flash exposure for any distance or any aperture. This constant GN is initially determined by some trial situation seen to give correct exposure. Or we can use the manufacturers chart of guide number (trial is what they did).\nIf for example, in any situation at all, if f/8 is seen to give the correct exposure at 10 feet (from the flash), then this defines that the guide number for this situation is determined to be 80 (feet, from f8x10 feet). Whatever situation gives a correct exposure, that determines the actual guide number, by definition.\nThe overwhelming advantage of knowing this guide number constant is that if we then move the light to be 5 feet from subject, then GN 80 tells us that GN 80 / 5 feet = f/16 will give us correct exposure there too. Or if we open the aperture to f/4, then the correct distance for this flash power will be GN 80 / f4 = 20 feet. This guide number 80 is a constant (in this same flash power situation), for any distance and any aperture, and its purpose is to make the inverse square law be trivial to compute.\nSaid again- From knowing this guide number constant (GN = aperture x distance) for one flash situation (power and spread angle), we can recompute any other aperture/distance combination for correct exposure, which automatically takes the inverse square law into account, involving only the simplest division. For example, if we know the guide number is 80 (feet), then we immediately know that all of these combinations give the same correct flash exposure:\n|If we know the correct exposure, then we know GN:\nf/8 at 10 feet = GN 80\n|Or, if we know the guide number is 80, then we know exposure:\nGN 80 / 10 feet = f/8\nYou get the idea - any combination computing (f/number x distance) = GN 80 (in this example) also gives the same correct manual flash exposure. The main use is, if our subject is at 14 feet (from the flash), then we know GN 80 / 14 feet = f/5.7. This is a lot to know by simple division, and it really could not be any easier.\nThis works (and is conveniently used) because Guide Number definition is (distance x f/stop), therefore doubling GN doubles distance range (4x the light), OR doubles actual f/stop Number (1/4 the light), which is two stops either way. Actually for any number N, any GN gives same exposure at (N x distance) if using (fstop number / N). The N cancels for GN. This is true because of the coincidence that distance observes the inverse square law, and the area of f/stop number observes the square of the radius.\nWhere do we get this guide number? Whatever aperture and distance that gives an actually correct exposure can compute guide number. Or more commonly, there is also a guide number specification in the flash manuals (see next page). Then we only need to know the distance between flash and subject. This guide number is speaking of manual Direct flash, and this guide number will change if you zoom the flash head differently.\nZoom: Zooming the flash head changes the guide number. Zooming in, to match the lens zoom (a more narrow coverage angle), also concentrates the flash power into a more narrow brighter beam appropriate for the lens zoom, with a higher guide number. There will be a guide number chart in the flash manual, with a different guide number for very zoom value. See the sample guide number chart next page.\nFlashes that do not zoom (like the DSLR camera's internal flash) will have one guide number value. It is printed perhaps as (the Nikon D3200 specification chart):\n\"Guide Number: Approx. 12/39, 13/43 with manual flash (m/ft, ISO 100, 20 °C/68 °F)\"\nFor manual flash, this says GN 13 (meters) / GN 43 (feet). This implies at full manual power, but we can turn the flash power down as necessary, which lowers the guide number.\nYou can work in units of either feet or meters. Since there are 3.28 feet in one meter, the GN in feet is simply 3.28 times the GN in meters. Again, see the guide number chart in the flash manual for flashes that zoom (an example chart is next page).\nGuide number is all we had in the old flash bulb days (and it still works), and before flash units zoomed, they always had a little calculator on them to do this guide number division, but TTL flash mode has made guide numbers less used today. The top few Nikon flashes have a GN Mode, which is a GN calculator (sets flash power level to the aperture and distance). But we can often do the rough math in our heads (if distance is about 10 feet, then GN / 10 = aperture), which often gives a close starting point for proper flash exposure.\nThe published guide numbers (specs, charts, etc) are for unmodified direct flash and for the specified flash head zoom level. As the speedlight zooms in (longer mm to follow the lens zoom), the reflector concentrates the flash power into a smaller angle that becomes brighter, to cover the same appropriate view that the zoomed lens sees. There will be a different guide number for every zoom setting, and for every power level. Any other reflector situation - lighting modifier (diffusion dome, reflector, bounce, umbrella, whatever) - is a very different guide number. Any other path than direct flash is a different subject (involving longer path and bounce reflection losses, etc).\nGuide number makes Inverse Square Law math be easy. The reason this product (of Distance x f/stop) works as a constant for exposure is due to the coincidence that each stop of f/stop numbers increase by the square root of two (1.414) to give half intensity, and the Inverse Square Law distance decreases by the square root of two to give double intensity, and these square factors of 2 offset and cancel in the math, so that the simple product (aperture x distance) is a CONSTANT for correct exposure for this given direct flash situation (ISO, zoom, power level), for any aperture or any distance. It is enough to know that the big deal is that the Guide Number automatically accounts for the Inverse Square Law, making its math be almost trivial for us. This is a big deal, but it is only applicable to bare direct flash.\nOr even easier... Flashes compatible with the camera (communication) often know f/stop, ISO and zoom from the hot shoe. So in direct flash Manual mode, they can use their guide number to show the distance calculation (appropriate for the current power level) on their LCD. This can be a fine starting point (again, direct flash only). Can be very helpful.\nISO: The guide number conversion charts in the flash manuals are typically printed showing ISO 100 values, and then we know that GN increases by square root of 2, or by 1.414x for every doubled step of ISO. Or we divide GN by 1.414 if converting to half of ISO.\nThis first chart is a normal GN conversion chart, always aligning ISO 100 with GN 1x multiplier, because ISO 100 is usually of interest to us. Aligned that way, you have that standard chart just above.\nBut the rows are individually scrollable. This is something easy, but possibly made confusing here.There are no absolute relationships, we can slide these scales left or right as appropriate to our lighting situation. The meaning of the default values initially shown in this chart should be that IF you are using ISO 400, and align GN x1 there too (if ISO 400 is your base GN x1 value), then all other ISO values still have the GN multipliers shown. The doubling effect just mentioned always exists. For example (as shown initially), IF using ISO 400 and assuming it is the base at GN x1, then the next multiplier to the right gives the GN multiplier for the next ISO to the right (ISO 800 is 1.41x GN of current GN for ISO 400). And IF that combination also aligns an actual flash power level (like 1/4 power), then the GN multipliers also work for other power levels. Or, the GN calculator above will do all of this too.\nThe guide number is multiplied or divided by 1.414x for each stop changed, which is each doubling of ISO, or for each doubling of flash power level. Two sequential doubles of ISO or power level doubles GN.\nThen since GN = f/stop x distance, then we know doubling GN also doubles the computed f/stop number (which is two stops), or it doubles distance range (which is two stops).\nThe flash power level steps of Full, 1/2, 1/4, 1/8, 1/16, 1/32, 1/64, 1/128 are each half power of the previous step. The best fact to know about manual flash is that each half power step is one f/stop of exposure. One stop is a 2x factor, so said again, turning the flash from 1/4 to 1/8 power (which is half) reduces the exposure by one f/stop. This is extremely convenient to know.\nEach half power step reduces GN by the square root of 2 (divide GN by 1.414). Two half power steps (1/4 power) is two stops of exposure, or 1/2 the GN value. Or use the calculator, or see the GN chart on next page.\nIf the speedlight does not zoom, then that's all it can do, so you can only compare that. But if it zooms, increasing the flash zoom mm number concentrates the power into a smaller beam. Doubling the zoom mm theoretically covers a 1/4 smaller area with 4x brighter intensity, two stops. Which theoretically, the calculator could calculate the areas, but the actual reflectors vary to much to try. There is substantial area overlap (so frame edges are fully exposed), and usually double zoom mm might multiply guide number about 1.4x, or one stop (if that). Which is only a very rough approximation - because again, of course it depends on the individual reflector design. But guide number maybe about doubles from 24 mm to 105 mm (4x), which is near a two stop increase (half expected), but there are large variations. I'd love to be able to add zoom to the GN calculator, it is obviously an important factor, but this would have to embed GN charts from many different specific flashes, and there are too many flashes. You can do that easier, so instead see the Guide Number chart in your flash manual.\nUse either feet or meters with the calculators, but be consistent with GN and Distance.\nIf the flash can zoom, then it is required to compare Only at the Same zoom values. Because zooming in concentrates the same flash power into a smaller area, which is then brighter (but is only useful in that smaller area). If comparing GN of a speedlight to a studio flash, then to have any meaning, only the same reflector angular coverage (that was used for the GN rating) must be compared (softboxes and umbrellas drastically change GN and coverage). If it does not zoom, then of course it only has that one setting to do one thing (with that same reflector). It used to be that speedlights that zoom agreed to advertise guide numbers at the same standard 35 mm zoom, which was considered to be a typical useful working value, certainly conceivable (it was about full frame views then, and the major Japanese flashes still do this). The power was comparable that way, at the same 35 mm zoom. But today, FX and DX sensor coverage can change GN at the same zoom. So, just saying, for power comparisons to be meaningful, all things must be equal.\nBut today, some marketing (especially Chinese flashes) advertise their maximum 105 mm zoom guide number, simply because that is a larger number that looks better than others, regardless that we rarely use flash at 105 mm zoom.\nToday, to know very much about ratings, we need to look at the guide number chart in the user manual (sometimes online). Comparing this calculation can be useful when shopping for a flash. However, I have seen one Chinese manual that simply advantageously had the wrong chart in it.\nIf one GN is rated for ISO 200, then dividing that number by 1.414 will give the ISO 100 equivalent. Guide Number can only be compared if both are at the same flash zoom and ISO settings.\nGuide Number is used for speedlights, but is not very meaningful for studio flash. One reason is they are typically not used as direct bare flash, but also their GN rating situation is so unknown.They don't zoom, but comparison is difficult when we may not know what reflector was rated, or what its angular distribution spread is. Speedlight GN varies over probably a 2 to 1 range when they zoom... but we can only compare intensity when lighting the same angular coverage, when doing the same job.\nStudio lights, saying it again: Guide Number works very well for unmodified direct flash. One big issue is that guide number cannot be specified for bounce or umbrellas, etc. (because, it depends on them). So typically, direct bare flash is much less important for studio lights, because we normally heavily modify their light with umbrellas, softboxes, grids or snoots, whatever. This drastically changes their distribution coverage angles, and every different reflector coverage would create very different guide numbers. The guide number that is specified for a studio flash may apply to the included standard reflector it ships with, but if the applicable reflector used to specify GN is not specified, then we have no clue what its GN means for our usage. Any wider reflector providing wider area coverage will have a lower guide number, and a more narrow reflector concentrating the light into a smaller area will have a higher guide number. To be able to compare guide numbers, we need to compare at the same area coverage. So guide numbers are typically more common of camera hot shoe speedlights (direct flash), and speedlights do provide specifications for Guide Number at each zoom as a guide to the flash power and its distance capability (again, it only applies to bare direct flash). For studio lights, GN has less and unknown meaning, and probably does not apply to your usage, since these normally use various modifiers (umbrellas, softboxes, etc). So studio lights are likely metered.\nResulting GN of ganged multiple flashes\nThis context of ganged means flashes probably all mounted on the same stand, and aimed at the same point, specifically acting as one. A Main light and Fill light situation is acting as two, and is NOT two ganged acting as one.\nThe GN of multiple equal flashes ganged in combination acting as one, is GN of one times square root of (number of flashes). Each doubling of the number of equal flashes (from 1 to 2, or 4, or 8 flashes) results in one stop in brightness, each doubling increases GN by the square root of 2 (1.414). Two or four flashes may be reasonable, but thereafter, the law of diminishing returns will apply.\nBut ganging two unequal flashes acting as one, say of GN 58 and GN 80 (0.93 stop difference), will add as square root of (58² + 80²) = GN 99. This total is +1.54 EV compared to this smallest flash (more than double), and +0.61 EV compared to this largest flash (less than double).\nContinued - More Guide Numbers next page (charts, etc).", "domain": "mathematics"}
{"url": "https://www.christopherlinney.com/2023/10/27/understanding-probability-and-odds-in-casino-games/", "date": "2024-04-23T13:16:15Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818711.23/warc/CC-MAIN-20240423130552-20240423160552-00541.warc.gz", "language_score": 0.9400740265846252, "token_count": 1830, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__147332974", "lang": "en", "text": "Have you ever wondered how the odds work in casino games? Or maybe you’re just starting out and want to understand how probability factors into your chances of winning. Understanding probability and odds in casino games is essential if you want to make informed decisions and increase your chances of success.\nCasinos are a popular destination for those looking for entertainment and the chance to win big. However many people walk into a casino without fully understanding the mathematical principles behind the games they play. This lack of knowledge can lead to poor decision-making and ultimately, losing more money than they intended.\nTo become a savvy casino player, it’s crucial to grasp the concepts of probability and odds. By understanding these principles, you can make more strategic bets, manage your bankroll effectively, and potentially improve your overall outcomes. In this article, we will explore the fundamentals of probability and odds in casino games, empowering you to make smarter choices and enhance your gambling experience.\nPrinciples of Probability in Casino Games\nUnderstanding the principles of probability is essential when it comes to navigating the world of casino games. Whether you prefer playing slot machines, card games, or taking part in sports betting, having a grasp of probability can greatly enhance your gaming experience. Probability is a mathematical concept that represents the likelihood of a specific event occurring. It plays a crucial role in determining the chances of winning and making informed decisions when placing bets. By understanding probability, players can assess the potential outcomes of their actions and make strategic choices accordingly.\nIn casino games, independent events play a crucial role in determining outcomes and formulating strategies. Independent events are those where the outcome of one event does not affect the outcome of subsequent events. Understanding this concept is essential for making informed decisions and maximizing chances of success in casino games.\nTo illustrate the concept of independent events, let’s consider the example of a roulette wheel. Each spin of the roulette wheel is an independent event, as the outcome of one spin has no impact on the next spin. Whether the previous spin resulted in a red or black number, the probability of the ball landing on red or black remains constant. This means that even if the roulette wheel has produced several red numbers in a row, the odds of the next spin landing on red or black remain the same.\nHaving a solid understanding of independent events allows players to develop effective strategies. For instance, in roulette, some players may choose to bet on red or black based on the observation of previous outcomes. However, since each spin is an independent event, such strategies do not significantly increase the chances of winning. Instead, players can focus on factors like payout odds and the casino’s payout percentage to optimize their overall experience.\nRandom events play a crucial role in casino games as they contribute to the unpredictable nature of gambling outcomes. Unlike independent events, random events are not influenced by previous outcomes or any external factor, making their results entirely unpredictable.\nIn popular casino games like slot machines and roulette, the occurrence of random events is evident. In slot machines, the symbols displayed on the reels at any given moment are determined by a random number generator (RNG). This means that each spin is completely independent and has an equal chance of producing a winning or losing combination.\nSimilarly, in roulette, the random event occurs when the ball is released onto the spinning wheel. The position where the ball lands is ultimately determined by chance alone. Whether the previous bet was won or lost has no impact on the next spin.\nUnderstanding the concept of random events is essential for making informed decisions in the gambling industry. It allows players to acknowledge that each game is entirely unpredictable, making it impossible to predict or manipulate the outcome. This understanding encourages responsible gambling by deterring individuals from believing in superstitions or strategies that claim to guarantee success.\nBy recognizing the significance of random events, players can approach casino games with a realistic mindset, focusing on factors such as odds and probability calculations, rather than relying on luck alone. Such knowledge empowers players to make informed decisions and enhances their overall gambling experience.\nWide Range of Possibilities for a Single Game\nIn a single casino game, there is a wide range of possibilities that can occur, leading to different outcomes and scenarios. Each game offers unique options and choices for players, influencing the eventual outcome.\nFor example, in card games like poker or blackjack, players have the ability to make strategic decisions that can greatly affect their chances of success. Choosing to hit or stand in blackjack, or deciding which cards to keep or discard in poker, can lead to various outcomes.\nSimilarly, in games of chance like roulette or slot machines, there are countless potential outcomes. The roulette wheel can land on different numbers or colors, while slot machines can produce various winning combinations. Every spin or roll presents an opportunity for a different result.\nThe wide range of possibilities in a single game is what makes casino gambling so exciting and unpredictable. Players must consider the potential scenarios and make choices based on their understanding of the game and their own risk tolerance.\nUnderstanding the countless outcomes and scenarios that can occur in a single casino game is crucial for players to make informed decisions and engage in responsible gambling. Acknowledging the wide range of possibilities ensures that players approach each game with a solid understanding of the fundamental concept of probability and the chances of success.\nAverage Player’s Chances of Winning\nUnderstanding the probability and odds in casino games is crucial for the average player to make informed decisions. While casino games are often considered games of chance, having a solid understanding of the mathematical concept behind probability can greatly improve one’s chances of winning.\nThe probability and odds in casino games can be calculated based on the rules of the game. For example, in roulette, the probability of the ball landing on a specific number can be determined by dividing the number of possible outcomes (winning number) by the total number of outcomes (numbers on the roulette wheel). This allows players to assess the likelihood of winning and make strategic decisions accordingly.\nAdditionally, it is important to stick to a budget when playing casino games. This ensures that players do not bet more than they can afford to lose. By understanding the probability and odds, players can make responsible gambling choices and manage their funds wisely.\nMathematical Concept Behind Casinos Games\nCasino games are not solely dependent on luck and chance. In fact, they are rooted in a mathematical concept that revolves around probability and statistics. Understanding these concepts is crucial for players to make informed decisions and maximize their chances of winning.\nProbability is the likelihood of a specific outcome occurring. In casino games, it determines the odds of winning. By analyzing the rules and possible outcomes of a game, players can calculate the probability of their desired result.\nStatistics come into play when analyzing the overall outcomes of a game over a period of time. This allows players and casino operators to determine the house edge, which ensures that the casino ultimately wins more than it pays out to players.\nPopular casino games like slot machines, blackjack, roulette, and sports betting all involve these mathematical concepts. Players can assess the probability and odds of each game to make strategic decisions and increase their chances of success.\nBy understanding the mathematical concept behind online casino games, players can navigate the complexities and nuances of each game more effectively. A solid understanding of probability and statistics allows players to make optimal strategic decisions, manage their budget responsibly, and ultimately enhance their overall experience in the world of casino gaming.\nCalculating Probability and Odds in Casino Games\nCalculating probability and odds in casino games involves analyzing the rules and possible outcomes of a game to determine the likelihood of a specific result. This process is essential for making informed decisions and increasing the chances of success.\nTo calculate probability, players use mathematical calculations based on the concept of probability. By understanding the likelihood of different outcomes, players can assess the probability of achieving their desired outcome. Probability calculations help players understand the chances of winning and losing in a particular game.\nOdds, on the other hand, represent the relationship between the probability of winning and the payout. Calculating odds involves converting probability into a more user-friendly format such as fractions, decimals, or percentages. The higher the odds, the lower the probability of winning, and vice versa.\nIn casino games, such as slot machines, blackjack, and roulette, understanding probability and odds allows players to make strategic decisions. They can choose games with better odds and calculate the potential payout to make informed choices. This helps players maximize their chances of success and create a more enjoyable and rewarding gambling experience.\nIn conclusion, a solid understanding of probability and statistics plays a crucial role in the casino gaming experience. It empowers players to make strategic decisions, increases their chances of success, and promotes responsible gambling practices. By embracing these mathematical concepts, players can enhance their overall gaming experience while enjoying their favorite casino games responsibly.", "domain": "mathematics"}
{"url": "https://observervoice.com/12-march-tribute-to-lloyd-shapley-24454/", "date": "2024-02-27T17:40:11Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474676.79/warc/CC-MAIN-20240227153053-20240227183053-00624.warc.gz", "language_score": 0.9717351198196411, "token_count": 491, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__133511529", "lang": "en", "text": "Lloyd Shapley (2 June 1923 – 12 March 2016) was an American mathematician and economist. In 2012, he was jointly awarded the Nobel Prize in Economic Sciences.\nLife and Career\nHe was born on 2 June 1923, in Cambridge, Massachusetts. He completed his undergraduate studies at Harvard University, where he developed a strong interest in mathematics. He then pursued his graduate studies at Princeton University, earning his Ph.D. in mathematics in 1953. During his time at Princeton, Shapley worked under the supervision of Albert W. Tucker, a prominent mathematician who introduced him to the field of game theory.\nHis work primarily focused on game theory and cooperative game theory. He made significant contributions to these fields, developing innovative concepts and models that have had a profound impact on various disciplines, including economics, mathematics, and computer science.\nOne of Shapley’s most notable contributions is the development of the Shapley value. This concept provides a method for fairly distributing the payoff or rewards of a cooperative game among its players. The Shapley value takes into account the contribution of each player and the different possible ways in which coalitions can be formed within the game. It has proven to be a fundamental tool in analyzing and understanding cooperative behavior.\nShapley also worked on the study of matching markets, particularly the stable matching problem. He collaborated with David Gale to propose the Gale-Shapley algorithm, also known as the deferred acceptance algorithm. This algorithm provides an efficient way to solve the stable matching problem, where agents with preferences need to be optimally paired with each other based on their preferences.\nIn addition to his theoretical contributions, Shapley also applied his research to real-world applications. He worked at the RAND Corporation, where he applied game theory to analyze strategic decision-making and cooperative behavior in various contexts, including military and economic settings.\nHe died on 12 March 2016, in Tucson, Arizona.\nAward and Legacy\nIn 2012, he was jointly awarded the Nobel Prize in Economic Sciences, along with Alvin E. Roth, for their contributions to the theory of stable allocations and the practice of market design.\nHis contributions continue to influence the fields of mathematics, economics, and game theory. His work has provided fundamental insights into the analysis of strategic decision-making, cooperative behavior, and fair distribution mechanisms. Shapley’s legacy remains an inspiration for current and future generations of researchers in these areas.", "domain": "mathematics"}
{"url": "http://lncc.br/eventoSeminario/seminarioconsultar.php?Idt_evento=1925&vAno=2019", "date": "2019-07-24T06:49:33Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195531106.93/warc/CC-MAIN-20190724061728-20190724083728-00304.warc.gz", "language_score": 0.8884540796279907, "token_count": 382, "dump": "CC-MAIN-2019-30", "global_id": "webtext-fineweb__CC-MAIN-2019-30__0__169656106", "lang": "en", "text": "Tipo Seminário: Seminário de Pós-Graduação, Seminário COPGA\nPalestrante(s): Bojan Guzina, University of Minnesota, USA\nHorário/Local: 14:00-15:30(Auditorio A)\nIn this study, we establish an inclusive paradigm for the homogenization of scalar wave motion in periodic media (including the source term) at finite frequencies and wavenumbers spanning the first Brillouin zone. We take the eigenvalue problem for the unit cell of periodicity as a point of departure, and we consider the projection of germane Bloch wave function onto a suitable eigenfunction as descriptor of effective wave motion. For generality the finite wavenumber, finite frequency (FW-FF) homogenization is pursued in Rd via second-order asymptotic expansion about the apexes of “wavenumber quadrants” comprising the first Brillouin zone, at frequencies near given (acoustic or optical) dispersion branch. We also consider the junctures of dispersion branches and “dense” clusters thereof, where the asymptotic analysis reveals several distinct regimes driven by the parity and symmetries of the germane eigenfunction basis. In the case of junctures, one of these asymptotic regimes is shown to describe the so-called Dirac points, that are relevant to the phenomenon of topological insulation. On the other hand, the effective model for nearby solution branches is found to invariably entail a Dirac-like system of equations that describes the interacting dispersion surfaces as “blunted cones”. We illustrate the analytical developments by several examples, including the Green’s function near the edge of a band gap and clusters of nearby dispersion surfaces.", "domain": "mathematics"}
{"url": "https://www.simple.one/paper/storage/", "date": "2023-06-01T22:26:06Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224648209.30/warc/CC-MAIN-20230601211701-20230602001701-00693.warc.gz", "language_score": 0.83219313621521, "token_count": 805, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__267700033", "lang": "en", "text": "Distributed Storage Papers\nThe following are my works on distributed storage systems. Both concern regenerating code that have applications in distributed storage systems.\n|MoulinAlg20||D W||Multilinear Algebra for Distributed Storage|\n|Atrahasis20||D L W||Multilinear Algebra for Minimum Storage Regenerating Codes|\nD = Iwan Duursma (Advisor of the time);\nL = Xiao Li (academic sister).\nA regenerating code consists of\n- a file of size $M$ symbols and\n- a system of $n$ storage devices, called nodes.\nThe configuration of the nodes satisfies the following conditions:\n- Each node stores $\\alpha$ symbols of the file.\n- Any $k$ nodes contains sufficient information to recover the file.\n- When a node fails, some $d$ other nodes will each send it $\\beta$ symbols to repair the failing node.\nThe code is named regenerating mainly due to the last bullet point—the nodes regenerate themselves.\nThe theory of regenerating codes concerns the relation among $n, k, d, \\alpha, \\beta, M$. For example, since any $k$ nodes contain $k\\alpha$ symbols and can recover the file, the file size $M$ is at most $k\\alpha$. Similarly, since $d\\beta$ symbols repair a failing node, the node size $\\alpha$ is at most $d\\beta$. (Exercise) One can also show that $k - 1$ nodes ($\\alpha$) plus $d - k + 1$ help messages ($\\beta$) is at least $M$. There is a family of bounds of this type. They are called cut-set bounds and restrict where those parameters can live.\nThe opposite approach is to construct regenerating codes that aim to achieve low $\\alpha$, low $\\beta$, and high $M$. MoulinAlg20 utilizes multilinear algebra to do this. We construct a series of regenerating codes which we call Moulin codes. They achieve the best known $\\alpha/M$-versus-$\\beta/M$ trade-off to date. And it is conjectured that this trade-off is optimal.\nSee Figure 1 on page 3 in MoulinAlg20 for the $\\alpha/M$-versus-$\\beta/M$ trade-off for the $(n, 3, 3)$ case. Here is another $\\alpha/M$-versus-$\\beta/M$ trade-off for the $(n, 3, 4)$ case. (In a newer version of MoulinAlg20 that I am still working on.) For more general parameters, check out this D3.js plot.\nSee also Table 2 on page 29 for the relations among some competitive constructions.\nAtrahasis20 exploits multilinear algebra to construct MSR codes, which we called Atrahasis codes. Formally, an MSR code is a regenerating code with $M = k\\alpha$ and $\\beta = \\alpha/(d - k + 1)$. From the constraint on $M$ one sees that there is no wastes of storage (hence the name minimum storage regeneration = MSR). Some researchers see MSR codes as the intersection of regenerating codes and MDS codes.\nMSR alone attracts significant attentions because people want to minimize node size ($\\alpha \\geq M/k$), and only then they minimize help messages ($\\beta \\geq \\alpha/(d - k + 1)$ given that $\\alpha \\geq M/k$). See Table 1 on page 5 in Atrahasis20 for a comparison of some existing contraptions.Scroll to top", "domain": "mathematics"}
{"url": "https://grocerystorefeet.com/tag/mr-brady/", "date": "2023-06-06T08:31:13Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224652494.25/warc/CC-MAIN-20230606082037-20230606112037-00370.warc.gz", "language_score": 0.9807788133621216, "token_count": 1321, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__211547505", "lang": "en", "text": "Fate, if you believe in it, is an odd and capricious thing.\nIf Larry Brady had been able to fold proper paper airplanes, I would never have learned calculus in high school, so I would have been forced to take it in college — most likely with a thickly accented professor — and failed it miserably thereby not finishing my degree and likely dooming myself to a life of more misery and failure than I already have endured.\nI guess one could safely say I owe a lot to Mr. Brady.\nBudge and I were talking about math last night. Why, I don’t know. It’s one of those strange conversations married people have. Anyway, Budge HATES math. I blame Dad. Patience is not one of Dad’s cardinal virtues. He scarred her for life when he tried helping her with her algebra homework.\nSo we were talking about different kinds of math and Budge mentioned that she didn’t understand trigonometry. In about 15 minutes, I’d explained to her what it was, who used it, and why. I also gave her a rundown on mnemonics for the main trig functions. She wanted to know why it was so easy for me to learn and remember all this when she’d had such an impossible time with her high school math classes.\nI answered her, “That’s easy; you never had Mr. Brady for a math teacher.”\nAs he explained to us in class in one of the precious few moments we managed to bump him slightly off topic, had Mr. Brady managed to conquer paper airplane origami at North Carolina State University, he would have pursued a degree and career as an aeronautic engineer. Unfortunately, he couldn’t get the hang of folding the paper the way this particular professor wanted it folded so he changed his major to mathematics and ended up, somehow, as a teacher. I’m not certain on the mechanism of fate, but I do know that fortuitous alignment of the stars resulted in a generation of math students at Laurens District 55 High School being blessed without measure by putting one of the most gifted instructors to every pick up a blue Marks-A-Lot overhead pen into the classroom.\nLest anyone reading this think Mr. Brady was so memorable because he was easy, happy-go-lucky, loosey-goosey, and tried being our friend, PLEASE get a grip. Mr. Brady had a dry sense of humor, genuinely enjoyed teaching, and loved three things above all else — basketball, math, and his two daughters, one of whom was my classmate.\nHe was friendly, but he was a teacher first. He was one of the most organized human beings I ever met — at least in the classroom. Most of all though, he was decidedly NOT an easy teacher. Earning Cs in his class was honorable, Bs were a sign of hard work, and As — well, As in Mr. Brady’s class were the Maltese Falcons of the LDHS55 math department.\nWhat made Mr. Brady unique was his ability to teach any concept, no matter how abstract or outrageous, to anyone. I am convinced, within two semesters, he could teach a lab rat to play “Ode to Joy” on a miniature grand piano. He knew no less than five ways to do any problem. If, by chance, a brain-dead stoner in one of his classes couldn’t “get it” using one of those five ways, Mr. Brady didn’t get mad or frustrated — he made up a sixth way on the spot, just like he made up all his classroom examples — on the spot. Now, in case that doesn’t impress you, try making up a problem involving L’Hopital’s Rule on the spur of the moment to get an answer that is neat and easy to use as a teaching example.\nHe was amazing.\nLest anyone think Mr. Brady was one of those Ivory Tower Birds who could only teach the cream of the crop, be advised that he taught EVERYTHING in the math department. Remedial Mathematics to AP Calculus, he taught them all with the same passion and expertise. He was one of the minuscule fraction of teachers who could — and would — teach all students well and without complaint.\nWe spend a lifetime trying to forget some teachers. Others, we remember, but for all the wrong reasons. We recall many personalities, but precious little of the subject matter they once imparted to us. Mr. Brady wasn’t like that at all. I suppose the best way to finally impress upon you the man’s ability as an educator is to reveal that I made a 3 on the AP Calculus “AB” Exam at the end of his class. I can’t remember how many of us passed with a 3 or better, but it was a typically phenomenal ratio for his calculus classes. He taught me so well and so thoroughly that I still maintain some knowledge of calculus today — 21 years later — having never found a reason to use it.\nThe man was good. He was a teacher par excellance and I hope that, wherever he is today and whatever he’s doing (he’s retired, but that’s all I know), he’s reaping a generous reward for making two otherwise unbearable years a little brighter for me.\nGood on ya’, Mr. Brady, wherever you are!\nLove y’all and don’t remember to wash your feet.\nAuthor’s Update September 6, 2006: When I first published this entry on my blog, I sent a copy to Mr. Brady’s daughter, Sally, to pass on to her dad since I didn’t know where he was living or any of his contact information. Sally wrote me back telling me how much she appreciated the tribute, but that she would be unable to pass it on to her father. Unbeknown to me, and to my great and lasting sorrow, Mr. Larry Brady — finest math teacher ever to pace the classroom — passed away in January of 2006 after a series of strokes. I had no idea. Resquiescat In Pace, Mr. Brady, and thank you so much.", "domain": "mathematics"}
{"url": "http://www.civilwar.org/education/contests-quizzes/quizzes/quiz-scoring.html", "date": "2017-04-25T14:47:30Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917120461.7/warc/CC-MAIN-20170423031200-00578-ip-10-145-167-34.ec2.internal.warc.gz", "language_score": 0.9194852113723755, "token_count": 398, "dump": "CC-MAIN-2017-17", "global_id": "webtext-fineweb__CC-MAIN-2017-17__0__246337988", "lang": "en", "text": "Or, \"How Do I Get To Become a Quiz General?\"\nSo you just took one of our Civil War Trust quizzes and you managed to get ranked as a Quiz Corporal. How did that happen? How do you score these infernal quizzes?\nWell, here's an inside look at the math behind our scoring process:\nEach quiz question is initially worth 100 points.\n- You get 10 seconds to answer the question. If you get it right in ten seconds or less you get 100 points for that question. The timed portion of the quiz does not apply to the answer pages.\n- After 10 seconds have elapsed, you begin to lose 2 points per each second. Uh-oh!\n- After 40 seconds have elapsed, the quiz stops deducting points for time. The maximum score that you can get for a right answer is then 30 points.\n- The quiz ignores fractional seconds. Don't worry -- this is not a 100m Olympic sprint.\n- You get 0 points for each incorrect answer. Sorry, no partial credit.\nAfter you have answered all the questions the scores from each question are added together to produce a total score. We then compare that score against the maximum total score to produce a range of quiz grades.\nThose grades are:\n- 85% or better = Quiz General (time to start bragging)\n- 75% or better = Quiz Colonel (pretty darn good if you ask us)\n- 50% or better = Quiz Captain (still an officer)\n- 49% or lower = Quiz Corporal (I hope you don't mind sleeping on the ground?)\nAt the end of each timed quiz, you should be able to see your score and the quiz grade. From that page, you can let all your Facebook fans know how you did on the quiz.\nAny questions or suggestions regarding our quizzes? Write to us at firstname.lastname@example.org.", "domain": "mathematics"}
{"url": "https://sparkrecipes.sparkpeople.com/mypage_public_journal_individual.asp?blog_id=6632106", "date": "2021-06-17T20:35:43Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487633444.37/warc/CC-MAIN-20210617192319-20210617222319-00413.warc.gz", "language_score": 0.9751231074333191, "token_count": 852, "dump": "CC-MAIN-2021-25", "global_id": "webtext-fineweb__CC-MAIN-2021-25__0__117077170", "lang": "en", "text": "Every day counts (in a good way!)\nWednesday, November 13, 2019\nI love math. Math is awesome because numbers don't lie. The only problem with math is numbers are concrete and life is not. For years I have used math to map out my gameplan and anticipate where I would be at X stage or month or year if I did so much of X and lost X consistently. My calculations never accounted for days that don't go as planned, illness (physical as well as mental), the weight stall on the scale when muscle replaces fat, water retention, relationships, sleep, and well, basically, life.\nI have been mentally calculating my goal weight for a long time. My first memory is when I was 13. I bought a pair of pants that were a size too small on purpose and then wrapped them up in a box that I was to open after so many workouts accomplished over a month or two. I never did fit in them properly. When I was 18 I put a tiny slip of paper at the bottom of a vitamin container (300 tablets) that said, \"You did it! Goal weight!\". I would have a vitamin after every workout and figured after 300 workouts I would have definitely reached my goal. I worked out multiple times a day sometimes and kept adding more requirements for what an acceptable workout was, I never got to the bottom of the bottle. When I was 26 the math became more mental and I would calculate pounds per week multiplied by months until...(insert next big event). I used to walk the industrial blocks around my job in Irvine every day for lunch and can remember trying to get to a certain weight by my cousin's wedding. I never met the weight goal and I missed my cousin's wedding something I still deeply regret. I continued this thinking for the next almost 20 years.\nIn every case, I NEVER met my goal. Here I am over 30 years later and I still stand in the shower and \"map\" out a game plan for Easter if its Fall, Christmas in July, the 4th of July in January etc... the time frames usually get longer as now I have so much more weight to lose and I want to be \"realistic\" right?\nI have decided today that I will no longer use math to set myself up for failure. The further I am from my healthy weight range the bigger the math has to be and it gets so far into the future. Add to that a struggle with \"all or nothing\" type thinking and one scoop of ice cream easily turns into two because I can \"start tomorrow\" there are still 249 days left to meet this goal (this will happen repeatedly because of course I need every day to be perfect), then halfway through, I can adjust the math and hopefully lose 2 pounds/week for the next 10 weeks....okay make that 10 pounds/week for 4 weeks...Heck, I'll lose 20 pounds next week and still be on track!\nI have already had to shut down the dialogue multiple times in the last two days because I started exercising again and during a great workout the little voice comes back that says, \"If you keep this up times X times per week, over X amount of months you can be at X\". It steals the joy of my workout in progress because all of a sudden it becomes only one of thousands I will need to accomplish my set goal instead of the victory it is for today. I got up and exercised, that is huge right now! That mentality minimizes and belittles all of my \"today\" efforts in exchange for a lofty future achievement. No More. I also realize that I don't do mini workouts because that mental dialogue has always said, \"If you don't have time for at LEAST 45 minutes, there is no point.\" Lies....\nI am going to make an effort every day but I only have TODAY to work with. That's it. It's really wonderful too, I get to make the best of this great day and I get to choose or correct or rest or do whatever depending on how I slept, what interruptions come my way, how I am feeling, what things are most important etc...\nThanks for reading:)", "domain": "mathematics"}
{"url": "https://www.linksacademy.herts.sch.uk/page/?title=Functional+Skills&pid=80", "date": "2020-09-30T06:53:58Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600402118004.92/warc/CC-MAIN-20200930044533-20200930074533-00159.warc.gz", "language_score": 0.9345726370811462, "token_count": 136, "dump": "CC-MAIN-2020-40", "global_id": "webtext-fineweb__CC-MAIN-2020-40__0__43836616", "lang": "en", "text": "Links Academy offers Functional Skills in English and Mathematics from Entry 1 to Level 2. Suitable for learners of all ages, they’re also a mandatory part of all Apprenticeship frameworks in England.\nProblem solving is at the heart of Functional Skills, they require the learner to apply their knowledge and understanding in a range of familiar and unfamiliar situations. Functional Skills are a mandatory element in apprenticeships as well as being stand-alone qualifications in their own right at Entry Level 1-3, Level 1 and Level 2. Level 1 Functional Skills are equivalent to a GCSE Grade E-D, and Level 2 Functional Skills are equivalent to GCSE Grade C-A*.", "domain": "mathematics"}
{"url": "https://gapcentertainment.com/portfolio-item/prime-radicals-season-1-2-2/", "date": "2023-09-24T13:04:11Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506646.94/warc/CC-MAIN-20230924123403-20230924153403-00182.warc.gz", "language_score": 0.937044084072113, "token_count": 264, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__32298940", "lang": "en", "text": "Kevin, Alana and Uncle Norm..\nTake one healthy measure of math, blend in two cousins and their wacky Uncle Norm. Next mix in some mayhem, music, a lot of laughs, and a big serving of learning. It’s a formula that amounts to plenty of mathe-magical fun with The Prime Radicals! This new live action series for kids aged 6-8 is compelling and entertaining – never didactic – and uses humourous, hands-on, real-world scenarios to make numbers cool for kids, based on the math curriculum for young learners. Stay tuned for The Prime Radicals season 2 in the fall of 2013!\nMore exciting episodes ...\nThe multi award-winning Canadian television series that has hooked children aall across Ontario is back for a second season. The Prime Radicals Season 2 officially launches on TVOKids on Thursday, September 5, 2013 at 6:30 p.m. in Ontario—and online across Canada at www.tvokids.com. Produced by Ottawa’s GAPC Entertainment, the series takes the mystery out of math and puts the fun back into learning for kids aged 6 to 8.\n52 x 15 min.", "domain": "mathematics"}
{"url": "http://sanderson.blogs.ccps.us/archives/2533", "date": "2019-10-21T21:35:46Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570987787444.85/warc/CC-MAIN-20191021194506-20191021222006-00288.warc.gz", "language_score": 0.9119881391525269, "token_count": 137, "dump": "CC-MAIN-2019-43", "global_id": "webtext-fineweb__CC-MAIN-2019-43__0__190363003", "lang": "en", "text": "A differentiated approach to adaptive learning – keep your students learning and engaged this summer!\nFront Row offers a suite of tools across Math, ELA and Social Studies to help your students grow. • Math – 34,000+ questions aligned to K-8 standards • ELA – 400+ ELA articles, each available in multiple reading levels • Social Studies – Ready-to-go lessons • Data reports – Over 15 reports to track student growth • Benchmark assessments\nLessons are common core aligned. Students begin by taking a pretest within a domain then move to practice sets, lessons, and assessments. Front Row will always be free for teachers. Set up your account today.", "domain": "mathematics"}
{"url": "http://riverislands.com/schools", "date": "2019-01-20T10:16:26Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583705091.62/warc/CC-MAIN-20190120082608-20190120104608-00486.warc.gz", "language_score": 0.9582280516624451, "token_count": 166, "dump": "CC-MAIN-2019-04", "global_id": "webtext-fineweb__CC-MAIN-2019-04__0__47822747", "lang": "en", "text": "Tom Torlakson is impressed with River Islands Technology Academy. So impressed that the man who oversees 10,000 public schools and the education of 6 million students as California’s State Superintendent of Public Instruction made his second visit in three years to the Lathrop charter school. The infusion of cutting edge technology to advance science, technology, engineering, and math education first lured Torlakson to visit in 2013.\nLast spring, California held a statewide Assessment of School Performance and Progress testing for grades 3 -8 to ascertain students’ progress “in a more rigorous education regimen associated with the Common Core standards that were adopted in 2010”.\nPerformance was measured by the percentage of students who exceeded state standards, met state standards, nearly met state standards and did not meet state standards in English and mathematics.", "domain": "mathematics"}
{"url": "https://www.petropedia.com/definition/7221/drilling-formulas", "date": "2021-07-28T14:05:15Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00544.warc.gz", "language_score": 0.9470536112785339, "token_count": 243, "dump": "CC-MAIN-2021-31", "global_id": "webtext-fineweb__CC-MAIN-2021-31__0__233953058", "lang": "en", "text": "Definition - What does Drilling Formulas mean?\nDrilling Formulas are sets of special formulas used by drilling engineers for a wide number of oil well related operations. These formulas form the base of drilling calculations. Also known as drilling formula sheets, these formulas are essential mathematical and engineering factors that help in drilling, managing and controlling an oil well. These formulas are taught in Petroleum engineering and in oil well control schools. The drilling industry makes use of almost 5000 formulas on a regular basis for well control, drilling wells and other operations.\nPetropedia explains Drilling Formulas\nPetroleum engineering makes use of special formulas to analyze and calculate the various aspects related to the drilling of an oil well and its later operations. Drilling Formulas and drilling calculations play an important part as they help graduate students to learn how to implement these dynamics on real sites. These formulas are regulated by the American Petroleum Institute and are available in several handbooks meant for well control. Nowadays, these formulas are also available in Smartphone applications which help offshore and onshore drilling experts to use them easily. Since all the phases of oil production require the maintenance of the oil well, Drilling Formulas remain pivotal to do so.", "domain": "mathematics"}
{"url": "https://sncclegacyproject.org/the-young-peoples-project-ypp/", "date": "2024-02-26T09:57:04Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474659.73/warc/CC-MAIN-20240226094435-20240226124435-00376.warc.gz", "language_score": 0.9601046442985535, "token_count": 676, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__208673323", "lang": "en", "text": "A Day in the Life of a YPP Math Literacy Worker\n“We help [younger] kids to understand math in a way that we didn’t get to when we were their age. All MLWs have to be leaders. A great MLW is a great team member, someone who comes to the workshop and actually gives energy. Kids look up to teenagers, what they see from us, that’s what they’re going to do.”\nThe Young People’s Project (YPP) was envisioned and continues to conduct its work in the spirit of Ella Baker. Founded in 1996 by two generations of young people, YPP is an outgrowth of the Algebra Project which Bob Moses founded as part of the legacy of SNCC’s student-led grassroots organizing and voter registration efforts in 1960’s Mississippi. It has since grown into a nationally recognized, math literacy and youth empowerment nonprofit that serves over 600 students and teachers across 14 sites every year.\nThrough 25 years of partnering with schools and community-based organizations, YPP has demonstrated that it is possible to develop and implement a ground-up education program that engages young people who are most often underrepresented in STEM fields, in learning and teaching math through near-peer mentoring, in a way that increases their interests in math, their persistence, confidence and willingness to more broadly serve their communities. The program shows a path toward improving education for those who are not benefitting from the country’s public educational system. This year (2022) marks YPP’s 25th Anniversary as a nonprofit organization.\nYPP is a solution that young people build with each other, under the leadership, support, and guidance of invested adults. MLWs learn pieces of math well enough to teach it and learn to facilitate math activities with middle school students. Together they learn and teach each other math in ways that are meaningful and engaging. As a result, they develop as a community, and become their own support. In doing so they invite and challenge the adults and systems around them to see and treat them differently.\nAs one middle school principal put it, “YPP may not be the answer for every child, but it is the answer for the community, that we begin to see our children differently, that we begin to believe in them.”\nYPP seeks to recruit MLWs from high school students representing a diverse group of academic performers and peer leaders, from the same community as the middle school students. The training of high school students as paid Math Literacy Workers (MLWs) develops the abilities of the middle school students and the high school students themselves, to succeed in school and in life, and in doing so involves them in efforts to eliminate institutional obstacles to their success. MLWs care that the younger students learn and have fun.\nYPP is Exploring STEM Literacy\nIn this video you will see YPP’s emerging Computer Science and STEM literacy\nwork in action at Excel High School in Boston, MA.\nIn this video you will see YPP’s National Youth “Flagway” Math Tournaments.\n|Gates Foundation Targets Culturally Responsive Math Teaching With New Grants\n|Young People's Project Empowers Youth With Math Skills", "domain": "mathematics"}
{"url": "https://wavelet.askdefine.com/", "date": "2018-10-17T20:27:05Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583511216.45/warc/CC-MAIN-20181017195553-20181017221053-00020.warc.gz", "language_score": 0.8638690710067749, "token_count": 4270, "dump": "CC-MAIN-2018-43", "global_id": "webtext-fineweb__CC-MAIN-2018-43__0__96260655", "lang": "en", "text": "A wavelet is a kind of mathematical function used to divide a given function or continuous-time signal into different frequency components and study each component with a resolution that matches its scale. A wavelet transform is the representation of a function by wavelets. The wavelets are scaled and translated copies (known as \"daughter wavelets\") of a finite-length or fast-decaying oscillating waveform (known as the \"mother wavelet\"). Wavelet transforms have advantages over traditional Fourier transforms for representing functions that have discontinuities and sharp peaks, and for accurately deconstructing and reconstructing finite, non-periodic and/or non-stationary signals.\nIn formal terms, this representation is a wavelet series representation of a square-integrable function with respect to either a complete, orthonormal set of basis functions, or an overcomplete set of Frame of a vector space (also known as a Riesz basis), for the Hilbert space of square integrable functions.\nWavelet transforms are classified into discrete wavelet transforms (DWTs) and continuous wavelet transforms (CWTs). Note that both DWT and CWT are of continuous-time (analog) transforms. They can be used to represent continuous-time (analog) signals. CWTs operate over every possible scale and translation whereas DWTs use a specific subset of scale and translation values or representation grid. The word wavelet is due to Morlet and Grossmann in the early 1980s. They used the French word ondelette, meaning \"small wave\". Soon it was transferred to English by translating \"onde\" into \"wave\", giving \"wavelet\".\nWavelet theory is applicable to several subjects. All wavelet transforms may be considered forms of time-frequency representation for continuous-time (analog) signals and so are related to harmonic analysis. Almost all practically useful discrete wavelet transforms use discrete-time filterbanks. These filter banks are called the wavelet and scaling coefficients in wavelets nomenclature. These filterbanks may contain either finite impulse response (FIR) or infinite impulse response (IIR) filters. The wavelets forming a CWT are subject to the uncertainty principle of Fourier analysis respective sampling theory: Given a signal with some event in it, one cannot assign simultaneously an exact time and frequency resp. scale to that event. The product of the uncertainties of time and frequency resp. scale has a lower bound. Thus, in the scaleogram of a continuous wavelet transform of this signal, such an event marks an entire region in the time-scale plane, instead of just one point. This is related to Heisenberg's uncertainty principle of quantum physics and has a similar derivation. Also, discrete wavelet bases may be considered in the context of other forms of the uncertainty principle.\nWavelet transforms are broadly divided into three classes: continuous, discretised and multiresolution-based.\nContinuous wavelet transforms (Continuous Shift & Scale Parameters)In continuous wavelet transforms, a given signal of finite energy is projected on a continuous family of frequency bands (or similar subspaces of the Lp function space L^2(\\R)). For instance the signal may be represented on every frequency band of the form [f,2f] for all positive frequencies f>0. Then, the original signal can be reconstructed by a suitable integration over all the resulting frequency components.\nThe frequency bands or subspaces (sub-bands) are scaled versions of a subspace at scale 1. This subspace in turn is in most situations generated by the shifts of one generating function \\psi \\in L^2(\\R), the mother wavelet. For the example of the scale one frequency band [1,2] this function is\nThe subspace of scale a or frequency band [1/a,\\,2/a] is generated by the functions (sometimes called child wavelets)\n- \\psi_ (t) = \\frac1\\psi \\left( \\frac \\right),\nThe projection of a function x onto the subspace of scale a then has the form\n- x_a(t)=\\int_\\R WT_\\psi\\(a,b)\\cdot\\psi_(t)\\,db\n- WT_\\psi\\(a,b)=\\langle x,\\psi_\\rangle=\\int_\\R x(t)\\overline\\,dt.\nSee a list of some Continuous wavelets.\nFor the analysis of the signal x, one can assemble the wavelet coefficients into a scaleogram of the signal.\nDiscrete wavelet transforms (Discrete Shift & Scale parameters)It is computationally impossible to analyze a signal using all wavelet coefficients, so one may wonder if it is sufficient to pick a discrete subset of the upper halfplane to be able to reconstruct a signal from the corresponding wavelet coefficients. One such system is the affine system for some real parameters a>1, b>0. The corresponding discrete subset of the halfplane consists of all the points (a^m, n\\,a^m b) with integers m,n\\in\\Z. The corresponding baby wavelets are now given as\nA sufficient condition for the reconstruction of any signal x of finite energy by the formula\n- x(t)=\\sum_\\sum_\\langle x,\\,\\psi_\\rangle\\cdot\\psi_(t)\nMultiresolution-based discrete wavelet transforms\nIn any discretised wavelet transform, there are only a finite number of wavelet coefficients for each bounded rectangular region in the upper halfplane. Still, each coefficient requires the evaluation of an integral. To avoid this numerical complexity, one needs one auxiliary function, the father wavelet \\phi\\in L^2(\\R). Further, one has to restrict a to be an integer. A typical choice is a=2 and b=1. The most famous pair of father and mother wavelets is the Daubechies 4 tap wavelet.\nFrom the mother and father wavelets one constructs the subspaces\n- V_m=\\operatorname(\\phi_:n\\in\\Z), where \\phi_(t)=2^\\phi(2^t-n)\n- W_m=\\operatorname(\\psi_:n\\in\\Z), where \\psi_(t)=2^\\psi(2^t-n).\n- \\\\subset\\dots\\subset V_1\\subset V_0\\subset V_\\subset\\dots\\subset L^2(\\R)\nFrom those inclusions and orthogonality relations follows the existence of sequences h=\\_ and g=\\_ that satisfy the identities\n- h_n=\\langle\\phi_,\\,\\phi_\\rangle and \\phi(t)=\\sqrt2 \\sum_ h_n\\phi(2t-n)\n- g_n=\\langle\\psi_,\\,\\phi_\\rangle and \\psi(t)=\\sqrt2 \\sum_ g_n\\phi(2t-n).\nMother waveletFor practical applications, and for efficiency reasons, one prefers continuously differentiable functions with compact support as mother (prototype) wavelet (functions). However, to satisfy analytical requirements (in the continuous WT) and in general for theoretical reasons, one chooses the wavelet functions from a subspace of the space L^1(\\R)\\cap L^2(\\R). This is the space of measurable functions that are absolutely and square integrable:\n- \\int_^ |\\psi (t)|\\, dt and \\int_^ |\\psi (t)|^2 \\, dt .\nBeing in this space ensures that one can formulate the conditions of zero mean and square norm one:\n- \\int_^ \\psi (t)\\, dt = 0 is the condition for zero mean, and\n- \\int_^ |\\psi (t)|^2\\, dt = 1 is the condition for square norm one.\nFor \\psi to be a wavelet for the continuous wavelet transform (see there for exact statement), the mother wavelet must satisfy an admissibility criterion (loosely speaking, a kind of half-differentiability) in order to get a stably invertible transform.\nFor the discrete wavelet transform, one needs at least the condition that the wavelet series is a representation of the identity in the space L^2(\\R). Most constructions of discrete WT make use of the multiresolution analysis, which defines the wavelet by a scaling function. This scaling function itself is solution to a functional equation.\nIn most situations it is useful to restrict \\psi to be a continuous function with a higher number M of vanishing moments, i.e. for all integer ''m\\int_^ t^m\\,\\psi (t)\\, dt = 0\nSome example mother wavelets are:\nThe mother wavelet is scaled (or dilated) by a factor of a and translated (or shifted) by a factor of b to give (under Morlet's original formulation):\n- \\psi _ (t) = \\psi \\left( \\right).\nFor the continuous WT, the pair (a,b) varies over the full half-plane \\R_+\\times\\R; for the discrete WT this pair varies over a discrete subset of it, which is also called affine group.\nThese functions are often incorrectly referred to as the basis functions of the (continuous) transform. In fact, as in the continuous Fourier transform, there is no basis in the continuous wavelet transform. Time-frequency interpretation uses a subtly different formulation (after Delprat).\nComparisons with Fourier Transform (Continuous-Time)The wavelet transform is often compared with the Fourier transform, in which signals are represented as a sum of sinusoids. The main difference is that wavelets are localized in both time and frequency whereas the standard Fourier transform is only localized in frequency. The Short-time Fourier transform (STFT) is also time and frequency localized but there are issues with the frequency time resolution and wavelets often give a better signal representation using Multiresolution analysis.\nThe discrete wavelet transform is also less computationally complex, taking O(N) time as compared to O(N log N) for the fast Fourier transform. This computational advantage is not inherent to the transform, but reflects the choice of a logarithmic division of frequency, in contrast to the equally spaced frequency divisions of the FFT.\nDefinition of a waveletThere are a number of ways of defining a wavelet (or a wavelet family).\nScaling filterThe wavelet is entirely defined by the scaling filter - a low-pass finite impulse response (FIR) filter of length 2N and sum 1. In biorthogonal wavelets, separate decomposition and reconstruction filters are defined.\nFor analysis the high pass filter is calculated as the quadrature mirror filter of the low pass, and reconstruction filters the time reverse of the decomposition.\nDaubechies and Symlet wavelets can be defined by the scaling filter.\nScaling functionWavelets are defined by the wavelet function \\psi (t) (i.e. the mother wavelet) and scaling function \\phi (t) (also called father wavelet) in the time domain.\nThe wavelet function is in effect a band-pass filter and scaling it for each level halves its bandwidth. This creates the problem that in order to cover the entire spectrum, an infinite number of levels would be required. The scaling function filters the lowest level of the transform and ensures all the spectrum is covered. See http://perso.wanadoo.fr/polyvalens/clemens/wavelets/wavelets.html#note7 for a detailed explanation.\nFor a wavelet with compact support, \\phi (t) can be considered finite in length and is equivalent to the scaling filter g.\nMeyer wavelets can be defined by scaling functions\nWavelet functionThe wavelet only has a time domain representation as the wavelet function \\psi (t).\nFor instance, Mexican hat wavelets can be defined by a wavelet function. See a list of a few Continuous wavelets.\nApplications of Discrete Wavelet TransformGenerally, an approximation to DWT is used for data compression if signal is already sampled, and the CWT for signal analysis. Thus, DWT approximation is commonly used in engineering and computer science, and the CWT in scientific research.\nWavelet transforms are now being adopted for a vast number of applications, often replacing the conventional Fourier Transform. Many areas of physics have seen this paradigm shift, including molecular dynamics, ab initio calculations, astrophysics, density-matrix localisation, seismic geophysics, optics, turbulence and quantum mechanics. This change has also occurred in image processing, blood-pressure, heart-rate and ECG analyses, DNA analysis, protein analysis, climatology, general signal processing, speech recognition, computer graphics and multifractal analysis. In computer vision and image processing, the notion of scale-space representation and Gaussian derivative operators is regarded as a canonical multi-scale representation.\nOne use of wavelet approximation is in data compression. Like some other transforms, wavelet transforms can be used to transform data, then encode the transformed data, resulting in effective compression. For example, JPEG 2000 is an image compression standard that uses biorthogonal wavelets. This means that although the frame is overcomplete, it is a tight frame (see types of Frame of a vector space), and the same frame functions (except for conjugation in the case of complex wavelets) are used for both analysis and synthesis, i.e., in both the forward and inverse transform. For details see wavelet compression.\nA related use is that of smoothing/denoising data based on wavelet coefficient thresholding, also called wavelet shrinkage. By adaptively thresholding the wavelet coefficients that correspond to undesired frequency components smoothing and/or denoising operations can be performed.\nHistoryThe development of wavelets can be linked to several separate trains of thought, starting with Haar's work in the early 20th century. Notable contributions to wavelet theory can be attributed to Zweig’s discovery of the continuous wavelet transform in 1975 (originally called the cochlear transform and discovered while studying the reaction of the ear to sound), Pierre Goupillaud, Grossmann and Morlet's formulation of what is now known as the CWT (1982), Jan-Olov Strömberg's early work on discrete wavelets (1983), Daubechies' orthogonal wavelets with compact support (1988), Mallat's multiresolution framework (1989), Nathalie Delprat's time-frequency interpretation of the CWT (1991), Newland's Harmonic wavelet transform (1993) and many others since.\nWavelet TransformsThere are a large number of wavelet transforms each suitable for different applications. For a full list see list of wavelet-related transforms but the common ones are listed below:\nGeneralized TransformsThere are a number of generalized transforms of which the wavelet transform is a special case. For example, Joseph Segman introduced scale into the Heisenberg group, giving rise to a continuous transform space that is a function of time, scale, and frequency. The CWT is a two-dimensional slice through the resulting 3d time-scale-frequency volume.\nAnother example of a generalized transform is the chirplet transform in which the CWT is also a two dimensional slice through the chirplet transform.\nAn important application area for generalized transforms involves systems in which high frequency resolution is crucial. For example, darkfield electron optical transforms intermediate between direct and reciprocal space have been widely used in the harmonic analysis of atom clustering, i.e. in the study of crystals and crystal defects. Now that transmission electron microscopes are capable of providing digital images with picometer-scale information on atomic periodicity in nanostructure of all sorts, the range of pattern recognition and strain/metrology applications for intermediate transforms with high frequency resolution (like brushlets and ridgelets) is growing rapidly.\nList of wavelets\n- Paul S. Addison, The Illustrated Wavelet Transform Handbook, Institute of Physics, 2002, ISBN 0-7503-0692-0\n- Ingrid Daubechies, Ten Lectures on Wavelets, Society for Industrial and Applied Mathematics, 1992, ISBN 0-89871-274-2\n- A. N. Akansu and R. A. Haddad, Multiresolution Signal Decomposition: Transforms, Subbands, Wavelets, Academic Press, 1992, ISBN 0-12-047140-X\n- P. P. Vaidyanathan, Multirate Systems and Filter Banks, Prentice Hall, 1993, ISBN 0-13-605718-7\n- Mladen Victor Wickerhauser, Adapted Wavelet Analysis From Theory to Software, A K Peters Ltd, 1994, ISBN 1-56881-041-5\n- Gerald Kaiser, A Friendly Guide to Wavelets, Birkhauser, 1994, ISBN 0-8176-3711-7\n- Haar A., Zur Theorie der orthogonalen Funktionensysteme, Mathematische Annalen, 69, pp 331-371, 1910.\n- Ramazan Gençay, Faruk Selçuk and Brandon Whitcher, An Introduction to Wavelets and Other Filtering Methods in Finance and Economics, Academic Press, 2001, ISBN 0-12-279670-5\n- Donald B. Percival and Andrew T. Walden, Wavelet Methods for Time Series Analysis, Cambridge University Press, 2000, ISBN 0-5216-8508-7\n- Tony F. Chan and Jackie (Jianhong) Shen, Image Processing and Analysis - Variational, PDE, Wavelet, and Stochastic Methods, Society of Applied Mathematics, ISBN 089871589X (2005)\n- Stéphane Mallat, \"A wavelet tour of signal processing\" 2nd Edition, Academic Press, 1999, ISBN 0-12-466606-x\n- Barbara Burke Hubbard, \"The World According to Wavelets: The Story of a Mathematical Technique in the Making\", AK Peters Ltd, 1998, ISBN 1568810725, ISBN-13 978-1568810720\n- Wavelet Digest\n- NASA Signal Processor featuring Wavelet methods Description of NASA Signal & Image Processing Software and Link to Download\n- 1st NJIT Symposium on Wavelets (April 30, 1990) (First Wavelets Conference in USA)\n- Binomial-QMF Daubechies Wavelets\n- Wavelets made Simple\n- Course on Wavelets given at UC Santa Barbara, 2004\n- Wavelet Posting Board\n- The Wavelet Tutorial by Polikar (Easy to understand when you have some background with fourier transforms!)\n- OpenSource Wavelet C++ Code\n- An Introduction to Wavelets\n- Wavelets for Kids (PDF file) (Introductory (for very smart kids!))\n- Link collection about wavelets\n- Wavelet forums (French) Wavelet forum (English)\n- Gerald Kaiser's acoustic and electromagnetic wavelets\n- A really friendly guide to wavelets\n- Wavelet-based image annotation and retrieval\n- Very basic explanation of Wavelets and how FFT relates to it\nwavelet in German: Wavelet\nwavelet in Spanish: Wavelet\nwavelet in Finnish: Wavelet-muunnos\nwavelet in French: Ondelette\nwavelet in Indonesian: Wavelet\nwavelet in Italian: Wavelet\nwavelet in Polish: Falki\nwavelet in Portuguese: Wavelet\nwavelet in Russian: Вейвлет\nwavelet in Swedish: Vågelement\nwavelet in Ukrainian: Вейвлет\nwavelet in Chinese: 小波分析\nwavelet in Japanese: ウェーブレット", "domain": "mathematics"}
{"url": "http://francisparkerschoolnews.com/2021/07/two-parker-students-earn-top-score-on-act/", "date": "2021-09-27T12:55:23Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780058450.44/warc/CC-MAIN-20210927120736-20210927150736-00004.warc.gz", "language_score": 0.9469369649887085, "token_count": 247, "dump": "CC-MAIN-2021-39", "global_id": "webtext-fineweb__CC-MAIN-2021-39__0__167519625", "lang": "en", "text": "By Matthew Piechalak | email@example.com\nTwo Parker Upper School students earned the highest possible score on their ACT test.\nAlexandra Coyle McDonald and Alec Sheres, both Class of 2022, each earned a composite score of 36 on the standardized test, which is used for college admissions in the United States. Fewer than one percent of all test takers earn the top score, according to ACT. Roughly 1.67 million students nationwide took the test this year.\nThe ACT consists of tests in English, Mathematics, Reading, and Science, each scored on a scale of 1-36. A tester’s composite score is the average of the four test scores. According to ACT, a student who earns a composite score of 36 has likely mastered all of the skills and knowledge they will need to succeed in first-year college courses in the core subject areas.\n“Earning a top score on the ACT is a remarkable achievement,” says ACT CEO Janet Godwin. “A student’s exceptional score of 36 will provide any college or university with ample evidence of their readiness for the academic rigors that lie ahead.”", "domain": "mathematics"}
{"url": "https://biodatawiki.in/2023/10/what-is-1-trillion-to-the-10th-power/", "date": "2023-11-28T13:44:51Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679099514.72/warc/CC-MAIN-20231128115347-20231128145347-00034.warc.gz", "language_score": 0.933758020401001, "token_count": 893, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__303022775", "lang": "en", "text": "To understand what 1 trillion to the 10th power means, it’s essential to comprehend the concept of exponentiation. When we raise a number to a certain power, we are essentially multiplying that number by itself multiple times. In this case, you want to find out what 1 trillion (1,000,000,000,000) raised to the 10th power is.\nMathematically, it can be represented as follows:\nCalculating this value can be quite overwhelming, as it involves multiplying 1 trillion by itself ten times. However, modern computers and calculators can handle such large calculations with ease.\n1,000,000,000,000^10 is an incredibly massive number, and it’s challenging to grasp its magnitude without the help of scientific notation or comparison.\nTo put this number into perspective, consider that:\n1,000 is 10 to the 3rd power (10^3).\n1,000,000 is 10 to the 6th power (10^6).\n1,000,000,000 is 10 to the 9th power (10^9).\nSo, 1 trillion (1,000,000,000,000) is 10 to the 12th power (10^12).\nRaising a number to the 10th power means you’re multiplying it by itself 10 times. In this case, 1 trillion to the 10th power is:\nThis results in an astronomical number, often expressed in scientific notation. Scientific notation allows us to represent very large or very small numbers in a more manageable form.\n1 trillion to the 10th power in scientific notation is:\n1 x 10^12 to the 10th power, which simplifies to:\n1 x 10^120\nSo, 1 trillion to the 10th power is equal to 1 followed by 120 zeros:\nThis number is so incredibly large that it’s challenging to comprehend. It exceeds the number of atoms in the observable universe by many orders of magnitude. It’s a number that doesn’t often appear in practical calculations and is more of a mathematical concept to help us understand the power of exponentiation and the vastness of numbers.\nCertainly, let’s explore further the magnitude and some context for a number as colossal as 1 trillion to the 10th power, or 10^120.\nCosmic Scale: To put this number in perspective, it’s helpful to look at it in the context of the universe. The observable universe contains an estimated 2 trillion galaxies, and each galaxy can have billions to trillions of stars. Even with such an astronomical number of stars and galaxies, 1 trillion to the 10th power (10^120) is vastly greater.\nParticle Physics: At the other extreme of scale, consider the tiniest particles in the universe. A grain of sand contains roughly 1 sextillion (10^21) atoms. Even if you were to create a stack of grains of sand, each containing as many atoms as there are in our real universe, you would still fall woefully short of 10^120.\nCombinatorics: The number 10^120 is also much larger than the total number of unique chess games that can ever be played. The estimated number of possible unique chess games is on the order of 10^120 itself, which demonstrates the staggering complexity of the game of chess.\nComputational Limits: From a practical standpoint, modern computers, no matter how advanced, would struggle to process or store a number as enormous as 10^120. The sheer magnitude of this number is far beyond what current technology can handle.\nMathematical Utility: Numbers like 10^120 are often encountered in abstract mathematics and theoretical physics when dealing with cosmological or quantum-scale phenomena. They are used to represent the extreme boundaries of what can be conceived mathematically.\nIn essence, 1 trillion to the 10th power is a number that stretches the limits of human comprehension and practical utility. It serves as a mathematical concept that helps us appreciate the vastness and complexity of the universe and the mathematical structures used to describe it. While we might not encounter such numbers in our day-to-day lives, they play a crucial role in fields like cosmology, theoretical physics, and advanced mathematics, helping us explore the furthest reaches of our understanding of the universe and its underlying principles.", "domain": "mathematics"}
{"url": "https://leadershipeducationacademy.com/new-math-classes/", "date": "2018-02-24T05:45:49Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891815435.68/warc/CC-MAIN-20180224053236-20180224073236-00574.warc.gz", "language_score": 0.9437105059623718, "token_count": 319, "dump": "CC-MAIN-2018-09", "global_id": "webtext-fineweb__CC-MAIN-2018-09__0__188276373", "lang": "en", "text": "Does your child struggle with math? Would you welcome help to keep them inspired? Elizabeth Cousin, LEA’s math expert is here to take the stress out of math.\nMath Class is a weekly class teaching concepts from Saxon’s 5/4 and 6/5 courses. Concepts will be chosen based on the student’s needs. Students will also meet individually with the mentor to set their own weekly math goals. This also includes a subscription to the award-winning online, self-directed program, Moby Max.\nMath Lab is provides your student with a math mentor using their own math course. Whenever they need extra help, they contact the math mentor who sets up a private tutoring session with them. The mentor may also have the student email their weekly math goals to help motivate them to be consistent in their math studies.\nMath Lab with ALEKS includes everything in Math Lab plus a 12-month subscription to ALEKS math which has math courses from elementary through calculus. Options for shorter subscriptions are available. Contact LEA for more info.\nPre-Algebra is a course for students who are preparing for algebra next year. Since we can’t cover every possible topic in only one hour per week, we will focus on a few subjects that are the most essential topics to be ready for algebra. We will cover: number properties, integers, exponents, factors and multiples, expressions and equations, and the coordinate plane. Each unit will be covered over 3 to 4 weeks so students will have a solid understanding of each topic.", "domain": "mathematics"}
{"url": "http://www.infospaze.com/Addiator", "date": "2018-06-25T03:46:03Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267867424.77/warc/CC-MAIN-20180625033646-20180625053646-00257.warc.gz", "language_score": 0.9548225402832031, "token_count": 204, "dump": "CC-MAIN-2018-26", "global_id": "webtext-fineweb__CC-MAIN-2018-26__0__194484536", "lang": "en", "text": "Only made obsolete by the electronic variety, it was simple and cheap for the time. It also handles non-decimal measurements, like feet and inches, or pre-decimalization pounds, shillings, and pence. Addition and subtraction require different 'screens', handled by turning the instrument over, or flipping a front panel, or, later, by extended sliders and an extra lower panel. Although not always advertised (e.g. the Magic Brain Calculator mentions \"add, subtract, multiply\" on its front plate), procedures exist for multiplication (by repeated addition or by individual digit multiplications) and division (eg by repeated subtraction, or use of additions combined with complementary numbers).\nMore expensive versions have a built-in slide rule on the back.\nThis type of calculator was introduced by the Frenchman Troncet in 1889. The Addiator was one of the most popular calculators of this sort, and the name is often used to refer to the type generally.", "domain": "mathematics"}
{"url": "https://www.ramjet.com/blogs/tips-and-tools/9864150-apples-secret-calculator", "date": "2021-07-29T12:49:52Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153857.70/warc/CC-MAIN-20210729105515-20210729135515-00416.warc.gz", "language_score": 0.8863816261291504, "token_count": 226, "dump": "CC-MAIN-2021-31", "global_id": "webtext-fineweb__CC-MAIN-2021-31__0__20736931", "lang": "en", "text": "Apple's Secret Calculator\nThe iMac’s Spotlight search is an amazing tool that lets you swiftly search your entire iMac for any media, program, or document. You can click the magnifying glass in the upper right hand corner, or just hit Command + Spacebar and the Spotlight search bar will drop down, ready for you to type any text in to begin your search. But did you know that the bar actually does basic math too? Instead of having to actually open your Calculator, just type in some basic math right into the spotlight search bar and… voila! You will see the Icon for Calculator appear, and your math problem will be solved right in the spotlight window.\nOne more secret - if your Mac doesn't have a number pad, you might make a few simple mistakes based on how the calculator keys appear visually. If you want to use multiplication, remember to use Shift-8 to get the star icon (*) and not the letter X. For keying in division problems, the forward slash (/) is the way to go.\nKeep reading for more handy iMac tips and tricks!", "domain": "mathematics"}
{"url": "https://www.bfi.org.uk/films-tv-people/4ce2b7f66aebb", "date": "2020-04-02T04:44:22Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370506580.20/warc/CC-MAIN-20200402014600-20200402044600-00503.warc.gz", "language_score": 0.8867006897926331, "token_count": 148, "dump": "CC-MAIN-2020-16", "global_id": "webtext-fineweb__CC-MAIN-2020-16__0__153768960", "lang": "en", "text": "- Colors of Infinity Alternative\nRetraces the steps that led to the discovery of the Mandelbrot set in 1980. Dr Arthur C Clarke explains the mathematics and the basic computer operations that generate the Mandelbrot set and the associated imagery. He also demonstrates how the discovery of the set, which gave birth to the science of fractal geometry, is significant to all the sciences. The study of fractals is leading to a better understanding of chaotic systems such as weather and galaxy clusters. The fractal method of digital image compression developed by Michael Barnsley is also discussed. Includes animated images of the Mandelbrot set. Contributors include Dr Benoit Mandelbrot, Prof Stephen Hawking and Prof Ian Stewart.", "domain": "mathematics"}
{"url": "https://mrsomath8a.wordpress.com/2018/01/02/linear-functions/", "date": "2022-10-03T21:16:26Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337432.78/warc/CC-MAIN-20221003200326-20221003230326-00450.warc.gz", "language_score": 0.9390144944190979, "token_count": 260, "dump": "CC-MAIN-2022-40", "global_id": "webtext-fineweb__CC-MAIN-2022-40__0__147789621", "lang": "en", "text": "Much of our time in 8th grade is spend analyzing the characteristics of linear functions. Linear functions are very useful in the “real world,” and understanding how they work is an important key to understanding any relationship between two changing quantities.\nA linear equation has four parts: an independent variable, a dependent variable, slope and a y-intercept. Students are first introduced to these parts through the use of slope-intercept form.\nIn 8th grade, the equation y = mx + b is most often used to represent linear functions. The variable x represents an input value, and the variable y represents an output value. The variable m, represents the rate of change between the inputs and outputs, or the slope of the relationship.\nWe first investigate slope of a graph, by measuring the differences horizontally and vertically between two points.\nWe then move to finding those differences between two points by using subtraction.\nFinally, we use the slope formula to calculate the slope without having to use a graph.\nDon’t think we forgot about the last part of a linear function! The y-intercept is simply the coordinates of the point where the graphed line crosses the y-axis. It is represented by the b in slope-intercept form.", "domain": "mathematics"}
{"url": "https://legalguidancenow.com/featured/7-out-of-10-americans-dont-file-their-taxes-correctly-are-you-one-of-them/6/", "date": "2023-12-10T04:25:51Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679101195.85/warc/CC-MAIN-20231210025335-20231210055335-00683.warc.gz", "language_score": 0.960380494594574, "token_count": 153, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__146214089", "lang": "en", "text": "#3 Question: Does every single dollar of tax deductions means a $1 reduction in taxes due?\nIf you thought that every single dollar of your tax deductions actually equals a dollar reduction in taxes, you were wrong. The dollars you deduct only minimize your tax bill based on the amount of your actual marginal tax rate. The marginal tax bracket for you refers to the tax rate you actually pay on your last dollar of income.\nFor instance, if your marginal tax rate is 22 percent, and you have, let’s say, a $1,000 deduction, you have to multiply the amount of your deduction by your marginal rate in order to know exactly the amount of money you actually save (in this case the amount of money saved is $220).", "domain": "mathematics"}
{"url": "https://bucksvillagejournal.co.uk/2018/02/24/recommended-qualified-tutors-available-across-south-bucks/", "date": "2018-03-22T17:36:38Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647901.79/warc/CC-MAIN-20180322170754-20180322190754-00012.warc.gz", "language_score": 0.9131017923355103, "token_count": 249, "dump": "CC-MAIN-2018-13", "global_id": "webtext-fineweb__CC-MAIN-2018-13__0__59555347", "lang": "en", "text": "Tuition for all school subjects\nHowland Tutors (Corporate Members of the Tutors’ Association) was founded in 1997 and is owned by Andy and Barbara Howland.\nFor many years, they taught Maths (Andy) and French (Barbara) at Sir William Borlase’s Grammar School in Marlow. Earlier in their careers, Andy taught at Gillott’s (Henley) whilst Barbara taught at Chiltern Edge (Sonning Common) – both schools being Comprehensives. Borlase’s has always had a very high reputation in all school subjects at GCSE, AS and A2 Levels including in English, Modern Languages, Mathematics and Science.\nBoth Barbara and Andy have over thirty years’ teaching and tutoring experience.\nThe agency provides access to over ninety tutors in Maths, English, History, Geography, French, German, Spanish, Physics, Biology, Latin, Chemistry and General Science. Tutors are also available in Business Studies, Sociology, Psychology, Economics and Primary level subjects.\nFor more details check the website – http://www.howlandtutors.co.uk or call 01628 477164", "domain": "mathematics"}
{"url": "https://cellbiology.med.unsw.edu.au/cellbiology/index.php/ILP_Statistical_Analysis", "date": "2020-08-12T08:15:40Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738878.11/warc/CC-MAIN-20200812053726-20200812083726-00056.warc.gz", "language_score": 0.872580885887146, "token_count": 669, "dump": "CC-MAIN-2020-34", "global_id": "webtext-fineweb__CC-MAIN-2020-34__0__196810938", "lang": "en", "text": "ILP Statistical Analysis\nQuantitative experimental data will generally need to be analysed using some form of statistics. There are a large number of different statistical tests that can be used depending upon your data, how it was collected and the types of comparisons you intend to make.\nThe information shown below is extracted from the \"information for authors\" for Nature Cell Biology submissions.\nNature Cell Biology - Guide to Authors and Referees\nThe description of all reported data that includes statistical testing must state the name of the statistical test used to generate error bars and P values, the number ( n ) of independent experiments underlying each data point (not replicate measures of one sample), and the actual P value for each test (not merely 'significant' or 'P < .05').\nDescriptive statistics should include:\n- clearly labeled measure of center (such as the mean or the median)\n- clearly labeled measure of variability (such as standard deviation or range)\n- Ranges are more appropriate than standard deviations or standard errors for small data sets. Standard error or confidence interval is appropriate to compare data to a control.\n- Graphs should include clearly labeled error bars.\n- Authors must state whether a number that follows the ± sign is a standard error (s.e.m.) or a standard deviation (s.d.).\nSince for complex biological experiments the number of independent repeats of a measurement often has to be limited for practical reasons, statistical measures with a very small n are commonplace.\n- Statistical measures applied to too small a sample size are not significant and they can suggest a false level of significance.\n- Error bars should not be provided for n < 3. Instead, the actual individual data from each experiment should be plotted\n- If n < 5 individual data should be plotted alongside an error bar.\n- In cases where n is small, a justification for the use of the statistical test employed has to be provided.\nIt is admissible to present a single 'typical result' of n experiments.\n- If n is not based on independent experiments (that is n merely represents replicates of a measurement), it may still be meaningful to present statistics, but a detailed description of the repeated measurement is required.\nA basic description of n, P and the test applied should be provided in the figure legends, and a further discussion of statistical methodology should be provided in the methods section.\nAuthors must justify the use of a particular test and explain whether their data conform to the assumptions of the tests.\nWhen making multiple statistical comparisons on a single data set, authors should explain how they adjusted the alpha level to avoid an inflated Type I error rate, or they should select statistical tests appropriate for multiple groups (such as ANOVA rather than a series of t-tests).\nMany statistical tests require that the data be approximately normally distributed; when using these tests, authors should explain how they tested their data for normality. If the data do not meet the assumptions of the test, then a non-parametric alternative should be used instead.\nSmall Sample Size\nWhen the sample size is small (less than about 10), authors should use tests appropriate to small samples or justify their use of large-sample tests.\nText extract source: Nature Cell Biology - Guide to Authors and Referees", "domain": "mathematics"}
{"url": "https://projects.cs.dal.ca/wads2021/invited-speakers/", "date": "2023-05-29T09:28:38Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224644817.32/warc/CC-MAIN-20230529074001-20230529104001-00296.warc.gz", "language_score": 0.9066229462623596, "token_count": 523, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__158617938", "lang": "en", "text": "Title: Adjacency Labelling of Planar Graphs\nAdjacency labelling schemes, which have been studied since the 1980s, ask for short labels for n-vertex graphs G such that the labels of two vertices u and v are sufficient to determine (quickly) if uv is an edge of G. One of the long-standing problems in the area was the optimal length of labels for planar graphs. The problem is closely related to the size of the smallest universal graph for all n-vertex planar graphs. In this talk I will show how we resolved this problem (up to lower order terms) with the help of a new graph theoretic tool: a product-structure theorem for planar graphs. This new tool and our result are applicable not only to planar graphs but also to bounded genus graphs, apex-minor-free graphs, bounded-degree graphs from minor closed families, and k-planar graphs.\nTitle: Algorithms for Explainable Clustering\nAn important topic in current machine learning research is to explain and/or interpret how models actually make their decisions. Motivated by this, Moshkovitz, Dasgupta, Rashtchian, and Frost recently formalized the problem of explainable clustering. A k-clustering is said to be explainable if it is given by a decision tree where each internal node splits data points with a threshold cut in a single dimension (feature), and each of the k leaves corresponds to a cluster.\nIn this talk, we see an algorithm that outputs an explainable clustering that loses at most a factor of O(log2 k) compared to an optimal (not necessarily explainable) clustering for the k-medians objective, and a factor of O(k log2 k) for the k-means objective. This improves over the previous best upper bounds of O(k) and O(k2), respectively, and nearly matches the previous Ω(log k) lower bound for k-medians and our new Ω(k) lower bound for k-means. Moreover, the algorithm is remarkably simple and, given an initial not necessarily explainable clustering, it is oblivious to the data points and runs in time O(dk log2 k), independent of the number of data points n.\nThis is joint work with Buddhima Gamlath, Xinrui Jia, and Adam Polak.", "domain": "mathematics"}
{"url": "http://mindlessphilosopher.net/blog/2014/03/2048-frivolity/", "date": "2023-09-26T18:22:13Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510219.5/warc/CC-MAIN-20230926175325-20230926205325-00894.warc.gz", "language_score": 0.9306704998016357, "token_count": 778, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__92254249", "lang": "en", "text": "I spent a good chunk of Saturday and Sunday ignoring the NCAAs and spent my time on something only slightly less frivolous: crafting an algorithm to beat the awesomely addicting game 2048. Spoilers below\n— byuhas (@byuhas) March 23, 2014\nWednesday update: I’ve updated this post to reflect recent improvements in the algorithm.\nI learned of 2048 from this xkcd cartoon. I played a few times, and then on Thursday it struck me that the game is similar to the Towers of Hanoi problem. That night I spent way too many hours crafting the outlines of a winning strategy, proving to myself that I could beat the game. The basic idea is to align the tiles in a snakelike pattern from highest to lowest (from the upper-left, down, then over one, then up, etc) as shown below:\nIt’s especially crucial to keep your highest-numbered tile in a corner (e.g., the upper-left).\nThe computer scientist in me wasn’t satisfied with solving the puzzle by hand. Rather, I felt the need to develop an algorithm, thus allowing a computer to win the game for me. Overall, I did an adequate job — the computer wins the game, but I notice that it still makes small mistakes. You can check it out here. (On my personal machine, each move takes about a second, which provides a pleasant viewing experience — hopefully the same is true for you.)\nSome notes on the algorithm:\n- It looks four moves ahead and does not prune the game tree. (Speed options: Blazing = 3 moves ahead; Plodding = 5 moves ahead.)\n- Grids are scored on:\n- Better score if tiles are in exactly the right place for the “perfect” grid (accounting for gaps in the numbers available).\n- Even if the tiles on the “snake path” aren’t perfect, it’s better if they are monotonic\n- Points for having at most two of the same tile number.\n- Points for having more blank spaces.\n- Points for having a higher maximum tile number.\n- End game: once there are enough points to win on the board: the snake path and monotonicity become less important, adjacent pairs are worth works, and blank spaces are worth more.\n- I’m not sure what percent of the time it wins, especially since there are three speeds. It does make mistakes — likely a combination of deterministic new-number pop up, poor coding of a grid-score function, and not looking that far down the tree.\n- It take about 1000 moves to win.\n- Aside: finding end-game bugs is annoying. I had a build methods to test arbitrary boards. Cost of doing business I guess.\nComments welcome. I respond fairly quickly to tweets.", "domain": "mathematics"}
{"url": "http://www.mae.cornell.edu/people/profile.cfm?netid=shs7", "date": "2014-04-19T06:51:26Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609536300.49/warc/CC-MAIN-20140416005216-00137-ip-10-147-4-33.ec2.internal.warc.gz", "language_score": 0.9322390556335449, "token_count": 955, "dump": "CC-MAIN-2014-15", "global_id": "webtext-fineweb__CC-MAIN-2014-15__0__45558988", "lang": "en", "text": "Steven H Strogatz\nSteven Strogatz is the Jacob Gould Schurman Professor of Applied Mathematics at Cornell University. He holds a joint appointment in the College of Arts and Sciences (Department of Mathematics) and the College of Engineering (Sibley School of Mechanical and Aerospace Engineering).\nAfter receiving his bachelor's degree in mathematics from Princeton in 1980, Strogatz spent two years as a Marshall Scholar at Trinity College, Cambridge. He did his doctoral work in applied mathematics at Harvard, followed by a National Science Foundation postdoctoral fellowship at Harvard and Boston University. From 1989 to 1994, Strogatz taught in the Department of Mathematics at MIT, and then joined the Cornell faculty in 1994.\nStrogatz works in the areas of nonlinear dynamics and complex systems, often on topics inspired by the curiosities of everyday life. He is perhaps best known for his 1998 Nature paper on \"small-world\" networks, co-authored with his former student Duncan Watts. As one measure of its impact it was the most highly cited paper about networks between 1998 and 2008, across all scientific disciplines, as well as the sixth most highly cited paper--on any topic--in all of physics.\nHe has received numerous awards for his research, teaching, and public service, including: a Presidential Young Investigator Award from the National Science Foundation (1990); MIT's highest teaching prize, the E. M. Baker Award for Excellence in Undergraduate Teaching (1991); the J.P. and Mary Barger '50 Teaching Award (1997), the Robert '55 and Vanne '57 Cowie Teaching Award (2001), the Tau Beta Pi Teaching Award (2006), and the Swanson Teaching Award (2009), all from Cornell's College of Engineering; and the Communications Award from the Joint Policy Board for Mathematics (2007), a lifetime achievement award for the communication of mathematics to the general public. In 2009 he was elected a Fellow of the Society for Industrial and Applied Mathematics for his \"investigations of small-world networks and coupled oscillators and for outstanding science communication.\" In 2012 he was elected to the American Academy of Arts and Sciences.\nProfessor Strogatz has been lauded for his exceptional ability as a communicator. He received the Communications Award--a lifetime achievement award for the communication of mathematics to the general public, awarded by the four major American math societies--in 2007. He has also filmed a series of 24 lectures on Chaos for the Teaching Company's Great Courses series. Professor Strogatz has been a frequent guest on National Public Radio's RadioLab. He wrote a weekly column on mathematics for The New York Times in spring 2010 and fall 2012.\nHis books include Nonlinear Dynamics and Chaos (Perseus, 1994), the most widely used textbook in the field; the bestselling science book Sync (Hyperion, 2003), which was chosen as a Best Book of 2003 by Discover magazine and has been translated into six languages; and The Calculus of Friendship (Princeton University Press, 2009), which chronicles the story of his remarkable 30-year correspondence with his high school calculus teacher, and which reviewers have called \"an intimate view of mentorship\" (Nature), \"wonderful\" (American Scientist), \"marvelous\" (MAA Review), and \"a genuine tearjerker\" (Bookslut). His latest book, The Joy of x, appeared in October 2012.\nCommunication of Mathematics\n- 2010. \"Redrawing the map of Great Britain from a network of human interactions.\" PLoSONE 5 (12): e14248-1 -- e14248-6. .\n- 2014. \"Phase diagram for the Kuramoto model with van Hemmen interactions.\" Physical Review E 89: 012904. .\n- 2012. \"Education of a Model Student.\" PNAS 109: 1-6. .\n- 2012. \"Encouraging moderation: Clues from a simple model of ideological conflict.\" Physical Review Letters 109: 118702. .\n- 2011. \"Continuous-time model of structural balance.\" PNAS 108 (5): 1771-1776. .\nSelected Awards and Honors\n- Rouse Ball lecturer (University of Cambridge) 2009\n- 2013 AAAS Public Engagement with Science Award 2013\n- Elected member (American Academy of Arts and Sciences) 2012\n- Department of Mathematics Teaching Award (Cornell) 2012\n- Gerald and Judith Porter Public Lecturer (American Mathematical Society) 2010\n- BA (Mathematics), Princeton University, 1980\n- BA (Mathematics), Cambridge University, 1982\n- Ph D (Applied Mathematics), Harvard University, 1986\n- MA (Mathematics), Cambridge University, 1986", "domain": "mathematics"}
{"url": "http://www.williambutler.ca/2014/07/numbers-large-small-secret-life/", "date": "2018-02-18T07:01:48Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891811794.67/warc/CC-MAIN-20180218062032-20180218082032-00001.warc.gz", "language_score": 0.9377003908157349, "token_count": 1070, "dump": "CC-MAIN-2018-09", "global_id": "webtext-fineweb__CC-MAIN-2018-09__0__269387295", "lang": "en", "text": "Numbers play a vital role in our day-to-day lives.\nFrom the day we make our appearance known, right down to the minute, we enter into the visible and invisible realm of numbers.\nBefore we can count, it is being done for us. The date and time of our birth is recorded. We are whisked off to check vital statistics. Our length is measured, our weight is recorded and we are given an APGAR score.\nTwo eyes, check! Ten toes, yes! Ten fingers, great!\nLater on in life, we learn to not only count on our fingers, but we learn to number our friends. We are very blessed if we have a handful of best friends we can count on.\nNumbers Are Everywhere\nNumbers permeate every area of life. There isn’t anything that does not involve them; everything from the microcosm to the macrocosm, and everything in between. They even encompasses The Secret of Life, which I will discuss below.\nEven the hairs on our head are numbered. (Matthew 10:30)\nWe use numbers to:\n- add, subtract, multiply and divide.\n- chart progress and productivity.\n- detect patterns.\n- entice customers. Today only… two for one.\n- find out the truth, to obtain proof. Deductive reasoning tells when the numbers don’t add up.\n- keep track of time, to schedule appointments. Is the train late?\n- measure area, distance, growth, intelligence, sizes of population, time, volume, and weight.\n- provide excellence in service.\n- record important events.\n- report a crime. How many were involved? How long ago did this happen? How tall? What weight? Did you get a license number?\n- solve problems. How much do they cost? How many are needed?\nWe could do none of these things without numbers.\nCurious, Fascinating Numbers and The Secret Of Life\nSome cultures treat numbers with a certain reverence; that they are lucky and control destiny.\nSuch is the popularity of such things as Fung Shui, horse races, and lottery tickets.\nSome people treat numbers with superstition. A good example of this is the number thirteen.\nSome think it is good luck, and others a curse.\nThe number sixteen is interesting. In the Old Testament, there were sixteen prophets.\nIn the New Testament, you will find sixteen apostles and evangelists.\nThe number 153 is also a curiosity. If you cube each number, it returns to itself.\n1 + 125 + 27 = 153\nThe Beauty, Goodness & Truth of Numbers\nThere is a purity to numbers. They are the voice of truth. They never lie, even if they get fudged.\nTo date, no one has been able to figure out the determinant pattern of prime numbers.\nPrime numbers are positive, non-zero numbers that have just two factors; the number one and the number itself.\nThey certainly have held my imagination captive for many years now. I have written high-level encryption programs, and others involving prime numbers. One such program treats prime numbers as linguistic elements.\nHere is an example:\nThe phrase, “The Secret of Life” consists of eleven elements, each of which is a prime number.\nWhen the elements are joined together, they produce six hundred eleven thousand nine hundred fifty one.\nThis is also a prime number. to see for yourself, check here.\nBut wait! Aren’t these eleven elements more than two factors?\nNo. The elements are added, whereas factors are multiplied.\nIn providing one more example, The Secret Of Life shows up in a different way.\nThe gathering of the eleven elements is a picture of unity in diversity.\nCollectively, they are equally important.\nFor example, is it possible that three can be one? …. or any number of things be one?\nWhen you add them together, one plus one plus one equals three.\nBut, when you multiply them, one times one times any number of ones will always equal one.\nPerhaps, one day, the poet-philosophers will write about the day that humanity became one.\nTeach Us To Number Our Days\nThe Bible says, “Teach us to number our days, that we may gain a heart of wisdom.”\nWhen we are small, naïve, and our life experience matches our size, the number of our days\nseems infinitely large. We have a small number of memories, and a lifetime to unearth beauty.\nWhen we are older, wiser, and perhaps becoming small again, the number of our days seems to be\nin short supply. The brevity of life looms larger. We have many memories, some which are buried and long forgotten.\nIf we are wise, we also learn to make the most of our days.\nYou Have A Voice… Let’s Hear It\nDo you have a favorite number?\nDo you enjoy the elegance and beauty of numbers?\nPlease contribute you thoughts here.\nI appreciate each and every one. Thank you kindly! 🙂", "domain": "mathematics"}
{"url": "https://www.exprimere.net/en/faq-items/retention-rate/", "date": "2021-11-27T19:53:23Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358233.7/warc/CC-MAIN-20211127193525-20211127223525-00540.warc.gz", "language_score": 0.9453831911087036, "token_count": 144, "dump": "CC-MAIN-2021-49", "global_id": "webtext-fineweb__CC-MAIN-2021-49__0__108208947", "lang": "en", "text": "In order to calculate the Customer Retention Rater, there are three pieces of information we need to use.\n- E is the number of customer at the end of a period;\n- N is the number of new customers acquired during that period;\n- S is the number of customers at the start of that period.\nWe are interested in the number of customers remaining at the end of the period without counting the number of new customers acquired. Remaining customers can be calculated by subtracting N from E. To calculate the percentage, we divide that number by the total number of customers at the start and multiply by 100.\nSo, in formula, we have: ((E-N)/S)*100", "domain": "mathematics"}
{"url": "http://koha.mediu.edu.my:8181/jspui/handle/123456789/4639", "date": "2021-01-18T13:08:23Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703514796.13/warc/CC-MAIN-20210118123320-20210118153320-00184.warc.gz", "language_score": 0.8205574154853821, "token_count": 322, "dump": "CC-MAIN-2021-04", "global_id": "webtext-fineweb__CC-MAIN-2021-04__0__112343519", "lang": "en", "text": "Please use this identifier to cite or link to this item:\n|Title:||Algorithm to determine the intersection curves between bezier surfaces by the solution of multivariable polynomial system and the differential marching method|\nmultivariable polynomial systems\n|Publisher:||The Brazilian Society of Mechanical Sciences|\n|Description:||The determination of the intersection curve between Bézier Surfaces may be seen as the composition of two separated problems: determining initial points and tracing the intersection curve from these points. The Bézier Surface is represented by a parametric function (polynomial with two variables) that maps a point in the tridimensional space from the bidimensional parametric space. In this article, it is proposed an algorithm to determine the initial points of the intersection curve of Bézier Surfaces, based on the solution of polynomial systems with the Projected Polyhedral Method, followed by a method for tracing the intersection curves (Marching Method with differential equations). In order to allow the use of the Projected Polyhedral Method, the equations of the system must be represented in terms of the Bernstein basis, and towards this goal it is proposed a robust and reliable algorithm to exactly transform a multivariable polynomial in terms of power basis to a polynomial written in terms of Bernstein basis .|\n|Appears in Collections:||Technology and Engineering|\nFiles in This Item:\nThere are no files associated with this item.\nItems in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.", "domain": "mathematics"}
{"url": "https://peakstatemathematics.com/services/", "date": "2024-02-28T05:12:12Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474697.2/warc/CC-MAIN-20240228044414-20240228074414-00101.warc.gz", "language_score": 0.9860360026359558, "token_count": 1643, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__46371505", "lang": "en", "text": "What are previous parents and students saying?\nMr. Freeburg is the BEST! We could not recommend him highly enough. He has been tutoring my son in AP Calculus for the past year and was key to help him pass the AP exam. Mr Freeburg also taught both my son and daughter math at school, Algebra I and Algebra II trig. He brings so much enthusiasm, positive energy and an in depth understanding of math and how to teach it. He gives the kids confidence both in math and outside of math. He truly cares about the students. He is also very flexible and understands how busy the kids are. Mr. Freeburg is a great communicator and always very punctual. I recommend him, great person, teacher, and tutor!\nTim has been a tutor and mentor to our middle school son for nearly a year now. Our son’s attitude, work ethic and grades have improved beyond our expectations. Tim has a way of connecting and relating that facilitates a great learning experience. I thank our lucky stars we found him and highly recommend him.\nMr. Freeburg was my sophomore geometry teacher. Before this my toughest classes have always been math- I just couldn’t grasp certain subjects that are essential to moving forwards into Algebra 2 and Pre-Calc. When the SAT rolled around, I did terribly on the math section and I decided to give Mr. Freeburg a call. He helped me to finally grasp those concepts that had given me trouble and I found my confidence in math growing alongside my understanding. My grade in Physics even shot up and I finished the year off with A’s in both subjects. Not to mention my SAT score improved ? . I greatly appreciate everything that Mr. Freeburg has done for me and I highly recommend him to anyone who needs help!\nTim has been tutoring me for years now and I would recommend him to everyone. He customized every session to my needs which helped me keep my grade at an A all year. He’s the best tutor i have ever had!\nThis year I was enrolled in precalc and I was struggling with math. After I started tutoring with Mr. Freeburg my math grade shot up, I was confident in math, and I was amazed at how fun he could make math! I always look forward to tutoring now and have a totally different perspective on math. I highly recommend him!\nI continuously recommend Tim to friends and I wouldn’t use anyone else but him. He’s flexible and willing to work around my kids busy schedules. My kids think he’s great to work with and he’s been a tremendous help to them. You won’t be disappointed.\nTim is a great tutor, I struggled with math for the longest time in my academic career but with his way of teaching and practicing the concepts I was confused on I improved my grade in my math course. He is very proficient at what he does and works for the students best interest.\nMy daughter has always struggled with Math. We have tried other tutoring options and haven’t had much success. Tim was referred by a neighbor and I am glad I contacted him. By the end of the semester, she was able to raise her F grade to a C.\nOur high school son really enjoys working with Tim and leaves every session feeling so much more confident about his math material. Tim has a very approachable personality that gels with teenagers. He gets these kids and is able to connect with them. We have seen a significant improvement in our son’s math scores thanks to working with Tim.\nTim has been tutoring my 3 kids for a year now. I have a 9 year old, 7 1/2 year old boys and an almost 6 year old daughter. Tim continues to amaze me by being able to make math fun for my children. They always enjoy it when he comes to tutor and I feel that their confidence in math has tremendously improved.\nFreeburg’s welcoming personality made it very easy to come to him for math help. I am truly looking forward to having him help me tackle the scary pre calculus this year. If you are looking for a leg up in math look no further than Tim Freeburg!\nFreeburg helped me a lot my senior year in AP stats. He explained things in a way where I could actually understand them. He wants the best for the kids he tutors and is always available for questions!\nI am usually very interested in math and have enjoyed it a lot, but when I got a bad teacher my sophomore year I become more disinterested. Tim helped me understand the stuff that my teacher was unable to communicate clearly. Tim is a wonderful tutor and I highly recommend him to anyone who is struggling in math or who just wants more clarity.\nMr. Freeburg tutored my 2 sons in math last year and both of them enjoyed his teaching style. He is an excellent communicator, has the ability to connect with students on a personal level and customize his instruction to meet their individual needs. I highly recommend him.\nTim always came prepared and spent extra time tutoring my daughter until she grasped the material. He broke it down and the lightbulb went on in her headed so much faster than in her statistics class. Tim is a talented teacher who can teach all math levels very effectively. He loves what he does and connects with his students so they feel comfortable asking questions when they don’t understand the material. I highly recommend Tim as a tutor.\nGreat guy and an even better math tutor. Just two sessions had me on track to succeeding in alg 2. Highly recommended\nMy former PreCalc teacher, Freeburg was extremely helpful in pushing me through AP Calculus. He was very attentive to my needs and had a flexible schedule that allowed me to always receive help when I needed it. Not only was he very good at his job, but he was also a very good friend, who truly cares about how you do in your math courses. By the end of the year, with his help my grade was raised to a B, and I passed calculus with some breathing room.\nMy son struggled with his geometry his senior year we hooked up with Tim and he is very professional conscientious and cares about his students he is tutoring I was very impressed with his time and caring to better my sons Grade tremendously! Thank you Tim.\nI was struggling in my Alg2/Trig class, and then I took the placement test for Cascadia to do running start and I placed in a lower math class than was currently in. Tim tutored me for a couple of months, and I improved my grade in Alg2/Trig — but the best part is that I re-took my math placement test at Cascadia and I tested into Calculus 151, which was three math levels higher than planned. 2 months of tutoring saved me 3 college quarters of math classes I no longer have to take.\nMy boys have 2 very different math needs and Mr. Freeburg was able to help both of them. He is thoughtful, creative and professional. He is positive in his approach and is able to help students understand even the most complex math concepts. My boys are better math students because of his help.\nAs I was taking AP prep pre-calc I was really falling behind when math had been traditionally one of my strongest subjects. Working with Mr. Freeburg I was able to fully catch up and even work ahead so that I had a foundation going into future chapters in the book. He made the concepts very easy for me to understand and really helped me grasp the subject matter and how various concepts interconnected and built on each other. I was very comfortable with him as a tutor, he kept our session atmosphere easy going and comfortable making them an overall enjoyable experience.\nSafely can say Tim is the first tutor who made me feel like I really could do math. His approach is awesome and he takes you through every step. Highly recommend him!", "domain": "mathematics"}
{"url": "http://www.sepnet.ac.uk/Online_modules/LaTeX/resources.html", "date": "2018-11-14T19:40:44Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039742263.28/warc/CC-MAIN-20181114191308-20181114213308-00545.warc.gz", "language_score": 0.8569254875183105, "token_count": 318, "dump": "CC-MAIN-2018-47", "global_id": "webtext-fineweb__CC-MAIN-2018-47__0__166122761", "lang": "en", "text": "Vector graphics can be drawn directly in LaTeX using specialised packages. This improves the quality of simple designs and allows you to add mathematics to an image. The link below\nprovides examples of drawing sketches, graphs and charts directly using LaTeX code. It has been written by T. Morales de Luna of Universidad de Córdoba.\nUseful Vector Graphic Tools for LaTeX Users\nFeynman diagrams can be drawn with the TikZ package or the feynMF package. TikZ is a more general package that can draw any basic shape. FeynMF is specifically designed for Feyman diagrams. A very minimal introduction to TikZ written by Jacques Crémer of Université de Toulouse gives you the basics of TikZ but this fantastic tex document by Flip Tanedo (currently at University of California) gives you multiple examples of using TikZ to create Feynman diagrams. If you wish to use feynMF then Drawing Feynman Diagrams with LATEX and METAFONT written by Thorsten Ohl, Universität Würzburg will provide you with many practical examples.\nThere are many mathematical symbols and it is impossible to remember all of them. Therefore a cheatsheet is a useful reference sheet that allows you to look up the LaTeX code you need to create each symbol. There are also Apps available for smart devices that allow you to draw the symbol that you want and the App will find the LaTeX code that you need. One example of these from the Google Play Store is Dextify.", "domain": "mathematics"}
{"url": "https://www.hanbit.co.kr/academy/books/book_view.html?p_code=B6126989977", "date": "2021-10-18T17:15:17Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585204.68/warc/CC-MAIN-20211018155442-20211018185442-00195.warc.gz", "language_score": 0.8578367829322815, "token_count": 644, "dump": "CC-MAIN-2021-43", "global_id": "webtext-fineweb__CC-MAIN-2021-43__0__134451964", "lang": "en", "text": "• Decision Dilemmas: Each course section is introduced with a real-world business vignette that presents a dilemma and related managerial or statistical questions. Solutions to these questions require the use of techniques presented in the section. A Decision Dilemma Solved feature concludes each section, giving students the opportunity to answer and discuss each question presented at the beginning of the section.\n• Thinking Critically About Statistics in Business Today Exercises: Each course section features one or several of these exercises that give real-life examples of how the statistics presented in the section apply in the business world today.\n• EXPANDED Databases: Twenty databases representing several industries including banking, consumer spending, energy, environmental, finance, manufacturing, healthcare, market research, retailing, stocks and more provide additional opportunities for students to apply the statistics presented in each chapter.\n• NEW Big Data Case: Using data from the American Hospital Association, each chapter contains an activity asking students to perform several tasks using variables, samples, and data.\n• NEW Visualizing Time-Series Data Section: helps students use historical data with measures taken over time to predict what might happen in the future.\n• Ethical Considerations: This feature in each course section integrates the topic of ethics with applications of business statistics.\n• Tree Taxonomy Diagrams: These diagrams illustrate the connection between topics and techniques and the ability to see the big picture of inferential statistics.\n• Section Reorganization Options: This course was designed to allow for both one- and two-semester coverage.\n• 900+ Practice Problems: A treasury of practice problems are available in this course.\n1 Introduction to Statistics and Business Analytics\n2 Visualizing Data with Charts and Graphs\n3 Descriptive Statistics\n5 Discrete Distributions\n6 Continuous Distributions\n7 Sampling and Sampling Distributions\n8 Statistical Inference: Estimation for Single Populations\n9 Statistical Inference: Hypothesis Testing for Single Populations\n10 Statistical Inferences About Two Populations\n11 Analysis of Variance and Design of Experiments\n12 Simple Regression Analysis and Correlation\n13 Multiple Regression Analysis\n14 Building Multiple Regression Models\n15 Time-Series Forecasting and Index Numbers\n16 Analysis of Categorical Data\n17 Nonparametric Statistics\n18 Statistical Quality Control\n19 Decision Analysis\n<한빛아카데미> 도서는 한빛 홈페이지에서 더 이상 판매를 하지 않습니다. 도서 구입은 인터넷 서점을 이용하시기 바랍니다. 양해바랍니다.", "domain": "mathematics"}
{"url": "https://onlinecourses.one/introduction-to-enumerative-combinatorics-coursera/", "date": "2021-01-16T09:27:52Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703505861.1/warc/CC-MAIN-20210116074510-20210116104510-00638.warc.gz", "language_score": 0.9316091537475586, "token_count": 182, "dump": "CC-MAIN-2021-04", "global_id": "webtext-fineweb__CC-MAIN-2021-04__0__146060288", "lang": "en", "text": "Enumerative combinatorics deals with finite sets and their cardinalities. In other words, a typical problem of enumerative combinatorics is to find the number of ways a certain pattern can be formed. In the first part of our course we will be dealing with elementary combinatorial objects and notions: permutations, combinations, compositions, Fibonacci and Catalan numbers etc. In the second part of the course we introduce the notion of generating functions and use it to study recurrence relations and partition numbers.\nThe course is mostly self-contained. However, some acquaintance with basic linear algebra and analysis (including Taylor series expansion) may be very helpful.\nWho is this class for: This course is primarily aimed at the Master of Science students of Mathematics department. Students are expected to have knowledge of one-semester courses of advanced calculus and linear algebra.\nENROLL IN COURSE", "domain": "mathematics"}
{"url": "https://bit.vt.edu/faculty/directory/travis.html", "date": "2024-03-05T14:07:51Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707948235171.95/warc/CC-MAIN-20240305124045-20240305154045-00027.warc.gz", "language_score": 0.9551135897636414, "token_count": 169, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__35300264", "lang": "en", "text": "Dr. Laurel Travis received a both her MBA and her Ph.D. in Business-Quantitative Analysis from the University of Wisconsin-Madison. She obtained a bachelor’s degree from the University of Michigan in Mathematics. Since that time, she has taught at 7 universities in the United States, Canada, and most recently, China. She has taught at both the undergraduate and graduate levels, in subjects including management science, management information systems, engineering, mathematics, and computer science. She has published a textbook entitled Simulation for Decision Making, with Arne Thesen.\nLaurel's research and teaching interests focus on international programs, gerrymandering, discrete event simulation, and applied optimization. Laurel’s recent volunteer activities include caring for the Hokie horses, and teaching STEM on a schooner in the Great Lakes.", "domain": "mathematics"}
{"url": "https://ric.daytonisd.net/220316_4", "date": "2020-02-18T21:26:00Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875143815.23/warc/CC-MAIN-20200218210853-20200219000853-00428.warc.gz", "language_score": 0.9413372278213501, "token_count": 610, "dump": "CC-MAIN-2020-10", "global_id": "webtext-fineweb__CC-MAIN-2020-10__0__21281392", "lang": "en", "text": "We are kicking 3rd math off to a great start this year! Below are several math websites that your child can access for extra practice at home. These websites include fact fluency, place value skills, word problems, and more! The list will be updated as we cover more topics. We look forward to seeing each and every child grow to love math and become confident and successful in their math skills.\nTopics we have already covered\nPlease allow your son/daughter to practice addition, subtraction, counting money, and now multiplication every day. We are going to have a contest at the end of the year where students can earn an ice-cream cup depending on their multiplication skills. Every week we are going to practice one fact. We’ve already covered the facts for 2s, 10s and for 5s. These are the foundations for learning to deduce the rest of the facts. We do not want them to memorize the facts but to understand how multiplication work and derive the products from what they already know. Memorization will eventually occur as a consequence of repeated use. Thank you for your support at home.\nPerimeter class by Math Antics\nThis video explains what is perimeter and how to determine it.Area class by Math Antics\nWhat is area and how to determine it. Make sure you stop at 5 minutes. We are interested in determining area of squares and rectangles only.Fun to learn numbers\nFun to Learn Numbers is for kids to practice and reinforce their concepts of number counting, sequencing and picture addition.Place Value class by Math Antics\nBasic Math Videos made by a very clever and fun teacherPlace Value Games for 3rd Graders\nThis website provides several activities for your child to revisit and extend place value understanding.Spell the Number\nA fun way to practice spelling numbers from standard form to word form and vice-versa using a check metaphor.Writing numbers in word form\nUsing this website, students practice reading numbers in word form and finding the same number in standard form and vice-versa.Expanded and word form\nHere students will practice converting between expanded and word formsFruit Splat\nThis website will allow students to practice in a fun way how to convert numbers from expanded formABCYa\nABCYa provides a huge variety of short games involving math skills for your child to practice while having fun!Prodigy\nPractice your Math skills at home with this awesome website!\nWe will be creating a Prodigy class for the 2019-2020 school year soon.\nJohnnie's Math Page\nOver 1000 math activities, tools and games are available to your child!\nJohnnie's Math Page is the site to find fun math for kids. Over one-thousand math learning and teaching resources have been categorized and set out for you.Math Playground\nThis website provides games with advanced 3rd grade math concepts. Recommended for advanced students now or for all students after we’ve covered addition, subtraction, multiplication, and division.", "domain": "mathematics"}
{"url": "https://rawisat.metin2sell.com/an-introduction-to-the-floating-point-coprocessors-30922ah.html", "date": "2020-06-05T17:44:26Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590348502204.93/warc/CC-MAIN-20200605174158-20200605204158-00373.warc.gz", "language_score": 0.9267133474349976, "token_count": 1435, "dump": "CC-MAIN-2020-24", "global_id": "webtext-fineweb__CC-MAIN-2020-24__0__88710016", "lang": "en", "text": "Introduction This page or section is a stub. You can help the wiki by accurately contributing to it. Floating point numbers are a way to represent real numbers inside computer memory which usually operates with binary digits. As opposed to fixed point numbers which have a fixed number of digits before and after the decimal markfloating point numbers can be considered to have a certain amount of significant digits or 'accurate leading numbers' that we consider to carry an accurate approximation to some value.\nThe DX—Core2 microprocessors contain their own built-in arithmetic coprocessors. Be aware that some of the cloned microprocessors from IBM and Cyrix did not contain arithmetic coprocessors.\nThe instruction sets and programming for all devices are almost identical; the main difference is that each coprocessor is designed to function with a different Intel microprocessor. This chapter provides detail on the entire family of arithmetic coprocessors.\nBecause the coprocessor is a part of the DX—Core2, and because these microprocessors are commonplace, many programs now require or at least benefit from a coprocessor. The family of coprocessors, which is labeled the 80X87, is able to multiply, divide, add, subtract, find the square root, and calculate the partial tangent, partial arctangent, and logarithms.\nData types include, and bit signed integers; l8-digit BCD data; and, and bit floating-point numbers. With the improved Pentium coprocessor, operations execute about five times faster than those performed by the microprocessor with an equal clock frequency.\nNote that the Pentium can often execute a coprocessor instruction and two integer instructions simultaneously. The Pentium Pro through Core2 coprocessors are similar in performance to the Pentium coprocessor, except that a few new instructions have been added: The multimedia extensions MMX to the Pentium—Core2 are instructions that share the arithmetic coprocessor register set.\nThe MMX extension is a special internal processor designed to execute integer instructions at high-speed for external multimedia devices. For this reason, the MMX instruction set and specifications have been placed in this chapter.\nSee Table 14—1 for a listing of all Intel microprocessors and their companion coprocessors. These data types include signed integer, BCD, and floating-point. Each has a specific use in a system, and many systems require all three data types. In order to accomplish any such modification, the instruction set and some basic programming concepts are required, which are presented in this chapter.\nSigned Integers The signed integers used with the coprocessor are the same as those described in Chapter 1. When used with the arithmetic coprocessor, signed integers are worddoubleword integeror bits quadword integer wide. The long integer is new to the coprocessor and is not described in Chapter 1, but the principles are the same.\nConversion between decimal and signed integer format is handled in exactly the same manner as for the signed integers described in Chapter 1. Integer data types are found in some applications that use the arithmetic coprocessor.\nSee Figure 14—1, which shows these three forms of signed integer data. Data are stored in memory using the same assembler directives described and used in earlier chapters. Example 14—1 shows how several different sizes of signed integers are defined for use by the assembler and arithmetic coprocessor.\nEach number is stored as an digit packed integer in nine bytes of memory as two digits per byte. The tenth byte contains only a sign-bit for the digit signed BCD number. Figure 14—2 shows the format of the BCD number used with the arithmetic coprocessor.\nThis form is rarely used because it is unique to the Intel coprocessor. Floating-Point Floating-point numbers are often called real numbers because they hold signed integers, fractions, and mixed numbers.\nA floating-point number has three parts: Floating-point numbers are written in scientific binary notation. The Intel family of arithmetic coprocessors supports three types of floating-point numbers: See Figure 14—3 for the three forms of the floating-point number.\nPlease note that the single form is also called a single-precision number and the double form is called a double-precision number. Sometimes the bit temporary form is called an extended-precision number. The floating-point numbers and the operations performed by the arithmetic coprocessor conform to the IEEE standard, as adopted by all major personal computer software producers.\nThis includes Microsoft, which in stopped supporting the Microsoft floating-point format and also the ANSI floating-point standard that is popular in some mainframe computer systems.\nThe float is a bit version, double is the bit version, and decimal is a special version developed for Visual studio that develops a very accurate floating-point number for use in banking transactions or anything else that requires a high degree of precision.\nThe decimal variable form is new to Visual Studio and Converting to Floating-Point Form.Nov 08, · Lets an analysis of the floating point coprocessors in the design of a microprocessor in computer science start right off with a controversial claim: Forth is the hackers programming language Coding in Forth is a little bit like writing assembly.\nThe term floating point is derived from the fact that there is no fixed number of digits before and after the decimal point; that is, the decimal point can float. There are also representations in which the number of digits before and after the decimal point is set, called fixed-point representations.\nFloating point number, normalization, exceptions, latency, etc. 1. INTRODUCTION An arithmetic circuit which performs digital arithmetic operations has many applications in digital coprocessors, application specific circuits, etc. Because of the advancements in the . For example, a math coprocessor performs mathematical computations, particularly floating-point operations.\nMath coprocessors are also called numeric and floating-point coprocessors. Most computers come with a floating-point coprocessors built in. Note, however, that the program itself must be written to take advantage of the coprocessor.\nsmart-memory coprocessors to a microprocessor. This Introduction The Data-IntensiVe Architecture (DIVA) project  is building a workstation-class system using (Integer to floating-point) instruction, the fraction is first converted to sign-magnitude format by conditionally inverting if the sign is negative.\nThen the result is shifted. Introduction to Many Integrated Core (MIC) Coprocessors on Stampede. Intel Xeon Phi™ SE10P coprocessors to change the power/performance curves of supercomputing • Over 70% provided by Xeon Phi moderate floating point throughput –2x E on Stampede: Tflop/s, W.", "domain": "mathematics"}
{"url": "https://www1.lehigh.edu/academics/majors/data-science", "date": "2023-01-28T22:22:53Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499695.59/warc/CC-MAIN-20230128220716-20230129010716-00395.warc.gz", "language_score": 0.9075294137001038, "token_count": 305, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__76789934", "lang": "en", "text": "Master’s in Data Science\nMaster’s in Data Science Overview\nFrom cybersecurity to health and healthcare, from marketing analytics to risk analysis, computing and data science are pervasive. They are transforming discovery and innovation in our economy, our society, our culture, our habits—and how we best prepare students for the future.\nData science is an interdisciplinary field in which a host of mathematical and computational techniques are used to extract information from data, and subsequently used to make informed decisions. Career opportunities are vast and growing everyday in this exciting, applied field of study.\nLehigh's Master's of Science in Data Science allows students from a wide range of backgrounds to gain the qualifications necessary to tap into the wealth of data science jobs, many of which require an advanced degree. The U.S. Bureau of Labor Statistics projects jobs in the field to grow more than 30 percent between 2020 and 2030. Lehigh's Data Science program provides access to the skills and tools of data science to people who want to develop that skill set, even if they don't have a background in computer science or statistics. Prospective students need a strong foundation in math and some basic training in computer science, but no prior data science coursework is required. Classes will be taught in a hybrid (both in-person and remote) format.\nMaster’s in Data Science Contact\nBlake Plimpton | Graduate Recruiting Manager | email@example.com | (610) 758-5483", "domain": "mathematics"}
{"url": "https://southeast.unison.org.uk/events/maths-anxiety-part-4-taking-learning-into-practice/", "date": "2021-10-17T18:21:42Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00622.warc.gz", "language_score": 0.9622896909713745, "token_count": 231, "dump": "CC-MAIN-2021-43", "global_id": "webtext-fineweb__CC-MAIN-2021-43__0__32729348", "lang": "en", "text": "14 October 2020 10:00am–11:30am\nWe have secured funding through the Inclusive Learning Project in the South East for a four week online course hosted by the National Numeracy Project. This is a project which aims to advance maths in the workplace; there is absolutely no maths tutoring/ training or learning involved. The purpose of the sessions are to understand anxiety around and towards maths, looking at ways you can help members to overcome it (if they ask).\nWithin the UK 49% of adults are operating with a maths level of that expected of primary school children and we can help tackle this. The National Numeracy Project understand that as soon as you start talking maths people start to switch off, they propose a much more subtle approach to advancing maths learning in the workplace and as part of that you will learn how to run a successful project.\nThis course is open to Union Learning Reps and Lifelong Learning Co-ordinators.\nHow to attend\nSimply email email@example.com with your membership number and the title of the event. Spaces are limited, so apply today!", "domain": "mathematics"}
{"url": "https://niatm-net.webs.com/apps/blog/entries/show/44169315-2017-2018-meetings", "date": "2018-08-19T04:01:33Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221214691.99/warc/CC-MAIN-20180819031801-20180819051801-00204.warc.gz", "language_score": 0.8982164263725281, "token_count": 405, "dump": "CC-MAIN-2018-34", "global_id": "webtext-fineweb__CC-MAIN-2018-34__0__53506844", "lang": "en", "text": "|Posted by niatm on September 15, 2016 at 8:45 AM|\nMonday, October 23, 2017\n\"Uniting Geometrical Constructions and Proofs\" (Middle/HS)\nPresenter: Mr. Matthew Foster, Waukegan Public Schools\nAs an architect, it gives me goose bumps to see geometric constructions that are so darned elegant. As a math teacher, I get them when students develop elegant proofs. Geeky, right? Can my 2 loves be combined from Day 1? Yes! Bring a compass (or use mine) & straightedge and let’s make connections!\nTuesday, December 5, 2017\n\"It's Not Magic - It's Algebra!\" (Grades 6-10)\nPresenter: Mr. David Spangler., Math Consultant, McGraw-Hill Education\nCome away with a collection of motivational activities, card tricks and puzzlers. Your students will want to know WHY they work - and you will oblige by exploring the powerful role variables play in their justification. Students will thus discover how unknowns take the unknowns out of algebra!\nWednesday, February 21, 2018\n\"Theater and Improv for the Math Classroom\" (K-12)\nPresenters: Mr Steve Starr, Math Consultant, formerly Lake View HS, CPS\nMath teacher Steve Starr explores theater games and improv exercises to enliven your classroom and help students connect with each other as active learners.\nThursday, April 19, 2018\n\"Create Your Own Khan Academy Style Video Library for Your Classes\" (Grades 8-16)\nPresenter: Dr. Angela Thompson, Governors State University and Ms. Michelle Hale, Aqsa School, Chicago\nAs a teacher, the ability to make your own videos on mathematical concepts is a powerful tool for student learning. In this session, we will demonstrate how easy it is to make Khan Academy style videos using a tablet and explain why your students need it.", "domain": "mathematics"}
{"url": "https://canyouactually.com/jigsaw-puzzle/", "date": "2022-05-19T12:23:41Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662527626.15/warc/CC-MAIN-20220519105247-20220519135247-00167.warc.gz", "language_score": 0.9525085687637329, "token_count": 209, "dump": "CC-MAIN-2022-21", "global_id": "webtext-fineweb__CC-MAIN-2022-21__0__45634274", "lang": "en", "text": "Infinity puzzles are jigsaw puzzles with no beginning and no end. They have no fixed shape, no starting point, no edges, and can be assembled in thousands of different ways.\nThe “Infinity Puzzle” is based on the Klein bottle, a non-orientable surface; it is a two-dimensional manifold against which a system for determining a normal vector cannot be consistently defined.\nThe puzzle, created by Nervous System, is configured using science, math, and lasers. “Our infinity puzzles build on that tradition with a new mathematical twist that would be almost impossible with hand cutting, a puzzle that tiles in every direction,” the company wrote on their blog.\n“The intricate branching shapes of our puzzle pieces emerge from a simulation of crystal growth and are lasercut from plywood.”\nIf you’re interested in purchasing this puzzle you can do so here. Be sure to give this post a thumbs up and a share with your friends on Facebook before you go.", "domain": "mathematics"}
{"url": "https://shadowbride.com/tools/age", "date": "2023-12-03T17:02:18Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100508.42/warc/CC-MAIN-20231203161435-20231203191435-00697.warc.gz", "language_score": 0.9526610374450684, "token_count": 166, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__210709181", "lang": "en", "text": "Dusk years and earth years are very much not the same. Earth has 365(ish) days per year, and 24 hours per day. Dusk has 27 hours per day, and 243 days per year (both decimal, it's 30 and 300 days respectively in nonary). Further complicating matters, Dusk's most common number structure is nonary, so when they say \"the year is 1120AV\", they really mean the year is 828, and those 828 years were only 6,561 hours long compared to our 8,760 (so in reality, it's been ~620 Earth years since 0AV). The following is a calculator to convert ages between the two timekeeping systems.\nFor more information, see Time and Timekeeping.\nThis calculator assumes the current year is 1120AV on Dusk.", "domain": "mathematics"}
{"url": "http://library.wolfram.com/conferences/conference98/abstracts/mathematica_link_for_microsoft_excel.html", "date": "2014-08-20T08:51:28Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500801235.4/warc/CC-MAIN-20140820021321-00341-ip-10-180-136-8.ec2.internal.warc.gz", "language_score": 0.8833478689193726, "token_count": 224, "dump": "CC-MAIN-2014-35", "global_id": "webtext-fineweb__CC-MAIN-2014-35__0__52616684", "lang": "en", "text": "Mathematica Link for Microsoft Excel\nThere are dozens of useful features in the completely reworked Mathematica Link for\nMicrosoft Excel. Most of the limitations of the earlier version have been effaced, and\nthe user interface is much more developed. Among the items at the top of user's\nwish list, Mathematica graphics can now be generated inside Excel. Arrays of any\ntype can be sent and received. Calculations can be interrupted, messages can be received,\nand a terminal window for quick communication with the kernel is provided. An easy-to-use Mathematica\nWizard guides users through the process of entering Mathematica functions into a\nspreadsheet. For Mathematica programmers, this simply means that their code has the\npotential of being used by more than just the Mathematica literate. This session\nwill provide a brief tour of the new product and illustrate examples of functions written\nin Mathematica that are conveniently used inside Excel.\nMore information on Mathematica Link for\nMicrosoft Excel is available in the Wolfram Research Store.", "domain": "mathematics"}
{"url": "https://luca3m.me/2014/05/27/median-filter-redis.html", "date": "2022-08-15T15:10:46Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572192.79/warc/CC-MAIN-20220815145459-20220815175459-00388.warc.gz", "language_score": 0.7618292570114136, "token_count": 460, "dump": "CC-MAIN-2022-33", "global_id": "webtext-fineweb__CC-MAIN-2022-33__0__175530857", "lang": "en", "text": "Recently I had to implement a median filter algorithm, I found Redis very powerful to accomplish this! A very simple solution and scalable.\nAs described in Wikipedia, Median filter works in this way: given a signal, output sample is the median of last N input samples, where N can be any positive integer number. Higher is N, more aggressive will be your filter.\nWe need a store for last samples, in a FIFO way, pushing a new one will drop an older one. Redis provides lists, which are perfect for this scope. Also we need to sort these samples in numerical order, to get every time we want the median value. Redis provides a SORT command, which does this job.\nI implemented these two primitives:\nadd_sample(value)- called every time to add a new sample\nget_median()- to get the median value\nFor the former we need to call two Redis commands:\nMULTI LPUSH <yourkey> <value> LTRIM 0 <N>-1 EXEC\nLPUSH will simply add a new sample to the list,\nLTRIM ensures that at least\nN elements will be stored, no more.\nTo get median value we need to call\nSORT and then calculate median. SORT returns\nall values on that list, sorted by numerical order. I have preferred\nto use a script, so Redis avoids returning non useful data to clients:\nlocal list_key = KEYS -- Key of samples list -- Sort values local sorted_values = redis.call(\"SORT\", list_key) local size = #sorted_values local median = 0.0 -- Calculate median if size % 2 == 0 then median = (sorted_values[size/2]+sorted_values[size/2+1]) / 2 else median = sorted_values[(size+1)/2] end -- Use tostring because median value may be floating point return tostring(median)\nCalling this script it’s easy:\nEVAL <script> 1 <yourkey>\nCopyright © 2014-2021 Luca Marturana. License.", "domain": "mathematics"}
{"url": "https://jonngan.medium.com/differential-equations-notes-b489fc88af1a?source=user_profile---------2----------------------------", "date": "2022-12-08T19:46:29Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711360.27/warc/CC-MAIN-20221208183130-20221208213130-00478.warc.gz", "language_score": 0.9040135145187378, "token_count": 3958, "dump": "CC-MAIN-2022-49", "global_id": "webtext-fineweb__CC-MAIN-2022-49__0__2757151", "lang": "en", "text": "Differential Equations Notes & Study Guide\nThis semester I am taking differential Equations and this is a study guide/cheatsheet I’m writing to help me better understand my notes and to help anyone else understand the topic who maybe in similar boat.\nA First Course In DIFFERENTIAL EQUATIONS with Modeling Applications (11th Edition)\nFlorida Polytechnic University\nNote: I will try to not use textbook language wherever possible but I will include Book definition in some form to allow me to elaborate on what the book definition means.\nCalc 2 skills such as\n- Logarithms and their properties\n- Complete the square\n- Partial Fraction decomposition\nTable of contents:\nii. Exam 1\niii. Exam 1 Summary\niv. Exam 2\nv. Exam 2 Summary\nvi. Exam 3\nvii. Exam 3 Summary\nviii. Final Exam\nWhat is a Differential Equation?\n“An equation containing the derivatives of one or more unknown functions ( or dependent variables), with respect to one or more independent variables, is said to be a differential equation (DE).”\nThe video above goes into detail about what this definition means but basically:\nDifferential Equations are equations written to express real life problems where things are changing and with ‘solutions’ to these equations being equations themselves. We are using math to represent real life scenarios, usually meaning a rate of change.\nie. beats per minute (bpm) , meters per second (m/s), or anything that isn’t exactly a finite value but rather a changing one.\nNow to the goal in this class is to find the original function that has a derivative of the one in the equation you are given.\nThat may sound complex but this class is usually taken after Calculus 2 and that means Im assuming you have a simple understanding of Derivatives and integrals.\nd/dx (x²) = 2x\nand your job is to find:\nintegral of (2x)\nwhich is x²+c\nWhere your answer is still a function but that’s very basic calculus, I will go back and write a Calculus 2 and 3 Article later but for now thats all you need to know.\nTypes of Differential Equations\nNow the equations you’re given in differential equations problems will involve 1 or more derivatives of many unknown functions as defined below as ODE’s but eventually you will be doing Differential Equations with partial derivatives (PDE’s) from Calc 3 (More on this later)\n- If a differential equation contains only ordinary derivatives of one or more unknown functions with respect to a single independent variable, it is said to be an ordinary differential equation (ODE)\n2. An equation involving partial derivatives of one or more unknown functions of two or more independent variables is called a partial differential equation (PDE)\nInitial Value Problems:\n“ An initial value problem is an ordinary differential equation together with a specified value, called the initial condition, of the unknown function at a given point in the domain of the solution.”\nTo Solve the above:\ny’ is equal to 𝑑𝑦/𝑑𝑥 in this case so:\nThen we move the y+1 and 𝑑𝑥 around\nThen Integrate both sides to get\nNow to remove the ln we need to make each side the base of e^x\nhint: e^[ln(y+1)] is just y+1\n(𝑒^c) is still just C and we move the +1 to get:\n𝑦= 𝑐𝑒^x -1\nto arrive at the general solution of:\ny = 𝑐𝑒^𝑥 -1\nbut the could be:\n1𝑒^𝑥-1, 2𝑒^𝑥-1, 3𝑒^𝑥-1 etc.\nThe C represents a constant that we don’t know yet,\nBut we were given some initial condition in the problem y(0) = 5, then we can now use this to solve for our C value by plugging it in to our\n5 = C𝑒⁰-1\n5+1 = C𝑒⁰\n5+1 = C(1)\nand Then we get\nwhich means C = 1\nAnd this means we now have a single function answer of:\ny = 6𝑒^𝑥 -1\nas our solution, rather than a family of functions as a solution (The general solution)\nWe didn’t know that without knowing the initial condition but thats how we would solve for the C value given an initial condition but otherwise we just look for the general solution.\nAnd thats only with there being one derivative which means the equation is of the first order.\nFirst order differential equations:\nThe number of derivatives you have relates to the Order of the equation (equations with second derivates are said to be of the second order, equations with third derivative are said to be of the third order, etc)\nfor every extra derivative in your problem, you will get an extra C value which can be denoted\nx being the order of derivative taken for that value\nThese Values are necessary for accuracy but eventually can be combined later so just make sure you never forget your +C\nWe will go into detailed examples but for now this is the basic theory behind the equations to help as it maybe a little tricky or obscure at first but we’ll get there.\nExam 1 :\nSections 1.1 to 4.2\nOur professor is testing us on Chapter 1 through chapter 3 section 1 (3.1)\nHere’s the notes we’ve covered of the chapters covered (not skipped)\nThis first exam will be on ODE’s of any kind using the different techniques covered so I will go through each of the techniques and when they would be used to solve a ODE\nTo solve Any Differential equation, you must first start by deciding on which technique is most suitable for the equation in question.\nThe most effective way solve ODE’s is through this list of techniques, checking to see if the equation can be solved by each method in this order.\nNote: Most problems tend to be solvable through multiple techniques but the optimal technique will make your solution much easier which makes it so important to pick the correct and best method.\nThe later techniques above often will turn your original equation into an equation solvable by the earlier methods (ex. A Bernoulli can sometimes create a separable equation which are much easier to solve)\nA differential equation is said to be separable if the variables can be separated. A separable equation is one that can be written in the form dy/dx. Once this is done, all that is needed to solve the equation is to integrate both sides. Our example in the introduction is considered a separable equation as with the one below:\n- If you can split of the X and Y terms to be on opposite side of the equal sign, then it is a separable equation\n- Once separated, take integral of both sides\nA differential equation can be homogeneous in either of two respects. A first order differential equation is said to be homogeneous if it may be written f(x,y)dy=g(x,y)dx, where f and g are homogeneous functions of the same degree of x and y. In this case, the change of variable y = ux leads to an equation of the form dx/x=h(u)du, which is easy to solve by integration of the two members.\n- Every term must be of the same degree\nA substitution problem is essentially a problem where you do a u-substitution for portion of the problem to make the problem easier to manipulate or solve.\nUsually look for a term that when replaced with a u, makes the problem simpler\ndy/dx =( some term)² could be u = some term\nand hopefully you’d get\nu = some term\ndy/dx = du/dx + d/dx( some term)\nYou then substitute in your u term and new dy/dx term\nand solve accordingly\n- Can be made separable\n4. Linear (y or x)\nTo start a linear equation, you must first write it in standard form\ny’ P(x) + y = Q(x)\nOnce this is done, the integrating factor is\nI(x) = e^integral of P(x)dx\nAnd then the general solution is now\ny = 1/I(x)[integral of I(x)Q(x) dx + C]\n5. Bernoulli (y or x)\nBasically, if in the form M(x,y) dx + N(x,y)dy = 0,\nthen you can separate the\nM(x,y) and N(x,y) terms\nTake the partial derivative of each of x and y and if they are equal,\nyour equation is exact.\n7. Integrating Factor\nFormat your equation as such:\ny’ + yP(x) = Q(x)\nIntegrating factor → I(x) = e^integral(\nUse accordingly (Look at exact)\ny = 1/I(x) * int[ I(x)*Q(x) + C ]\nGrowth & Decay\nrate of change of x with respect to time\nModeling with First order Differential Equations\nNow that you’ve practiced these different techniques for solving differential equations, Our next objective is to apply these differential equations to rate of change problems that we can now solve now that we’ve created am equation of the differential type.\nUsually our differential equations are either separable or non-separable.\nIf separable, split up the variables and integrate\nIf not separabale, we must\n- Label the variables in the equation\n- List any given constants or given initial conditions\n- Write out equation in terms of words/variables\n- Write equation in standard form\n- Solve this differential equation\n- Plug in the initial condition in to get C\nExam 1 Summary\nThe best way to go about first order differential equations\n- Does the problem fall under SHEILDS — Separable, homogeneous, Exact, Linear, Direct Integration, or Substitution. (I know the order is different but shields is a good acrynonm\n- Separate the variables into the dy and dx terms on the respective sides of the equal sign and then integrate and solve in terms of y\n- Replace y = ux or x = vy\n- Find dy/dx and then substitute in y or x and dy/dx\n- Integrate the two sides\n- Look at the equation and see if you can identify a M(x,y) and N(x,y) term which is set equal to 0\n- Find the partial derivative of M(x,y) and N(x,y) and see if they are equal\n- Put the equation in standard form:\ny’+yP(x) = Q(x)\nYour integrating factor is now\nI(x) = e^integral(P(x))\nYou then multiply the equation by your integrating factor\nI(x)* y =integral ( I(x) * Q(x) dx\nFor Direct Integration\n- Just integrate the equation, shouldn’t be too complicated\n- If the equation can be made simpler, substitute in a u = some term and then find du and apply that to the equation\nWhen given a modeling word problem, you need to memorize a couple of different problem types and their associated differential equation type so that you can solve for their general solution and for C if given the initial conditions\nBacterial Growth, Half-Life of Plutonium, Age of a Fossil\ndx/dt = kx or dA/dt = kA\nCooling of a Cake\ndT/dt = k(T-70)\nMixture of Two Salt Solutions\ndA/dt = (input rate of salt) -(output rate of salt) =>R in — R out\nExam 2 :\nSections 4.2 to 7.1\nReduction of order\nHomogeneous Linear Equations with Constant Coefficients\nUndetermined Coefficients — Superposition Approach*\nUndetermined Coefficients — Annihilator Approach\ny’’ + y’ + … = 0\ny c: complementary function\ny p: particular solution\ny p = u1(x)cosx + u2(x)sinx\nu1(x) = negative integral of y2 f(x) / w(x) dx\nu1(x) = integral of y1 f(x) / w(x) dx\nw(x) is the Wronskian\nTo find wronskian we do a crossproduct of |y1 and y2|\ny = yc + yp\nExam 2 Summary\nAt the present moment in time, classes were now moved completely online meaning we did receive a lecture video review which I will be breaking down into sections, steps and explanations as best I understand.\nThe video that was made to cover our second exam material is from sections 4.1 to 4.8 and it is mainly solving homogenous and non-homogenous linear differential equations.\nI took hand written notes that can be found here\nI will write out verbal explanations with light equations due to the inability to type the mathematics properly with sub notation but I will do my best to describe steps in full\nTopics and Examples\nProve that given solutions are indeed solutions to the homogenous, linear, second order differential equation\nShow that [e^x , e^-3x] is a fundamental set of solutions of the equation\ny’’ + y’ — 6y=0\nFirst we must check if the given solutions are linearly independent or not\nso we use each of the provided solutions as inputs for y and take their respective first and second derivatives to see if they satisfy the equation.\nIn this problem the y’s and their derivatives satisfy the differential equation so now we must check if they are linearly linearly independent by finding the general equation and since the equation is a second order differential equation so there are only two solutions.\nso e^(2x) & e^(3x) are our f(x)1 and f(x)2\nTo find the general solution we need to find the wronskian which is\nthe cross product of the f(x)’s and their derivatives.\nIf the final solution is never 0 then the solutions are linearly independent\nIn this case e^(2x)•-3e^(-3x) + -2^(2x)•e^(-3x) = -3e^(-x) — 2e^(-x)\n- This equals -5e^-x so they are linearly independent\n- Therefore both of the provided solutions are the fundamental set of solutions\nReduction of order formula\nGiven the equation: x²y’’ — 3xy’+4y=0 and the solution: y1 = x² ,\nFind the other solution\nThis is a second order linear differential equation that has a non-constant coefficient so we take the original equation and divide by the term in front of the y’’ to get it by itself\nIn this case we divide by x² to get\ny’’ — 3y’/x + 4/x²y = 0\nThe coefficient of y’ is P(x)\nThe coefficient of y is Q(x)\nNow at this point we need to use the reduction of order formula\nThen using this formula we can plug in and solve for the the second solution the to the differential equation.\nFind the general solution of the homogenous linear equation\nSolving non-homogenous differential equations using the method of undetermined coefficients\nSolving non-homogenous linear differential equations with constant coefficients using the method of variation of parameters\n1.1: Definitions and Terminology\n1.2: Initial-Value Problems\n1.3: Differential Equations as Mathematical Models\n2.2: Separable Equations\n2.3: Linear Equations\n2.4: Exact Equations\n2.5: Solutions by Substitutions\n3.1: Linear Models\n4.1: Preliminary Theory — Linear Equations\n4.2: Reduction of Order\n4.3: Homogeneous Linear Equations with Constant Coefficients\nA homogeneous linear ordinary differential equation with constant coefficients is an ordinary differential equation in which coefficients are constants (i.e., not functions), all terms are linear, and the entire differential equation is equal to zero (i.e., it is homogeneous).\n4.4: Undetermined Coefficients — Superposition Approach*\n4.6: VARIATION OF PARAMETERS\nThanks for reading! Buy me coffee? https://ko-fi.com/jonngan", "domain": "mathematics"}
{"url": "https://www.bluebirz.net/en/note-of-data-science-training-ep-5/", "date": "2023-11-28T12:12:05Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679099514.72/warc/CC-MAIN-20231128115347-20231128145347-00208.warc.gz", "language_score": 0.9105319976806641, "token_count": 777, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__88985469", "lang": "en", "text": "From EP 4, we could know all 3 types of Linear regression. Linear regression is just one of 4 Machine Learning (ML) algorithms.\nSupervised Learning is ML on labeled output and we use the label to train our models. For example, we have data of age and income. We want to predict income at any age as labeled output is income.\nIn other hand, Unsupervised Learning is working on unlabeled output that means we have no initial result data to train models. We will talk about this later.\nAnd Continuous means quantitative output as Discrete means qualitative output.\nAs the figure above, there are main 4 ML algorithms:\nDiscrete Supervised Learning. This is for predicting group in limited values. For example, we want to predict which group of interests for a customer when we have customer data as ages, occupations, genders, and interests.\nContinuous Supervised Learning. This is to predict output as it can be any values. The example is the previous episode.\nDiscrete Unsupervised Learning. It is to group our data. For example, we want to group customers into 8 types leading to the hit advertisements from customer data.\n- Dimensionality reduction\nContinuous Unsupervised Learning. This is working on data optimization. One day we will have tons of data in thousands columns, and Dimensionality reduction helps us find the most important columns to deal with in terms of data processing.\nAnd this time, I am proud to present…\nLogistic Regression predicts the probability. Despite its name, its algorithm is classifier as the result is a member of labeled output.\nNow it’s the time.\nWe reuse Titanic data again. Assign\nx as “Pclass”, “is_male” that is calculated from “Sex”, “Age”, “SibSp”, and “Fare”.\ny as “Survived”. We are going to predict the survivability.\nUtilize the module\nsklearn.linear_model.LogisticRegression() and run\nsolver='lbfgs' to avoid a warning.\nfit(). Just peeking\ncoef_ and find the second column, “is_male”, has negatively impact on “Survived”.\nOnce we get the model then go to test. We create a crew with “Pclass” is 30, male, no “SibSp”, and paid 25 as “Fare”.\nOur model predicts he was dead (“Survived” is 0). Please mourn for him 😢.\n.predict_proba() and we realize his survivability is just 10%.\nOk. Let’s see the correctness of the model. We create a\nDataFrame to combine “Survived”, predicts, and a correction flag as “is_correct”.\nAverage correctness of our model is 83%. Quite great.\nBesides, we shall meet Dummy Classifier. This one provides the “baseline” classification model. It means we can apply this as a standard to evaluate our model.\nDummy Classifier run the model with simple rules and we can define the rule by the parameter\nstrategy. This time is “most_frequent” that is to predict base of frequent values of the training set.\nNow we check the baseline correctness as it is just 52.7%. Our Logistic Regression model above works.\nClassifiers is useful for data categorizing works and I hope this blog can be great for you to understand ML overview.\nLet’s see what’s next.", "domain": "mathematics"}
{"url": "https://updateodisha.com/2022/03/14/timetable-for-summative-assessment-ii-exam-for-class-10-students-in-odisha-76563/", "date": "2023-01-26T23:14:18Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764494826.88/warc/CC-MAIN-20230126210844-20230127000844-00469.warc.gz", "language_score": 0.8894767165184021, "token_count": 180, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__225068718", "lang": "en", "text": "Board of Secondary Education (BSE) on Monday released the timetable for the Matric exam (Summative-II).\nAccording to the BSE, the examination would be of 80 marks for each subject (50 objective and 30 subjective). Two-hour exam will be held for every subject, barring Mathematics where students will get extra 15 minutes.\nExam will start at 8 AM from April 29-May 7.\nApril 29: Second Language English/Hindi (8-10 am)\nMay 2: Mathematics (8-10.15 am)\nMay 4: Science (8-10 am)\nMay 5: First Language Odia/Bengali/Hindi/Urdu/Telugu/ alternative English (8-10 am)\nMay 6: Third Language (8-10 am)\nMay 7: Social Science", "domain": "mathematics"}
{"url": "https://bonfleurbotanicals.co/test-results/", "date": "2023-02-02T11:26:14Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500017.27/warc/CC-MAIN-20230202101933-20230202131933-00634.warc.gz", "language_score": 0.8905822038650513, "token_count": 246, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__2982982", "lang": "en", "text": "How do I interpret the test results?\nThese tests are for potency and the units are mg/g or mg/1000mg. So, if you’re interested in the percentage of cannabinoid in a given product, you just move the decimal over three spaces. Ex: 2.6mg/g = .0026g/g or 0.26%.\nTo calculate the amount of CBD in your product, you multiply the mg/g by 29g/bottle (oil is less dense than water so 30ml weighs 28.8g). So for our Calm tincture, 37.2mg/g x 28.8g = 1071mg CBD.\nIn our high-potency tinctures, one bottle contains ~1000mg CBD which translates to 1.2mg CBD per drop (there are slight variations in drop size depending on the viscosity of the oil).\nOur products are high potency, full-spectrum and all guaranteed to be below 0.3% THC.\nStart low and go slow. Begin with 4 drops-1/4ml (5-8mg CBD) and slowly work your way up to what is ideal for you.", "domain": "mathematics"}
{"url": "http://mosh.ph/55287/moose-math-apple-ios-free-limited-time", "date": "2016-12-11T06:03:10Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698544140.93/warc/CC-MAIN-20161202170904-00006-ip-10-31-129-80.ec2.internal.warc.gz", "language_score": 0.8839434385299683, "token_count": 721, "dump": "CC-MAIN-2016-50", "global_id": "webtext-fineweb__CC-MAIN-2016-50__0__125558034", "lang": "en", "text": "Moose Math for Apple iOS [Free for Limited Time]\nMoose Math engages kids in a mathematical adventure and teaches counting, addition, subtraction, sorting, geometry and more. While playing 5 multi-level activities in the Moose Juice Store, Puck’s Pet Shop and Lost & Found, kids can earn rewards to help build their own city and decorate buildings. Moose Math introduces a new whimsical group of Duck Duck Moose characters, The Dust Funnies, who help with mastering math skills. Moose Math is aligned with Common Core State Standards for Kindergarten and 1st Grade and includes a Report Card section where parents and teachers can monitor progress and find additional skill-building activities. AGES: 3-7.\nMoose Math features 5 engaging math activities:\n1) MOOSE JUICE: Make smoothies while practicing counting, addition and subtraction\n2) PAINT PET: Match the pets by counting the number of dots\n3) PET BINGO: Solve addition, subtraction and counting problems to get BINGO\n4) LOST & FOUND: Learn and sort through shapes and colors\n5) DOT TO DOT: Help the Dust Funny find his way home by joining the dots\nKids will learn the following math skills based on Common Core State Standards:\n– Understand the relationship between numbers and quantities\n– Solve word problems and algebraic thinking\n– Practice number pattern recognition\n– Count by 1’s, 2’s, 5’s and 10’s\n– Master counting to 100\nADDITION & SUBTRACTION:\n– Add and subtract by 1’s, 2’s, 5’s and 10’s\n– Add and subtract up to 20\n– Learn to add and subtract with numbers, dice and rekenrek racks\n– Master geometry at Kindergarten and First Grade levels\n– Learn to identify and recognize shapes\n– Understand and compare lengths\nPARENT REPORTING: Includes a Report Card section where parents and teachers can monitor progress for each child and learn about new skill-building activities.\nDEVELOPED WITH EDUCATORS:\n– Developed in conjunction with Stanford University Educator, Jennifer DiBrienza, PhD in –\nEarly Elementary Education and former NYC public school teacher (K-Grade 2)\nCOMMON CORE STANDARDS: K.CC.1, K.CC.2, K.CC.4, K.CC.6, K.OA.1, K.OA.2, K.OA.5, K.MD.2, K.MD.3, K.G.2, K.G.3, K.G.4, 1.OA.1, 1.OA.2, 1.OA.6\nABOUT DUCK DUCK MOOSE\n(A wholly-owned subsidiary of Khan Academy)\nDuck Duck Moose, an award-winning creator of educational mobile apps for families, is a passionate team of engineers, artists, designers, and educators. Founded in 2008, the company has created 21 top-selling titles and has received 21 Parents’ Choice Awards, 18 Children’s Technology Review Awards, 12 Tech with Kids’ Best Pick App Awards, and a KAPi award for “Best Children’s App” at the International Consumer Electronics Show.\nCompatibility: Requires iOS 6.0 or later. Compatible with iPhone, iPad, and iPod touch.", "domain": "mathematics"}
{"url": "http://ecssc2021.com.au/high-school-career-day/", "date": "2022-05-21T22:30:10Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00675.warc.gz", "language_score": 0.9251409769058228, "token_count": 883, "dump": "CC-MAIN-2022-21", "global_id": "webtext-fineweb__CC-MAIN-2022-21__0__210325711", "lang": "en", "text": "The Statistical Society of Australia (SSA) will host the Early Career & Student Statisticians Conference (ECSSC) 2021 virtually from July 26th to August 1st 2021. As part of the conference, we have set side a day (July 31st 2021) for our future budding statisticians! High school students (year 7 – 12), or teachers of high school and primary students are encouraged to join in the conference.\nWorkshop: An introduction to statistical programming and analysis\nThe day will begin with a hands-on workshop were students and teachers will be introduced to the freely available software package R and learn the fundamentals of statistical programming (no experience required!). Participants will have opportunities throughout the workshop to implement what they learn as they work through a statistical problem, from data exploration to data visualisation and more. Our workshop presenters are experienced R users and statisticians, spanning industry and academic researcher.\n- Dr. Emi Tanaka, Department of Econometrics and Business Statistics, Monash University\n- Dr. Kevin Wang, Statistician at CSL Behring\n- Patrick Robotham, Nimble Australia Pty Ltd\n- Daniel Fryer, Department of Mathematics and Physics, The University of Queensland\nHigh School Day Career Panel\nFollowing the workshop, a careers panel will provide information on the many possible career pathways in statistics and how to navigate statistical learning. Hear from recent statistics graduate and early career statisticians on there experiences studying statistics at varying levels of education, and how they use data in their everyday work to solve a wide variety of problems.\nSoraya McPhail is a current methodology graduate at the Australian Bureau of Statistics, ABS. She completed a Bachelor’s degree in Economics, Mathematics and Statistics at the University of Western Australia in 2020. At the ABS, Soraya works within the Statistical Methodology Branch, where she assists her team in providing statistical and sampling advice to ABS Business Surveys. Over her short time at the ABS, Soraya has worked on a wide range of projects including investigating the feasibility of using administrative data for ABS publications, confrontational analysis, sample design and estimation support for internal ABS clients.\nEver since graduating from Macquarie University in 2018, I have had the opportunity to work across multiple sectors, industries and organisational scales. From being an analyst at Australia’s largest debt purchaser to catching internal fraud for Westpac, and now with NSW Health as a Trainee Biostatistician. Let me just tell you, I’ve been in the trenches and I’ve seen some things. So, if you got what it takes, let me share my insights about this wild world.\nDr. Elena Tartaglia\nDr. Elena Tartaglia is a Research Scientist at CSIRO’s Data61. She is part of the Analytics and Decisions Sciences program and mainly works on consulting projects with external clients. Elena completed her PhD in Mathematics at the University of Melbourne in 2016 and moved into data science three years ago. Since joining Data61, she has used statistics and data science to solve problems in manufacturing, education, risk management and bushfire prevention.\nRegistration is free of charge for school students. Simply upload a copy of your student ID at the time of registration as proof of your student status. As part of your registration, you will also have access to all other conference days which include an amazing line-up of keynote speakers from all occupations, and a diverse range of selected talks from early career & student statisticians.\nRegister for the conference!\nOnline registration and information on the conference, keynote speakers, workshops, and abstract submissions are available at: http://ecssc2021.com.au/.\nA number of door prizes will be drawn during the High School Career Day, courtesy of the Australian Research Council Centre of Excellence for Mathematical & Statistical Frontiers (ACEMS). These will include some introductory statistical textbooks and book vouchers to help foster your learning in statistics!\nIf you have any questions, concerns, or feedback, please contact the ECSSC Chair via email at firstname.lastname@example.org.\nWe look forward to welcoming you to our conference!", "domain": "mathematics"}
{"url": "https://www.muswellhillprimary.co.uk/Our-Learning/Mathematics/", "date": "2024-04-14T18:28:18Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816893.19/warc/CC-MAIN-20240414161724-20240414191724-00511.warc.gz", "language_score": 0.9594704508781433, "token_count": 951, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__24741602", "lang": "en", "text": "Muswell Hill Primary School’s vision for Mathematics is that each child will possess a confidence and positive attitude to the subject regardless of their gender or background.\nEach child will move onto the next stage in their learning with a secure base of fluency and knowledge of key number facts. This knowledge will allow them to explore and solve mathematical challenges in everyday situations as maths is seen as an integral part of life.\nAt Muswell Hill Primary School the teaching of Maths is based on a mastery approach. The approach ensures that children learn the strategies and concepts on a deeper level rather than rushing through the objectives. Attention is paid to reinforcing their knowledge. Teachers use a teaching for mastery approach. At our school this means that the whole class will work together in some lessons, particularly those that introduce and explore a new concept. Teachers will focus on small steps, key representations, questions and misconceptions to introduce a concept, aiming for all children to become secure in the concept. In other lessons, it might be effective for the class to spend more time working in smaller groups or on independent practice; this will be based on the teacher’s assessment, from the previous lesson. Teachers will, informed by their assessments, adjust lessons and activities so that they are pitched at appropriate levels of challenge and provide the right ‘next step’. Best practice at our school is keeping the whole class working on the same concept, taking small steps to master this but also assessing progress and using ‘flexible grouping’: grouping that is informed by day to day marking and assessment of misconceptions. When appropriate, throughout the lesson, the children will be drawn together to learn from each other and share misconceptions so they can progress as a class. Children with special educational needs may well be working to an individual plan and teachers will differentiate their work, ensuring they are included in the theme of the lesson. Whatever their level of attainment, children should not experience repeated failure or effortless success; success should be encoded.\nLessons are planned from a balanced mathematics curriculum based on the National Curriculum with a strong emphasis both on fluency in number facts, calculations and place value and applying all areas through reasoning and problem solving. Teachers are expected to use precise explanations in order for children to clearly understand key concepts and strategies and assess pupils regularly to identify those requiring intervention, so that all pupils are supported in keeping up – diminishing differences and disadvantages. Specific, differentiated and deep questioning in lessons are key in order to test conceptual and procedural knowledge, as well as supporting and stretching pupils according to their needs.\nTeachers at MHPS base their pedagogy on evidence from bodies such as the NCETM, NRICH and Whiterose, they gather, develop and share great lesson ideas which make maths relevant as well as those which promote problem solving with pure number. Games, reasoning and problem solving are cornerstones of our teaching and learning of mathematics. The school has worked in partnership with NCETM in recent years and is committed to approach.\nThe curriculum is planned so that children have regular opportunities to embed their understanding of key maths skills; such as number bonds, knowledge of +, -, x and division/multiplication tables. The progression of written methods for calculations follow the CPA approach – from concrete (actually ‘doing’ with real objects) to pictorial representations – moving to abstract concepts only when children are ready and have a secure conceptual understanding. The calculation policy with the progression of methods used across the school is attached here.\nMaths @ Home\nTo consolidate and reinforce the maths learning carried out in school, teachers are now able to allocate online activities via the Topmarks online homework resource IXL. The children have been given their individual log in details and once logged in can access and complete their maths homework each week.\nStaying Safe Online\nDLC and the Internet have become integral to teaching and learning within schools, providing pupils and staff with opportunities to improve understanding. However, whilst this technology has many benefits for Muswell Hill Primary School, we recognise that clear procedures for appropriate use and the education of staff and pupils about online behaviour and potential risks are essential. Please click here to see our Online Safety Policy.\nHere are a list of a few useful websites to help the children with their maths learning at home:\n1) Top Marks Hit the Button: this is great for quick fire times table and number fact practice to develop the children’s fluency:\n2) TT Rockstars: In KS2 each pupil has been set up with their own individual log in, which means they can access this exciting online resource at home as well as at school.", "domain": "mathematics"}
{"url": "http://theflanneleffect.com/2018/04/18/prominent-mathematician-michael-lacey/", "date": "2018-12-15T18:49:51Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00204.warc.gz", "language_score": 0.9746376276016235, "token_count": 393, "dump": "CC-MAIN-2018-51", "global_id": "webtext-fineweb__CC-MAIN-2018-51__0__149921920", "lang": "en", "text": "Michael Lacey is a highly-honored mathematician who currently serves as a full professor and associate chair of faculty at the Georgia Institute of Technology. Michael Lacey first came to the Georgia Institute of Technology in 1996 with the rank of associate professor. He became a full professor in 2001, and he moved to his current role in 2017.\nMichael Lacey earned a BS degree in mathematics from the University of Texas in 1981. In 1987, he earned a Ph.D in mathematics under the direction of Walter Philipp. His thesis was in the area of probability theory.\nBefore coming to the Georgia Institute of Technology, Michael Lacey was an assistant professor at the University of Louisiana. From there, he moved to the same position at the University of North Carolina. From 1989 through 1996, Michael Lacey served as an assistant professor at the University of Indiana.\nDr. Lacey has received a number of honors in his field. In 1997, he was awarded with the Prix Salem for his work in phase space analysis. Dr. Lacey followed this by receiving a Guggenheim Fellowship in 2004. This prestigious honor is given to no more than four mathematicians in any given year.\nIn 2008, Dr. Lacey was awarded a Fulbright Fellowship, and spent time in Buenos Aires, Argentina. The American Mathematical Society accepted Dr. Lacey as a fellow in 2013. That organization stated that Dr. Lacey had made, “outstanding contributions in the advancement of mathematics”.\nIn his current teaching role, Dr. Lacey teaches a number of different courses on a rotating basis. In the past he has taught courses that include the Foundation of Math Proofs, Vector Calculus, Linear Algebra and Harmonic Analysis.\nDr. Lacey continues to be an adviser to graduate students and those in the Ph.D program at the Georgia Institute of Technology. He has worked with several students in postdoctoral programs as well.", "domain": "mathematics"}
{"url": "http://tutent.com/TE/IP/2321.html", "date": "2018-01-21T08:45:58Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084890394.46/warc/CC-MAIN-20180121080507-20180121100507-00572.warc.gz", "language_score": 0.9488306641578674, "token_count": 331, "dump": "CC-MAIN-2018-05", "global_id": "webtext-fineweb__CC-MAIN-2018-05__0__53814416", "lang": "en", "text": "Special pricing subjects are subjects which require a great deal of preparation by the tutor. These are subjects that are rarely asked for by students. Generally for every hour spent with the student, the tutor will spend three or more hours without the student. Because these are so labor intensive, I generally will only take on one special price situation in a semester - two at the most. The cost rate for the student can be significantly lowered from the prices show below if a digital unlocked pdf copy of the book is sent to me by the student, or if the student purchases a book for me (which I keep).\nHaving students come to my home allows me to schedule sessions both before and after any particular student. This allows me to reduce my fees in these cases. I am located near 40th and Old Cheney. (See a map. Click your browser's back button to get back to this page.)\nOne Person Rate\nThe rate for one person is $60 per hour.\nAn individual's group rate is calculated using the formula (n + 1) R / (2n) where n is the number of people in the group and R is a person's single-person price rate (including any promotional discounts). So the individual rate for two people (using the regular rate of $60/hr as an example) would be (2 + 1)($60 per hour) / 4 = $45.00 per hour, three people would be (3 + 1)$60 / 6 = $40 per hour, and so on. Promotions that lower an individual's single-person rate are applied before the group rate formula is used.", "domain": "mathematics"}
{"url": "https://www.consumerfinance.gov/consumer-tools/educator-tools/youth-financial-education/teach/activities/comparing-stock-investments/", "date": "2021-04-17T22:31:04Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038464065.57/warc/CC-MAIN-20210417222733-20210418012733-00303.warc.gz", "language_score": 0.8917936682701111, "token_count": 199, "dump": "CC-MAIN-2021-17", "global_id": "webtext-fineweb__CC-MAIN-2021-17__0__275135599", "lang": "en", "text": "Comparing stock investments\nStudents learn how calculating capital gains and capital losses can help them evaluate stock investments.\nTo measure a stock’s past performance, you’ll need to calculate that investment’s gains and losses.\n- How do you calculate a capital gain or capital loss?\n- How can you use percentages to evaluate a stock’s past performance?\n- Calculate capital gains and capital losses for stock transactions in terms of dollars and percentages\n- Understand how these calculations can help evaluate a stock’s past performance\nWhat students will do\n- Calculate capital gains and capital losses in terms of dollars and percentages for specific stock transactions.\n- Determine which stock transaction had the greatest capital gain in terms of dollars.\n- Determine which stock transaction had the greatest gain in terms of percentages.\nNote: Please remember to consider your students’ accommodations and special needs to ensure that all students are able to participate in a meaningful way.", "domain": "mathematics"}
{"url": "https://eastwickschools.uk/Year-1/", "date": "2018-11-13T21:12:30Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039741491.47/warc/CC-MAIN-20181113194622-20181113215822-00043.warc.gz", "language_score": 0.9086649417877197, "token_count": 314, "dump": "CC-MAIN-2018-47", "global_id": "webtext-fineweb__CC-MAIN-2018-47__0__109612893", "lang": "en", "text": "Welcome to Year 1\nFirstly thank you so much to everyone for coming to join in with our Harvest celebrations on Friday. We hope you enjoyed it as much as we did.\nNext week in Maths we will be ordering 3 groups of numbers from the smallest to the greatest and vice versa. We will then be ordering these numbers on a blank number line. In English we are revisiting the Three Little Pigs and thinking in particular about the Wolf who has gone missing! We will be planning and making our own missing wolf posters focusing on adjectives and descriptive phrases. In Art we will be taking a closer look at Autumn and will use leaves, pastels, paint and other media to create an Autumn scene. We will be looking at high and low pitch in Music, practising our computing skills using bug club and learning more about our value of the month - Happiness.\nMaths at home\n- Writing numbers 0-10 the correct way round. All numbers are written starting from the top.\n- Use the vocabulary, greater than, more than, fewer than, less than and equal to and discuss what each mean.\n- Practise ordering 3 numbers from 0 - 10 from smallest to biggest and vice versa. Where possible use every day objects eg pasta to help with representing each number first before ordering.\nDon’t forget Infants parents evening this week. Tuesday 3.15 - 6pm and Thursday 5.00pm - 8.00pm\nThank you for your continued support.\nYear 1 Team\nCurriculum evening handouts:", "domain": "mathematics"}
{"url": "https://meowerlordgames.itch.io/zencrement", "date": "2024-02-24T03:35:12Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474482.98/warc/CC-MAIN-20240224012912-20240224042912-00291.warc.gz", "language_score": 0.8935479521751404, "token_count": 114, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__30375695", "lang": "en", "text": "A downloadable game for Windows, Linux, and Android\nMerge as many equal numbers as you can before you run out of actions!\nUnlock 20+ different levels and optimize your score in this simple, but addictive logic puzzle.\n- 4 difficulty options\n- 24 levels\n- translations: English and German\nIn order to download this game you must purchase it at or above the minimum price of $1 USD. You will get access to the following files:\nAlso available on\nLeave a comment\nLog in with itch.io to leave a comment.", "domain": "mathematics"}
{"url": "https://ebfinder.com/genre/math-science.html", "date": "2019-05-26T19:09:10Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232259452.84/warc/CC-MAIN-20190526185417-20190526211417-00341.warc.gz", "language_score": 0.9352414608001709, "token_count": 389, "dump": "CC-MAIN-2019-22", "global_id": "webtext-fineweb__CC-MAIN-2019-22__0__148456306", "lang": "en", "text": "The third edition of this highly acclaimed undergraduate textbook is suitable for teaching all the mathematics for an undergraduate course in any of the physical sciences. As well as lucid descriptions of all the topics and many worked examples, it contains over 800 exercises. New stand-alone chapters give a systematic account of the 'special functions' of physical science, cover an extended range of practical applications of complex variables, and give an introduction to quantum operators. Further tabulations, of relevance in statistics and numerical integration, have been added. In this edit.\nA Course of Pure Mathematics is a classic textbook in introductory mathematical analysis, written by G. H. Hardy. It is recommended for people studying calculus. First published in 1908, it went through ten editions (up to 1952) and several reprints. It is now out of copyright in UK and is downloadable from various internet web sites. It remains one of the most popular books on pure mathematics.\nAn Investigation of the Laws of Thought on Which are Founded the Mathematical Theories of Logic and Probabilities by George Boole, published in 1854, is the second of Boole's two monographs on algebraic logic. Boole was a professor of mathematics at what was then Queen's College, Cork (now University College Cork), in Ireland.\nCalculus Made Easy is a book on infinitesimal calculus originally published in 1910 by Silvanus P. Thompson. The original text continues to be available as of 2008 from Macmillan and Co., but a 1998 update by Martin Gardner is available from St. Martin's Press which provides an introduction; three preliminary chapters explaining functions, limits, and derivatives; an appendix of recreational calculus problems; and notes for modern readers. Gardner changes \"fifth form boys\" to the more American sounding (and gender neutral) \"high school students,\" updates many now obsolescent mathematical notations or terms, and uses American decimal dollars and cents in currency examples.", "domain": "mathematics"}
{"url": "https://www.touchbistro.com/blog/break-even-formula/", "date": "2024-03-03T23:20:19Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476399.55/warc/CC-MAIN-20240303210414-20240304000414-00860.warc.gz", "language_score": 0.9085800051689148, "token_count": 2469, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__101859236", "lang": "en", "text": "The Ultimate Restaurant Break-Even Formula Guide: How to Calculate Your Break-Even Point\nKnowing your numbers, including your break-even point, is a critical part of running a financially viable restaurant. Your restaurant can have a James Beard Award and tables filled with customers, but if it’s spending more than it’s bringing in, the business will inevitably fail.\nNovice restaurateurs may be surprised to learn just how much math is involved in running a successful restaurant. You have to calculate the cost of goods sold to set menu prices. You have to keep an eye on labor spending to ensure overtime isn’t biting into your profits. You also have to run a break-even point analysis to ensure your restaurant is financially healthy.\nIn this guide to the break-even formula, we’re explaining:\nWhy doing a restaurant break-even analysis is vital\nCommon terms related to the break-even point formula\nHow to calculate a break-even point for your restaurant\nHow to use a break-even analysis to make business decisions\nBreak-Even Formula 101: Why Knowing Your Break-Even Point Is Crucial to Restaurant Success\nConducting a restaurant break-even analysis helps you determine how much you need to sell so that your business’ expenses match its revenue. This is one of the most critical restaurant KPIs to measure, because your break-even point enables you to understand how well your restaurant is doing financially.\nYour restaurant could be generating $100,000 each month in revenue, which sounds impressive. But if you do a break-even analysis, you might find out that your restaurant spends $200,000 each month and needs to double or triple its revenue to be profitable.\nWhen you know your restaurant’s break-even point, you can set realistic prices and sales goals to make up for your spending and turn a profit.\nBreak-Even Formula Glossary\nHere are several terms you need to know to use the break-even formula successfully.\nWhat is a break-even point?\nA break-even point is the spot at which a business earns as much money as it spends. In other words, a restaurant reaches its break-even point when it has a $0 net profit; thus, its revenue and expenses are equal.\nWhat is a break-even analysis?\nA break-even analysis is the exercise of calculating your break-even point to find out how much money your business needs to generate or how many units it must sell before it starts becoming profitable.\nWhat is the break-even formula?\nThe break-even formula helps you find your restaurant’s break-even point. You can calculate it in units sold or sales dollars generated.\nThe formula for break-even point by units sold is:\nBreak-Even Point by Units Sold = Sum of Recurring Costs / Contribution Margin\nAnd the formula for break-even point by sales dollars is:\nBreak-Even Point by Sales Dollars = Sum of Recurring Costs / Contribution Margin Ratio\nWe’ll break these formulas down in the next section.\nHow to Calculate Your Restaurant’s Break-Even Point\nHere’s how to use the two break-even point formulas to uncover critical business insights.\nPro tip: Use your POS reports to find key components of these formulas, instead of calculating them manually.\nHow to Use the Break-Even Formula to Find Your Restaurant’s Break-Even Point by Units\nSo, what do we mean by break-even point by units?\nThis figure reveals how many units of a specific menu item (e.g. scoops of ice cream) you have to sell to reach a $0 net profit. Calculating break-even point by units, rather than by sales dollars, is most useful when your menu has only a few items on it.\nSandwich shops, pizza parlors, and ice cream shops are examples of venues that might use the formula for break-even point by units.\nChoose a period of time over which you’d like to know your break-even point. For example, if you calculate your monthly break-even point, you’re learning how many units you have to sell in one month to earn as much as you spend in one month.\nBreak-Even Formula by Units Sold = Sum of Recurring Costs / Contribution Margin\nExpanded Formula: Recurring Costs / (Revenue Per Unit – Cost Per Unit)\nTo find your sum of recurring costs, add up regular expenses your restaurant owes, like rent or mortgage payments, salaries and wages, restaurant insurance, inventory, and utilities. Check your POS reports to find these expenses more easily. If you’re calculating your monthly break-even point, determine how much you spend on these things during a month.\nTo find your contribution margin, subtract your cost per unit from your revenue per unit. Revenue per unit is how much you charge customers for the item that you’re calculating a break-even point for, like a scoop of ice cream. Cost per unit is how much that item costs you to make. You can find your cost per unit in your POS reports. To calculate this figure manually, add up the ingredients’ costs for one unit of the menu item in question.\nLet’s put this formula into practice. You own a sandwich shop and want to figure out how many sandwiches you need to sell each month to break even.\nFirst, you find your recurring costs per month. After adding up your monthly inventory costs, rent, utilities, labor, and other expenses, you discover that your restaurant has $25,000 in monthly expenses.\nNext, you identify your revenue per unit and cost per unit to calculate your contribution margin. You charge customers $10 for a sandwich, so that’s your revenue per unit. You look up your per-unit costs POS report and find that two slices of bread, three ounces of deli meat, two slices of cheese, and a dollop of mayo costs your shop $3. You subtract the cost per unit cost from revenue per unit ($10 – $3) and find out that your contribution margin is $7 per sandwich.\nThen you divide your recurring monthly expenses by your contribution margin ($25,000 / $7) and learn that you have to sell 3,571 sandwiches each month to break even.\n25,000 / (10 – 3) = 25,000 / 7 = 3,571\nHow to Use the Break-Even Formula to Calculate Your Restaurant’s Break-Even Point by Sales\nThe break-even point by sales dollars formula reveals how much revenue your restaurant must generate to break even. This exercise is more useful than finding out how many units you need to sell if your restaurant has a varied menu.\nBreak-Even Point by Sales Dollars = Sum of Recurring Costs / Contribution Margin Ratio\nExpanded formula: Recurring Costs / [(Average Revenue Per Unit – Average Cost Per Unit) / Average Revenue Per Unit]\nJust like in the previous formula, to find the sum of recurring costs, you need to add up your restaurant’s regular expenses, like rent, wages, and inventory costs.\nDon’t confuse contribution margin with contribution margin ratio.The contribution margin ratio involves dividing the contribution margin by revenue per unit.\nTo find your contribution margin ratio, you’ll first need to calculate your contribution margin. You’re going to calculate contribution margin differently than you did for the break-even point per sales dollars formula.\nYou’ll use the average revenue per unit and the average cost per unit, rather than revenue per unit and cost per unit, because you want to know cost and revenue for the entire menu, rather than just for one item. Look at your POS reports to find these figures.\nSo, find your contribution margin by subtracting the average cost per unit from the average revenue per unit. Next, find your contribution margin ratio by dividing your contribution margin by your average revenue per unit.\nLet’s apply the break-even formula per sales dollars to the sandwich shop example. You want to find out how much revenue you need to generate each month to break even.\nYou already know from the last example that your sandwich shop’s monthly recurring expenses are $25,000.\nBesides sandwiches, your shop also sells chips and drinks. You look at POS reports and learn that your average revenue per unit is $7 (your average menu price), and your average cost per unit is $2 (the average amount it costs your shop to make sandwiches or purchase chips and drinks).\nNow you can plug those numbers into the break-even formula per sales dollars:\nYou find out that you need to generate $35,000 in monthly sales to break even.\n4 Ways to Use a Restaurant Break-Even Analysis\nKnowing your restaurant’s break-even point can help you set goals to reach your break-even point and eventually make a profit.\nHere are four ways to use a break-even point restaurant analysis to achieve business success.\n1. Set Sales Goals\nKnowing your break-even point can help you set sales goals based on data rather than just a gut feeling or historical sales figures. For example, if you sold 10,000 sandwiches this time last year, but your expenses have since gone up, then setting a goal to sell 10,000 sandwiches isn’t useful.\nWhile the sandwich shop examples mentioned earlier calculated the break-even point on a monthly basis, you can also calculate it on a weekly, quarterly, or annual basis to set sales targets.\n2. Set Menu Prices\nConducting a break-even analysis reveals how many units or sales you need to make to break even. If your sales goals seem unattainable, there’s no need to fret. Rather than increasing the number of units you sell, you can also increase your menu items’ prices or decrease the cost per unit.\nFor example, rather than selling sandwiches for $10, you could charge $13 for them, which will bring you closer to your revenue goals. And if you decrease your cost per unit from $3 to $2 by reducing portion sizes or finding cheaper vendors, you can reach your break-even point even faster.\nSuppose you run a per unit break-even analysis with $13 as your revenue per unit and $2 as your cost per unit with $25,000 in recurring expenses. In that case, you have to sell 2,272 sandwiches rather than 3,571 sandwiches (based on when your revenue per unit was $10 and your cost per unit was $3) each month to break even. That’s nearly 1,300 fewer sandwiches you have to sell each month!\n3. Manage Expenses\nAnother way to break even more quickly is to reduce your recurring expenses. While some costs are fixed, like rent payments, others are varied. Audit your most significant variable expenses and find ways to reduce those costs.\nFor example, labor is one of the greatest variable expenses for restaurants. Restaurants typically spend 30.5% of their revenue on salaries and wages.\nLook at your POS to audit your labor spending. How often are you overstaffed? Can you cut down on overtime? Can you give servers side duties that can make you spend less on back of house staff?\nWhen you decrease your recurring expenses, you can reach your break-even point more quickly.\nA restaurant is first and foremost a business and needs to be treated as such to stay open for the long term. A break-even point restaurant analysis can unlock powerful insights into your business’ financial health and help you plan for its longevity.\nDana is the former Content Marketing Manager at TouchBistro, sharing tips for and stories of restaurateurs turning their passion into success. She loves homemade hot sauce, deep fried pickles and finding excuses to consume real maple syrup.", "domain": "mathematics"}
{"url": "https://www.journals.ui.ac.ir/article_25940.html", "date": "2023-11-28T12:19:58Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679099514.72/warc/CC-MAIN-20231128115347-20231128145347-00117.warc.gz", "language_score": 0.759403645992279, "token_count": 1743, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__126198383", "lang": "en", "text": "L. Aiken, Attitudes toward mathematics, Review of Educational Research, 40 (1970) 551-596.\n L. Aiken, Update on Attitudes and other affective variables in learning mathematics, Review of Educational Re-search, 46 (1976) 293-311.\n A. Bishop, International perspectives on research in mathematics education, in Handbook of Research on Mathe-matics Teaching and Learning, D. A. Grouws, ed., Macmillan, New York, 1992, 710-723.\n P. Coppola, T. Di Martino, T. Pacelli, and C. Sabena, Primary teachers’ affect: A crucial variable in the teaching\nof mathematics, Nordic Studies in Mathematics Education, 17 (2012) 101-118.\n K. Daskalogianni and A. Simpson, Towards a definition of attitude: the relationship between the affective and\nthe cognitive in pre-university students, inProceedings of the 24th Conference of the IGPME, T. Nakahara and M.\nKoyama, eds., 2000, 217-224.\n V. A. Debellis and G. A. Goldin, Aspects of affect: Mathematical intimacy, mathematical integrity, in Proceedings\nof the 23rd Annual Conference of PME, O. Zaslavsky, ed., 1999, 249-246.\n P. Di Martino and R. Zan, ‘Me and maths’: Towards a definition of attitude grounded on students’ narratives,\nJournal of Mathematics Teacher Education, 13 (2010) 27–48.\n P. Di Martino and R. Zan, The construct of attitude in mathematics education, in From Beliefs to Dynamic Affect\nSystems in Mathematics Education, B. Pepin and B. Roesken-Winter, eds., Springer, Switzerland, 2015, 51-72.\n P. Ernest, The attitudes and practices of student teachers of primary school mathematics, in Proceedings of the\n12th Conference of the IGPME, A. Barbos, ed., 1988, 288-295.\n R. L. Feierabend, Review of research on psychological problems in mathematics education, Cooperative Research\nMonograph, 3 (1960) 3-46.\n E. Fennema and J. Sherman, Sex-related differences in mathematics achievement, spatial visualization and affective\nfactors, American Educational Research Journal, 14 (1977) 51-71.\n E. Fennema, The study of affect and mathematics: A proposed generic model for research, in Affect and Math-ematical Problem Solving: A New Perspective, D. B McLeod and V. M. Adams, eds., Springer, New York, 1989,\n E. Fennema and G. C. Leder, Mathematics and Gender, Teachers College Press, New York, 1990.\n G. A. Goldin, Affect, meta-affect, and mathematical belief structures, in Beliefs: A Hidden Variable in Mathematics\nEducation, G. C. Leder, E. Pehkonen, and G. Törner, eds., Kluwer, Dordercht, 2002, 59-72.\n J. Kilpatrick, A history of research in mathematics education, in Handbook of Research on Mathematics Teaching\nand Learning, D. A. Grouws. ed., Macmillan, New York, 1992, 3–38.\n G. Kulm, Research on mathematics attitude, in Research in Mathematics Education, R. J. Shumway, ed., National\nCouncil of Teachers of Mathematics, Reston, 1980, 356-387.\n G. Leder, Measurment of attitude to mathematics, For the Learning of Mathematics, 5 (1985) 18-22.\n G. C. Leder, Attitudes towards mathematics, in The Monitoring of School Mathematics, Madison: Wisconsin\nCenter of Education Reasearch, T. A. Romberg and D. M. Stewart, eds., 1987, 261-277.\n G. C. Leder and P. J. Grootenboer, Affect in mathematics education, Mathematics Education Research Journal,\n17 (2005), 1-8.\n X. Ma and N. Kishor, Assessing the relationship between attitude toward mathematics and achievement in math-ematics: A meta-analysis, Journal for Research in Mathematics Education, 28 (1997) 65-88.\n X. Ma, A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics,\nJournal for Research in Mathematics Education, 30 (1999) 520-540.\n G. Mandler, Helplessness: Theory and research in anxiety, in Anxiety; Current Trends in Theory and Research, C.\nD. Spielberger, ed., Acdemic Press, New York, 1972, 359-374.\n G. Mandler, Mind and Body: Psychology of Emotion and Stress, Norton, New York, 1984.\n G. Mandler, G. Affect and learning: Causes and consequences of emotional interactions, in Affect and Mathematical\nProblem Solving: A New Perspective, D. B. McLeod and V. M. Adams, eds., Springer-Verlag, New York, 1989,\n D. B. McLeod, Affective issues in research on teaching mathematical problem solving, in Teaching and Learning\nMathematical Problem Solving: Multiple Research Perspectives, E. A. Silver, ed., Lawrence Erabaum, Hillsdale,\n D. B. McLeod, Affective issues in mathematical problem solving some theoretical considerations, Journal for\nResearch in Mathematics Education, 19 (1988) 134-141.\n D. B. McLeod and V. M. Adams, Affect and Mathematical Problem Solving:A New Perspective, Springer-Verlag,\nNew York, 1989.\n D. B. McLeod, Research on affect in mathematics education: A reconceptualization, in Handbook of Research on\nMathematical Teaching and Learning, D. A. Grouws, ed., Macmillan, New York, 1992, 575-596.\n D. C. Neale, The role of attitudes in learning mathematics, Arithmetic Teacher, 16 (1969) 631-640.\n R. A. Philipp, Mathematics teachers’ beliefs and affect, in Second Handbook of Research on Mathematics Teaching\nand Learning, F. K. Lester, ed., Information Age Publishing, Charlotte, 2007, 257-315.\n D. A. Norman, Twelve issues for cognitive science, in Perspectives on Cognitive Science, D. A. Norman, ed., Ablex,\nNorwood, 1980, 265-295.\n L. Reyes, Affective variables and mathematics education, The Elementary School Journal, 84 (1984) 558-581.\n M. Ruffel, J. Mason, and B. Allen, Studying attitude to mathematics, Educational Studies in Mathematics, 35\n A. H. Schoenfeld, Mathematical Problem Solving, Academic Press, Orlando, 1985.\n A. H. Schoenfeld, Exploration of students’ mathematical beliefs and behavior, Journal for Research in Mathematics\nEducation, 20 (1989) 338-355.\n A. H. Schoenfeld, A discourse on methods, Journal for Research in Mathematics Education, 25 (1994) 697–710.\n A. H. Schoenfeld, Purposes and methods of research in mathematics education, Notices Amer. Math. Soc., 47\n A. Sierpinska, J. Kilpatrick, N. Balacheff, G. Howson, A. Sfard, and H. Steinbring, What is research in mathematics\neducation, and what are its results? Journal for Research in Mathematics Education, 24 (1993) 274-278.\n R. Skemp, Relational understanding and instrumental understanding, Mathematics Teaching, 77 (1976) 20–26.", "domain": "mathematics"}
{"url": "http://songsineverskip.com/?page_id=60", "date": "2018-02-23T04:01:41Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814393.4/warc/CC-MAIN-20180223035527-20180223055527-00510.warc.gz", "language_score": 0.9010888934135437, "token_count": 139, "dump": "CC-MAIN-2018-09", "global_id": "webtext-fineweb__CC-MAIN-2018-09__0__205683289", "lang": "en", "text": "Songs I Never Skip is a collection of my favourite songs.\nI am Craig Barton. I am a secondary school maths teacher, based in the North West of England. I am the Maths Adviser to the TES, the creator of mrbartonmaths.com, host of the Mr Barton Maths Podcast, and the co-founder of diagnosticquestions.com. I also run the (non maths!) blogs 555words.com and the Just the Job Podcast. My novels are Secrets and Mince Pies, Tell me a Story and The Cambridge Diaries: A Tale of Friendship, Love and Economics. On Twitter I am @mrbartonmaths.", "domain": "mathematics"}
{"url": "https://deviouslysweetpastries.com/8518/", "date": "2021-12-05T08:57:00Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363149.85/warc/CC-MAIN-20211205065810-20211205095810-00544.warc.gz", "language_score": 0.9163240194320679, "token_count": 440, "dump": "CC-MAIN-2021-49", "global_id": "webtext-fineweb__CC-MAIN-2021-49__0__60033647", "lang": "en", "text": "Geometric shapes - unique plant pictures\nWho says mathematics is boring? Such geometric shapes as these look too perfect to be real. But they exist in nature and in a special case in plants. We tend to believe that perfect geometry can only be created by human hands.\nThat is a complete mistake. Even Galileo Galilei writes in his Il Saggiatore: \"The universe was written in the language of mathematics - its characteristics are triangles, circles and other geometric figures\". Real artists know that there is an embroidered order in nature. They first observe the natural creations for hours in order to imitate them perfectly.\nThe perfect spiral of Drosophyllum Lusitanicum\nFor millennia, human civilization has sought to understand the perfect geometry in nature. So Plato in the 4th century BC. BC believed that symmetry in nature was a proof of the existence of universal forms. The famous British logician and mathematician Alan Turing has explained in his contributions on theoretical biology the way in which the geometric patterns were formed in nature.\nAlready as children we admired the beautiful structures of the snow crystals. It's like a real magic. Perfect fractals, exact symmetry - how does nature manage to achieve such perfection in the forms?\nMarvel! Take a look at these beautiful plant mandalas that we have collected for you here. Next time you are in nature, try to find geometric shapes. You will be surprised what a variety unfolds before your eyes.\nExotic porcelain flower - Hoya aldrichii\nSpiral Aloe Polyphylla\nPerfect Geometry in Purple - the Amazon Lily Leaf\nStable nature construction\nMajestic Dahlia in violet\nGinkgo tree - close-up\nThe three-dimensional Hygrophila Corymbosa\nGreen nature mandala - the lobelia\nThe whimsical Pelecyphora Aselliformis\nMagnificent camellia flower\nThe secret of red cabbage\nThe perfection of the sunflower blossom\nPrickly succulent spiral\nDelicate white flowers in circle\nNature Geometry in the Water - Sedum-like Ludwigie", "domain": "mathematics"}
{"url": "http://www.lindsayperro.com/about-us.html", "date": "2017-06-22T14:00:09Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128319575.19/warc/CC-MAIN-20170622135404-20170622155404-00297.warc.gz", "language_score": 0.9770625233650208, "token_count": 312, "dump": "CC-MAIN-2017-26", "global_id": "webtext-fineweb__CC-MAIN-2017-26__0__131367423", "lang": "en", "text": "My name is Lindsay Perro and I am an educational writer and content developer.\nAfter spending 8 years as a Middle School Math Teacher, I am now following\nmy passion and focusing on creating quality educational resources to make\nyour job easier and keep students engaged and excited about math!\nMy last teaching position was in Math Intervention. In this position I worked with at-risk math students in grades 6-8. I quickly realized how bored they were by traditional textbooks and traditional ways of teaching. Since I didn't have a specific curriculum to follow I was able to work based on what the students needed. That flexibility really helped me embrace the idea of creating my own curriculum and resources. I discovered that students might hate worksheets, but will jump at the chance to practice fraction operations if it was a coloring activity. Yes, even middle school students love to color! I started to go by the thinking, \"If I'm bored making the answer key, they'll be bored doing the work too!\" That drastically changed the way I taught.\nI've been blessed with two wonderful children and the opportunity to take time away from the classroom to focus on being a Mommy to them, while working from home doing what I love!\nMy goal is to help math teachers bring their students out of the math textbook and into a hands on, interactive and fun learning environment. By taking students beyond the worksheet and into things like board games, coloring pages, stations, riddles and more, we are able to allow them to have fun while learning.", "domain": "mathematics"}
{"url": "http://ccur.lib.ccu.edu.tw/handle/A095B0000Q/167", "date": "2019-11-13T15:24:38Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496667262.54/warc/CC-MAIN-20191113140725-20191113164725-00466.warc.gz", "language_score": 0.6996846795082092, "token_count": 811, "dump": "CC-MAIN-2019-47", "global_id": "webtext-fineweb__CC-MAIN-2019-47__0__128650283", "lang": "en", "text": "為了改善滾珠螺桿進給系統的加工精度，在本研究中建立一個數學模型來模擬滾珠螺桿進給系統的溫度分布和熱變位。首先利用雷射干涉儀來取得滾珠螺桿進給系統在各種工況條件下的定位精度，然後校準熱模型中的熱變形量直到與實驗結果相互吻合，再通過複雜的工況條件進行驗證。在此熱模型中也探討各項係數及操作條件下對於模擬結果的影響，包含環境溫度、熱對流係數、潤滑油黏溫關係式、螺帽速度及加速度係數等。而模擬結果顯示滾珠螺桿進給系統之發熱量在螺帽速度10 mpm下大約為700 W/m2，在螺帽速度5 mpm下大約為400 W/m2，單一工況之模擬結果誤差為4 μm，而在複雜工況條件下的誤差為7 μm。 In order to improve the machining accuracy of a ball screw drive system, in this study a mathematical model is developed to simulate the temperature distribution and thermal displacement of the ball screw drive system. Firstly, the position accuracy of a ball screw drive system is obtained using a laser interferometer at various working conditions. Then simulated thermal deformations are calibrated to match experimental results. Then the model is verified by complex working conditions.The effects of various coefficient and operating conditions are also investigated in this model, including ambient temperature, heat convection coefficient, lubricant viscosity relationship, nut speed and acceleration coefficients. The result show that the heat generation in the ball screw drive system is around 700 W/m2 at the nut speed of 10 mpm, whereas 400 W/m2 at 5 mpm. The position accuracy predicted by this model is 4 μm in simple working conditions, whereas 7 μm in complex working conditions.", "domain": "mathematics"}
{"url": "https://www.siuslaw.k12.or.us/o/siuslaw-school-district/page/stem-programs", "date": "2020-07-10T07:50:26Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655906214.53/warc/CC-MAIN-20200710050953-20200710080953-00441.warc.gz", "language_score": 0.941271960735321, "token_count": 203, "dump": "CC-MAIN-2020-29", "global_id": "webtext-fineweb__CC-MAIN-2020-29__0__184129821", "lang": "en", "text": "<insert slideshow here>\nA special Thank You to the Oregon Coast STEM Hub for their support of Siuslaw School District this year. They have provided teachers with a variety of professional development opportunities. Siuslaw teachers have been taking advantage of the PD offered and are engaging students throughout the district in Science, Technology, Engineering, Art and Math education.\nThe Oregon Coast STEM Hub promotes integrated science, technology, engineering and math education and serves coastal teachers, students and communities. It is one of six Regional STEM Hubs funded in 2014-2015 by the Oregon Department of Education. The Oregon Coast STEM Hub is centered at OSU's Hatfield Marine Science Center in Newport and serves the entire Oregon coast region.\nMarine Advanced Technology Education, Remotely Operated Vehicles is a program here students use STEAM curriculum to solve real world problems. In this unit, student will work in cooperative learning teams to engineer and build an underwater robot to solve real-world problems underwater.\nCheck out their official website.", "domain": "mathematics"}
{"url": "http://www.musicgenerationwicklow.ie/programmes/project-maths/", "date": "2022-05-27T12:04:11Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662647086.91/warc/CC-MAIN-20220527112418-20220527142418-00390.warc.gz", "language_score": 0.9577955603599548, "token_count": 227, "dump": "CC-MAIN-2022-21", "global_id": "webtext-fineweb__CC-MAIN-2022-21__0__241583612", "lang": "en", "text": "The Project Maths Performance was a collaborative project between Music Generation Wicklow, Music Generation and the Department of Education and Skills. The idea from this project evolved from the established correlation between Maths and Music. From metre, rhythm, random selection, harmonics, repetition, built chordal patterns the possibilities are endless! The Department of Education through Music Generation has given us this opportunity to celebrate this relationship between maths and music and provide a really exciting and accessible experience for the young people of Scoil Chonglais, Baltinglass.\nComposer Andrew Synnott conducted workshops and exploration sessions with the students from Scoil Chonglais, supported by five Music Generation Wicklow tutors. Together they explored the connections between maths and music, and selected a notion on which the composition could be based. The students were invited to perform at a National Conference for Project Maths held in the National University of Ireland, Maynooth on Friday 15th November 2013. Forty Students from Scoil Chonglais and five professional musicians from Music Generation performed the original composition which was attended by the Minister for State Sean Sherlock.", "domain": "mathematics"}
{"url": "http://kevwitch.weebly.com/this-week-in-1st-grade/april-22nd-2018", "date": "2020-08-07T00:30:02Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439737050.56/warc/CC-MAIN-20200807000315-20200807030315-00086.warc.gz", "language_score": 0.9415224194526672, "token_count": 323, "dump": "CC-MAIN-2020-34", "global_id": "webtext-fineweb__CC-MAIN-2020-34__0__139213894", "lang": "en", "text": "The t-shirt fundraiser was great, kids and adults from all the grades ordered shirts. I will place the order for the shirts Monday (Today) afternoon.\nSuper Power of the week- Virtue of Unity. Working together we can do anything!\nSo exciting, Mrs. Harrison and I are working together in P.E. to teach these first graders how to play kick ball. We are starting very basic and having a lot of fun!\nSocial Studies- This week we will finish up our unit on Needs, wants, money and jobs. I am very excited to start science again. We will study sound and light!\nMath- We are continuing to work on place value with 1s and 10s. We also introduced using the number chart as a math tool. I am sending home a sheet on Xtramath. This is a great web site/app we are using in class that gives great practice with math facts and also great information on how each student is doing. I strongly encourage students to practice at home with it daily. It only take 5-10 min.\nHomework-Extra math, 2 Math pages, Star reading, 8 stars are required with 4 sentences. These sentences should summarize what they read. This is a great writing practice for our first graders. It is also great comprehension practice.\nHave a great week,\n4/27 Talent Show\n4/30-5/11 Kick ball tournament.\n5/4 Dace Evolution Field trip 9:40-11:20\n5/11 STAFF AND PARENT KICKBALL GAME", "domain": "mathematics"}
{"url": "http://quantonline.co.za/about_us.html", "date": "2017-04-26T09:50:28Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121267.21/warc/CC-MAIN-20170423031201-00170-ip-10-145-167-34.ec2.internal.warc.gz", "language_score": 0.9376062750816345, "token_count": 574, "dump": "CC-MAIN-2017-17", "global_id": "webtext-fineweb__CC-MAIN-2017-17__0__272614536", "lang": "en", "text": "Dr Antonie Kotze (Pr.Phys)\nAntonie holds a Ph.D. in Theoretical/Mathematical Physics from the University of the Witwatersrand where Quantum Chaos Theory was his field of interest. He is a registered professional physicist (http://www.saip.org.za/index.php/news-and-events/opportunities/287-register-as-professional-physicist-pr-phys-with-saip). With more than 23 years' experience as a quantitative analyst in the South African and African financial and derivatives markets, he is a renowned expert in financial mathematics, modelling and training. Antonie is a former Rand Afrikaans University (currently the University of Johannesburg) faculty member who has facilitated many successful training workshops throughout Africa. He has recently been appointed Senior Research Associate in the department of Quantitative Finance at the University of Johannesburg and and as Extraordinary Senior Lecturer in the Department of Mathematics and Applied Mathematics at the University of Pretoria.\nWith his one foot firmly planted in academia, he bridges the gap between academic research and the practicalities of the trading floor and risk management within trading houses.\nThe span of Antonie's derivative experience includes capital, interest rate, foreign exchange, commodity (hards and softs), credit and equity markets. He has hands-on knowledge of trading derivatives, statistical analysis, Monte Carlo simulations, stress testing and scenario analysis, option trading and risk management systems, basket and relative arbitrage, futures curves, equity linked and interest rate derivative structures, foreign exchange futures, derivatives clearing and collateralised finance - the gains of working in a front office quantitative position. He is also a registered Safex and YieldX derivatives dealer.\nHe has been an independent derivatives pricing, valuation and model validation specialist and expert since 2003. He also conducts and facilitates specialist training courses and workshops on all topics relating to the financial markets, trading, risk management, Basel regulations and derivatives pricing and modeling.\nAntonie's career history includes close work with institutional clients and hedge funds to devise investment, hedging and gearing strategies utilising complex optionality. He has developed highly sophisticated mathematical models and computer systems used by traders, risk managers, fund managers and corporate financiers. As a derivative expert he assists companies and audit firms in the structuring, modelling and valuation of complex mergers, acquisitions, take-overs, lending agreements between companies, BEE structures, structured transactions and employee share incentive schemes.\nAntonie held positions as a quant at Standard Bank, RMB, Mercury Structured Products and Absa Corporate and Merchant Bank (now Absa Capital and part of Barclays Capital) before he incorporated Financial Chaos Theory (FCT) in 2003. FCT is proud to be an independent valuation service provider or pricing vendor.", "domain": "mathematics"}
{"url": "http://freebeginnersguitarlessons.com/how-to-play-guitar/an-unfingered-guitar-string-is-0-70-m-long-and-is-tuned-to-play-e-above-middle-c-330-hz-how-far-from-the-en", "date": "2015-02-28T12:22:01Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936461944.75/warc/CC-MAIN-20150226074101-00006-ip-10-28-5-156.ec2.internal.warc.gz", "language_score": 0.8431848287582397, "token_count": 181, "dump": "CC-MAIN-2015-11", "global_id": "webtext-fineweb__CC-MAIN-2015-11__0__9106615", "lang": "en", "text": "An unfingered guitar string is 0.70 m long and is tuned to play E above middle C (330 Hz). How far from the end of this string must the finger be placed to play G# above middle C (415 Hz)?\nI’m stuck on this one can someone help me out?\nFor a string fixed at both ends the fundamental frequency is f1 = v/2L\nSo v/2 = L1*f1 Since the wave speed is constant\nwe obtain for the second frequency\nv/2 = L2*f2\nPutting these together L1*f1 = L2*f2 or L2 = L1*f1/f2 = 0.70m*330/415 = 0.56 m\nSo you must finger the string at 0.70-0.56 = 0.14m from the end", "domain": "mathematics"}
{"url": "http://circled.newsoftheworld.top/1st-grade-counting-coins-worksheet/", "date": "2020-08-15T14:14:24Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439740848.39/warc/CC-MAIN-20200815124541-20200815154541-00019.warc.gz", "language_score": 0.9214469790458679, "token_count": 2212, "dump": "CC-MAIN-2020-34", "global_id": "webtext-fineweb__CC-MAIN-2020-34__0__4185760", "lang": "en", "text": "Table of Contents :\nTop Suggestions 1st Grade Counting Coins Worksheet :\n1st Grade Counting Coins Worksheet How many in all in this fruit themed worksheet students will use helpful visuals and fill in the blank equations to break down place value and two digit numbers perfect for first grade classrooms Young mathematicians jump to the rhythm of the math beat with this colorful worksheet that features single digit addition problems with sums up to nine this is great for first grade math students After a spring semester of remote learning amid the covid 19 spread sending our little ones back to the classroom whether.\n1st Grade Counting Coins Worksheet Knowre math is an online core supplement for grades 1 12 that needs only a browser to view the resources can be filtered by grade level covering k 12 and include worksheets mobile apps What they need to learn first then next and it s a step by step program so it s really nice to kind of tie the two together both print material doing flash cards working on worksheets He s been two grade levels up in math since preschool and elearning was often the solution so we know first hand can access them instead of doing worksheets over zoom.\n1st Grade Counting Coins Worksheet This curriculum aligned math platform used by many school districts has free video game style math learning for students in first through eighth grade tons of free worksheets printable Lamont and her husband accepted early on that they just didn t have time to go through the worksheets as a result the first few weeks or even months of the new school year are spent reviewing He quickly adapted his class lessons uploading math worksheets and videos of himself teaching to microsoft teams and classdojo for his second grade classes schools with money to purchase.\nOur son underwent his first first grade in math kids were taught various strategies for multiplication and division but the times tables were their parents problem instead of worksheets Welcome to the seventh grade math national summer school in michigan instead kids spent a lot of time doing worksheets digitally and reviewing old material rowe frankly we were all thrust.\n1st Grade Counting Money Worksheets Free Printable\n1st Grade Counting Money Worksheets Identifying Coins Including Matching Coins To Their Value And Name And Counting Coins Counting Coin Worksheets Start With Just Pennies And Dimes And Proceed To Cover All Coins Free Worksheets With No Login Required\nGrade 1 Counting Money Worksheets Homeschool Math\nYou Are Here Home Worksheets Grade 1 Counting Money Grade 1 Counting Money Worksheets In First Grade Children Learn To Count Pennies Nickels Dimes And Quarters The Worksheets Below Provide Problems In Increasing Difficulty Starting With The Easiest Combinations Such As Only Pennies And Dimes Together\nFirst Grade Coin Counting Worksheets Worksheet Resume\nFirst Grade Coin Counting Worksheets August 13 By Admin 21 Posts Related To First Grade Coin Counting Worksheets First Grade Counting Worksheets Grade 1 First Grade Counting Money Worksheets 1st Grade Grade 2 Math Counting Worksheets First Grade Money Counting Worksheets Counting Money Worksheets 2nd Grade First Grade Math Worksheets Counting By 2 First Grade Worksheets For\nCounting Coins Printable Math Worksheets At\nCounting Coins Is A Great Follow Up Exercise When Students Know Basic Coin Values And Can Use Skills Like Skip Counting To Figure Out How Many Coins Add Up To A Particular Value Follow This Up With Mixed Coins And Your Second Grade Students Will Be Well On Their Way To Calculating The Total Amount Of Money Represented By A Hand Full Of Loose Change\nCounting Coins Basic Printables Super Teacher Worksheets\n1st And 2nd Grades View Filing Cabinet Logged In Members Can Use The Super Teacher Worksheets Filing Cabinet To Save Their Favorite Worksheets Quickly Access Your Most Used Files And Your Custom Generated Worksheets Please Login To Your Account Or Become A Member And Join Our Community Today To Utilize This Helpful Feature Task Cards Coins Basic Students Examine The Task CardsCounting 1p Coins Worksheet Kindergarten Worksheets Free\nCounting 1p Coins Worksheet Kindergarten Worksheets Free Free Printable Worksheets Pearson Intermediate Kids Worksheet Answers Free Math Sheets For 2nd Grade Solving One And Two Step Equations Worksheet Kids Worksheet 1 Formula Sheet Printable Addition Practice1st Grade Counting Numbers Worksheets Free Printables\nFirst Grade Counting And Numbers Worksheets Combine Entertainment And Numbers Into An Exciting Learning Environment Your Child Will Learn Basic Math Skills While Counting Money Skip Counting And More There Are Plenty Of Color Black And White And Holiday Activities To Choose From Students Are Certain To Never Be Bored With First Grade Counting And Numbers WorksheetsMoney Printable Math Worksheets At Dadsworksheets\nFirst Grade Students May Struggle Still With Combining Whole Dollars And Cents Decimal Arithmetic But There Are Variations Of The Worksheets With Counting Coins Only And Counting Money Bills Only That Can Ease This Transition From There Worksheets With Coins And Bills Including Comparing Money Are Great Practice For More Advanced Students\nNotes And Coins Worksheets Lesson Worksheets\nNotes And Coins Displaying All Worksheets Related To Notes And Coins Worksheets Are Buying With Notes And Coins 1 Buying With Notes And Coins 1 Money Fun Booklet Math Mammoth British Money Coin Collecting Kierens Coin Year 2 Lesson Plan 19 Flipping Coins Year 3 Home Learning Wc Overall Topic The Stone\nCounting Coins Brainpop Jr\nCheck Your Students Knowledge And Unleash Their Imaginations With Creative Coding Projects To Get Started All You Have To Do Is Set Up Your Teacher Account Already Have An Individual Account With Creative Coding\n1st Grade Counting Coins Worksheet. The worksheet is an assortment of 4 intriguing pursuits that will enhance your kid's knowledge and abilities. The worksheets are offered in developmentally appropriate versions for kids of different ages. Adding and subtracting integers worksheets in many ranges including a number of choices for parentheses use.\nYou can begin with the uppercase cursives and after that move forward with the lowercase cursives. Handwriting for kids will also be rather simple to develop in such a fashion. If you're an adult and wish to increase your handwriting, it can be accomplished. As a result, in the event that you really wish to enhance handwriting of your kid, hurry to explore the advantages of an intelligent learning tool now!\nConsider how you wish to compose your private faith statement. Sometimes letters have to be adjusted to fit in a particular space. When a letter does not have any verticals like a capital A or V, the very first diagonal stroke is regarded as the stem. The connected and slanted letters will be quite simple to form once the many shapes re learnt well. Even something as easy as guessing the beginning letter of long words can assist your child improve his phonics abilities. 1st Grade Counting Coins Worksheet.\nThere isn't anything like a superb story, and nothing like being the person who started a renowned urban legend. Deciding upon the ideal approach route Cursive writing is basically joined-up handwriting. Practice reading by yourself as often as possible.\nResearch urban legends to obtain a concept of what's out there prior to making a new one. You are still not sure the radicals have the proper idea. Naturally, you won't use the majority of your ideas. If you've got an idea for a tool please inform us. That means you can begin right where you are no matter how little you might feel you've got to give. You are also quite suspicious of any revolutionary shift. In earlier times you've stated that the move of independence may be too early.\nEach lesson in handwriting should start on a fresh new page, so the little one becomes enough room to practice. Every handwriting lesson should begin with the alphabets. Handwriting learning is just one of the most important learning needs of a kid. Learning how to read isn't just challenging, but fun too.\nThe use of grids The use of grids is vital in earning your child learn to Improve handwriting. Also, bear in mind that maybe your very first try at brainstorming may not bring anything relevant, but don't stop trying. Once you are able to work, you might be surprised how much you get done. Take into consideration how you feel about yourself. Getting able to modify the tracking helps fit more letters in a little space or spread out letters if they're too tight. Perhaps you must enlist the aid of another man to encourage or help you keep focused.\n1st Grade Counting Coins Worksheet. Try to remember, you always have to care for your child with amazing care, compassion and affection to be able to help him learn. You may also ask your kid's teacher for extra worksheets. Your son or daughter is not going to just learn a different sort of font but in addition learn how to write elegantly because cursive writing is quite beautiful to check out. As a result, if a kid is already suffering from ADHD his handwriting will definitely be affected. Accordingly, to be able to accomplish this, if children are taught to form different shapes in a suitable fashion, it is going to enable them to compose the letters in a really smooth and easy method. Although it can be cute every time a youngster says he runned on the playground, students want to understand how to use past tense so as to speak and write correctly. Let say, you would like to boost your son's or daughter's handwriting, it is but obvious that you want to give your son or daughter plenty of practice, as they say, practice makes perfect.\nWithout phonics skills, it's almost impossible, especially for kids, to learn how to read new words. Techniques to Handle Attention Issues It is extremely essential that should you discover your kid is inattentive to his learning especially when it has to do with reading and writing issues you must begin working on various ways and to improve it. Use a student's name in every sentence so there's a single sentence for each kid. Because he or she learns at his own rate, there is some variability in the age when a child is ready to learn to read. Teaching your kid to form the alphabets is quite a complicated practice.\nTags: #quarter worksheets for 1st grade#money worksheets for grade 1#coin identification worksheets 1st grade#money worksheets for 1st graders#add 2nd grade money worksheets#preschool counting money worksheets#count money worksheet#basic money counting worksheets#simple money worksheets#kids money worksheet", "domain": "mathematics"}
{"url": "https://www.mangatoon.org/mathematics-maestro-solver-expert-solutions-in-seconds/", "date": "2024-02-21T22:00:55Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473558.16/warc/CC-MAIN-20240221202132-20240221232132-00673.warc.gz", "language_score": 0.884601354598999, "token_count": 1215, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__161546719", "lang": "en", "text": "In the dynamic realm of mathematics, where precision and efficiency are paramount, the need for expert solutions in seconds has become increasingly crucial. As students, educators, and professionals grapple with mathematical challenges, a distinguished ally steps into the spotlight – the “Mathematics Maestro Solver.” This article delves into the significance of the Mathematics Maestro Solver, a tool designed to provide expert solutions with unprecedented speed and accuracy.\nRising Demands in the World of Mathematics:\nThe contemporary landscape of academia and professional pursuits demands swift and accurate solutions to mathematical problems. As the complexity of mathematical challenges continues to grow, the pressure to obtain expert solutions in a matter of seconds has become a defining characteristic of success in various fields. The Mathematics Maestro Solver stands at the forefront, ready to meet these rising demands head-on.\nFeatures of Mathematics Maestro Solver: Navigating its Capacities:\nThe Mathematics Maestro Solver distinguishes itself through a suite of features meticulously designed to address the diverse needs of users engaged in mathematical problem-solving. Its advanced algorithms, instantaneous functionality, and commitment to precision make it an indispensable tool for those seeking expert solutions within seconds.\nAdvanced Algorithms: Harnessing Computational Power:\nAt the heart of the Mathematics Maestro Solver are advanced algorithms that harness the full spectrum of computational power. These algorithms are crafted to unravel complex mathematical problems with speed and accuracy, ensuring that users can obtain expert solutions without compromising on precision. The synergy of mathematical expertise and cutting-edge algorithms positions the Mathematics Maestro Solver as a powerhouse in the world of mathematical tools.\nInstantaneous Functionality: Speed Redefined:\nOne of the defining features of the Mathematics Maestro Solver is its instantaneous functionality. In a world where time is of the essence, users can input mathematical challenges and receive expert solutions in a matter of seconds. This real-time capability not only sets the Mathematics Maestro Solver apart but also caters to the urgent needs of students, professionals, and anyone engaged in time-sensitive mathematical tasks.\nVersatility Across Mathematical Realms: From Basics to Complex Challenges:\nThe Mathematics Maestro Solver’s versatility shines as it seamlessly navigates through a wide array of mathematical realms. Whether users are tackling fundamental arithmetic problems, algebraic equations, or intricate calculus challenges, the solver adapts to the complexity of each task. Its versatility positions the Mathematics Maestro Solver as a comprehensive tool catering to users with diverse mathematical problem-solving needs.\nUser-Friendly Interface: Accessibility Redefined:\nDespite its computational prowess, the Mathematics Maestro Solver maintains a user-friendly interface. Accessibility is paramount, and the tool is designed to cater to users across different proficiency levels. The intuitive interface ensures that individuals, regardless of their mathematical background, can effortlessly engage with the solver and obtain expert solutions within seconds.\nPrecision at Every Step: Ensuring Accuracy in Results:\nWhile speed is a hallmark of the Mathematics Maestro Solver, it does not compromise on precision. Each solution generated by the solver is meticulously crafted to uphold accuracy and correctness. This commitment to precision ensures that users can rely on the Mathematics Maestro Solver for dependable and trustworthy mathematical solutions, a crucial attribute in academic and professional settings.\nPlagiarism-Free Solutions: Upholding Academic Integrity:\nMaintaining academic integrity is a core value embedded in the functionality of the Mathematics Maestro Solver. The tool provides plagiarism-free solutions, ensuring that each response is generated based on the user’s input. This commitment to authenticity and originality reinforces the Mathematics Maestro Solver’s credibility as a reliable educational resource.\nCustomization for Individual Preferences: Tailoring the Experience:\nRecognizing that every user has unique preferences, the Mathematics Maestro Solver offers customization options. Users can tailor settings to align with their preferred learning style, adjusting the complexity of solutions, formatting preferences, and more. This customization ensures that the Mathematics Maestro Solver caters to individual needs, enhancing the overall user experience.\nFeedback Mechanism for Continuous Improvement: Evolution in Excellence:\nTo ensure that the Mathematics Maestro Solver remains at the forefront of technological excellence, it incorporates a feedback mechanism. Users can provide input on the effectiveness of solutions, user interface features, and overall user experience. This feedback loop facilitates continuous improvement, allowing the Mathematics Maestro Solver to evolve based on the evolving needs and preferences of its user base.\nEducational Support and Enrichment: Beyond Solutions to Understanding:\nThe Mathematics Maestro Solver goes beyond being a solution provider; it serves as an educational ally, offering support and enrichment. It acts as a virtual tutor, providing additional insights, explanations, and alternative approaches to mathematical challenges. Users, whether students or professionals, can leverage this support to deepen their understanding of mathematical concepts and enhance their overall proficiency.\nContinuous Learning and Adaptability: Navigating the Mathematical Landscape:\nThe Mathematics Maestro Solver embodies a philosophy of continuous learning and adaptability. It recognizes that the landscape of mathematical challenges is ever-evolving, with new complexities and nuances emerging regularly. By promoting a mindset of continuous learning and adaptability, the Mathematics Maestro Solver ensures that users remain agile and well-equipped to navigate the dynamic world of mathematical problem-solving.\nThe Mathematics Maestro Solver emerges as a transformative tool in the realm of mathematical problem-solving, providing expert solutions in seconds. Its advanced algorithms, instantaneous functionality, and commitment to precision redefine the landscape of mathematical tools. As users embrace the Mathematics Maestro Solver, they unlock a gateway to rapid and accurate mathematical solutions, empowering themselves to navigate the challenges of mathematics with unparalleled speed and expertise. In a world where time is a precious commodity, the Mathematics Maestro Solver stands as the key to unlocking a new era of expert solutions in the blink of an eye.", "domain": "mathematics"}
{"url": "http://knittingtoolkit.com/", "date": "2023-06-10T17:32:41Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224657735.85/warc/CC-MAIN-20230610164417-20230610194417-00139.warc.gz", "language_score": 0.831696093082428, "token_count": 165, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__212486574", "lang": "en", "text": "The NO MATH solution for customizing your knitting patterns.\nShorten or lengthen your cardigan and calculate the perfect band pickup.\nAdd darts to any pattern for improved fit.\nAccurately increase or decrease a large number of stitches across a row.\nDesign your own rectangular items using any yarn and any stitch pattern.\nEasily modify the number and size of buttons to personalize a cardigan.\nSubstitute yarns for any knitting pattern with a little math.\nAdjust the length of any shaped piece. Perfect for modifying sleeve lengths.\nShape a large number of stitches over a smaller number of rows. Shape shoulders for better fit.\nThis app is available on iOS and Android devices, download today and start customizing your patterns.\n(iPad version in the works)", "domain": "mathematics"}
{"url": "https://www.transamerica.com/individual/products/mutual-funds/funds-list/hybrid-allocation/strategic-high-income/holdings/", "date": "2018-08-14T15:10:22Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221209165.16/warc/CC-MAIN-20180814150733-20180814170733-00221.warc.gz", "language_score": 0.9130470752716064, "token_count": 124, "dump": "CC-MAIN-2018-34", "global_id": "webtext-fineweb__CC-MAIN-2018-34__0__55534175", "lang": "en", "text": "FIXED INCOME STATISTICS\nAverage Price is a price of bond's interest- rate sensitivity based on the average of the price over which a bond's cash flows accrue to the bondholder.\nSource: Thompson, Siegel & Walmsley LLC\nAverage Maturity is computed by weighting the maturity of each security in the portfolio by the market value of the security, then averaging these weighted figures.\nAverage Duration is a time measure of a bond's interest-rate sensitivity, based on the weighted average of the time periods over which a bond's cash flows accrue to the bondholder.", "domain": "mathematics"}
{"url": "http://joevillanova.blogspot.com/2013/04/plato-universe.html", "date": "2018-03-18T11:47:33Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645613.9/warc/CC-MAIN-20180318110736-20180318130736-00278.warc.gz", "language_score": 0.9663479328155518, "token_count": 745, "dump": "CC-MAIN-2018-13", "global_id": "webtext-fineweb__CC-MAIN-2018-13__0__201482202", "lang": "en", "text": "Thursday, April 18, 2013\nAccording to a recent theory the Universe could be a dodecahedron. It is surprising that Plato used a dodecahedron as the quintessence to describe the cosmos. Plato (c. 427 BC – c. 347 BC) also stated that time had a beginning; it came together with the universe in one instant of creation.\nPlato held the view that mathematical objects really existed so that they are discovered by mathematicians (in the same way that new continents are discovered by explorers) rather than invented. Plato believed that mathematics provided the best training for thinking about science and philosophy. The five regular solids are named Platonic Solids today after Plato.\nOf the 5 solids, the tetrahedron has the smallest volume for its surface area and the icosahedron the largest; they therefore show the properties of dryness and wetness respectively and so correspond to Fire and Water. The cube, standing firmly on its base, corresponds to the stable Earth but the octahedron which rotates freely when held by two opposite vertices, corresponds to the mobile Air. The dodecahedron corresponds to the Universe because the zodiac has 12 signs (the constellations of stars that the sun passes through in the course of one year) corresponding to the 12 faces of the dodecahedron.\n“To earth, then, let us assign the cubic form, for earth is the most immovable of the four and the most plastic of all bodies, and that which has the most stable bases must of necessity be of such a nature. Now, of the triangles which we assumed at first, that which has two equal sides is by nature more firmly based than that which has unequal sides, and of the compound figures which are formed out of either, the plane equilateral quadrangle has necessarily a more stable basis than the equilateral triangle, both in the whole and in the parts. Wherefore, in assigning this figure to earth, we adhere to probability, and to water we assign that one of the remaining forms which is the least movable, and the most movable of them to fire, and to air that which is intermediate. Also we assign the smallest body to fire, and the greatest to water, and the intermediate in size to air, and, again, the acutest body to fire, and the next in acuteness to air, and the third to water. Of all these elements, that which has the fewest bases must necessarily be the most movable, for it must be the acutest and most penetrating in every way, and also the lightest as being composed of the smallest number of similar particles, and the second body has similar properties in a second degree, and the third body, in the third degree. Let it be agreed, then, both according to strict reason and according to probability, that the pyramid is the solid which is the original element and seed of fire, and let us assign the element which was next in the order of generation to air, and the third to water.We must imagine all these to be so small that no single particle of any of the four kinds is seen by us on account of their smallness, but when many of them are collected together, their aggregates are seen. And the ratios of their numbers, motions, and other properties, everywhere God, as far as necessity allowed or gave consent, has exactly perfected and harmonized in due proportion.“\nPlato: Timaeus (55d-56c) p 1181\nThe posters visualize the five solids in space creating a surreal depiction of Plato’s Universe.", "domain": "mathematics"}
{"url": "http://homepages.lboro.ac.uk/~matl3/", "date": "2014-09-22T18:11:59Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657137145.1/warc/CC-MAIN-20140914011217-00257-ip-10-234-18-248.ec2.internal.warc.gz", "language_score": 0.7086787819862366, "token_count": 307, "dump": "CC-MAIN-2014-41", "global_id": "webtext-fineweb__CC-MAIN-2014-41__0__171272151", "lang": "en", "text": "Ph.D. in Applied Mathematics, May 2012, New Jersey Institute of Technology, USA\nDissertation: Instabilities in Newtonian films and nematic liquid crystal droplets.\nAdvisors: Dr. Lou Kondic and\nDr. Linda J. Cummings\nM.S. in Applied Mathematics, National Chung Cheng University, Taiwan\nThesis: Numerical methods for the nonlinear Schrodinger equation\nAdvisor: Dr. Ming-Chih Lai\nB.S. in Mathematics, National Chung Cheng University, Taiwan\n2012.12--2014.07 Research Associate, Loughborough University, UK\n2012.06--2012.12 Marie Curie Experienced Researcher, Loughborough University, UK\nCoherent structures in non-local dispersive active-dissipative systems T.-S. Lin, M. Pradas, S. Kalliadasis, D. T. Papageorgiou and D. Tseluiko,\nModeling flow of nematic liquid crystal down an incline\nM. A. Lam, L. J. Cummings, T.-S. Lin and L. Kondic, J. Eng. Math., in press.\nNumerical study of a non-local weakly nonlinear model for a liquid film sheared by a turbulent gas T.-S. Lin, D. Tseluiko and S. Kalliadasis, Procedia IUTAM, 11, 98 (2014).", "domain": "mathematics"}
{"url": "https://nkaggregator.com/2017/05/25/old-book-on-astronomy/", "date": "2017-08-19T09:24:41Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105334.20/warc/CC-MAIN-20170819085604-20170819105604-00314.warc.gz", "language_score": 0.9494423866271973, "token_count": 183, "dump": "CC-MAIN-2017-34", "global_id": "webtext-fineweb__CC-MAIN-2017-34__0__87832753", "lang": "en", "text": "Pyongyang, May 25 (KCNA) — It was in 1343 that the astronomy-related book “Susiryokchopbopripsong” written by Kang Bo, a civil official and mathematician in the period of Koryo (918-1392), was brought out.\nCarried in the book are numeration tables for making calendar and astronomical data.\nThe book has three sections, which deal with the theories on movements of the sun and the moon and a theory on Mercury, Venus, Mars, Jupiter and Saturn, together with an appendix to mathematical theories on multiply and division.\nThe book is of great significance as it is a collection of astronomical calculations made in a peculiar way and shows the astronomical achievements gained by the then Korean people.\nImage credit: https://www.flickr.com/photos/ninjawil/2299529701/", "domain": "mathematics"}
{"url": "http://52dn.net/random-number-generator-2/", "date": "2018-04-23T07:13:42Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125945855.61/warc/CC-MAIN-20180423070455-20180423090455-00505.warc.gz", "language_score": 0.8510984778404236, "token_count": 127, "dump": "CC-MAIN-2018-17", "global_id": "webtext-fineweb__CC-MAIN-2018-17__0__224343449", "lang": "en", "text": "Easy to use, myRandom is a random number generator. Based on a given range, it generates a random number (or a set of random numbers) for you! You can use it to raffle gifts, on events, promotions and much more!\nHere are some of myRandom features:\n- Generates as many random numbers (or sets) you want.\n- Keeps track of the numbers you've generated.\n- Generated sets can be shown in ascending, descending or random order.\n- Generated numbers can be copied and pasted into an e-mail, text message or any other app.", "domain": "mathematics"}
{"url": "https://www.techcrunchies.com/a-quick-conversion-guide-how-many-ml-in-half-a-pint/", "date": "2023-10-02T11:56:34Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510994.61/warc/CC-MAIN-20231002100910-20231002130910-00448.warc.gz", "language_score": 0.8957281708717346, "token_count": 717, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__309426587", "lang": "en", "text": "Are you curious about how many milliliters are in half a pint? Well, we’ve got the answer for you! In the US customary system of measurement, there are 236.588 milliliters in half a pint. That’s a precise conversion that can come in handy when working with recipes or understanding liquid volumes.\nConverting Pints to Milliliters\nLet’s dive into the world of conversions and explore how pints can be converted into milliliters. Understanding these conversions can come in handy when you need to switch between different measurement systems or work with recipes that use different units of volume. So, let’s get started!\n- The Conversion Factor:\nTo convert pints to milliliters, we need to know the conversion factor. A pint is equal to 473.176 milliliters (ml). This means that for every pint, there are approximately 473 ml.\n- Converting Pints to Milliliters:\nNow that we have our conversion factor, let’s put it into action. To convert a given number of pints into milliliters, simply multiply the number of pints by 473.176.\n- If you have 2 pints, multiply 2 by 473.176: 2 x 473.176 = 946.352 ml\n- If you have half a pint, which is equivalent to 0.5 pints: 0.5 x 473.176 = 236.588 ml\n- Practical Examples:\nUnderstanding conversions becomes easier when we see how they apply in real-life scenarios.\na) Cooking: Imagine you’re following a recipe that calls for half a pint of milk but your measuring cup only has milliliter markings. By using our conversion factor, we know that half a pint is equal to approximately 236 ml of milk.\nb) Bartending: Aspiring mixologists often encounter recipes in both pints and milliliters when crafting delicious cocktails at home or behind the bar counter. Knowing how to convert between these units allows them to accurately measure and create their signature drinks.\nHow Many ML in Half a Pint\nWhen it comes to understanding measurements, it’s important to have a clear grasp on the conversion factors between different units. In this section, we’ll focus on clarifying how many milliliters (ml) are in half a pint. By breaking down the numbers and providing relevant examples, we aim to make this topic easier for you to comprehend.\nTo begin with, let’s establish the basic conversions. One pint is equal to 473.176 milliliters (ml), while half a pint is simply half of that amount, which gives us 236.588 ml. It’s worth noting that these values may vary slightly depending on rounding conventions or regional differences in measurement standards.\nUnderstanding these conversions can be particularly useful when dealing with recipes or beverage servings. For instance, if a recipe calls for half a pint of water and you prefer measuring ingredients in milliliters, you’ll need approximately 236.588 ml.\nSo, next time you’re faced with a recipe that calls for half a pint and want to convert it into milliliters, remember this: there are 236.588 milliliters in half a pint according to the US customary system of measurement. Armed with this knowledge, you’ll be able to confidently tackle any culinary endeavor that comes your way!", "domain": "mathematics"}
{"url": "https://smaily.opened.ca/students/", "date": "2023-02-06T03:03:19Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500303.56/warc/CC-MAIN-20230206015710-20230206045710-00172.warc.gz", "language_score": 0.7510010600090027, "token_count": 121, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__243375487", "lang": "en", "text": "Omar Abdul Halim, Master’s Student (started in Fall 2020; defended: February 2022 — UNBC).\nThesis: Dynamics of integrodifference and reaction-diffusion equations in heterogeneous media. (Omar’s Thesis is available at UNBC Library Reserves)\nThomas Peterson (NSERC-USRA, Summer 2022). Project: Nonlinear integral equations: deterministic and numerical analysis.\nKatherine Saunderson (NSERC-USRA, Summer 2021). Project: Integrodifference equations and dynamics in patchy landscapes.", "domain": "mathematics"}
{"url": "https://animations.fossee.in/about/", "date": "2023-01-27T14:12:38Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764494986.94/warc/CC-MAIN-20230127132641-20230127162641-00054.warc.gz", "language_score": 0.901235044002533, "token_count": 305, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__82405887", "lang": "en", "text": "About FOSSEE Animations\nThe FOSSEE Animations Project works on making seemingly complex Science and Mathematics topics feel natural and approachable through animations.\nThe animations are created by students across the country. The students work with a mentor in creating a library of visualizations.\nFOSSEE Animations is a part of the FOSSEE\nproject at the Indian Institute of Technology, Bombay\n. The FOSSEE project is funded by the National Mission on Education through ICT, MHRD, Government of India.\nAll animations are made with open-source toolkits and are freely available under a Creative Commons Attribution-ShareAlike 4.0 International License. The animations themselves are open-source. You may find them here\nAnyone can contribute to this project! You may read the Guidelines page\nfor detailed instructions on how you can contribute.\nMath Internships and Workshops (on Visualizing Math with Open-Source toolkits) are conducted throughout the year. Visit our Outreach\npage for more details on the same.\nInternships are from selected topics in Mathematics, like Real Analysis, Linear Algebra and Calculus. Our focus lies primarily on an undergraduate level of Mathematics. To view our repository on Mathematics topics, visit math.animations.fossee.in\nWe also conduct workshops in colleges and universities across India. You can write to us at firstname.lastname@example.org\nto request a workshop at your college.", "domain": "mathematics"}
{"url": "https://www.whiteknighthobbies.com/product/logic-cards-yellow/", "date": "2024-04-19T08:06:43Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817382.50/warc/CC-MAIN-20240419074959-20240419104959-00527.warc.gz", "language_score": 0.9195543527603149, "token_count": 134, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__177407826", "lang": "en", "text": "Logic Cards Yellow is the second edition of Logic Cards with all new challenges – a set of logic, geometry, and mathematical tasks to tease your brain. It comes with an augmented reality app, that shows you animated solutions for each challenge. The challenges have various difficulty levels to choose from. The pack fits in your pocket and you can take it anywhere with you. It’s educational, it’s math, it’s smart, and it’s a maze of IQ boosting fun! Enjoy yourself! Logic Cards Yellow includes 53 cards with number, logic or geometry challenges in 5 difficulty levels, instructions, answers and a solutions app.", "domain": "mathematics"}
{"url": "https://imprintfitness.wordpress.com/calculations/", "date": "2020-07-07T15:20:35Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655893487.8/warc/CC-MAIN-20200707142557-20200707172557-00067.warc.gz", "language_score": 0.8424720764160156, "token_count": 1500, "dump": "CC-MAIN-2020-29", "global_id": "webtext-fineweb__CC-MAIN-2020-29__0__134318318", "lang": "en", "text": "Karvonen Equation for Target Heart Rate Range Calculation\nThe Karvonen Formula is a mathematical formula that helps you determine your target heart rate zone. Staying within this range will help you work most effectively during your cardio workouts.\nThe typical way we calculate MHR is with the formula 220-age. This formula is a bit controversial because it doesn’t reflect the differences in heart rate according to age;\nthe formula overestimates the max heart rate for younger athletes, and underestimates the max heart rate for older athletes.\nA more accurate formula, offered in a study published in the journal, Medicine & Science in Sports & Exercise, is\n206.9 – (0.67 x age)\nTHR= [(MHR – RHR) X % intensity] + RHR\nTHR =Target Heart Rate\nMHR =Maximum Heart Rate 206.9 – (0.67 x age)\nRHR =Resting Heart Rate (bpm when at rest)\nBPM =Beats Per Minute\nHRR =Heart Rate Reserve (Difference between MHR and RHR)\n% Intensity =Usually 60 and 80 percent\nHere is an example of the Karvonen formula for a 23 year old person with a resting heart rate* of 65 beats per minute (*to get your resting heart rate, take your pulse for one full minute when you first wake up in the morning or after you’ve been resting for a while).\n206.9 – (0.67 x 23 (age)) = 191\n191 – 65 (resting heart rate) = 126 (heart rate reserve)\n126 * 65% (low end of heart rate zone) OR 85% (high end) = 82 OR 107\n82 + 65 (resting heart rate) = 147\n107 + 65 (resting heart rate) = 172\nThe target heart rate zone for this person would be 147 to 172\nYou only have one life, choose to live it.\nKARVONEN FORMULA WORKSHEET\nTake your heart rate first thing in the morning in a lying position before rising.\nCount how many beats in one minute. Do this for 5 consecutive days.\nTotal of all 5 days___________ divide by 5 = _________________________\nYour Resting Heart Rate\nNow, (206.9 – (0.67 x 23 (age)) = _____________________\nYour Maximum Heart Rate\n____________________ minus ____________________ = ______________________\nYour Maximum Heart Rate Your Resting Heart Rate Your Heart Rate Reserve\n_________ x .50 = _________ + _________ = __________ (Your Target Heart Rate at 50%)\nYour HRR Your RHR\nx .65 = _________ + _________ = ________ (Your Target Heart Rate at 65%)\nx .70 = _________ + _________ = ________ (Your Target Heart Rate at 70%)\nx.75 = _________+ _________ = ________ (Your Target Heart Rate at 75%)\nx .80 = _________ + _________ = ________ (Your Target Heart Rate at 80%)\nx .85 = _________ + _________ = ________ (Your Target Heart Rate at 85%)\nx .92 = _________ + _________ = ________ (Your Target Heart Rate at 92%)\nFinding Your Daily Caloric Needs:\nCalculating your Basal Metabolic Rate (BMR) Total Daily Energy Expenditure (TDEE)\nMen: BMR = 66.5 + (13.75 X wt in kg) + (5.003 X ht in cm) – (6.775 X age in years)\nWomen: BMR = 655.1 + (9.5663 X wt in kg) + (1.85 X ht in cm) – (4.676 X age in years)\nNote: 1 inch = 2.54 cm. — Height in inches x 2.54 = Height in centimeters 1 kilogram = 2.2 lbs. — Weight in pounds / 2.2 = Weight in kilograms\nYou are female, You are 30 years old, You are 5′ 6 ” tall (167.6 cm) You weigh 120 lbs. (54.5 kilos)\nYour BMR = 655.1 + 521.36 + 310.06 – 140.28 = 1346.24 -or- 1346 calories/day\nNow that you know your BMR, you can calculate TDEE by multiplying your BMR by your activity multiplier from the chart below:\nSedentary = BMR X 1.2 (little or no exercise, desk job)\nLightly active = BMR X 1.375 (light exercise/sports 1-3 days/wk)\nMod. active = BMR X 1.55 (moderate exercise/sports 3-5 days/wk)\nVery active = BMR X 1.725 (hard exercise/sports 6-7 days/wk)\nExtr. Active = BMR X 1.9 (hard daily exercise/sports & physical job or 2X day training, i.e marathon, contest etc.)\nExample: Your BMR is 1346.24 calories per day Your activity level is moderately active (work out 3-4 times per week) Your activity factor is 1.55\nYour TDEE = 1.55 X 1346.24 = 2086.67 -or- 2087 calories/day\nKatch-McArdle formula (BMR based on lean body weight)\nIf you have had your body composition tested and you know your lean body mass, then you can get the most accurate BMR estimate of all. This formula from Katch & McArdle takes into account lean mass and therefore is more accurate than a formula based on total body weight. The Harris Benedict equation has separate formulas for men and women because men generally have a higher LBM and this is factored into the men’s formula. Since the Katch-McArdle formula accounts for LBM, this single formula applies equally to both men and women. BMR (men and women) = 370 + (21.6 X lean mass in kg)\nYou are female You weigh 120 lbs. (54.5 kilos)\nYour body fat percentage is 20% (24 lbs. fat, 96 lbs. lean)\nYour lean mass is 96 lbs. (43.6 kilos)\nYour BMR = 370 + (21.6 X 43.6) = 1312 calories\nTo determine TDEE from BMR, you simply multiply BMR by the activity multiplier:\nYour BMR is 1312\nYour activity level is moderately active (work out 3-4 times per week)\nYour activity factor is 1.55 Your TDEE = 1.55 X 1312 = 2033 calories\nTake the guesswork out of your calculations and take control of your life! There are too many variables in our daily fitness lives to leave something simple and easily determined, to chance.\nVisit us at Imprint Fitness if you have any questions and to contact us directly.\nHappy calculating & I’ll see you around the gym!", "domain": "mathematics"}
{"url": "http://www.clarku.edu/offices/aac/advice/details.cfm?advice=math", "date": "2016-02-09T05:47:20Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701156520.89/warc/CC-MAIN-20160205193916-00228-ip-10-236-182-209.ec2.internal.warc.gz", "language_score": 0.9244443774223328, "token_count": 828, "dump": "CC-MAIN-2016-07", "global_id": "webtext-fineweb__CC-MAIN-2016-07__0__166392192", "lang": "en", "text": "Q: What courses should be taken during the first year?\nAnalytical, computational and technological skills have become increasingly important in many disciplines and professional careers. We therefore encourage students to improve and further develop those skills, independent of their intended majors, by taking courses in Mathematics and Computer Science in their first year in college.\nTo enroll in an introductory mathematics course, students (with the exception of those with advanced-placement credit in calculus) must take the Mathematics Placement Test given during preregistration. Based on placement test scores, students are place into Precalculus, Calculus, or Honors Calculus. Students are encouraged to enroll in the course according to their placement . Students may challenge their placement by taking a backup placement test once.\nTwo Calculus tracks are open to students with appropriate scores in the Mathematics Placement Test: the regular track MATH 120-MATH 121, and the Honors track MATH 124-MATH 125. Both tracks start in the Fall. Students who do not place into Calculus, but place into Precalculus (MATH 119), can start with MATH 119, to prepared for Calculus and continue with MATH 120 the following year.\nThe regular track is the less theoretical Calculus sequence (MATH 120-MATH 121). It is geared toward students interested in the natural and social sciences, as well as Computer Science. Many of those studetns will not continue with upper level mathematics classes. Students in this sequence who plan to continue to study mathematics in the future are encourage to take MATH 121 in the Spring semester of their first year.\nHonors Calculus (MATH 124-MATH 125) is the more theoretical track and prepares students for intermediate and upper level mathematics classes. It is therefore recommended that students with a strong mathematical background, who intend to take higher-level mathematics classes in the future, start with MATH 124-MATH 125. Those students are usually interested in Mathematics, Physics, Computer Science, and Economics.\nStudents with a sufficiently high score on the AP (AB) Calculus test receive credit for MATH 120. This credit fulfills the prerequisite for MATH 121, but not for MATH 125. It is recommended that these students start with MATH 124 and continue into MATH 125 if they are interested in taking higher-level mathematics classes in the future.\nStudents with a sufficiently high score on the AP (AB/BC) Calculus test receive credit for MATH 121 and may continue with MATH 130. In the exceptional circumstances, first-year students without credit for MATH 121 may enroll in MATH 130 with permission fo the instructor.\nQ: What courses should first year students steer clear of?\nMost mathematics courses have to be taken in a particular sequence. Students are not allowed to register for courses without fulfilling the necessary prerequsities first. For this reason, a mathematics major cannot be completed in less than three years.\nQ. Does the deparment offer a First-Year Intensive course?\nThe department offers 2 FYI courses: 1) Diving into Mathematics Research (MATH 110); 2) Diving into Computer Science Research (CSci 110). It is a 5th class for all students, and it is spread over the course of the year with 0.5 credits per semester. It gives first-year students a unique opportunity to work with faculty and peers on interesting current research projects and to become a part of an intellectual and social community of students with similar interests. Both courses are by permission only and there is a limited number of spaces. With few exceptions, only students with a strong background in Mathematics who register for Honor Calculus or have credit for Calculus with be allowed to join in the class. Students interested in Mathematics research should contact Professor Gideon Maschler (firstname.lastname@example.org). Students interested in Computer or Computational Science should contact Professor Natalia Sternberg (email@example.com).\nQ: Where should students or faculty go for more information?", "domain": "mathematics"}
{"url": "http://technologyin2languageclassroom.blogspot.com/2012/10/third-world-farmer.html", "date": "2018-05-26T19:14:13Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794867859.88/warc/CC-MAIN-20180526190648-20180526210648-00512.warc.gz", "language_score": 0.9813824892044067, "token_count": 354, "dump": "CC-MAIN-2018-22", "global_id": "webtext-fineweb__CC-MAIN-2018-22__0__137275646", "lang": "en", "text": "Monday, October 15, 2012\nThird World Farmer\nAfter looking at various games, I chose Third World Farmer. I think this game gives the student the opportunity to problem solve and by the choices made, they will either succeed or fail. I have played this game five times and I have to admit I was horrible at first! But, each time I am getting better and better! This game really forces the student to understand world problems and to use cognitive skills.\nUsing Third World Farmer, I would have my students keep of log of how much money they have, what they spend for the year and how much they made, repeating this every year. The objective would be for the students to understand adding and subtracting figures in a non-traditional math way (solving equations). This would ready them for their own life, learning how to manage money. They would have to present the log that they have kept and explain to the class what money they used and what they made each year and if they had enough left over for the following year and the outside factors that affected this.\nI could also use this game as a history/geography lesson. The objective would be to understand and discuss how resources affects life in third world countries. They will also be able to compare and contrast our own life with those in a third world, like Africa. Working in small groups, students can compare and contrast their own life to that of Africa's. Then, as a class, we can discuss the results before having the students write their findings. Talking in a small group (where some may feel more comfortable talking) and then in a larger class group will give the students plenty of ideas and time to ask questions before having to work on their own and write their conclusions.", "domain": "mathematics"}
{"url": "https://ebgsystems.net/help/topics/idh-topic420.htm", "date": "2021-07-29T03:41:40Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153814.37/warc/CC-MAIN-20210729011903-20210729041903-00377.warc.gz", "language_score": 0.9199795722961426, "token_count": 682, "dump": "CC-MAIN-2021-31", "global_id": "webtext-fineweb__CC-MAIN-2021-31__0__2256275", "lang": "en", "text": "Rate Group Test Worksheet Report\nNormal and MVAL EBARS\nThe normal accrual rate for an employee for the plan year is the increase in the employee’s accrued benefit (within the meaning of section 411(a)(7)(A)(i) during the measurement period.\nThe most valuable optional form of benefit used to determine the most valuable accrual rate reflects the value of all Optional Forms of Benefits accrued or treated as accrued that are payable in any form and at any time under the plan.\nWhat is a Rate Group?\nA Rate Group consists of one HCE and all other employees whose Normal and MVAL EBARS are equal to or greater than the EBARS of the HCE.\nIn order to determine whether a plan satisfies the general test, the plan is broken down into rate groups, or “mini plans”. Each HCE who receives an allocation or an accrual rate forms a rate group. Every other participant who has an equal or greater allocation rate or accrual rate than the HCE is a member of that rate group.\nIn our example, the first Rate group consists of Brian HCE3 only because there are no other employees with a Normal and MVAL EBARS greater than Brian.\nRate Group 2 consists of Kyle HCE2 and Brian HCE3. That’s because Brian’s Normal and MVAL EBARS are greater than Kyle.\nRate Group 3 consists of Chad HCE1 and Jamie, Kyle and Brian.\nTo simplify things, this report, is sorted by both Normal and MVAL EBARS in descending order.\nNow, it should be easy to see that Rate Group 4 consists of Rick HCE4 and all the employees above Rate Group 4.\nFinally, Rate Group 5 consists of Frank HCE5 and all the other employees.\nWhat is a Ratio Percentage?\nA Ratio Percentage must be calculated for each Rate Group. This calculation is done in three steps:\nStep 1: Count the number of NHCE's in each Rate Group and divide this by the total NHCE's in the Plan.\nStep 2: Count the number of HCE's in the Rate Group and divide this by the total HCE's in the Plan.\nStep 3: The Ratio Percentage for a Rate Group is Step 1 divided by Step 2.\nLook at Rate Group 3 in the example below:\nThe Ratio Percentage of Rate Group 3 is 1/3 (one out of 3 NHCE's) divided by 3/5 (3 HCE's out of 5 HCE's) equals 55.56%.\nIf the Ratio Percentage for all Rate Groups is 70% or more, the plan automatically passes the Rate Group test.\nIn this example, our Ratio Percentages are all lower than 70%.\nHowever, if the Plan passes the Average Benefit Percentage Test, the Ratio Percentages must only be greater than the Mid-Point Percentage of 45% to pass.\nBut since Rate Group 1 and Rate Group 2 are both zero, we fail.\nThe worksheet below, shows that we only need 1 NHCE to have Normal & MVAL EBAR greater than Brian & Kyle’s EBARS to pass. You should then go to the Classes and increase the Profit sharing for the NHCE's until it passes the Rate Group Test.", "domain": "mathematics"}
{"url": "https://fsccpa.wordpress.com/2017/08/16/irish-times-reports-increase-in-failure-rate-at-ordinary-level/", "date": "2019-05-21T16:41:42Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256494.24/warc/CC-MAIN-20190521162634-20190521184634-00049.warc.gz", "language_score": 0.9535255432128906, "token_count": 206, "dump": "CC-MAIN-2019-22", "global_id": "webtext-fineweb__CC-MAIN-2019-22__0__150373909", "lang": "en", "text": "August 16, 2017 by johnston00\nHowever, the proportion of students at ordinary level who are struggling and failing to secure any CAO points for their subjects has jumped dramatically in some subjects.\nUnlike higher level, a score of below 40 per cent at ordinary level does not attract any CAO points.\nAt ordinary-level maths, for example, the proportion failing to get any CAO points has now reached 10 per cent.\nThis means more than 3,000 students, in effect, failed their maths, posing real difficulties in accessing a range of college course.\nSome of the most dramatics increases in the proportion of students failing to secure CAO points for ordinary level subjects were in English (up 42 per cent) and Irish (up 64 per cent).\nMuch of this increase may well be down to a higher concentration of less-able students remaining in ordinary-level courses.\nBut the figures are also likely to point to concerns over teaching quality and difficulties accessing foundation-level classes in smaller schools.", "domain": "mathematics"}
{"url": "https://www.hadyprimaryschool.co.uk/class-news/yr-5-ck/", "date": "2018-07-17T19:26:44Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589892.87/warc/CC-MAIN-20180717183929-20180717203929-00446.warc.gz", "language_score": 0.9419936537742615, "token_count": 549, "dump": "CC-MAIN-2018-30", "global_id": "webtext-fineweb__CC-MAIN-2018-30__0__91125931", "lang": "en", "text": "Yr 5 – Mrs Croydon & Mr Biggs – Kinder Scout\nOur Topic this term is Groovy Greeks. Please encourage your child to investigate our history topic. Homework for this term is shown below and will be shared with the class weekly.\nWeekly spellings focus on high frequency words as listed in the National Curriculum. Children will continue investigating and learning the year 5 and 6 words. Spellings will be given on a Monday and tested the following Monday. The spellings to be learned will be highlighted in their diary and then the children will √ the ones they spelled accurately.\nPlease continue to encourage your child to read at home. In their diary are a list of other activities which will develop your child’s love of reading and the reading experience, try to complete at least 4 of them weekly. We always welcome book reviews and recommendations to encourage other readers in class, book review sheets are available in class. When completed come and display the review for other children to read.\nThis will be given out on Friday to be completed and returned any day but by the following Friday at the latest. Please encourage your child to complete this homework as it supports the grammar, punctuation and spelling learning, which takes place within the classroom. Your child will complete this task independently weekly.\nIn Numeracy this term we will be concentrating on multiplication and division, fractions and geometry.\nA quick recall of times tables facts are an essential skill to support understanding in mathematics. Encourage your child to practise, as all children in year 5 need to know their times tables to 12 x 12 and the related division facts. Times Table activities are completed weekly.\nMaths Skills Check\nHomework will be given weekly to support and consolidate the learning in class. This is given out on Friday to be completed and returned any day but by the following Friday at the latest. Your child should use the ‘Prompt Sheets’ to support them. They will complete this task independently.\nPE will be on Thursday and Friday afternoons. Please ensure that your child has both an indoor and outdoor PE kit on these days, as we will be venturing outside as much as we can.\nFOR YOUR CONTINUED SUPPORT\nTimes tables – A quick recall of times tables facts are an essential skill to support understanding in mathematics.\nSchool closes for the Summer on 20.07.2018 and re-opens on Tuesday 4th September 2018.\n14/07/2018 - Hady Primary School is 50 this year and to celebrate we are holding a Celebration Fun Day on 14th July from 2.00pm to 7pm come and join us for a great afternoon of fun and activities.", "domain": "mathematics"}
{"url": "https://mvms.beaumontusd.us/apps/pages/index.jsp?uREC_ID=1099149&type=u&pREC_ID=1990078", "date": "2022-10-04T02:54:06Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337473.26/warc/CC-MAIN-20221004023206-20221004053206-00233.warc.gz", "language_score": 0.950753927230835, "token_count": 166, "dump": "CC-MAIN-2022-40", "global_id": "webtext-fineweb__CC-MAIN-2022-40__0__210319297", "lang": "en", "text": "Mrs. Sepulveda's 6th Grade Math and Science Class\nWelcome to the 2022-2023 school year at Mountain View Middle School! Our classroom is not only in C-7 but we have a Google Classroom as well. Within our Google Classroom, students and parents will be able to view the daily agenda, assignments, videos, presentations, and additional materials. When students are absent, Google Classroom should be accessed to find out what they missed. Be sure to check out the links on this page to help with assignments and projects as well as fun sites for practicing various math skills.\nPlease look at the links to the units for math and/or the science links.\nIf you have any questions, please feel free to email me at any time!\nMrs. Ana Maria Sepulveda", "domain": "mathematics"}
{"url": "https://pdfstock.com/9781470418755/origami-6-koryo-miura", "date": "2019-09-18T17:31:02Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573323.60/warc/CC-MAIN-20190918172932-20190918194932-00194.warc.gz", "language_score": 0.8273857235908508, "token_count": 299, "dump": "CC-MAIN-2019-39", "global_id": "webtext-fineweb__CC-MAIN-2019-39__0__19349548", "lang": "en", "text": "Origami 6 : I. Mathematics\nA unique collection of papers illustrating the connections between origami and a wide range of fields. The papers compiled in this two-part set were presented at the 6th International Meeting on Origami in Science, Mathematics and Education (10-13 August 2014, Tokyo, Japan). They display the creative melding of origami (or, more broadly, folding) with fields ranging from cell biology to space exploration, from education to kinematics, from abstract mathematical laws to the artistic and aesthetics of sculptural design.\nThis two-part book contains papers accessible to a wide audience, including those interested in art, design, history, and education and researchers interested in the connections between origami and science, technology, engineering, and mathematics. This Part 1 contains papers on various aspects of mathematics of origami: coloring, constructability, rigid foldability, and design algorithms.\nDownload Origami 6 : I. Mathematics (9781470418755).pdf, available at pdfstock.com for free.\n- Koryo Miura, Toshikazu Kawaskai, Tomohiro Tachi, Ryuhei Uehara, Robert J. Lang\n- Paperback | 368 pages\n- 178 x 254 x 25.4mm | 725.75g\n- Publication date\n- 03 Jan 2016\n- American Mathematical Society\n- Publication City/Country\n- Providence, United States\n- Bestsellers rank", "domain": "mathematics"}
{"url": "https://www.brilliantgrowth.com/how-conversion-rates-increase-online-sales/", "date": "2023-09-28T05:25:07Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510358.68/warc/CC-MAIN-20230928031105-20230928061105-00445.warc.gz", "language_score": 0.9056030511856079, "token_count": 382, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__175442554", "lang": "en", "text": "Have you ever wondered just how much your online sales could improve? I’ve developed a nifty calculator that lets you see how conversion rates impact online sales.\nHOW TO USE THE CALCULATOR\nIt’s fairly simple to use. All you need to do is enter a handful of variables to begin to see the dramatic impact that conversion rates have on online sales.\nIf your store carries multiple products, simplify this exercise for 1 of your best selling items. You’ll enter variables into the calculator such as:\n- website traffic,\n- average number of sales,\n- product price, and\n- current conversion rate.\nYour visitor to customer conversion rate is a percentage that’s found by dividing (# of buyers by / # of website visitors). Let’s say you have 100 buyers and 1,000 website visitors. In that scenario, 100/1,000 = 10% conversion rate.\nKeep in mind, conversion rates tend to be fairly low. Many websites operate at a conversion rate under 3%. This is a mountain of missed opportunities. It means that the vast majority –as much as 97% simply visit and leave the website without making a purchase.\nCONVERSION RATE IMPACT ON SALES\nHere’s an example, let’s say your 50,000 people visit your website on a monthly basis. Your product sells for $50.00. At a 1% conversion rate (buyers/visitors %), your product sales are around $42,500.\nWhat would happen if your conversion rate rose from 1% to 2%. At 2% conversion rate, your sales could jump to $85,000.\nThis leap in monthly revenue is achieved using existing website traffic resources, marketing assets, and existing tools. By improving your conversion rates, you are maximizing the potential of your existing marketing budget.", "domain": "mathematics"}
{"url": "https://domainlaws.org/", "date": "2023-06-05T07:07:10Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224651325.38/warc/CC-MAIN-20230605053432-20230605083432-00596.warc.gz", "language_score": 0.9140174388885498, "token_count": 137, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__45700055", "lang": "en", "text": "A domain wall is a type of topological soliton that occurs whenever a discrete symmetry is spontaneously broken. Domain walls also sometimes called kinks in analogy with closely related kink solution of the sine-Gordon model. Unstable domain walls can also appear if spontaneously broken discrete symmetry is approximate and there is the metastable vacuum.\nA domain (hyper volume) is extended in three spatial dimensions and one time dimension. A domain wall is the boundary between two neighboring domains. Thus a domain wall is extended in two spatial dimensions and one time dimension.\nImportant examples are:\nBesides these important cases similar solitons appear in wide spectrum of the models. Here are other examples:", "domain": "mathematics"}
{"url": "https://graphpad-instat.software.informer.com/", "date": "2021-01-27T07:57:00Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704821253.82/warc/CC-MAIN-20210127055122-20210127085122-00188.warc.gz", "language_score": 0.9060186147689819, "token_count": 155, "dump": "CC-MAIN-2021-04", "global_id": "webtext-fineweb__CC-MAIN-2021-04__0__90499252", "lang": "en", "text": "GraphPad InStat 3.10\nProvides a fast way to learn and analyze the data through statistical tests. Features a built-in wizard for a step-by-step guide. Supports loading the data from the following files: CSV, DAT, PRN or plain text file.\nGraphPad InStat is a less cumbersome alternative to typical heavy-duty statistical programs. With InStat, even a statistical novice can analyze data in just a few minutes.\nInStat conquers the learning curve by escorting you through statistical analyses.InStat provides a unique analysis checklist. Double-check that your data have not violated any assumptions of the test, and that you have picked a test that matches your experimental design and really answers the question you had in mind.", "domain": "mathematics"}
{"url": "http://www.foxcreekalaska.com/keno/", "date": "2018-08-16T05:00:02Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221210413.14/warc/CC-MAIN-20180816034902-20180816054902-00304.warc.gz", "language_score": 0.9768852591514587, "token_count": 876, "dump": "CC-MAIN-2018-34", "global_id": "webtext-fineweb__CC-MAIN-2018-34__0__144670204", "lang": "en", "text": "Keno, as a game, has managed to attain incredible popularity. It has become even more popular since its inclusion in online casinos. The game is fairly simple and does not involve much strategic thinking to enjoy. It also offers great payouts, which makes it incredibly worthwhile to play.\nKeno is played by many players in live casinos. It allows players ample of time to crunch their numbers so that they can be used wisely on the Keno cards. The game is usually played for leisure, but there are substantial monetary gains to be achieved as well.\nRules for playing Keno online\nThe inclusion of the game in online casinos has somewhat changed the game. Such online casinos allow players to play Keno at a pace that is quicker than any real casino. Players can play more number of games within short time duration. They can easily control the intervals between two successive games, as well as the time needed to play a single game. All of it is at the discretion of the players involved.\nThe game involves a Keno “board” that accommodates numbers between 1 and 80. Players are allowed to mark their individual card with up to a set of fifteen different numbers of their choice. Once the players have compiled their numbers, the program on the board generates a set of twenty different numbers randomly. The objective of the game is to match as many numbers as possible from the compiled set of numbers on a Keno card with the numbers drawn by the board. The payouts are made according to the quantity of numbers matched.\nThe board accompanies a pay table that informs each player about the amount of money they have won. The table is available ti players in plain sight so that they can see how many numbers they have been able to match and how much money they have been able to win.\nStrategy of playing the Keno game\nThe game involves little to no strategic angle at all. Hence, it becomes very interesting to figure out how to play the game better. Since there is very little mathematical calculation can be done to predict the winning numbers, players have to depend solely on their chances of luck. They have to track numbers and past results, and then guess their number choices on the basis of the likelihood of them appearing in the winning combination. Honestly, it is all chance, which is as good an approach to a casino game as any.\nAlternatively, players can also manage their money and budgets wisely in order to get the best out of playing this game. This will largely depend on the number of games that one intends to play as well as the total money that they intend to wager in all of these games. This will help them to determine the amount of money to wager on each game or bet. The aim here would be to recover the total money in wagers by the end of the game. Any winnings would automatically be a bonus!\nHelpful tips to playing Keno in online casinos\nDiscussed here are some useful tips that will help you to enjoy the game thoroughly in an online casino. They will also help you to improve you chances of winning more money.\n- It is always recommended that you become well-accustomed to the functioning of the game. You must understand that you are given the option of choosing up to fifteen different numbers. This means that you have to place fifteen different bets on a single game. At the same time, this also allows you the opportunity to win up to fifteen different bets in a single game if the numbers match.\n- Although you have the option of playing at a fast pace, you should avoid playing any faster than you actually want to. Take your time in compiling the numbers of your choice, and only go forward with the game when you are good and ready.\n- If you have the habit of tracking past winning numbers for the compilation of your own set of numbers, locate the place where those numbers are displayed. This will help you with your tracking during a game.\n- Budget you wagers appropriately. Figure out how many games you wish to play and ensure that you have adequate money to wager on those games. This will not only help you place your bets wisely, but also ensure that you do not exceed your budget when playing the game. After all, money management is of prime importance when wagering money on live online casinos.", "domain": "mathematics"}
{"url": "https://thepte.com/how-pte-overall-score-is-calculated/", "date": "2023-10-05T02:41:02Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511717.69/warc/CC-MAIN-20231005012006-20231005042006-00118.warc.gz", "language_score": 0.9512378573417664, "token_count": 697, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__264429996", "lang": "en", "text": "PTE Academic Test Centers issue a score report for every candidate who finishes the test successfully. Usually, this report card will be ready within 2 to 72 hours after the exam is finished.\n1. Score report information\nThe PTE score report provides an overall score which is then broken down into two main categories: communicative skills and enabling skills. Your communicative skills consist of four contributors namely Listening, Reading, Speaking and Writing. Your enabling skills composed of Grammar, Oral fluency, Pronunciation, Spelling, Vocabulary and Written Discourse. Watch our youtube video on how to calculate your PTE overall score.\n2. How to calculate the overall\nIn order to get 20 points for immigration to Australia, you need to have an average score of 79 with no skills less than 79. Let’s see how a computer calculates the overall score of your PTE test score.\nFirst, they add up all the scores of enabling skills. Then, the sum is divided by 6 which is the number of added items. This number which is the average sum of the enabling skills becomes the fifth contributing factor along with the other four communicative skills in calculating the overall of the PTE score. In other words, your enabling skills can indirectly help you boost your average. For instance, I had a student who had no skills less than 79, but his average was 78. This meant that he could only claim 10 points instead of 20 because his average was not 79. Therefore, enabling skills can be decisive if your communicative skills scores are on the borderline.\nThe overall scores are usually rounded up, and once the average is above 88, it will be rounded up to 90 and the average of the enabling skills is automatically disregarded as you can see here in my PTE report card.\n3. Sample calculations\nSo let’s put this hypothesis to test by calculating the average of a few score reports. So first up is this one: So I add up the enabling skills and then divide it by 6 and the result is 37.5. This will be the fifth contributor for calculating the overall score and the sum of the communicative skills plus the enabling skills average will be 189.5. This sum divided by 5 will be 37.9 which will be rounded up to 38.\n4. Baffling ones\nNow some baffling cases that really don’t add up and I have found no explanations for them.\nSo here as you can see even without using a calculator you can see that the average of the communicative skills is 74ish and if you add up the 6 enabling skills, you would have 453 and divide it by six you would get 75.5. Now if you add this figure to the above sum and divide it by 5, you will get an overage of 74.5. But as you can see here the overall score by the computer is 72. Hello! You make me think twice about asking for a rescore of my PTE test result Mr computer.\nNeed more information?\nFor learning the tricks of how to ace the PTE academic test, and for doing a free scored PTE mock test and practicing real PTE materials on our PTE practice platform, visit our website at www.thepte.com, where you can also book a free online PTE coaching with one of our Melbourne-based expert PTE trainers via the zoom app.", "domain": "mathematics"}
{"url": "https://www.new-haw.surrey.sch.uk/blog/?pid=5&nid=6&storyid=108", "date": "2022-10-03T05:57:54Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337398.52/warc/CC-MAIN-20221003035124-20221003065124-00132.warc.gz", "language_score": 0.9611225128173828, "token_count": 209, "dump": "CC-MAIN-2022-40", "global_id": "webtext-fineweb__CC-MAIN-2022-40__0__42521455", "lang": "en", "text": "Gifted and talented maths and science club.\nRead how busy our gifted and talented maths and science club have been.\nDuring the last few weeks, 12 pupils from years 3 and 4 have been invited to come to the gifted and talented maths and science club, every Wednesday after school. This club encourages children to improve their maths and science skills through taking part in challenging maths and science investigations.\nOn November 12th, we attempted to produce successful, electrical circuits using a variety of equipment. We investigated the effect on the brightness of the bulbs of inserting 1, 2 or 3 bulbs into a circuit. After that, we experimented to find out which materials act as electrical conductors and which act as electrical insulators. We found out that all metals conduct electricity. Interestingly, we also found out that a material called graphite conducts electricity.\nMaths and science club has encouraged children to reach high limits in these particular subjects. We all enjoy this club as it is fun and challenging.\nWritten by Sam Moreau and Jay Stevenson 4M", "domain": "mathematics"}
{"url": "https://www.tunxis.edu/events/math-mania/", "date": "2017-11-24T05:30:21Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934807089.35/warc/CC-MAIN-20171124051000-20171124071000-00503.warc.gz", "language_score": 0.935600996017456, "token_count": 121, "dump": "CC-MAIN-2017-47", "global_id": "webtext-fineweb__CC-MAIN-2017-47__0__78169897", "lang": "en", "text": "Tunxis students who are enrolled in Prealgebra, Elementary Algebra, and Intermediate Algebra are invited to stop by the Academic Success Center for “Math Mania,” a marathon of studying, on Friday, May 9 from 10 a.m.-2 p.m. This is specifically for students working on sample finals. Tutors will be available to review concepts and answer questions. Light refreshments will be provided. For more information, call 860.255.3570 or email email@example.com.\nMay 9, 2014 James Revillini", "domain": "mathematics"}
{"url": "http://education.wsu.edu/directory/faculty/rothmcduffiea/", "date": "2015-08-29T20:54:13Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440644064538.31/warc/CC-MAIN-20150827025424-00132-ip-10-171-96-226.ec2.internal.warc.gz", "language_score": 0.7701295614242554, "token_count": 1275, "dump": "CC-MAIN-2015-35", "global_id": "webtext-fineweb__CC-MAIN-2015-35__0__71704780", "lang": "en", "text": "Amy Roth McDuffie conducts research on the professional development of prospective and practicing teachers in mathematics education. Specifically, she focuses on supporting teachers learning in and from practice in the areas of teachers’ use of curriculum resources and culturally relevant pedagogies as part of developing equitable instructional practices.\nDr. Roth McDuffie regularly teaches methods of teaching mathematics courses for undergraduate prospective teachers. She also teaches masters and doctoral level courses in mathematics education for our EdM program and for our PhD in Mathematics and Science Education.\n- Roth McDuffie, A., Foote, M. Q., Bolson, C., Turner, E.E., Aguirre, J. M., Bartell, T. G., Drake, C., & Land, T. (in press). Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. Journal of Mathematics Teacher Education.\n- Roth McDuffie, A., Foote, M. Q., Drake, C., Turner, E., Aguirre, J. M., Bartell, T. G., Bolson, C. (in press). Mathematics teacher educators' use of video analysis to support prospective K-8 teachers' noticing. Mathematics Teacher Educator.\n- Estes, L., Roth McDuffie, A., & Tate, C. (in press). Lesson planning with the Common Core. Mathematics Teacher.\n- Aguirre, J., Turner, E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., Roth McDuffie, A., & Drake, C., (2013). Making connections in practice: How prospective elementary teachers connect to children’s mathematical thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64 (2), 178-192. doi: 10.1177/0022487112466900.\n- Foote, M. Q., Roth McDuffie, A., Turner, E. E., Aguirre, J. M., Bartell, T. G., & Drake, C. (2013). Orientations of prospective teachers towards students' families and communities. Teaching and Teacher Education, 35(126-136).\n- Slavit, D. & Roth McDuffie, A. (2013). Self-directed teacher learning in collaborative contexts. School Science and Mathematics, 113 (2), 94-105.\n- Turner, E., Drake, C., Roth McDuffie, A., Aguirre, J., Bartell, T., & Foote, M. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education, 15 (1), 67-82. doi: 10.1007/s01857-011-9196-6.\n- Roth McDuffie, A., Wohlhuter, K., & Breyfogle, L. (2011). Tailoring tasks to meet students’ needs. Mathematics Teaching in the Middle School, 16 (9), 550-555.\n- Wohlhuter, K., Breyfogle, L., & Roth McDuffie, A. (2010). Strengthening your mathematical muscles. Teaching Children Mathematics, 17 (3), 178-183.\n- Roth McDuffie, A., & Eve, N. (2009). Developing students’ understanding of area: The work of a professional learning team. Teaching Children Mathematics, 16 (1), 18-27.\n- Roth McDuffie, A. (2009). Mathematics Curriculum Implementation via Collaborative Inquiry: Focusing on Facilitating Mathematics Classroom Discourse. In D. Slavit, T. Holmlund Nelson, and A. Kennedy (Eds.), Perspectives on Supported Collaborative Teacher Inquiry (pp. 46 – 71). Oxford, UK: Routledge.\n- Roth McDuffie, A. & Mather, M.* (2009). Middle school teachers use of curricular reasoning in a collaborative professional development project. In J. Remillard, G. Lloyd, & B. Herbel-Eisenmann (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 302-320). Oxford, UK: Routledge.\nRecent grants and awards\n- Co-PI on National Science Foundation grant, Developing Principles for Mathematics Curriculum Design and Use in the Common Core Era (2012-2016), funded through the DR K-12 with Choppin, J., Davis, J., & Drake, C.; $2,200,000.\n- Co-PI on National Science Foundation grant, Teachers Empowered to Advance CHange in Mathematics (TEACH MATH): Preparing preK-8 teachers to connect children’s mathematical thinking and community based funds of knowledge. (2010-2015), funded through DR K-12 Drake, C., Turner, E., Aguirre, J., Bartell, T., Civil, M., & Foote, M.; $3,497,467.\n- Ben and Nancy Ellison Faculty Fellowship for WSU College of Education for research project, Examining Mathematics Curriculum Innovations at Delta (2011-2013); $22,991.\n- Co-PI on Paul G. Allen Family Foundation grant, Delta High School research and evaluation (2010-2013) with Nagel, E., Morrison, J., Trevisan, M., & French, B.; $195,000.\nSelected recent national service\n- National Council of Teachers of Mathematics, Series Editor for Annual Perspectives in Mathematics Education, 2011- present.\n- Association of Mathematics Teacher Educators, At-Large Board Member, 2010 – 2013.\n- Association of Mathematics Teacher Educators, Research in Mathematics Teacher Education Advisory Committee, 2010 – present.\n- Ph.D Mathematics Education, University of Maryland, 1998.\n- M.S. Technology for Education, Johns Hopkins University, 1991.\n- B.A. Mathematics, Franklin and Marshall College, 1987.\n- Maryland Advanced Professional Certificate for Secondary Mathematics and Computer Science, 1989.", "domain": "mathematics"}
{"url": "http://www.recycledh2o.net/2015/04/10/how-much-water-does-my-lawn-need/", "date": "2018-10-23T09:51:30Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583516123.97/warc/CC-MAIN-20181023090235-20181023111735-00064.warc.gz", "language_score": 0.9131027460098267, "token_count": 795, "dump": "CC-MAIN-2018-43", "global_id": "webtext-fineweb__CC-MAIN-2018-43__0__42722201", "lang": "en", "text": "I had a lawn in my front yard. Emphasis on “had”. I took it out after realizing how much water it needed.\nGrab a tape measure and measure your lawn. Start at one end and lay the tap measure down, if you run out of tape measure, stop in that spot, coil up the tape and start measuring again from that spot. Then add all the lengths together for that run. Then measure perpendicular from the run you just had so you end with a final Length x Width. Multiply the two numbers together to get your lawn area.\nIf you don’t have a tape measure, walk out the lawn area by using the length of your foot step either heel to toe or your normal walking pace. If your feet are 12″ long then each step toe to heel is a foot. Otherwise measure your pace, usually between 2-3 feet.\nIf you have a weird shaped lawn, measure at the widest point, and then at about an average width spot for the other dimension. It will give you a ballpark of about how big your lawn is.\nYou’ve got this.\nI had 546 square feet of lawn in my front yard.\nLawn Area: 21 feet wide x 26 feet long = 546 square feet\nThrough searching online for “recommended watering for lawns“, I need to water my grass between 1″ – 2.5” of water a week. How much water is that?\n1 foot X 1 foot X 1 foot = 1 cubic foot 7.48 gallons = 1 cubic foot Recommended Weekly Watering: 1 inch to 2.5 inches 546 square feet X (1 inch a week/12 inches depth of water) X 7.48 gallons = 340.34 gallons OR 546 square feet X (2.5 inches a week/12 inches depth of water) X 7.48 gallons = 850.85 gallons\n1″ weekly watering is 340.34 gallons while 2.5″ weekly watering is 850.9 gallons.\nRemember, this assumes 100% of the water coming out of your sprinklers goes into the ground. Here is the catch, if you water during the day when it is warm or windy, as much as 30% of the water will evaporate before hitting the ground. Turn on your sprinklers and watch the mist never hit the ground.\nTo calculate how much MORE water is needed, I continue using my numbers from above and get this:\n340.34 gallons needed for 1 inch weekly watering 30% lost of evaporation (or 70% lands on the ground) Total Water Needed = Total Water Applied X 70% Simply Put: Total Water Needed / 70% = Total Water Applied 340.34 gallons / 70% = 485.71 gallons\nFor 1″ water a week, I’ll need 485.7 gallons of water.\n850.85 gallons needed for 2.5 inches weekly watering 30% lost of evaporation (or 70% lands on the ground) Total Water Needed = Total Water Applied X 70% Simply Put: Total Water Needed / 70% = Total Water Applied 850.85 gallons / 70% = 1215.5 gallons\nFor 2.5″ water a week, I’ll need 1215.5 gallons!\nTo put this into perspective, with my 150 gallon tank, if I filled it all the way, I’d need to do 8 trips to the fill station a week to meet this demand. I’m sorry, but this is ridiculous. The lawn has got to go!\nIf you’d like to download this math in a Microsoft Excel format: http://1drv.ms/1zbpM3B Clicking the link will open in Microsoft Excel Online. Note: you are free to use as you please.", "domain": "mathematics"}
{"url": "https://oscarbastardo.com/2020-09-03-trig-sum-of-angles/", "date": "2021-08-02T18:38:20Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154356.39/warc/CC-MAIN-20210802172339-20210802202339-00645.warc.gz", "language_score": 0.8995640277862549, "token_count": 776, "dump": "CC-MAIN-2021-31", "global_id": "webtext-fineweb__CC-MAIN-2021-31__0__253100763", "lang": "en", "text": "Sum of angles identities\n6th September 2020\nRecently whilst revisiting trigonometry I came across a neat way of proving the sum of angles identities shown below:\nI have used these formulas a number of times in the past to solve problems but I had not thought much about how they came to be. It was not until I learnt the proof I will describe on this post that I finally acquired a solid intuition about what these equations mean.\nWe will only need two of the right-angled triangle definitions for this proof to work: sine and cosine of an angle.\nFrom the image we can derive the two definitions:\n- or written in terms of the opposite side:\n- or written in terms of the adjacent side:\nDraw a rectangle with a right triangle inside as shown in the image.\nAssume the hypotenuse of the triangle is of length 1. We name the angle on the bottom left as and work out the lengths of the opposites and adjacent sides of the triangle using the definitions.\nWe now shift our attention to the triangle that emerged at the top left of the rectangle. We name the angle on the bottom left as and use the definitions to find the length of the opposite and adjacent sides of the triangle, having a hypotenuse of length .\nTo find the length of the sides of the triangle in the top right, we need to use the angles we currently know and the properties of right triangles. If we focus our attention on the corner of the red triangle touching the top of the rectangle, we can see that we have 3 angles that add up to 180°.\nWe can find the angle on the left by computing . Then we have a angle from the red triangle. And finally, as all these angles add up to 180° we can find the angle on the right by computing .\nWith and the hypotenuse of the right-angled triangle on the top right, we can calculate the length of the opposite and adjacent sides using the definitions of sine and cosine with the angle and having a hypotenuse of length\nThere are only two steps remaining to reach the goal of obtaining the lengths of all sides of the rectangle. Moreover, The right-angled triangle at the bottom will give use the remaining lengths.\nGiven that the bottom left corner of the triangle forms an angle of 90°, we can define the angle corresponding to the corner of the bottom triangle as .\nHaving the right angle and the angle described above, the remaining angle of the bottom triangle is equal to .\nNow we can find the remaining lengths of the sides of the rectangle by calculating the opposite and adjacent sides of the bottom triangle using the definitions of sine and cosine with the angle .\nHaving found the total lengths of all four sides of the rectangle, we can use the fact that parallel sides have the same length to draw the following equivalences.\nEquating the top and bottom sides:\nEquating the left and right sides:\nThe equations above can be rewritten to reveal the sum of angles identities as shown earlier:\nTrigonometry is a fundamental topic on mathematics as well as a prerequisite to subjects like calculus, physics or linear algebra. Having a good understanding of the trigonometric identities allows us to identify when these relations can be used in scenarios where angles are involved, such as when working with vectors in space. Luckily it is relatively easy to visualise trigonometric relations as we can draw triangles and other basic geometric shapes which allows to obtain intuition by using visual proofs.\n- I highly recommend watching this excellent video from the YouTube account blackpenredpen where the instructor goes through this proof step by step on a whiteboard.\n- Additionally the Wikipedia article about trigonometric identities is a good place to learn in more detail about the sum of angles and other identities.", "domain": "mathematics"}
{"url": "https://nateandrachael.com/math-money-games-preschool/", "date": "2023-12-11T11:45:08Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679511159.96/warc/CC-MAIN-20231211112008-20231211142008-00827.warc.gz", "language_score": 0.9635137319564819, "token_count": 573, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__133976763", "lang": "en", "text": "Our three-year-old loves to pretend to shop. She’ll often get out her shopping cart, purse, coins, and even a (voided) credit card, and ask, “Mommy, will you play grocery store with me and check me out?”\nSince she’s just three (well, technically three and a half), I haven’t worried too much about making sure she’s getting the academic basics that I’m sure would be covered in a formal preschool. (We’re homeschooling, for now). But since she’s so interested in coins, bills, and money, I wanted to capitalize on this interest.\nSo I decided to set up a little restaurant for my daughter.\nMath is Fun! Math Money Games for Preschoolers\nAffiliate links included where appropriate.\nWe started by raiding her piggy bank. In addition to the usual pennies, nickels, dimes, and quarters, we also found a few half dollar coins, and two dollar coins. The six types of coins fit nicely in these plastic serving trays.\nI made menus and price lists using picmonkey (a free photo editing program) and pictures of our favorite food items (Creativecommons.org has lots of pictures). I plan to laminate the menus eventually or at least put them in plastic sleeves.\nThe first day we tried this, we had egg salad sandwiches, blackberries, pretzels, and hummus. Our little one LOVED paying for each and every blackberry!\nSide note: prices change quickly at our house, so buy fast! I originally listed blackberries for one penny a piece, but when that menu needed a re-do, I changed the price to a more true-to-life price of one nickel each.\nWhen my kiddo ran out of one type of coin (e.g. she had no more dollar coins, and she wanted to buy a $1 glass of milk), she had to figure out how to combine coins to reach the total she needed. Had I just sat her down at the dining room table and drilled her with info about the different values of coins, I guarantee we would have ended up with an epic power struggle, a tired mama, and a frustrated kid.\nBut she was determined to find the right combination of coins so she could buy her lunch. No fussing, no reluctance, no power struggles. Pretend play for the win!\nNow every day around lunch time I hear, “Mommy, can I buy my lunch today?”\nSure, kiddo! Today lunch is on you. 🙂\nFor more fun preschool play ideas, check out our preschool play board on pinterest!", "domain": "mathematics"}
{"url": "http://akiti.ca/numInt2.html", "date": "2023-06-10T00:28:24Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224656869.87/warc/CC-MAIN-20230609233952-20230610023952-00086.warc.gz", "language_score": 0.8938639163970947, "token_count": 490, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__147830891", "lang": "en", "text": "Numerical Integration Utility: Definite Integral of square-root(x) * sin(x)\nThis page contains a routine that calculates the definite integral of √ x sin(x) on an interval specified by the user.\nAuthor: David K. Kahaner. Scientific Computing Division, NBS\nFrom the book \"Numerical Methods and Software\" by\nD. Kahaner, C. Moler, and S. Nash\nPrentice Hall, 1988\nTo use this utility, the user must enter two values: b and c, which specify the range [b, c], over which\n∫ √ x sin(x) dx will be computed. b and c must be entered as radians, NOT degrees, and they must both be greater than or equal to zero. If a negative value is entered for either of them, an error message appears asking the user to try again.\nNote that over intervals for which the function is negative the integral is negative too.\nIMPORTANT: Note the Error Code returned.\nError Code = 0: Normal Completion. e < eps (= 1.0e-12) and e < eps*abs(I).\nError Code = 1: Normal Completion. e < eps but e > eps*abs(I).\nError Code = 2: Normal Completion. e < eps*abs(I) but e > eps.\nError Code = 3: Normal completion but eps was too small to satisfy absolute or relative error request.\nError Code = 4: Aborted calculation because of serious rounding error. Probably e and I are consistent.\nError Code = 5: Aborted calculation because of insufficient storage. I and e are consistent.\nError Code = 6: Aborted calculation because of serious difficulties meeting error request.\nError Code = 7: More than 2*NMAX (= 100) iterations of main loop. Subroutine aborted.", "domain": "mathematics"}
{"url": "https://garbers.co.za/2011/04/20/calculating-the-distance-between-two-gps-points-in-mysql/", "date": "2023-11-29T18:17:16Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100135.11/warc/CC-MAIN-20231129173017-20231129203017-00131.warc.gz", "language_score": 0.7241040468215942, "token_count": 503, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__99855723", "lang": "en", "text": "There have been many tutorials floating around the ‘net for a while, detailing how to calculate the distance between an entry in your database, and a set of arbitrary GPS points. Not many of these tutorials will allow you to find the distance between two random points you might have.\nIn order to solve this (and remove the use of the rather large clumsy SQL calculation), I have re-written this MySQL calculation into a function, for easier reference.\nDELIMITER $$ CREATE FUNCTION `CALCULATE_DISTANCE`(`@oLat` DECIMAL(10,7), `@oLon` DECIMAL(10,7), `@dLat` DECIMAL(10,7), `@dLon` DECIMAL(10,7)) RETURNS DECIMAL(10,7) NO SQL BEGIN RETURN ( ( ACOS( SIN(`@dLat` * PI() / 180) * SIN(`@oLat` * PI() / 180) + COS(`@dLat` * PI() / 180) * COS(`@oLat` * PI() / 180) * COS((`@dLon` - `@oLon`) * PI() / 180) ) * 180 / PI() ) * 60 * 1.1515 * 1.609344 ); END$$ DELIMITER ;\nThe format of the arguments are as follows:\n|@oLat||The latitude from which the distance will be calculated.|\n|@oLon||The longitude from which the distance will be calculated.|\n|@dLat||The latitude to which the distance will be calculated.|\n|@dLon||The longitude to which the distance will be calculated.|\nSo, how do I use it?\nIt’s really easy. Simply execute the SQL provided above. If your database user doesn’t have the necessary privileges to be able to create functions, then you won’t be able to use this. After having run the SQL, you can find the distance between two arbitrary points like that shown below:\nSELECT CALCULATE_DISTANCE(-33.91429, 18.42389, -34.079120, 18.446882);\nThanks to zcentric.com for the SQL calculation.", "domain": "mathematics"}
{"url": "https://blog.goodwillindy.org/dedicated-teacher-makes-a-difference-in-the-classroom", "date": "2024-02-23T07:33:53Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474361.75/warc/CC-MAIN-20240223053503-20240223083503-00290.warc.gz", "language_score": 0.9778035283088684, "token_count": 420, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__54421865", "lang": "en", "text": "Sarah Schwartz graduated from Indiana University Southeast in 2014 with a bachelor’s degree in education and a concentration in math. There weren’t many positions available for math teachers near her home in southern Indiana, so she continued to work part-time in the IU Southeast math lab. She also got a second job at a Goodwill retail store to earn extra income.\nShortly after, she was diagnosed with muscular dystrophy (MD), a disease that causes progressive weakness and degeneration of the skeletal muscles, making it difficult to do things like walking, climbing stairs and sitting and standing. However, Sarah didn’t let her disability stop her from pursuing her passion.\n“When I learned that Goodwill was opening an Excel Center in Clarksville, I told one of my co-workers that I was going to be one of the math teachers,” Sarah said. “Not only am I now one of the math teachers, but I also ended up being the first teacher hired at the school.”\nThe Excel Center is a tuition-free high school for adults that helps students remove barriers to completing their diploma. Ms. Sarah, as her students call her, has had a huge impact on those around her.\n“I struggled with math growing up, but Ms. Sarah helped me understand things in a clear way, which helped me build confidence and the belief that I can learn,” said Ashley Neal, one of Sarah’s students at The Excel Center.\nSarah’s position at The Excel Center has provided her with a means to serve by doing what she loves and also allows her to live independently. In addition, she is currently working to complete her master’s degree in math education to help with The Excel Center’s dual credit program.\n“Muscular dystrophy doesn’t define me and won’t keep me from doing the things I want to do,” Sarah said.\nTo learn more about The Excel Center or to enroll, visit: excelcenter.org", "domain": "mathematics"}
{"url": "http://patkarvardecollege.edu.in/eventdetail.php?eventsubcategoryid=294", "date": "2020-09-25T16:23:29Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400227524.63/warc/CC-MAIN-20200925150904-20200925180904-00342.warc.gz", "language_score": 0.9329674243927002, "token_count": 234, "dump": "CC-MAIN-2020-40", "global_id": "webtext-fineweb__CC-MAIN-2020-40__0__63196284", "lang": "en", "text": "From June 20 to 22, 2020 the Departments of Information Technology (IT) and Computer Science (CS) jointly organised a RUSA-sponsoredthree-day webinar on “Data Science and Machine Learning”, which was attended by a total of 118 participants.\nMr. Shishir Dubey, Data Scientist at Spocto Solution, was the resource person. Over three days, Mr. Dubey covered various topics of data science and machine learning with Python by discussing Jupiter Notebook along with Panda. He also gave a brief introduction about the various implementation tools available in Python, such as Scikits, Panda, Keras, TenserFlow and Numpy. In addition, he discussed concepts of central tendencies, measures of dispersion, probability distribution, linear regression and K-Nearest Neighbour (KNN) algorithm. He also explained the importance of mathematics in data science by discussing probability and linear regression. Finally, he shared some basic ideas about random forest.\nThe participants benefited greatly from the Webinar.\nAll Copyrights Reserved © 2017 PATKAR VARDE COLLEGE | Design by PRAJAKTA SOFTWARE", "domain": "mathematics"}
{"url": "https://theconfused.me/blog/numerical-integration-of-light-paths-in-a-schwarzschild-metric/", "date": "2018-04-24T08:41:50Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125946578.68/warc/CC-MAIN-20180424080851-20180424100851-00525.warc.gz", "language_score": 0.8754228353500366, "token_count": 408, "dump": "CC-MAIN-2018-17", "global_id": "webtext-fineweb__CC-MAIN-2018-17__0__111873045", "lang": "en", "text": "Numerical integration of light paths in a Schwarzschild metric\nDifferential equations of orbit\nThe Schwarzschild metric is one of the most famous solutions to the Einstein field equations, and the line element in this metric (in natural units ) is given by:\nWe are interested in the trajectory of a light ray in such a metric. Since the metric is spherically symmetric, any light ray that starts with a certain must stay in the same plane, hence we can arbitrarily set and do away with all the terms.\nLight follows a null (lightlike) trajectory given by . In the absence of external forces, it should also travel along a geodesic. These are governed by the geodesic equations, which can be derived using Euler-Lagrange equations. Due to the symmetry of the metric, applying the Euler-Lagrange equations to the metric gives us two conserved quantities:\nwhere refers to derivative with respect to an affine parameter.\nUsing the null condition, we have\nThis can be expressed in terms of , and differentiating again gives the second-order differential equation for :\nThis can be easily converted into a first-order differential equation to be solved numerically by setting a variable . So we have these 3 differential equations to compute numerically:\n(This can of course be solved analytically in the weak gravity limit, which gives the light bending equation .)\nIn principle, we need the initial values of , , and to start the numerical simulation. However, if we fix the incoming velocity to be horizontal, then we would only need to specify the initial and coordinates.\nThe initial conditions then can be given as follows:\nThen, the only free parameters to specify and , in addition to mass.\nFor a mass of (corresponding to Schwarzschild black hole radius of 2), this is a plot of the trajectories with different impact parameters :\nAnd they do fit quite well with the theoretical deflection angle, for large impact parameters:", "domain": "mathematics"}
{"url": "https://earthcomputer.net/fsp.html", "date": "2023-02-04T17:43:06Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500151.93/warc/CC-MAIN-20230204173912-20230204203912-00241.warc.gz", "language_score": 0.9579079747200012, "token_count": 168, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__16772804", "lang": "en", "text": "The Firing Squad Problem (FSP) is about designing a 1D cellular automaton, with n possible states for each cell, such that all cells will end up in the same state, having never been in that state before. Each cell follows the same set of rules (the \"automaton\"), which take the previous state of itself and its two neighbors, and outputs the next state for that cell. For cells at the edge, their neighbor is a special \"null\" state, which does not count to n.\nA 6-state solution exists for all possible widths. It has been proven that there is no single 4-state solution for all possible widths, although 4-state solutions exist for powers of 2. It is unknown whether there is a single 5-state solution that works for all widths.", "domain": "mathematics"}
{"url": "https://www.breakthroughcollaborative.org/curriculum-updates-funded-by-all-points-north-foundation-well-received-at-affiliate-level/", "date": "2023-12-05T07:50:15Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100550.40/warc/CC-MAIN-20231205073336-20231205103336-00315.warc.gz", "language_score": 0.9322988390922546, "token_count": 187, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__232189921", "lang": "en", "text": "Thanks to a grant from the All Points North Foundation, Breakthrough Collaborative has updated its academic curriculum in all four subject areas – literature, writing, math, and science. The new curriculum includes updated materials and resources, assessment tools for all subject areas and grades so teachers can monitor students’ learning, differentiated practice opportunities in math so students at all levels can continue to grow, and a new literature text, The Other Wes Moore, so teachers have more options in tailoring the curriculum to the community’s needs. Last summer, 593 teaching fellows at 19 affiliates used these new resources as they taught a collective 2,950 students. The new materials received positive feedback from from leaders across the Collaborative who appreciated the opportunity to track local growth and differentiate instruction. We are grateful to the All Points North Foundation for making this work possible, and we’re excited to continue to refine our curriculum in the years to come.", "domain": "mathematics"}
{"url": "http://paullou.me/", "date": "2019-02-17T12:41:44Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247481992.39/warc/CC-MAIN-20190217111746-20190217133746-00034.warc.gz", "language_score": 0.9286528825759888, "token_count": 126, "dump": "CC-MAIN-2019-09", "global_id": "webtext-fineweb__CC-MAIN-2019-09__0__174154775", "lang": "en", "text": "Hi! I'm Paul, an undergraduate majoring in computer science, mathematics, and statistics at the University of Pennsylvania. I am fortunate to be doing research with Nadia Heninger. I'm applying to computer science Ph. D. programs this fall. Generally, I'm interested in cryptography, computer security, and related systems building. My research experiences include implementing and designing bignum parallelized algorithms related to cryptography, and theoretical exploration of lattice reduction algorithms.\nMy other hobbies include running, yoga, listening to podcasts, drinking hot chocolate, and making a variety of oatmeal. I am also fond of animals.", "domain": "mathematics"}
{"url": "https://www.pauric.blog/Graph-Theory-I-3AIntro-And-Data-Structure-Examples/", "date": "2019-08-23T21:47:42Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027319082.81/warc/CC-MAIN-20190823214536-20190824000536-00061.warc.gz", "language_score": 0.9049564599990845, "token_count": 755, "dump": "CC-MAIN-2019-35", "global_id": "webtext-fineweb__CC-MAIN-2019-35__0__103800034", "lang": "en", "text": "Graph Theory I: Intro And Data Structure Examples\nWhy use Graph Theory?\nHere’s an example from the firehose project:\nSay you want to build a data representation of a tweet. How would you represent retweets and favorites? This problem sounds easy in theory, but naturally starts moving towards advanced graph theory searching algorithms. For example, for a particular tweet you may need to write a depth-first-search algorithm to determine if someone with the twitter handle “barackobama” retweeted the tweet that is supplied.\nSo what exactly is graph theory? Well first of all, computer science graphs have nothing to do with your garden variety real-life graphs. These graphs are effectively ways to represent a bunch of dots connected by lines. Think of a map of cities connected by roads. Got that? Now replace “city” with “node”, and “road” with “edge”. Now you’re talking graph language!\nThe first thing you need to do to understand graph theory is use a tool to visually represent graphs, otherwise you’ll go insane with confusion. My favorite tool is VisuAlgo (see what they did there?). The runner-up prize goes to Graph Online.\nVisuAlgo is great because you can create your own graphs and see how they are represented in the three standard varieties:\n- adjacency list\n- adjacency matrix\n- edge list\nAdjacency lists are most useful when we mostly want to enumerate outgoing edges of each node. This is common in search tasks, where we want to find a path from one node to another or compute the distances between pairs of nodes.\nSo with adjacency lists, you list the edges (connections) for each node in a separate array, starting with node 0:\nvar adjList = [ , // Node 0 is only connected to Node 1 [0, 2, 3], // Node 1 is connected to everyone // (except itself!) , // Node 2 is connected to Node 1 , // You get the idea ];\nWith an adjacency matrix, every single possible connect between every node is listed. If there is no edge (connection), a\n0 is used. If there is an edge (connection), a\n1 is used.\nvar adjMatrix = [ [0, 1, 0, 0], // Node 0 is only connected to Node 1 [1, 0, 1, 1], // Node 1 is connected to everyone // (except itself!) [0, 1, 0, 0], // Node 2 is connected to Node 1 [0, 1, 0, 0], // You get the idea ];\nEdge lists, as the name implies, just lists the edges (connections) between each node.\nvar edgeList = [ [0, 1] // The first edge is from 0 to 1 [1, 2] // The second edge is from 1 to 2 [1, 3] // The third list is from 1 to 3 ]; // And that's it! Show's over, folks.\nYou can see that the edge lists are often the most efficient way to represent a graph.\nSo now we know how to represent graphs. What do we do with them? We can use them to repesent all kinds of network relationships.\nThe two most popular algorithms to use with graphs are depth-first search and breadth-first search. I’m going to look at implementing a breath-first search in the next part. If you can’t wait for that, you can look at Khan Academy’s excellent introduction to depth-first search.", "domain": "mathematics"}
{"url": "https://binaryoptionstrade.site/what-it-means-in-2021/", "date": "2021-07-31T21:56:31Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154126.73/warc/CC-MAIN-20210731203400-20210731233400-00035.warc.gz", "language_score": 0.9382574558258057, "token_count": 1218, "dump": "CC-MAIN-2021-31", "global_id": "webtext-fineweb__CC-MAIN-2021-31__0__14249205", "lang": "en", "text": "Today we’re going to look at what it means to have the Macd above zero.\nCan we use it as a reliable indicator for long or short trades?\nMoving average convergence divergence is a widely used indicator for analyzing market dynamics.\nAlthough it doubles as an oscillator, it is not typically used to identify overbought and oversold conditions.\nInstead, it is used to identify trends.\nThe indicator uses two moving averages and tries to predict the formation of a new trend.\nThe indicator appears in charts as two lines; the MACD line and the signal line.\nThere is also a zero line above and below which underlying trends emerge.\nWhen the two moving average lines cross, they create crossover patterns that traders want to profit from.\nThe two lines swing without limits.\nThe shorter line is usually a 12-period exponential moving average that moves faster.\nThe longer one is usually a 26 exponential moving average that moves more slowly.\nIn addition, the MACD indicator has a histogram that shows the number of bars used to calculate the moving average and the difference between the faster and slower moving averages.\nThe MACD line is usually the difference between the two exponential moving averages, 12 and 26.\nIt also represents the difference between the two lines.\nIn the MACD indicator, the MACD line is usually the faster moving average.\nOn the other hand, the signal line is usually the slower moving average.\nThe signal line represents the average of the previous MACD line.\nIn most cases, it is usually the 9-period exponential moving average.\nThe signal line is used to smooth the sensitivity of the MACD line.\nOn the other hand, the histogram shows the difference between the MACD line and the signal line, which is shown in bars.\nDepending on how the bars form, they can signal that a crossover is imminent.\nWhenever the MACD line is above the signal line, the histogram is above the zero line.\nConsequently, whenever the MACD line is below the signal line, the histogram is below the zero line.\nThe histogram basically shows the market dynamics. When the momentum is high, the histogram becomes much larger.\nAs the dynamics decrease, the histogram also decreases in size.\nAs the distance between the MACD line and the signal line increases, the histogram becomes larger and leads to Deviations when the MACD line moves away from the signal line,\nSimilarly, as the moving averages approach, the histogram becomes smaller, resulting in convergence.\nThis implies that the faster moving average is converging and approaching the slower moving average\nCrossing the zero line of the MACD from below is often viewed as a bullish signal.\nIn most cases, this indicates that upward momentum is building and the price of the underlying security is likely to increase significantly.\nThe higher the MACD line is from zero, the stronger the signal and the greater the likelihood of price movement.\nIn this case, traders will try to enter Long positions in anticipation of a price increase.\nLikewise, every time the MACD line crosses the zero line from below from above, it is interpreted as a bearish signal, signaling that the price is likely to fall.\nIn this case, the further the MACD line is from the zero line, the stronger the bearish signal.\nUsing two moving averages for the same indicator creates a crossover phenomenon.\nThe faster moving average, in this case the MACD Line, will always react faster to price movements than the slower one, the signal line.\nSimilarly, every time a new trend occurs, the MACD line, which is the quickest to react to price changes, reacts faster and crosses the slower line, the signal line.\nIf this crossover occurs in both directions or the MACD line begins to break away from the signal line, it indicates that a new, much stronger trend has formed.\nA bullish MACD crossover is manifesting in the NVDA chart above, with the MACD line crossing the signal line right near the zero line.\nIn this case, it signals that an uptrend is starting on the fast moving average and reacting faster to price changes.\nThe bullish trend is only confirmed as soon as the MACD line rises above the zero line after crossing the signal line from below.\nThe price rose significantly from that point on when traders took long positions.\nIn times of increased market volatility, will lash the MACD line and cross the signal line back and forth.\nMACD users often avoid trading during such periods as the unreliable signals come into play.\nAfter the market has completely digested the development that caused the wild fluctuations, the MACD signal line will cross the signal line and signal in which direction the price is likely to move.\nThe MACD line also crosses the signal line from below and moves above the zero level increased volatility would essentially signal the formation of an uptrend.\nThe MACD line farther away from the signal line would confirm a stronger signal.\nDivergence is a powerful indicator of trend reversals.\nFidelity’s chart below shows that the stock is making a significantly lower low.\nAt the same time, the MACD indicator is reaching a higher low.\nThis suggests that the downtrend is losing strength and could soon be reversed.\nMACD is a reliable trend following momentum indicator that is widely used in technical analysis.\nThe indicator is often used to show new trends when the fast moving average rises above or below the slow moving average.\nThe indicator that crosses the zero line is considered bullish while it crosses below the zero line bearish.\nDisclaimer: The information above is for For educational purposes only and should not be treated as investment advice. The strategy presented would not be suitable for investors who are unfamiliar with exchange-traded options. All readers interested in this strategy should do their own research and seek advice from a licensed financial advisor.", "domain": "mathematics"}
{"url": "http://justaddplay.com/2020/10/a-pattern-hunt-pascals-triangle/", "date": "2023-03-26T15:51:56Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945473.69/warc/CC-MAIN-20230326142035-20230326172035-00337.warc.gz", "language_score": 0.9243818521499634, "token_count": 464, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__239245206", "lang": "en", "text": "Pascal’s Triangle is a treasure hunt for sequences and patterns.\nOur study of Pascal’s Triangle was inspired by my son’s Folding the Circle class. A father in our co-op hosted this class (it made a great zoom homeschooling activity), and the kids really dug into some amazing geometric art.\nDuring this class my son folded and built giant tetrahedrons out of smaller tetrahedrons, and we searched for a pattern. How many smaller tetrahedrons are added as the giant shape grows a level? How many total, are there? It turns out these patterns — the triangle numbers and the tetrahedral numbers — can be found in Pascal’s Triangle.\nSo we dropped everything for a couple days to investigate Pascal’s triangle.\nAs a jumping off point, we used the short-story biography of Pascal, from Mathematicians Are People, Too. The biographies in this book are only a few pages each, and my son really enjoys them. (It’s also great as inspiration for finding special math topics.)\nAfter reading, my son filled in the numbers of Pascal’s Triangle, and searched for patterns.\nHe discovered the symmetry of the triangle, the counting numbers, the triangle numbers, the tetrahedral numbers, and the doubling of sums when you go down rows. As he learns more math concepts, we’ll be sure to revisit this.\nIt turns out, Pascal’s Triangle also includes probability values. But when I got out a penny to do some coin tosses, my son shouted “Noooooo! Not THAT kind of math” and ran away. Apparently he’s developed an aversion to statistics… Oh well! Maybe another day.\nWe also practiced some binomial notation, where he found values based on their position in the triangle. Older kids could learn the binomial theorem and use this to predict tetrahedron and triangle numbers.\nFor a nice overview of the math concepts in Pascal’s Triangle and a definition of the binomial theorem, check out Math Is Fun.\nBelow are worksheet downloads for filling out Pascal’s triangle if you want to try this activity with your kids:", "domain": "mathematics"}
{"url": "https://myteachers.in/shop/videocourses/bms-6th-semestermumbai-univ-full-course-by-madhusudan-sohani/?post_in_lightbox=1", "date": "2019-05-22T18:58:48Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256948.48/warc/CC-MAIN-20190522183240-20190522205240-00030.warc.gz", "language_score": 0.9369295239448547, "token_count": 143, "dump": "CC-MAIN-2019-22", "global_id": "webtext-fineweb__CC-MAIN-2019-22__0__126038547", "lang": "en", "text": "Operations Research For BMS 6th Semester(Mumbai Univ.) Full Course By Madhusudan Sohani\n₹2,650.00 – ₹4,875.00\n- This Course covers full course of BMS Mumbai University for 6th Semester As per latest course\n- 1 printed handout of 32 pages\n- Over 85 numerical problems have been solved with full explanation\n- One video is devoted to solving April 2017 QP fully\n- Numerical questions are kept approximately at the level as contained in standard text-books on the subject. Some more difficult problems have been included for brighter students\n- About 85 to 90 numerical questions have been solved.", "domain": "mathematics"}
{"url": "https://wsdbr.warrensd.org/267838_3", "date": "2020-08-13T16:57:25Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439739048.46/warc/CC-MAIN-20200813161908-20200813191908-00549.warc.gz", "language_score": 0.9699743390083313, "token_count": 317, "dump": "CC-MAIN-2020-34", "global_id": "webtext-fineweb__CC-MAIN-2020-34__0__33057635", "lang": "en", "text": "I graduated from Warren High School is 1991. I attended college at University of Arkansas in Monticello from 1991 to 1994. I started completing on-line classes at Arkansas State University in the Fall of 2016.\nI completed my BA in Elementary Education in the Spring 1994. I’ve taught math at Brunson for 23 years. I am currently working on my MSE in Curriculum and Instruction at Arkansas State University.\nI began teaching fourth grade math in 1994 at what used to be Westside Elementary. During my time there, the name was changed to honor Thomas C. Brunson. Three years ago we became a charter school, and we renamed the school Brunson New Vision Charter School. I have taught fourth grade math for 23 years. I am also teaching third and fifth grade math skills depending upon the class. School has changed quite dramatically since I first began teaching, but the changes are good. They’ve made me a better instructor.\nI was married in 1991 and August 10th will be my 26th wedding anniversary. I have two daughters, Cassidy who’s 19 and Carrigan who’s 12. Carrigan is in the 7th grade at Warren Middle School. Cassidy is married and lives in Tennessee.\nI love to read. I absolutely love scary movies.I love to run. I competed on the race circuit last summer and loved it. I have a total of four first place medals, one second place master’s medal, one first place age group medal, and one third place age group medal.", "domain": "mathematics"}
{"url": "https://troypl.org/digital_library/online_resources/online_learning.php", "date": "2023-12-05T05:28:42Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100545.7/warc/CC-MAIN-20231205041842-20231205071842-00106.warc.gz", "language_score": 0.8875236511230469, "token_count": 240, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__143447375", "lang": "en", "text": "Creativebug offers online video arts and crafts workshops and techniques. Learn how to paint, knit, crochet, sew, screen print, and more.\nEdX offers free interactive online classes from the world’s best universities like MITx, HarvardX, BerkeleyX, and UTx. Topics include biology, business, chemistry, computer science, economics, finance, electronics, engineering, food and nutrition, history, law, literature, math, medicine, music, philosophy, physics, science, statistics and more.\nKhan Academy is a not-for-profit with the goal of changing education for the better by providing a free world-class education for anyone anywhere. All of the site’s resources are available to anyone. It doesn’t matter if you are a student, teacher, home-schooler, principal, or an adult returning to the classroom after 20 years. Khan Academy’s materials and resources are available to you completely free of charge.\nWith over 100 instructional videos each, plus interactive drills and quizzes, ProCitizen provides the civics, vocabulary, plus reading and writing practice that new citizens need to succeed on the citizenship test.", "domain": "mathematics"}
{"url": "http://www.greenvillebusinessmag.com/events/159580/imagine-steam-festival", "date": "2021-06-20T04:49:50Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487655418.58/warc/CC-MAIN-20210620024206-20210620054206-00589.warc.gz", "language_score": 0.9068440794944763, "token_count": 227, "dump": "CC-MAIN-2021-25", "global_id": "webtext-fineweb__CC-MAIN-2021-25__0__105048212", "lang": "en", "text": "iMAGINE STEAM Festival\nThe iMAGINE Upstate festival, which has occurred in Greenville over the past 4 years, is coming to Greenwood. The festival will feature interactive exhibits and shows emphasizing Science, Technology, Engineering, Arts and Math (STEAM) to Greenwood Uptown and Uptown Market on Saturday, March 16, 2019.\nThe purpose of iMAGINE STEAM Festival, fueled by the Greenwood Arts Center, is to ignite the interest of Pre-K through 12th-grade students (and their families) in STEAM subjects by providing up-close engagement with the latest technologies and giving them exposure to high-skill industries.\niMAGINE partners with corporations, schools, nonprofits, and volunteers to make STEAM come to life through hands-on exhibits and interactive stage shows.\nDate & Time\nMarch 16, 2019\n10:00AM - 2:00PM\nThe Arts Center of Greenwood 120 Main St Greenwood 29646 SC US http://www.greenvillebusinessmag.com/businesses/sc-greenwood-the-arts-center-of-greenwood", "domain": "mathematics"}
{"url": "https://benmoran.wordpress.com/", "date": "2023-06-07T09:33:26Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224653631.71/warc/CC-MAIN-20230607074914-20230607104914-00687.warc.gz", "language_score": 0.9155265688896179, "token_count": 1242, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__97969020", "lang": "en", "text": "Cauchy-Schwarz for outer products as a matrix inequality\nIf you read the Wikipedia page on the Cramér-Rao bound in statistics, there is an elegant and concise proof given of the scalar version of the bound. However, no proof of the full multivariate case is given there.\nIndeed, it seems at first like the same approach will not work, because multivariate Cramér-Rao is a matrix inequality, while the scalar proof relies on the Cauchy-Schwarz inequality, which is a statement about inner products. Since an inner product is just a real-valued number, surely a different approach is required for proofs about matrices?\nBut after reading this 1980 paper of Bultheel I think the same short proof goes through, if we generalise the definition of “inner product” slightly. In fact, this form of Cauchy-Schwarz holds for the familiar outer product and the inner product version is just a special case!\nBelow we’ll confine ourselves to the reals for simplicity, unlike Bultheel who works more abstractly.\nWe’ll review the scalar case, then extend it to matrices.\nInner product definition\nAn inner product, on a vector space over the reals takes two vectors and returns a real number. The prototypical example is the dot product on , , but we can allow others if they satisfy these requirements:\n- Positive definiteness: , with equality if and only if .\nCauchy-Schwarz from inner products\nThe Cauchy-Schwarz inequality is the following statement about products of inner products:\nWe can show this using the definition of the inner product above. Take a vector where is a real scalar.\nPositive definiteness says:\nWe can use bilinearity to expand this:\nand symmetry to obtain\nNow if we make the choice and simplify:\nWe obtain the desired inequality:\nMatrix-valued inner product axioms\nNow we’d like something a little more powerful. We can get this if we are willing to generalise the notion of an inner product to something that returns a matrix instead of a number. I’ll denote this new “inner product” by .\nWe also need to generalise our axioms slightly for this wider definition. I will follow Bultheel’s definition, simplifying by considering only real-valued matrices. So:\n- Symmetry holds up to a transpose. Now is a matrix, we need to add matrix transposition if we swap the arguments, but we still have:\n- Bilinearity still applies, not only with scalar coefficients but also with matrices. We have to be careful about whether we are multiplying on the left or right, because matrix multiplication is not commutative. So we have:\n- Positive definiteness: we will demand that is itself positive definite, i.e. as a matrix inequality. We can also insist that implies .\nNow a multivariate Cauchy-Schwarz follows from these axioms just as it did in the scalar case, though again we must take care of the transpositions.\nWe substitute :\nUsing transpose symmetry to tidy up:\nwe obtain the matrix form of Cauchy-Schwarz:\nIn particular, in the scalar case, this reduces to the usual scalar form of the inequality.\nI think this is cute! For one thing, we’ve just defined the outer product to be an inner product!\n(The outer product between two dimensional vectors is the matrix , while the Euclidean dot product is the scalar .)\nYet since the outer product is transpose symmetric, bilinear, and results in a positive definite matrix for a single vector, it’s a perfectly good inner product for these purposes. I wonder why Cauchy-Schwarz is more commonly known in the less general inner product form?\nI’m also intrigued by the geometric connotations of “matrix-valued inner products”. The inner product is an algebraic construction which is geometrically motivated, and so bridges these two aspects of mathematics. The inner product is at the core of geometry and defines:\n- length of vectors (from the induced norm )\n- angles between vectors (from ), and in particular orthogonality when\n- projections onto sets (by minimizing the norm, or by orthogonality)\nSo – what would it mean geometrically for a length or an angle to be matrix valued?\nI don’t know! But it does occur to me that if you have two ordinary, independent scalar metrics and , you can always compose these into a new “matrix-valued metric” . (This is still positive definite in the sense above). That declares two vectors to be orthogonal when both of the component metrics are: this means that the trace of our matrix, which is the sum of its eigenvalues, will be zero. (If we had used the determinant instead, it would declare orthogonality whenever any of the constituents did.)\nFurthermore, the trace of the outer product recovers the inner product. In fact, the trace already gives a proper inner product between square matrices, thought of as a vector space: . So we can squash our matrix-valued inner product back to an ordinary scalar inner product by taking the trace. And if we do this for our diagonal matrix of independent metrics, we recover the usual metric on ! It was there all along, but the matrix-valued metric additionally preserves more information about along which basis directions the vectors agree and disagree.", "domain": "mathematics"}
{"url": "https://www.mauldethprimary.co.uk/class/year-6", "date": "2020-10-30T21:37:31Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107911792.65/warc/CC-MAIN-20201030212708-20201031002708-00183.warc.gz", "language_score": 0.8333996534347534, "token_count": 1104, "dump": "CC-MAIN-2020-45", "global_id": "webtext-fineweb__CC-MAIN-2020-45__0__18875127", "lang": "en", "text": "Year 6 2020 - 2021\nWelcome to our Year 6 Page\nMrs Rogers is the teacher in Class 6R and Mr Paterson is the teacher in Class 6P.\n|Mrs Rogers||Mr Paterson|\nWe follow the objectives set in the National Curriculum. Below are links to these documents for the core subjects (mathematics, English and science).\n- Mathematics: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335158/PRIMARY_national_curriculum_-_Mathematics_220714.pdf\n- English: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_national_curriculum_-_English_220714.pdf\n- Science: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425618/PRIMARY_national_curriculum_-_Science.pdf\nClick here to download the topic letter for Autumn 1.\nHere are some guides to help you access some of the educational websites listed on this page.\n- Mathletics guide: https://secure.schoolspider.co.uk/uploads/518/grade/444899_grade_file.doc\n- Oxford Owl guide: https://secure.schoolspider.co.uk/uploads/518/grade/444906_grade_file.pptx\n- Espresso guide: https://secure.schoolspider.co.uk/uploads/518/grade/444894_grade_file.doc\nSupport for Home Learning during Coronavirus Pandemic:\nOn this page, you will find home learning resources, links to websites and a suggested timetable that have been put together to support families having to work with children at home due to school closure. We have also included links to National Curriculum documents for core subjects and half-termly overviews so you have an idea of what is covered in school. Please make sure you scroll through the whole page to see what is included. During this time of school closure, we ask that you check the school website regularly for any important updates or information. We will continue to add to the home learning resources for each year group over this time.\nBelow are some links to websites that have various resources and interactive games to help with your child’s learning. These are a great way to consolidate what we have learnt in school. Children have been given usernames and passwords for Oxford Owl, Mathletics and Times Tables Rock Stars.\nOxford Owl: https://www.oxfordowl.co.uk\nTimes Tables Rock Stars: https://ttrockstars.com\nTopmarks Education: https://www.topmarks.co.uk\nTwinkl (free subscription, enter the code UKTWINKLHELPS): www.twinkl.co.uk/offer\nBBC Bitesize Revision: https://www.bbc.co.uk/bitesize/levels/zbr9wmn\nMaths Frame: https://mathsframe.co.uk/\n- Master the Curriculum: https://masterthecurriculum.co.uk/categories/?year=year-6\n- Espresso (username student 22144 password mauldeth): https://www.discoveryeducation.co.uk/\n- Hamilton (free English and maths home learning packs updated weekly): https://www.hamilton-trust.org.uk/blog/learning-home-packs/\n- Scratch App (free download): https://scratch.mit.edu/\n- Number Fun Portal: https://parent.numberfunportal.com\n- White Rose Maths (free home learning resources with videos and worksheets): https://whiterosemaths.com/homelearning/\n- Literacy Company: http://www.theliteracycompany.co.uk/free-resources/\n- NRICH (free online mathematics resources for ages 3 to 18 set up by the Faculties of Mathematics and Education at the University of Cambridge): https://nrich.maths.org/primary\n- Robin Hood Academy (weekly home learning packs): https://www.robinhoodmat.co.uk/learning-projects/\n- The World of David Walliams (free audio story everyday at 11am): https://www.worldofdavidwalliams.com/elevenses/?fbclid=IwAR1RqmHrK6WyzTDnvyvgkdg6_6Q76wfr3xW6O8E5Zs9qG60K6OLmce4dKg8\n- The Maths Factor (free maths website created by Carol Vorderman): http://www.themathsfactor.com\nFiles to Download\nYear 6: News items\nThere are no News items to display\nYear 6: Blog items\nThere are no blog items to display\nYear 6: Gallery items\nThere are no Gallery items to display\nYear 6: Calendar items\nThere are no Calendar items to display", "domain": "mathematics"}
{"url": "https://www.concordialibrary.org/events/act-test-prep-with-stephen-collins-2/", "date": "2019-01-23T17:36:31Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547584336901.97/warc/CC-MAIN-20190123172047-20190123194047-00016.warc.gz", "language_score": 0.8357946872711182, "token_count": 126, "dump": "CC-MAIN-2019-04", "global_id": "webtext-fineweb__CC-MAIN-2019-04__0__2561844", "lang": "en", "text": "Date(s) - 01/26/2019\n9:30 am - 11:30 am\nConcordia Parish Library\nWhen: Saturday, January 26th @ 9:30am\nWhere: Ferriday Branch\nDetails: Tips and tricks for scoring higher on the ACT, understanding you ACT score, and finding scholarship opportunities. Featuring an ACT Math Practice Test, guided math practice and strategies for maximizing your time. Instructor Stephen Collins is Louisiana & Mississippi certified in Mathematics, Business Education, Computer Science and Computer Literacy. Call (318) 757-3550 to register. Free and open to the public!", "domain": "mathematics"}
{"url": "http://web.univ-ubs.fr/lmba/seminaire/old/2004-5/Resume080405.html", "date": "2019-12-07T17:52:46Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540500637.40/warc/CC-MAIN-20191207160050-20191207184050-00546.warc.gz", "language_score": 0.9427767395973206, "token_count": 150, "dump": "CC-MAIN-2019-51", "global_id": "webtext-fineweb__CC-MAIN-2019-51__0__62148042", "lang": "en", "text": "Suppose that we managed to assign some signs to quadrisecants of a knot (i.e., lines cutting it 4 points) so that their total number, counted with signs, does not change under knot isotopy. What kind of invariant is it, and how to assign such signs? While the answer in this case is known, it motivates more general attempts to count (with signs) various geometric objects inscribed into a knot or a plane curve. In all cases invariants are easily seen to be of finite type. I will explain a general setting to produce such invariants (using evaluation maps of configuration spaces and homology intersections) and will formulate some results and conjectures. No prior knowledge of these themes will be assumed.", "domain": "mathematics"}
{"url": "https://www.orangecountycoast.com/1-04-billion-jackpot-for-mondays-powerball-drawing/", "date": "2024-02-29T06:38:22Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00199.warc.gz", "language_score": 0.9654297828674316, "token_count": 383, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__7875890", "lang": "en", "text": "The ninth-largest lottery jackpot in U.S. history, $1.04 billion, will be on the line in tonight’s Powerball drawing after no tickets with all six numbers were sold for the 30th consecutive drawing.\nThere hasn’t been a drawing with a grand prize winner since July 19 when a ticket worth $1.08 billion was sold at a downtown Los Angeles mini-market, the seventh-largest jackpot in U.S. history.\nTicket sales end at 7 p.m., and the drawing will be held at 7:59 p.m. Monday, Oct. 2.\nThe odds of matching all five numbers and the Powerball number is 1 in 292.2 million, according to the Multi-State Lottery Association which conducts the game. The overall chance of winning a prize is 1 in 24.9.\nBuying tickets at a store where tickets with large jackpots have been sold in the past will not increase a purchaser’s chance of winning a jackpot, according to USC mathematics professor Ken Alexander.\n“The chance that a given place will sell a winning lottery ticket is just related to how many tickets they sell,” Alexander told City News Service.\nHowever, players wanting a better chance of avoiding sharing the jackpot should choose numbers that aren’t selected as often, Alexander said. Lottery players frequently choose the date of their birthdays as one of their numbers, so numbers higher than 31 would be played less, Alexander said.\nMonday’s jackpot is the fourth-largest in the history of the Powerball game, which began in 1992. There have been five Mega Millions drawings with larger jackpots.\nThe Powerball game is played in 45 states, the District of Columbia, Puerto Rico and U.S. Virgin Islands.\nSource: Orange County Register", "domain": "mathematics"}
{"url": "https://www.info.hazu.hr/en/clanovi/trinajstic-nenad/", "date": "2023-11-28T20:03:50Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00594.warc.gz", "language_score": 0.9657754302024841, "token_count": 704, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__188636435", "lang": "en", "text": "Trinajstić Nenad, F.C.A.\n- October, 26, 1936, in Zagreb\n- August 27, 2021, in Zagreb\nTrinajstić Nenad, F.C.A.\n- Fellow of the Croatian Academy of Sciences and Arts\n- Doctor of Science\n- scientific adviser, retired – Ruđer Bošković Institute\n- full professor, retired – Faculty of Science, University of Zagreb\nFunctions in Academy:\n- member of the Presidency – Croatian Academy of Sciences and Arts (12/17/2015 – 12/31/2018)\n- deputy secretary – Department of Mathematical, Physical and Chemical Sciences (01/01/2011 – 12/31/2014)\n- member of the Presidency – Croatian Academy of Sciences and Arts (01/01/2004 – 12/31/2010)\nMembership in Academy:\n- full member – Department of Mathematical, Physical and Chemical Sciences (06/18/1992 -8/27/2021)\nProfessor Nenad Trinajstić was born on October 26, 1936 in Zagreb, where he finished elementary school (1951) and high school (1956). He graduated from the Department of Chemical Technology of the Technological Faculty in Zagreb in 1960. He won his master’s degree in 1966; his master-thesis supervisor was Professor Milan Randic. He got his doctor’s degree from the Faculty of Science and Mathematics of the University of Zagreb in 1967. His doctoral thesis, entitled “Electronic Structure of Some Polyatomic Molecules”, was the first Croatian dissertation in quantum chemistry.\nAfter receiving his BSc. Chem. Techn. degree, he was employed by the Pliva Research Institute (1960–1961). He moved to the Rugjer Boskovic Institute (RBI) in early 1962, where he spent all his working life. For many years he was the head of the Theoretical Chemistry Group in the Department of Physical Chemistry. He retired at the end of 2001. In 1992 he was elected for a full membership of the Croatian Academy of Sciences and Arts. He was also a member of the International Academy of Mathematical Chemistry from its foundation in 2005, the same year he became emeritus scientist at the Rudjer Boskovic Institute.\nHe published more than 500 scientific papers, few hundreds of professional articles, and 12 books, among which is the most famous Chemical Graph Theory (CRC Press, 2nd ed. 1992). He is one of the most cited Croatian chemists, with h-factor 59.\nHis professional interest was in the fields of quantum-chemical and mathematical methods in chemistry. In mathematical chemistry, he worked on the development and application of graph theory and topology to chemistry of conjugated systems. He was also involved in the development of molecular descriptors known as topological indices (Zagreb indices, Harary index, various distance indices, detour index, etc.) and in the development of quantitative relations between the structure, properties and activities of organic molecules and biomolecules. His contributions\nin the fields of chemical graph theory and the graph-based computer chemistry made him well known as one of the pioneers in these branches of mathematical chemistry.\nProfessor Trinajstić will be fondly remembered by all his friends and colleagues.", "domain": "mathematics"}
{"url": "http://isicad.ru/2004/14.php?print=1", "date": "2022-08-19T11:24:10Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573667.83/warc/CC-MAIN-20220819100644-20220819130644-00710.warc.gz", "language_score": 0.9366903305053711, "token_count": 355, "dump": "CC-MAIN-2022-33", "global_id": "webtext-fineweb__CC-MAIN-2022-33__0__140396036", "lang": "en", "text": "Geometric Constraint Solving\nProduct design for manufacture is an activity driven by descriptive information. Increasingly, design includes the use of design constraints that impose conditions on the shape of the product. That is, the designer states specific constraints without telling the system in detail how to satisfy them. It is the task of the underlying constraint solver to derive a plan by which to solve the constraint system.\nConstraint solving will be presented in two parts. In the first part, the architecture of a simple planar constraint solver is described that anyone can implement. We then discuss ways in which to extend the solver, both regards geometric coverage as well as more complex constraints patterns.\nThe second part addresses spatial constraint solving focusing in particular on the algebraic side and some of the techniques that are known for solving the equations.\nBefore joining the Purdue faculty, Professor Hoffmann taught at the University of Waterloo, Canada. He has also been visiting professor at the Christian-Albrechts University in Kiel, West Germany (1980), and at Cornell University (1984-1986). His research focuses on geometric and solid modeling, its applications to manufacturing and science, and the simulation of physical systems. The research includes, in particular, research on geometric constraint solving and the semantics of generative, feature-based design. Professor Hoffmann is the author of Group-Theoretic Algorithms and Graph Isomorphism, Lecture Notes in Computer Science, 136, Springer-Verlag and of Geometric and Solid Modeling: An Introduction, published by Morgan Kaufmann, Inc. Professor Hoffmann has recieved national media attention for his work simulating the 9/11 Pentagon attack.\nHe is on the editorial boards of", "domain": "mathematics"}
{"url": "https://kiwixcompo.com/how-to-type-square-root-on-iphone/", "date": "2023-12-03T20:59:55Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00453.warc.gz", "language_score": 0.8604375123977661, "token_count": 3270, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__237272435", "lang": "en", "text": "The square root symbol (√) is an important mathematical function used to denote the principal square root of a number. For example, √9 = 3, since 3 squared equals 9. Being able to quickly and easily type the square root symbol on an iPhone can be invaluable for students, engineers, mathematicians, and anyone else who frequently needs to express square roots in their work.\nIn this comprehensive guide, we’ll cover multiple methods for typing square root on an iPhone, including using the default keyboard, the character map, and third-party apps. We’ll also provide tips, tricks and examples for using the square root symbol in various iPhone applications like Notes, Calculator, and Pages. Read on to become an expert at typing square root on your iPhone!\n- The square root symbol can be typed on an iPhone using the default keyboard, character map, or third-party apps\n- On the default keyboard, quickly type square root by pressing and holding the “0” key\n- The Character Map provides quick access to symbols like square root\n- Third-party apps like Symbol Keyboard allow full customization of the keyboard with math symbols\n- Use square root in Notes for math homework assignments and equations\n- The Calculator app can evaluate square roots when the symbol is typed\n- Square roots can be used in Pages documents and reports to express mathematical concepts\n- Customizing your keyboard or using text shortcuts are handy tricks for quick square root typing\nUsing the Default Keyboard\nThe default iOS keyboard on iPhone contains many hidden symbols and characters that can be accessed by pressing and holding certain keys. This includes the square root symbol, which is readily available but not visible on the normal keyboard layout. Here are some methods for typing square root using only the default iPhone keyboard:\nPress and Hold the “0” Key\nThe fastest way to type square root on the default iPhone keyboard is to press and hold on the “0” key. After a second or two, a popup will appear showing various symbol options, including the square root symbol. With your finger still pressed on the “0”, slide to select the √ symbol and then release to type it.\nThis is by far the quickest and most straightforward way to type square root on your iPhone’s default keyboard. The symbol pops up instantly, and you can commit the “press-and-hold 0” movement to memory quite easily with a bit of practice.\nUse the Numbers and Symbols Keyboard\nAlternatively, you can access the square root symbol from the numbers and symbols keyboard:\n- Tap the “123” key on the bottom left of the keyboard to switch from the regular layout to the numbers and symbols keyboard.\n- Press and hold the “=” key until a popup appears.\n- Slide your finger to the square root symbol and release to type it.\nThis method adds an extra step compared to pressing and holding “0”, but can be useful if you ever need quick access to other math symbols like fractions or pi.\nSwitch to the Emoji Keyboard\nHere’s one more way to access square root from the default keyboard:\n- Tap the emoji icon on the bottom left of the keyboard to switch to the emoji layout.\n- Press and hold the “0” key to bring up the symbol popup.\n- Slide to and select the square root symbol.\nThis has the same effect as pressing and holding “0” from the regular keyboard, with the benefit that you can quickly get back to emoji if needed in your message.\nAs you can see, accessing the square root symbol is quite simple on the default keyboard, especially with the press-and-hold “0” trick. With minimal practice, you’ll be typing √ like a pro on your iPhone in no time!\nUsing the Character Map\nIn addition to the default keyboard, your iPhone also includes a character map containing symbols, letters, and characters from a wide variety of languages. Here’s how to use it to type square root:\n- Go to Settings > General > Keyboard > Keyboards > Add New Keyboard.\n- Tap “Character Map” in the list of available keyboards.\n- The character map will now be accessible from your list of keyboards. To access it, tap the globe icon on your keyboard to switch between languages/keyboards.\n- On the character map, tap the search icon and type “square root” to find it quickly.\n- Tap the square root symbol to type it.\nWhile a bit more complex than the default keyboard method, the character map provides a helpful way to lookup just about any symbol and know you’ll find it. For quick square root typing the keyboard is still faster, but the map can be great for occasional use or finding less common symbols.\nThird-Party Keyboard Apps\nIn addition to the system keyboards, third-party iPhone apps can provide fully customizable keyboard layouts with special math and science symbols included. Some top options include:\nSymbol Keyboard provides a highly customizable keyboard experience focused specifically on symbols and characters for math, science and other technical topics.\nYou can easily add the square root symbol (and many other math operators) to the main keyboard layout for quick access anytime. Advanced options even allow you to create shortcut keys to type the square root symbol in just a tap or two.\nIf you need to type sqrt and other math symbols frequently, a specialized keyboard like Symbol Keyboard is extremely helpful.\nUnicode Map offers another customizable keyboard with an emphasis on symbols from a wide range of languages and writing systems.\nIt includes a Math Operators section with quick access to the square root symbol, as well as many other math and technical symbols. Easy copy/paste and favorites features help you type special characters fast.\nGeneral custom keyboard apps like Fonts Keyboard also provide options to add math symbols like square root to your keyboard layout.\nWhile less specialized for math compared to Symbol Keyboard and Unicode Map, robust custom keyboard apps remain a flexible option for quick sqrt access.\nIf you need to type square roots and math symbols regularly on iPhone, investing a couple dollars in a specialized keyboard app can improve your typing speed and efficiency significantly.\nTyping Square Root in Notes App\nThe versatile Notes app on iPhone allows you to type notes, homework assignments, reminders, equations, and more. Here are some ways the square root symbol can be particularly helpful in Notes:\nMath Homework and Class Notes\nFor students doing algebra, geometry, trigonometry, or calculus homework, the Notes app already provides ideal math support with features like handwritten notes, shape recognition, and equation editing.\nBeing able to quickly type square root symbols using the methods in this guide makes completing math assignments and taking class notes even easier. No more confusion over unclear handwritten sqrt symbols – just type it clearly and correctly on your iPhone keyboard.\nReviewing Math Concepts\nBeyond completing specific assignments, Notes is also helpful for generally practicing and learning math concepts that involve square roots, like:\n- Simplifying radicals\n- Finding square roots of perfect squares\n- Rationalizing denominators\n- Solving quadratic equations\nWith the flexibility to type and edit equations on the fly, the Notes app on iPhone is a great way for students to learn and review mathematical square root concepts.\nInserting Square Root Examples\nNotes allows you to create rich text documents mixing formatted text, math symbols, images, and other media.\nFor example, you could create a study guide on algebraic concepts and insert square root symbol examples to demonstrate ideas visually:\nThe square root of 169 is 13, because 13 squared equals 169:\n√169 = 13\nBeing able to accurately type √ into your notes makes incorporating symbolic examples a breeze.\nSometimes examples from textbooks or class slides can further aid learning. In Notes, you can take a screenshot of a relevant math concept and annotate it with your own typed notes, like inserting a square root to illustrate part of an example:\nTo solve this, we first simplify the sqrt term:\n√36 = 6\nNotes makes it straightforward to import images and easily add your own explanatory notes including proper sqrt symbols typed from the keyboard.\nWhether you’re completing assignments, taking class notes, making study guides, or annotating screenshots, being able to type square root symbols into the Notes app can be a big help for learning math on your iPhone.\nUsing Square Root in the Calculator App\nThe Calculator app on iPhone allows you to perform complex math operations with just a few taps. With square root readily accessible on the keyboard, you can evaluate sqrt functions in the Calculator app:\n- Open the Calculator app and tap the standard calculator layout (not scientific).\n- Tap the number keys to enter a number like 9.\n- Press and hold the 0 key to type the square root symbol.\n- The app will evaluate √9 to equal 3!\nYou can follow similar steps to evaluate square roots of other perfect squares. For non-perfect squares and decimal roots, you’ll need to switch to the scientific calculator layout:\n- Open the Calculator app and swipe left on the calculator models to select the scientific layout.\n- Use the number keys and sqrt symbol to enter an expression like √12\n- Tap the “=” sign to evaluate the decimal result (√12 = 3.464)\nThe Calculator app makes it a breeze to evaluate any square root, perfect square or not. Combined with quick sqrt typing from the keyboard, it becomes easy to experiment with all kinds of square root calculations on iPhone.\nAs you can see, the Calculator app recognizes and evaluates square root functions when you type the symbol from the keyboard. This makes it super simple to find square roots and experiment with radical expressions.\nUsing Square Root in Pages for iPhone\nPages is Apple’s word processing app, similar to Microsoft Word or Google Docs. On iPhone, Pages provides robust tools for writing documents, reports, letters, resumes, and more. Here are some ways the square root symbol can be helpful when using Pages on your iPhone:\nScience and Math Reports\nFor science or math-related assignments, being able to type square root into Pages is essential for presenting concepts cleanly and accurately.\nRather than relying on unclear handwritten sqrt symbols, you can insert crystal clear square roots using the methods in this guide – ideal for science lab reports. The equation editor even allows you to lay out square root functions properly.\nBeyond school reports, being able to insert square roots is also useful when creating technical documents for work.\nFor example, a computer engineer may need to discuss clock speeds increasing at the square root of the number of transistors. By typing √ cleanly in Pages, technical concepts are communicated precisely.\nResearch Papers and Theses\nSquare roots can also appear in academic papers in mathematics, physics, engineering, and more.\nRather than compromising clarity by relying on handwritten symbols or workarounds, just type √ directly on your iPhone keyboard to properly convey complex concepts in research papers and theses.\nBrochures, Flyers and Posters\nFor promoting STEM programs, math tutoring services, technical products, and similar offerings, Pages can be used to design informational flyers, brochures, posters and more.\nInserting square root symbols typed from the iPhone keyboard is an easy way to add technical flair and convey expertise in marketing materials.\nWhether you’re a student creating reports, an engineer drafting technical documents, or a teacher designing classroom materials, the ability to easily insert square roots is extremely beneficial when using Pages on your iPhone.\nHandy Shortcuts and Tips\nBeyond the basic methods for typing square root on iPhone, there are some handy shortcuts and tips worth learning:\nCreate a Shortcut in Settings\nFor extremely frequent usage, you can create a custom text shortcut so typing “sqrt” autocorrects to the √ symbol:\n- Go to Settings > General > Keyboard > Text Replacement\n- Tap the “+” to create a new shortcut\n- Type “sqrt” as the phrase and “√” as the shortcut\nNow just typing “sqrt” will automatically produce the square root symbol, saving multiple taps and presses.\nAdd Square Root to the Shortcuts Bar\nIn some third-party keyboard apps, you can add dedicated sqrt shortcut buttons to the top shortcuts bar for single tap insertion. Very handy for heavy math usage.\nMemorize the Press-and-Hold Movement\nOn the default keyboard, commit the “press-and-hold 0” motion to muscle memory so it becomes second nature when you need to quickly type square root symbols.\nUse Square Root Templates\nApps like Pages often include ready-made equation templates. Use these to quickly insert square root functions rather than building them from scratch.\nBy mastering shortcuts, tweaks, and tips like these, you can optimize your iPhone to type √ symbols faster than ever.\nBeing able to cleanly type the square root symbol is essential for students, mathematicians, scientists, engineers, and other professionals who work with math concepts and notation. On the iPhone’s default keyboard, square root can be quickly accessed by pressing and holding “0”. The character map provides an alternate way to lookup and insert sqrt and other symbols. Third party keyboard apps can fully customize your typing experience for easy sqrt insertion.\nWithin the iPhone’s everyday apps, square root comes in handy when completing math homework assignments in Notes, evaluating radical expressions in Calculator, creating scientific reports in Pages, and more. With the typing tricks and tips covered in this guide, you can optimize your iPhone to help insert square roots seamlessly anytime they are needed in your work and studies. So tap into the power of square root – your new math superpower!\nFrequently Asked Questions\nQ: How do I type square root on iPhone?\nA: You can use the keyboard, character map, or third-party apps to type square root on iPhone.\nQ: How do I use the square root symbol in iPhone notes?\nA: You can copy and paste the symbol from another application or use a third-party keyboard that includes the symbol.\nQ: Can I customize the iPhone keyboard to include the square root symbol?\nA: Yes, you can add a custom shortcut to the keyboard to type the square root symbol.\nQ: How do I type square root on iPhone calculator?\nA: You can use the character map to copy and paste the symbol into the calculator or use a third-party calculator app that includes the symbol.\nQ: How do I type square root on iPhone Pages?\nA: You can use the keyboard, character map, or third-party apps to type square root on iPhone Pages.\nQ: What is the shortcut to type square root on iPhone?\nA: You can create a custom shortcut to type the square root symbol on iPhone.\nQ: How do I use the square root symbol in other iPhone applications?\nA: You can copy and paste the symbol from another application or use a third-party keyboard that includes the symbol.\nQ: What is the square root character on iPhone?\nA: The square root character on iPhone is the symbol used to represent the square root of a number.\nQ: How do I type square root on iPhone third-party apps?\nA: You can use the keyboard, character map, or third-party apps to type square root on iPhone third-party apps.\nQ: Can I use the square root symbol on iPhone without a third-party app?\nA: Yes, you can use the character map or create a custom shortcut to type the square root symbol on iPhone without a third-party app.", "domain": "mathematics"}
{"url": "http://cspnohio.org/index/entrance-exam", "date": "2017-04-26T21:35:55Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121665.69/warc/CC-MAIN-20170423031201-00440-ip-10-145-167-34.ec2.internal.warc.gz", "language_score": 0.8988459706306458, "token_count": 358, "dump": "CC-MAIN-2017-17", "global_id": "webtext-fineweb__CC-MAIN-2017-17__0__226100282", "lang": "en", "text": "About the test\nCSPN uses a proprietary examination which covers reading comprehension and basic math. The reading comprehension portion is 30 minutes in length, and requires a score of 70% or higher to pass.\nThe math portion consists of 30 basic math problems including:\n- Multiplying and dividing whole numbers\n- Addition, subtraction, multiplication, and division of fractions\n- Division of decimals\n- Converting from percentage to decimal to fraction to ratio\nClick here to see some sample math problems.\nThis section of the test is 45 minutes in length, and requires a score of 70% or higher to pass. CSPN will provide a calculator for you to use.\nYou may take the test twice per enrollment period.\nHow to register for the entrance exam\nThe entrance exam fee ($40) is non-refundable.\nPlease see this page for the most up-to-date available days and times. Registering and paying online assures you of a seat on the date and time of your choice. Alternatively, you may register and pay in cash (or via money order) in person. Limited walk-in seats may or may not be available on the day of the test.\nWe regret that we cannot accept personal checks the entrance exam fee.\nReviewing for the test\nAny book that has reading comprehension practice questions will be helpful. A GED review book would be one example.\nFor the math portion of the test, remember to download the sample math questions above. Math workbooks and/or web sites are plentiful.\nCSPN will consider transcripts of HESI or WorkKeys scores of 70% or higher in place of the CSPN entrance exam. There is no charge for this review.", "domain": "mathematics"}
{"url": "https://schoolnations-gy.com/how-to-solve-amazons-pair-of-socks-interview-puzzle/", "date": "2019-10-17T05:19:13Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986672723.50/warc/CC-MAIN-20191017045957-20191017073457-00328.warc.gz", "language_score": 0.9182419180870056, "token_count": 514, "dump": "CC-MAIN-2019-43", "global_id": "webtext-fineweb__CC-MAIN-2019-43__0__184046327", "lang": "en", "text": "Hey, this is Presh Talwalkar. This problem was part of a written interview test for Amazon in India. A drawer contains twelve identical black socks and twelve identical white socks. If you pick two socks at random: what is the probability of getting a matching pair? Can you figure it out? Give this problem a try and when you’re ready keep watching the video for the solution. Many people think when you pick two socks they will either match or they will not match. Since the number of black and white socks are equal, the probability of matching should be 50%. But this tempting answer is wrong! The probability of making a pair is actually slightly less than 50%. Let’s calculate and figure out why? There are 12 white socks and 12 black socks. By symmetry the probability of picking a black pair of socks equals the probability of picking a white pair of socks. So let’s calculate the probability of picking a black pair of socks. There is a 12 over 24 chance the first sock is black. This is because there are 12 black socks out of 24 socks total. 12 over 24 simplifies to be 1/2. Now what’s the chance of picking a black sock on the second draw? For the second sock the chance will be 11 out of 23, because there are 11 black socks remaining out of a total of 23 socks remaining. The asymmetry is because we are sampling without replacement. So what does this all mean? It means, the probability of picking a black pair is 1/2 times 11 over 23. This will also be the probability of picking a white pair by symmetry. So, we can put this all together to get the odds of picking a pair of matching socks. The probability of picking a matching pair will equal the probability of picking a black pair plus the probability of picking a white pair. Each of these is equal to 1/2 times 11 over 23. And therefore the probability of picking a pair of matching socks will be 11 over 23, which is approximately 47.8%. This is slightly less than 1/2. Did you figure it out? Thanks for watching this video. Please subscribe to my channel. I make videos on math. You can catch me on my blog mindyourdecisions. If you like this video you can support me on patreon… …and you can check out my books which are listed in the video description. You can also follow me on social media either at mindyourdecisions or at preshtalwalkar depending on the site.", "domain": "mathematics"}
{"url": "http://www.jerrydallal.com/LHSP/p.htm", "date": "2021-10-27T02:36:17Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323588053.38/warc/CC-MAIN-20211027022823-20211027052823-00171.warc.gz", "language_score": 0.9367297887802124, "token_count": 1104, "dump": "CC-MAIN-2021-43", "global_id": "webtext-fineweb__CC-MAIN-2021-43__0__89377263", "lang": "en", "text": "[Notation: The obvious notational choice for proportion or probability is p. The standard convention is to use Roman letters for sample quantities and the corresponding Greek letter for population quantities. Some books do just that. However, the Greek letter has its own special place in mathematics. Therefore, instead of using pfor sample proportion and for population proportion, many authors use p for population proportion and p with a hat (caret) on it, (called p-hat), as the sample proportion. The use of \"hat\" notation for differentiating between sample and population quantities is quite common.]\nThere's really nothing new to learn to compare two proportions because we know how to compare means. Proportions are just means! The proportion having a particular characteristic is the number of individuals with the characteristic divided by total number of individuals. Suppose we create a variable that equals 1 if the subject has the characteristic and 0 if not. The proportion of individuals with the characteristic is the mean of this variable because the sum of these 0s and 1s is the number of individuals with the characteristic.\nWhile it's never done this way (I don't know why not*), two proportions could be compared by using Student's t test for independent samples with the new 0/1 variable as the response.\nAn approximate 95-% confidence interval for the difference between two population proportions (p1-p2) based on two independent samples of size n1 and n2 with sample proportions and is given by\nEven though this looks different from other formulas we've seen, it's nearly identical to the formula for the \"equal variances not assumed\" version of Student's t test for independent samples. The only difference is that the SDs are calculated with n in the denominator instead of n-1.\nAn approximate 95-% confidence interval for a single population proportion based on a sample of size n with sample proportion is\nComparing Two Proportions\nThere is a choice of test statistics for testing the null hypothesis H0: p1=p2 (the population proportions are equal) against H1: p1p2 (the population proportions are not equal). The test is performed by calculating one of these statistics and comparing its value to the percentiles of the standard normal distribution to obtain the observed significance level. If this P value is sufficiently small, the null hypothesis is rejected.\nWhich statistic should be used? Many statisticians have offered arguments for preferring one statistic over the others but, in practice, most researchers use the one that is provided by their statistical software or that is easiest to calculate by hand.\nAll of the statistics can be justified by large sample statistical theory. They all reject H0 100(1-)% of the time when H0is true. (However, they don't always agree on the same set of data.) Since they all reject H0 with the same frequency when it is true, you might think of using the test that is more likely to reject H0 when it is false, but none has been shown to be more likely than the others to reject H0 when it is false for all alternatives to H0.\nThe first statistic is\nThe second is\nwhere is the proportion of individuals having the characteristic when the two samples are lumped together.\nA third statistic is\nThe test statistic z1 is consistent with the corresponding confidence interval, that is, z1 rejects H0 at level if and only if the 100(1-)% confidence interval does not contain 0.\nThe test statistic z2 is equivalent to the chi- square goodness-of-fit test, also called (correctly) a test of homogeneity of proportions and (incorrectly, for this application) a test of independence.\nThe test statistic z3 is equivalent to the chi- square test with Yates's continuity correction. It was developed to approximate another test statistic (Fisher's exact test) that was difficult to compute by hand. Computers easily perform this calculation, so this statistic is now obsolete. Nevertheless, most statistical program packages continue to report it as part of their analysis of proportions.\nCommon sense suggests using z1 because it avoids conflicts with the corresponding confidence interval. However, in practice, the chi-square test for homogeneity of proportions (equivalent to z2) is used because that's what statistical software packages report. I don't know any that report z1. However, z2 (in the form of the chi-square test) has the advantage of generalizing to tests of the equality of more than two proportions.\nWhen testing the null hypothesis H0: the population proportion equals some specified value p0 against H1: the population proportion does not equal p0, there is, once again, a choice of test statistics.\nall of which are compared to the percentiles of the standard normal distribution.\nAgain, z1 gives tests that are consistent with the corresponding confidence intervals, z2 is equivalent to the chi-square goodness-of-fit test, and z3 gives one-sided P- values that usually have better agreement with exact P-values obtained, in this case, by using the binomial distribution.\nThese techniques are based on large sample theory. Rough rules of thumb say they may be applied when there are at least five occurrences of each outcome in each sample and, in the case of a single sample, provided confidence intervals lie entirely in the range (0,1).", "domain": "mathematics"}
{"url": "https://www.ejournal.org.cn/CN/abstract/abstract8511.shtml", "date": "2023-05-30T23:46:29Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224646181.29/warc/CC-MAIN-20230530230622-20230531020622-00157.warc.gz", "language_score": 0.6644701957702637, "token_count": 1567, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__189603164", "lang": "en", "text": "Shanker B,Ergin A A,et al.Fast analysis of transient electromagnetic scattering phenomena using the multilevel plane wave time domain algorithm [J].IEEE Transactions on Antennas Propagation,2003,51(3):628-641.\n Yilmaz A E,Jin Jian-Ming,Eric Michielssen.Time domain adaptive integral method for surface integral equations [J].IEEE Transactions on Antennas and Propagation,2004,52(10):2692-2708.\n 任仪,赵延文,聂在平,马文敏.基于高阶叠层矢量基函数的时域电磁场积分方程方法[J].电子学报,2008,36(3):516-519. Ren Yi,Zhao Yanwen,Nie Zaiping,Ma Wenmin.Time-domain integral equations using higher order hierarchical vector basis functions [J].Acta Electronica Sinica,2008,36(3):516-519.(in Chinese)\n Rao S M,Wilton D R.Transient scattering by conducting surfaces of arbitrary shape [J].IEEE Transactions on Antennas and Propagation,1991,39(1):56-61.\n Vechinski D,Rao S M.A stable procedure to calculate the transient scattering by conducting surfaces of arbitrary shape [J].IEEE Transactions on Antennas and Propagation,1992,40(6):661-665.\n Davies P J,Duncan D B.Averaging techniques for time-marching schemes for retarded potential integral equations [J].Applied Numerical Mathematics,1997,23(3):291-310.\n Dodson S J,Walker S P,Bluck M J.Implicit and stability of time domain integral equation scattering analysis [J].Applied Computational Electromagnetics Society Journal,1997,13(1):291-301.\n Manara G,et al.A space-time discretization criterion for a stable time-marching solution of the electric field integral equation [J].IEEE Transactions on Antennas and Propagation,1997,45(3):527-532.\n Weile D S,Pisharody G,Chen N W,Shanker B,Michielssen E.A novel scheme for the solution of the time-domain integral equations of electromagnetics[J].IEEE Transactions on Antennas and Propagation,2004,52(1):283-295.\n Hu J L,Chan C H,Xu Y.A new temporal basis function for the time-domain integral equation method [J].IEEE Microwave Wireless Components Letters,2001,11(1):465-466.\n Wang P,Xia M Y,Jin J M,Zhou L Z.Time-domain integral equation solvers using quadratic B-spline temperoral basis functions [J].Microwave Optical Technology Letter,2007,49(5):1154-1159.\n Pingenot J,chakraborty S,Jandhyala V.Polar integration for exact space-time quadrature in time-domain integral equations [J].IEEE Transactions on Antennas and Propagation,2006,54(10):3037-3042.\n Shanker B,Lu M,Michielssen E.Time domain integral equation analysis of scattering from composite bodies via exact evaluation of radiation fields [J].IEEE Transactions on Antennas and Propagation,2009,57(5):1506-1520.\n Shi Y F,Xia M Y,Chen R S,Michielssen E,Lu Mingyu.Stable electric field TDIE solvers via quasi-exact evaluation of MOT matrix elements [J].IEEE Transactions on Antennas and Propagation,2011,59(2):574-585.\n Yücel A C,Ergin A A.Exact evaluation of retarded-time potential integrals for the RWG bases [J].IEEE Transactions on Antennas and Propagation,2006,54(5):1496-1502.\n Ülkü H A,Ergin A A.Analytical evaluation of transient magnetic fields due to RWG current bases [J].IEEE Transactions on Antennas and Propagation,2007,55(12):3565-3575.\n 赵庆广,赵延文,毕海燕,聂在平.利用时间步进算法精确稳定求解时域积分方程[J].电子学报,2008,36(6):1135-1139. Zhao Qingguang,Zhao Yanwen,Bi Haiyan,Nie Zaiping.Accurate and stable solution of time-domain integral equation using marching on in time method [J].Acta Electronica Sinica,2008,36(6):1135-1139.(in Chinese)\n Ülkü H A,Ergin A A.Application of analytical retarded-time potential expressions to the solution of time domain integrals equations [J].IEEE Transactions on Antennas and Propagation,2011,59(11):4123-4131\n Ülkü H A,Ergin A A.On the singularity of the closed-form expression of the magnetic field in time domain [J].IEEE Transactions on Antennas and Propagation,2011,59(2):691-694.\n Pray A J,Nair N V,Shanker B.Stability properties of the time domain electric field integral equation using a separable approximation for the convolution with the retarded potential [J].IEEE Transactions on Antennas and Propagation,2012,60(8):3772-3781.\n Zhu M D,Zhou X L,Yin W Y.Radial integration scheme for handling weakly singular and near-singular potential integrals[J].IEEE Antennas and Wireless Propagation Letters,2011,10(1):792-795.\n Rao S M,Wilton D R,Glisson A W.Electromagnetic scattering by surfaces of arbitrary shape [J].IEEE Transactions on Antennas and Propagation,1982,30(3):408-418.\n Ma J,Rokhlin V,Wandzura S.Generalized Gaussian quadrature rules for systems of arbitrary functions [J].SIAM Journal on Numerical Analysis,1996,33(3):971-996.", "domain": "mathematics"}
{"url": "https://www.dansdeals.com/shopping-deals/amazon/metro-mags-clear-colors-60-piece-set-for-just-44-99-shipped-from-amazon/", "date": "2024-04-14T03:17:29Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816863.40/warc/CC-MAIN-20240414002233-20240414032233-00782.warc.gz", "language_score": 0.9210348129272461, "token_count": 203, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__88693711", "lang": "en", "text": "This is the lowest price ever for these on Amazon. Earlier today the price was $79.95.\n-Magnetic Tiles Building Set\n-60-piece set of multi-colored, geometric magnetic building tiles with project guide\n-Square and triangular tiles adhere on all sides for infinite 2D and 3D building possibilities\n-Open-ended manipulative building set engages children of all ages in creative play\n-Develops spatial awareness and problem-solving, logical thinking, and math reasoning\n-Recommended for children from 3 and up; hours of fun for children and adults\nAmazon offers free shipping with $35+ orders or get free next-day shipping on all orders with a free trial of Amazon Prime. Prime members can share benefits with a Household member here, allowing them to double up on Amazon Prime promos! A 6 month trial and discounted Prime membership is available with Amazon Student. EBT/Medicaid Cardholders can save on Prime Membership here.", "domain": "mathematics"}
{"url": "https://en.sarkariresultshindi.in/abhinay-maths-pdf/", "date": "2021-06-17T01:59:29Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487626465.55/warc/CC-MAIN-20210617011001-20210617041001-00604.warc.gz", "language_score": 0.8897235989570618, "token_count": 1272, "dump": "CC-MAIN-2021-25", "global_id": "webtext-fineweb__CC-MAIN-2021-25__0__96381240", "lang": "en", "text": "In this post, we’re sharing with you amazing class Notes called Abhinay Maths PDF, which is very useful for learning maths and preparing for the competitive exams.\nAbhinay Sharma Maths Notes Book PDF is important for almost every competitive and govt. Exams. This book covers previous exam questions and normal essential questions with detailed explanations and examples, which will help you understand the topics quickly.\nPlay with Advanced Maths PDF\nAbhinay Sharma is the best and popular maths teacher among all students; everyone wants to read his book.\nSometime before, Abhinay Sharma’s identity was only near KD Campus; people didn’t know about him outside; he joined on social media. With the help of digital now, his profile growing, and identity is getting popular.\nSpecial things about Abhinay sir is he qualified 5 times SSC CGL, and he got 4 times 197.5 marks; in all four exams, he made mistakes in only one question. Overall, Play with Advanced Maths by Abhinay Sharma is a good book; you can also order a hard copy of this book from the given link below.\nPlay with Advanced Maths by Abhinay Sharma PDF\nThe Play with Advanced Maths by Abhinay Sharma is a good book for SSC and other competitive exams. This book covers all the important questions and the theory straightforward to help you understand the topic quickly.\nPlay with Advanced Maths Book is made for all the students who are preparing for government exams and other competitive exams. Many books available in the market which are made for exams but in those books, not cover all topics and chapters; that’s why many institutes recommend this book.\nAbhinay Sharma Maths Book PDF Details\n- Book Name: Abhinay Maths PDF Download\n- Size: 53 MB\n- Pages: 508\n- Format: PDF\n- Quality: Excellent\n- Language: Hindi\nThe book covers all previous exam questions that are asked in exams like SSC CGL, SSC CPO, and CDS exams.\nThis Abhinay Sharma Maths Book PDF book is a good option for preparing for competitive exams, so if you’re preparing for the exams in which mathematics is an important subject, you should read this book.\nAbhinay Maths PDF Chapters\nAll the topics of Abhinay Maths Book PDF book are divided into six chapters, such as –\n- Percentage (प्रतिशत)\n- Compound Interest (चक्रवृद्धि ब्याज)\n- Average (औसत)\n- Boat & Streams ( नाव और धारा )\n- Geometry Triangles (रेखागणित )\n- Mixture & Allegation (मिश्रण)\n- HCF & LCM\n- Number System (संख्या पद्धति)\n- Profit & Loss ( लाभ और हानि )\n- Ratio & Proportion (अनुपात)\n- Simple Interest ( साधारण ब्याज )\n- Time & Work ( कार्य और समय )\n- Distance Speed & Time ( समय दूरी और चाल )\n- Work & Wages ( कार्य और वेतन )\n- Partnership ( साझेदारी )\n- Pipe & Cistern ( नल एवं टंकी )\n- Algebra (बीजगणित)\nAbhinay Sharma Maths Book PDF Download\nYou can easily download this book from the given link below and open it with any pdf viewer or office software through your mobile or computer.\nAbhinay Maths PDF Chapter Wise Notes Download\nNotice: Due to the DMCA copyright policy, we removed the pdf of the above Book. I kindly request you to buy this Book from Book Stores or any online stores like Amazon, Flipkart, etc\n- Sarvesh Verma Quantum Cat PDF\n- Rs Aggarwal Quantitative Aptitude PDF\n- Quicker Maths by M Tyra PDF Download\n- Rakesh Yadav Class Notes PDF Download\n- Fast Track Objective Arithmetic by Rajesh Verma PDF\nSuggestion to Viewers: If you’re a little serious about your studies, you should never consider eBooks/Books in PDF. The reason is that electronic devices divert your attention and also cause strains while reading eBooks. Kindly Switch to the hard copy of this Book & Buy it officially from the publishers and utilize your potential efficiently and confidently.\n|Hindi Edition: Buy This Book From Amazon – Get This Book Now|\n|English Edition: Buy This Book From Amazon – Get This Book Now|\nIn today’s post, we shared with you an amazing book called Play with Advanced Maths by Abhinay Sharma PDF, which is very useful for preparing for competitive exams.\nThe Abhinay Sharma Maths Book PDF covers all the topics with an explanation and practical questions that will help you prepare well for your exam.\nI hope you liked this post. if you liked this post, or if you’ve any other queries, please comment down below. If you feel this post is useful, share it with your friend on Facebook, Whatsapp, and other social media.", "domain": "mathematics"}
{"url": "https://presentationassist.info/problem-solving/quadratic-equation-solver-a-b-c", "date": "2023-03-31T16:22:19Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949644.27/warc/CC-MAIN-20230331144941-20230331174941-00503.warc.gz", "language_score": 0.8320304751396179, "token_count": 3008, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__102346250", "lang": "en", "text": "Quadratic Equation Solver\nWhat do you want to calculate.\n- Solve for Variable\n- Practice Mode\nExample (click to try), choose your method, solve by factoring.\nComplete The Square\nExample: 3x^2-2x-1=0 (After you click the example, change the Method to 'Solve By Completing the Square'.)\nTake the Square Root\nQuadratic Equation Calculator\nSolve quadratic equations step-by-step.\n- One-Step Addition\n- One-Step Subtraction\n- One-Step Multiplication\n- One-Step Division\n- One-Step Decimals\n- Two-Step Integers\n- Two-Step Add/Subtract\n- Two-Step Multiply/Divide\n- Two-Step Fractions\n- Two-Step Decimals\n- Multi-Step Integers\n- Multi-Step with Parentheses\n- Multi-Step Rational\n- Multi-Step Fractions\n- Multi-Step Decimals\n- Solve by Factoring\n- Completing the Square\n- Quadratic Formula\n- Rational Roots\n- Equation Given Roots New\n- Cramer's Rule\n- Gaussian Elimination\n- System of Inequalities\n- Perfect Squares\n- Difference of Squares\n- Difference of Cubes\n- Sum of Cubes\n- Distributive Property\n- FOIL method\n- Perfect Cubes\n- Binomial Expansion\n- Logarithmic Form\n- Absolute Value\n- Partial Fractions\n- Is Polynomial\n- Leading Coefficient\n- Leading Term\n- Standard Form\n- Complete the Square\n- Synthetic Division\n- Rationalize Denominator\n- Rationalize Numerator\n- Interval Notation New\n- Pi (Product) Notation New\n- Induction New\n- Boolean Algebra\n- Truth Table\n- Mutual Exclusive\n- Caretesian Product\n- Age Problems\n- Distance Problems\n- Cost Problems\n- Investment Problems\n- Number Problems\n- Percent Problems\nMost Used Actions\nFrequently Asked Questions (FAQ)\nHow do you calculate a quadratic equation.\n- To solve a quadratic equation, use the quadratic formula: x = (-b ± √(b^2 - 4ac)) / (2a).\nWhat is the quadratic formula?\n- The quadratic formula gives solutions to the quadratic equation ax^2+bx+c=0 and is written in the form of x = (-b ± √(b^2 - 4ac)) / (2a)\nDoes any quadratic equation have two solutions?\n- There can be 0, 1 or 2 solutions to a quadratic equation. If the discriminant is positive there are two solutions, if negative there is no solution, if equlas 0 there is 1 solution.\nWhat is quadratic equation in math?\n- In math, a quadratic equation is a second-order polynomial equation in a single variable. It is written in the form: ax^2 + bx + c = 0 where x is the variable, and a, b, and c are constants, a ≠ 0.\nHow do you know if a quadratic equation has two solutions?\n- A quadratic equation has two solutions if the discriminant b^2 - 4ac is positive.\nRelated Symbolab blog posts\nWe want your feedback.\nPlease add a message.\nMessage received. Thanks for the feedback.\nCalculator Soup ®\nQuadratic Formula Calculator\nThis online calculator is a quadratic equation solver that will solve a second-order polynomial equation such as ax 2 + bx + c = 0 for x, where a ≠ 0, using the quadratic formula .\nThe calculator solution will show work using the quadratic formula to solve the entered equation for real and complex roots. Calculator determines whether the discriminant \\( (b^2 - 4ac) \\) is less than, greater than or equal to 0.\nWhen \\( b^2 - 4ac = 0 \\) there is one real root.\nWhen \\( b^2 - 4ac > 0 \\) there are two real roots.\nWhen \\( b^2 - 4ac < 0 \\) there are two complex roots.\nThe quadratic formula\nis used to solve quadratic equations where a ≠ 0 (polynomials with an order of 2)\nExamples using the quadratic formula\nExample 1: Find the Solution for \\( x^2 + -8x + 5 = 0 \\), where a = 1, b = -8 and c = 5, using the Quadratic Formula.\nThe discriminant \\( b^2 - 4ac > 0 \\) so, there are two real roots.\nSimplify the Radical:\nSimplify fractions and/or signs:\nExample 2: Find the Solution for \\( 5x^2 + 20x + 32 = 0 \\), where a = 5, b = 20 and c = 32, using the Quadratic Formula.\nThe discriminant \\( b^2 - 4ac < 0 \\) so, there are two complex roots.\ncalculator updated to include full solution for real and complex roots\nCite this content, page or calculator as:\nFurey, Edward \" Quadratic Formula Calculator \" at https://www.calculatorsoup.com/calculators/algebra/quadratic-formula-calculator.php from CalculatorSoup, https://www.calculatorsoup.com - Online Calculators\nQuadratic Equation Solver\nIs it quadratic.\nOnly if it can be put in the form ax 2 + bx + c = 0 , and a is not zero .\nThe name comes from \"quad\" meaning square, So, the biggest clue is that highest power must be a square (in other words x 2 ).\nThese are all quadratic equations in disguise:\nHow does this work?\nThe solution(s) to a quadratic equation can be calculated using the Quadratic Formula :\nThe \"±\" means you need to do a plus AND a minus, so there are normally TWO solutions !\nThe blue part ( b 2 - 4ac ) is called the \"discriminant\", because it can \"discriminate\" between the possible types of answer. If it is positive, you will get two normal solutions, if it is zero you get just ONE solution, and if it is negative you get imaginary solutions.\nQuadratic Formula Calculator\nEnter the equation you want to solve using the quadratic formula.\nThe Quadratic Formula Calculator finds solutions to quadratic equations with real coefficients. For equations with real solutions, you can use the graphing tool to visualize the solutions.\nQuadratic Formula : x = − b ± b 2 − 4 a c 2 a\nClick the blue arrow to submit. Choose \"Solve Using the Quadratic Formula\" from the topic selector and click to see the result in our Algebra Calculator !\nSolve Using the Quadratic Formula Apply the Quadratic Formula\nSolve Using the Quadratic Formula x 2 + 5 x + 6 = 0 Solve Using the Quadratic Formula x 2 - 9 = 0 Solve Using the Quadratic Formula 5 x 2 - 7 x - 3 = 0 Apply the Quadratic Formula x 2 - 14 x + 49 Apply the Quadratic Formula x 2 - 18 x - 4\nPlease ensure that your password is at least 8 characters and contains each of the following:\n- a special character: @$#!%*?&\nQuadratic Formula Calculator\nThe calculator below solves the quadratic equation of ax 2 + bx + c = 0 .\nIn algebra, a quadratic equation is any polynomial equation of the second degree with the following form:\nax 2 + bx + c = 0\nwhere x is an unknown, a is referred to as the quadratic coefficient, b the linear coefficient, and c the constant. The numerals a , b , and c are coefficients of the equation, and they represent known numbers. For example, a cannot be 0, or the equation would be linear rather than quadratic. A quadratic equation can be solved in multiple ways, including factoring, using the quadratic formula, completing the square, or graphing. Only the use of the quadratic formula, as well as the basics of completing the square, will be discussed here (since the derivation of the formula involves completing the square). Below is the quadratic formula, as well as its derivation.\nDerivation of the Quadratic Formula\nFrom this point, it is possible to complete the square using the relationship that:\nx 2 + bx + c = (x - h) 2 + k\nContinuing the derivation using this relationship:\nRecall that the ± exists as a function of computing a square root, making both positive and negative roots solutions of the quadratic equation. The x values found through the quadratic formula are roots of the quadratic equation that represent the x values where any parabola crosses the x-axis. Furthermore, the quadratic formula also provides the axis of symmetry of the parabola. This is demonstrated by the graph provided below. Note that the quadratic formula actually has many real-world applications, such as calculating areas, projectile trajectories, and speed, among others.\nPlease disable adblock in order to continue browsing our website.\nUnfortunately, in the last year, adblock has now begun disabling almost all images from loading on our site, which has lead to mathwarehouse becoming unusable for adlbock users.\nQuadratic Formula Calculator & Solver\nCalculator for solutions to any quadratic equation..\nThe calculator uses the quadratic formula to find solutions to any quadratic equation .\nThe quadratic formula calculator below will solve any quadratic equation that you type in. Simply type in a number for 'a', 'b' and 'c' then hit the 'solve' button.\nQuadratic Formula Calculator and Solver\nThe Actual Solutions\nParabola Animated Gifs\nMore Quadratic Gifs\nThe calculator on this page shows how the quadratic formula operates, but if you have access to a graphing calculator you should be able to solve quadratic equations, even ones with imaginary solutions.\n- Step 1) Most graphing calculators like the TI- 83 and others allow you to set the \"Mode\" to \"a + bi\" (Just click on 'mode' and select 'a+bi').\n- If you can set your calculator's mode to a + bi you should be able to even calculate imaginary solutions.\n- The rest of the steps just involve typing in a,b and c. Make sure that you divide the entire numerator by 2a, just use parentheses.\n- Quadratic formula worksheets (several free printable pdfs with answer keys on the quadratic formula)\nCreate the graph of any Parabola\nSave Graph as Image to your desktop\n- Quadratic Equations\n- Other Free Math Calculators\n- All roots calculated\nUltimate Math Solver (Free) Free Algebra Solver ... type anything in there!\nPopular pages @ mathwarehouse.com.\nShows you the step-by-step solutions using the quadratic formula! ... Solve an equation of the form a x 2 + b x + c = 0 by using the quadratic formula:.\nQuadratic Equation Solver · Step-By-Step Example. Learn step-by-step how to solve quadratic equations! · Example (Click to try) · Choose Your Method. There are\nTo solve a quadratic equation, use the quadratic formula: x = (-b ± √(b^2 - 4ac)) / (2a). What is the quadratic formula? The quadratic formula gives solutions\nThis online calculator is a quadratic equation solver that will solve a second-order polynomial equation such as ax2 + bx + c = 0 for x, where a ≠ 0, using the\nQuadratic Equation Solver. We can help you solve an equation of the form \"ax2 + bx + c = 0\" Just enter the values of a, b and c below:.\nQuadratic Equation Solver. If you have an equation of the form \"ax2 + bx + c = 0\", we can solve\nEnter the equation you want to solve using the quadratic formula. The Quadratic Formula Calculator finds solutions to quadratic equations with real coefficients\nA quadratic equation can be solved in multiple ways, including factoring, using the quadratic formula, completing the square, or graphing. Only the use of the\nThe calculator uses the quadratic formula to find solutions to any quadratic equation. ... The quadratic formula calculator below will solve any quadratic\nInuyasha The Final Act (Subbed) · ALEKS - Drawing the Haworth projection of a ketose from its Fisher projection · Solving Linear Equations Using", "domain": "mathematics"}
{"url": "http://www.gcschool.org/page/shortcuts/abacus", "date": "2015-09-03T08:49:17Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645310876.88/warc/CC-MAIN-20150827031510-00297-ip-10-171-96-226.ec2.internal.warc.gz", "language_score": 0.942467987537384, "token_count": 280, "dump": "CC-MAIN-2015-35", "global_id": "webtext-fineweb__CC-MAIN-2015-35__0__59524457", "lang": "en", "text": "The 18th Annual Abacus International Math Challenge runs from September, 2014 through April 30th, 2015.\nCategories & Contacts\nIn your first e-mail, please indicate your name, your grade/age, the name of your school, and the city where you live. Make sure that you indicate the number of the problem you are responding to. For proper identification, every e-mail you send should include your name.\nSHOWING YOUR SOLUTION:\nThe solution to a problem should include the results and your reasoning. Make sure that you try to find all the possible solutions for a problem. Your reasoning has to be given in English, but do not be discouraged if English is your second language. If we have a question about your answer, we will contact you.\nTry to send your answers by the last day of the month for the posted problem, however solutions to any of the problems will be accepted until April 30, 2015. (You are welcome to participate in higher grade groups by solving their problems.)\nYou get five points for a thorough solution with reasoning; fewer points for a partial solution or solution with no reasoning, and more points if you find additional different solutions or prove more than required.\nYou may earn extra points if you design your own problems and they get posted in the challenge. So, try to make up some problems and solve them.", "domain": "mathematics"}
{"url": "https://beginnerdetail.com/omni-calculator/", "date": "2022-10-05T15:18:53Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337631.84/warc/CC-MAIN-20221005140739-20221005170739-00674.warc.gz", "language_score": 0.9161942601203918, "token_count": 360, "dump": "CC-MAIN-2022-40", "global_id": "webtext-fineweb__CC-MAIN-2022-40__0__202581945", "lang": "en", "text": "In a surprisingly large part, our reality consists of computable problems. Should I buy or rent this? What is my ideal calorie intake? Can I take this loan? Or even how many items do I need to sell at what price in a business venture to reach a point where profits equal costs? Often we are unable to solve these problems because we lack the knowledge, skills, time or will to do the calculations. And then we make bad, uninformed decisions.\nOmni Calculator is here to change all that – solving every calculation-based problem will make it a trivial thing for anyone.\nThis site seeks to solve all the little math problems that people do on an everyday basis. You can always use the calculator on your device or do a quick search, but for more complex answers there are 1585 calculators on this site to try to help.\nOmni Calculator is a web/mobile calculator that solves tangible problems like mortgage payment, gross margin, body mass index, cooking, zombie invasion and everything else you can think of (within reason).\nOmni Calculator exists to give you a superpower – to see the world through the lens of science. There are 1000+ custom calculators built here that take just seconds to use and give you exactly the numbers you need.\nIt’s simple to use, find the calculator group you want, click it, and choose from several specialized calculators in the following categories:\n- Everyday Life\nOmni Calculator works on the web, mobile and as an embedded web widget.", "domain": "mathematics"}
{"url": "https://blog.playo.co/math-based-approach-to-win-slot-games/amp/", "date": "2024-02-25T15:09:26Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474617.27/warc/CC-MAIN-20240225135334-20240225165334-00879.warc.gz", "language_score": 0.9527428150177002, "token_count": 588, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__130271056", "lang": "en", "text": "Quite simply, slots use mathematics to function, so to win at slot games, youâll have to use maths too! Donât worry, you donât need to be a mathematical whizz kid to win at slot games, playing free slot games here is really quite simple, but understanding the maths behind the game will help you to get to grips with how they work and ultimately choose the best slot game to play on.\nIf you havenât heard of a random number generator, this is the algorithm that determines the outcome of every spin of the slot machine. Often abbreviated to RNG, a random number generator, as you might have guessed from the name generates the symbols that appear on the reels at complete random. This means that they cannot be influenced externally by anyone, including players. This is in order to protect the game, players and the industry. After all, if you could predict the outcome of the slot, thereâd be no fun in that, it wouldnât be fair for other players and the industry would collapse, meaning no slots for anyone! The number codes generated at random correspond to symbols on the reels and if you land a certain combination, you win!\nA maths-based approach to winning slot games includes working out the probability of you winning a slot game and to work out the probability of a particular slot, you will need to know what the winning combination pays out in addition to what the probability will be of getting that combination.\nYour first port of call should be the paytable, which will list how much certain combinations payout. Then you will need to calculate the probability of getting that combination during the game. Itâs easy enough to calculate, all you need to do is calculate the amount of stops there are in the slot. For example, if the slot has three reels with five symbols on each reel, simply multiply the number of symbols on each reel to calculate the possible combination: 5 x 5 x 5 = 125 possible winning combinations! If the jackpot in the same slot then pays out for three lemon symbols, and only one lemon symbol occurs on each reel, to calculate the probability of a jackpot would be: 1/5 x 1/5 x1/5 which means you would have a 0.008% chance of landing the jackpot in that slot game.\nSo, as long as you know the number of times a certain symbol appears of each reel, itâs easy to work out the probability of getting any combination! It can get tricky however with slot games which have a large number of reels and winning combinations, especially as many modern slot games have up to 10 reels with 200+ stops.\nTo help you decide which slot to play, check the Return to Player percentages (RTP) which shows the overall percentage of the total bets which a slot game would theoretically payout over a prolonged period of time.", "domain": "mathematics"}
{"url": "https://www.mcgillschoolofsuccess.org/math", "date": "2023-12-06T01:29:43Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100575.30/warc/CC-MAIN-20231206000253-20231206030253-00300.warc.gz", "language_score": 0.9113197922706604, "token_count": 192, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__224822607", "lang": "en", "text": "McGill provides Common Core math through its Houghton Mifflin Expressions (TK-3rd) and Go Math (3rd-5th) programs. Math manipulatives and school-to-life connections are saught for the internalization of math concepts.\nTo support the various mathematical concepts from number sense, to algebraic thinking and problem solving, we offer online math programs for students to practice their daily math skills. Our TK/K and 1st grade teachers use Sumdog.com, our second grade teacher uses Turtlediary.com, and 3rd-5th use Aleks and LeverEd.\nRecognizing the dilemma of multiple programs, McGill is in the process of selecting one math curriculum to create a TK-5th grade continuum.\nMcGill assesses students with Renaissance STAR assessments four times a year to keep track of learning progress and need for Response to Intervention supports.", "domain": "mathematics"}
{"url": "https://nawafnet.net/how-do-the-areas-of-the-parallelograms-compare.html", "date": "2023-09-29T14:46:34Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510516.56/warc/CC-MAIN-20230929122500-20230929152500-00067.warc.gz", "language_score": 0.9247992038726807, "token_count": 4379, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__33538161", "lang": "en", "text": "Comparing Areas of Parallelograms in Mathematics Education\nWhat is a Parallelogram?\nA parallelogram is a geometric shape that has two pairs of parallel sides. It is similar to a rectangle or a square, but the opposite sides are not necessarily perpendicular. The opposite sides of a parallelogram are equal in length, and the opposite angles are also equal.\nParallelograms are important because they are used in many real-world applications such as engineering, architecture, and construction. They are also commonly used in mathematics to illustrate concepts such as vectors and transformations. Comparing the areas of parallelograms is an important aspect of studying them, as it helps us understand their relationships with other shapes and their geometry.\nHow to Compare the Areas of Parallelograms\nThe formula for calculating the area of a parallelogram is base x height, where the base is one of the parallel sides and the height is the perpendicular distance between the two parallel sides. If two parallelograms have the same base length but different heights, then the one with the greater height will have the greater area. Similarly, if two parallelograms have the same height but different base lengths, then the one with the greater base length will have the greater area.\nAnother way to compare the areas of parallelograms is to use the formula for the area of a triangle, which is 1/2 base x height. If we draw a diagonal line through a parallelogram, we can split it into two equal triangles. The area of each triangle is half the area of the parallelogram. So, we can compare the areas of two parallelograms by comparing the areas of the triangles that they are split into.\nExamples of Comparing Areas of Parallelograms\nLet’s take two parallelograms with the same height but different base lengths. The first parallelogram has a base length of 6 cm and the second parallelogram has a base length of 8 cm. Since they have the same height, the second parallelogram will have the greater area because it has the greater base length.\nNow, let’s take two parallelograms with the same base length but different heights. The first parallelogram has a base length of 5 cm and a height of 4 cm. The second parallelogram has a base length of 5 cm and a height of 6 cm. Since they have the same base length, the second parallelogram will have the greater area because it has the greater height.\nComparing the areas of parallelograms is an important aspect of geometry and is used in many practical applications. To compare the areas of two parallelograms, we can compare their base lengths and heights or use the formula for the area of a triangle. By understanding how the areas of parallelograms compare, we can better understand their properties and geometry.\nWhat is a Parallelogram?\nA parallelogram is a two-dimensional shape that has four sides and four vertices. A parallelogram has two pairs of parallel sides, which means that the opposite sides of the parallelogram are both parallel and congruent. This means that if you were to draw a line across the parallel sides of the parallelogram, you would create two identical triangles. The properties of a parallelogram include opposite angles being congruent and opposite sides being congruent, the diagonals bisecting each other, and the sum of the interior angles equaling 360 degrees.\nHow do the areas of parallelograms compare?\nThe area of a parallelogram can be found by multiplying the base (one of its sides) by its height (the perpendicular distance between the two parallel sides). The formula for finding the area of a parallelogram is:\nArea = base x height\nThe base and height of the parallelogram can be any pair of opposite sides, as long as the height is perpendicular to the base. Therefore, the area of parallelograms with the same base and height will be equal to each other, regardless of the congruency of its sides and angles.\nHowever, if the parallelograms do not have the same base and height, their areas will differ. This means that if two parallelograms have the same base, but different heights, the one with the longer perpendicular distance will have a larger area. Similarly, if two parallelograms have the same height, but different bases, the one with the longer base will have a larger area.\nIt is also worth noting that the area of a parallelogram is equal to the area of a rectangle with the same base and height. This is because a rectangle is simply a special type of parallelogram where all angles are right angles, which makes calculating its area easier since it only requires multiplying its length and width.\nIn conclusion, when comparing the areas of parallelograms, it is essential to consider the length of its base and height. The area of two parallelograms with the same base and height will be equal, but if either of those measures differ between the parallelograms, then so will their area.\nArea of a Parallelogram\nParallelograms are geometric shapes that have two pairs of parallel sides. The area of a parallelogram is the amount of space inside the parallelogram. To calculate the area of a parallelogram, you need to know the length of the base (b) and the height (h). By multiplying the base by the height, you can determine the area of the parallelogram.\nThe formula for the area of a parallelogram is:\nArea = base x height\nArea = b x h\nFor example, if the base of a parallelogram is 6 units and the height is 8 units, the formula would be:\nArea = 6 x 8 = 48 square units\nThe area of the parallelogram would be 48 square units.\nIt is important to note that the unit of measurement used for the base and height must be the same. If the base is measured in feet, then the height should also be measured in feet. Otherwise, the formula will not produce the correct answer.\nYou can also use trigonometry to calculate the area of a parallelogram if the lengths of two sides and the angle between them are known. The formula for the area using trigonometry is\nArea = a*b*sin(θ)\nwhere a and b are the lengths of two sides and θ is the angle between them.\nOverall, calculating the area of a parallelogram is a simple process once you have the length of the base and the height. By using the formula, you can determine the amount of space inside the parallelogram and compare areas of different parallelograms.\nComparison of Areas\nParallelograms are geometric shapes that have two pairs of parallel sides. They come in different shapes and sizes and can be classified based on their properties. One of the most important properties of a parallelogram is its area. The area of a parallelogram is the amount of space it takes up, measured in square units.\nWhen comparing the areas of different parallelograms, it’s important to consider the dimensions of each shape. The formula for finding the area of a parallelogram is base x height. Therefore, the area of a parallelogram will increase or decrease depending on the length of its base and height.\nExample 1: Let’s consider two parallelograms: parallelogram A and parallelogram B. Parallelogram A has a base of 5 cm and a height of 8 cm. Parallelogram B has a base of 10 cm and a height of 4 cm. To find the area of each parallelogram, we can use the formula base x height:\nArea of parallelogram A = 5 cm x 8 cm = 40 cm²\nArea of parallelogram B = 10 cm x 4 cm = 40 cm²\nIn this example, we can see that even though parallelogram A and B have different dimensions, they both have the same area. Therefore, we can say that the areas of parallelogram A and B are equal.\nExample 2: Let’s consider two more parallelograms: parallelogram C and parallelogram D. Parallelogram C has a base of 6 cm and a height of 9 cm. Parallelogram D has a base of 4 cm and a height of 12 cm. To find the area of each parallelogram, we can use the formula base x height:\nArea of parallelogram C = 6 cm x 9 cm = 54 cm²\nArea of parallelogram D = 4 cm x 12 cm = 48 cm²\nIn this example, we can see that parallelogram C has a greater area than parallelogram D. Therefore, we can say that the area of parallelogram C is greater than the area of parallelogram D.\nIt’s important to note that the area of a parallelogram can also be expressed in terms of its diagonals. The formula for finding the area of a parallelogram using its diagonals is ½d₁d₂, where d₁ and d₂ are the lengths of the diagonals.\nExample 3: Let’s consider two parallelograms with the same base and height, but different diagonals: parallelogram E and parallelogram F. Parallelogram E has diagonals of 10 cm and 6 cm. Parallelogram F has diagonals of 8 cm and 4 cm. To find the area of each parallelogram, we can use the formula ½d₁d₂:\nArea of parallelogram E = ½ x 10 cm x 6 cm = 30 cm²\nArea of parallelogram F = ½ x 8 cm x 4 cm = 16 cm²\nIn this example, we can see that even though parallelogram E and F have the same base and height, their areas are different because their diagonals are different. Therefore, we can say that the area of parallelogram E is greater than the area of parallelogram F.\nIn conclusion, the areas of parallelograms can be compared using their base, height, and diagonals. By understanding and applying the formulas for finding the area of parallelograms, we can determine which shapes have greater or lesser areas.\nWhy the areas of parallelograms are comparable?\nWhen we talk about geometry, one of the basic shapes that come to mind is the parallelogram. You may have learned that the area of a parallelogram equals the base times the height, and while this is true, have you ever wondered why this formula works? The answer lies in the fact that all parallelograms are similar to each other.\nSimilarity means that two shapes have the same shape but may differ in size. Two parallelograms are similar if they have the same shape and all angles are congruent, but not necessarily the same size. This is important because when we compare the areas of parallelograms, we can use proportions to easily calculate them.\nRelationship between parallelograms and triangles\nAnother important relationship to note is the one between parallelograms and triangles. Both shapes have similar features, such as having bases and heights that can be used to find their areas. Additionally, any parallelogram can be divided into two congruent triangles, which helps us understand the similarities between these shapes even further.\nOne way to find the area of a triangle is to use the same formula as a parallelogram and divide the result by 2. For example, if you have a parallelogram with a base of 6 and a height of 4, the area would be 24. If you divide 24 by 2, you get 12, which is the area of the triangle formed by half of the parallelogram.\nParallelograms and rectangles\nAnother shape that is closely related to parallelograms is a rectangle. While a parallelogram can have any angle measure, a rectangle has four right angles, making it a more specific type of parallelogram. One way to think about a parallelogram is as half of a rectangle, where the height is not perpendicular to the base.\nTo find the area of a rectangle, we use a simpler formula: length times width. This formula can also be used to find the area of a parallelogram if we know the height and the length of the side that the height intersects. Essentially, we can think of the height as the width of the parallelogram, and the base as the length, which makes it easier to compare the areas between these shapes.\nParallelograms and trapezoids\nLastly, we can see the relationship between parallelograms and trapezoids. A trapezoid is a shape with one pair of parallel sides and one pair of non-parallel sides. While the area formula for a trapezoid is a bit more complicated than a parallelogram, they share the same base concept of using the height and the length of the side that the height intersects to find the area.\nA parallelogram with a right angle is a special type of trapezoid called a right trapezoid. In this case, we can use the formula for finding the area of a rectangle to find the area of our right trapezoid since one of the legs is perpendicular to the base.\nThe relationships between parallelograms and other geometric shapes are important to understand. Parallelograms are similar to each other, allowing us to compare their areas easily using proportions. Additionally, we can see the similarities between parallelograms and triangles, rectangles, and trapezoids, which helps us better understand these shapes as a whole. Overall, geometry is a fascinating subject full of connections and relationships between shapes that can help us better appreciate the world around us.\nReal Life Applications\nThe concept of comparing areas of parallelograms is not just a math problem that students learn in school but has many applications in everyday life. One of the fields where this concept is widely used is architecture. Architects and engineers use parallelogram-shaped structures extensively in their designs, and they should have good knowledge of finding the correct areas of those structures.\nWhen designing a building, architects have to work with measurements related to floor areas, wall areas, and roof areas. A building with a larger area often requires a stronger foundation, more support, and higher costs for construction. This is where the concept of comparing areas of parallelograms comes in handy as it allows architects to efficiently determine the size and shape of a building that would fulfill the requirements within a budget. For example, in a commercial building, an architect may need to calculate the area of a parallelogram-shaped roof for installation of solar panels or HVAC units.\nIn civil engineering, finding the area of a parallelogram is also essential for calculating the amount of material required for road construction, pavement, and drainage systems. Engineers use the formula to estimate the amount of asphalt required to pave a parallelogram-shaped stretch of road. It is also useful for stormwater management, where the engineers need to calculate the areas of the parallelogram-shaped drainage basin that can hold a specific amount of water to ensure that the water is channeled appropriately.\nThe concept of comparing areas of parallelograms finds extensive use in product design. Designers visualize and create a product in a 3D design software before manufacturing it. The software helps the designers to estimate the material required for manufacturing the product.\nFor example, if a designer wants to create a parallelogram-shaped phone case, it is essential to know the area to determine the amount of material required for manufacturing the case. In this case, the length and width of the parallelogram and the perpendicular height are necessary for calculating the area of the shape. Moreover, artists and sculptors use the concept of comparing areas of parallelograms to create various art pieces such as paintings, pottery, and sculptures. They may use this concept to calculate the area required for creating a specific shape or to create different ratios of areas to make their artwork more visually appealing.\nLand surveying refers to the measurement and mapping of land and the related natural features. It finds application in the construction industry, environmental management, and agriculture. The concept of comparing areas of parallelograms is essential in land surveying as the surveyor needs to determine the exact size and shape of plots of land.\nLand surveyors use specialized tools and equipment to measure the length and width of the land parcel to calculate its area. The land parcels are sometimes in the shape of parallelograms. For example, a farmer can use the measurements to determine the area of a farm and decide how much fertilizer would be required to accommodate the crop. A land surveyor also uses this concept in construction projects to calculate the land area required for the construction of buildings, roads, or bridges.\nThe concept of comparing areas of parallelograms is essential in everyday life, and it finds extensive application in architecture, engineering, product design, and land surveying. By understanding this concept, people can make more informed decisions before constructing buildings or purchasing land. The importance of this concept cannot be overstated as it plays a significant role in various industries and has practical implications.\nImportance of Understanding and Comparing the Areas of Parallelograms\nParallelograms are one of the most common shapes in geometry, and understanding their areas is essential in various real-life applications. The formula for finding the area of a parallelogram is simple; it is the product of base length and height. The straightforwardness of this formula is exactly what makes it such a useful tool for measuring surface areas in various fields and disciplines. Here are some of the reasons why understanding and comparing the areas of Parallelograms is essential:\n1. Geometric Calculations\nIn geometry and trigonometry, the area of a parallelogram plays a significant role in calculations related to shapes and angles. For example, understanding and comparing the areas of parallelograms is essential when calculating the area and perimeter of a polygon. It is also used in determining the angle between vectors in physics and engineering.\n2. Construction and Architecture\nParallelograms are very useful shapes in the fields of architecture and construction. Architects and builders use parallelograms to create a variety of structures and designs. For instance, they can use parallelograms to create roofs, gables, and other shapes. By understanding the areas of parallelograms, they can determine the amount of material required to build these structures, which helps them estimate project costs.\n3. Transportation and Logistics\nThe transportation and logistics industry uses parallelograms in a variety of ways, such as calculating the volume of cargo required for shipment. By understanding the areas of parallelograms, transportation and logistics professionals can determine the size of the containers required to ship products efficiently. This knowledge helps them optimize space in storage and shipping containers, resulting in fewer trips and lower costs.\n4. Land Surveying\nLand surveyors use parallelograms in their work, determining the size of plots and land ownership boundaries. They can also use the area of parallelograms to calculate the location of roads, buildings, and other structures. Without an understanding of parallelograms, accurate land surveying would be impossible.\n5. Agriculture and Farming\nThe cultivation of crops often requires area measurement since it is crucial in determining how many plants or seeds are needed to fill a given field. Farmers and agriculturalists use the area of parallelograms to estimate the potential yield of their crops and create accurate planting plans. This knowledge helps them maximize their harvests, resulting in better crop productivity.\n6. Everyday Life\nParallelograms are prevalent in our everyday lives, such as in packaging and home décor. Understanding the areas of parallelograms can help us measure and calculate the amount of material required for packaging products, such as gift wrapping paper. Measuring the areas of floor spaces, wall surfaces, and ceiling spaces in home decor is also possible by using parallelograms.\n7. Education and Learning\nUnderstanding and comparing the areas of parallelograms is essential in education and learning, specifically in geometry and trigonometry. A clear understanding of the formula for finding the area of parallelgrams, as well as other common geometric shapes, is required for students to progress through math courses and understand various real-life applications. Additionally, knowledge of the areas of parallelograms is required when studying more advanced mathematical concepts, such as calculating the surface area and volume of three-dimensional shapes.\nIn conclusion, understanding and comparing the areas of parallelograms are essential in various fields, disciplines, and everyday life applications. As highlighted in this article, different sectors rely on the formula for finding the area of parallelgrams to calculate surface areas, optimize spaces, improve productivity, and estimate project costs, among others. Additionally, knowing the areas of parallelograms is a basic requirement for learning geometry, trigonometry, and more advanced mathematical concepts.", "domain": "mathematics"}
{"url": "http://www.metalformingmagazine.com/magazine/article.asp?aid=7893", "date": "2017-04-26T15:42:54Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121453.27/warc/CC-MAIN-20170423031201-00439-ip-10-145-167-34.ec2.internal.warc.gz", "language_score": 0.8927236795425415, "token_count": 104, "dump": "CC-MAIN-2017-17", "global_id": "webtext-fineweb__CC-MAIN-2017-17__0__244829183", "lang": "en", "text": "Here’s a free 1-hr. webinar, Thursday, December 13, 12:00 PM EST, covering robot specification and how fabricators can ensure they select the right robots for the tasks at hand. Come a understanding robot reach, work envelope, payload, inertia, moment of arm and cycle time. Presented by the Robotic Industries Association with support from its members ABB, Kawasaki and Omron STI, the webinar also addresses the concepts of mathematical modeling and simulation. Register here.", "domain": "mathematics"}
{"url": "http://bioinformatics.bc.edu/clotelab/Expected5to3distance/index.spy", "date": "2021-03-02T06:53:13Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178363782.40/warc/CC-MAIN-20210302065019-20210302095019-00508.warc.gz", "language_score": 0.8318872451782227, "token_count": 197, "dump": "CC-MAIN-2021-10", "global_id": "webtext-fineweb__CC-MAIN-2021-10__0__32356625", "lang": "en", "text": "Webserver to compute b> Expected 5-3 distance in RNAb>\nThe C program averageDistance5to3.c and its Python prototype distance5to3.py are efficient and exact computations of the expected distance between 5' and 3' ends of all secondary structures for a given RNA sequence. The expectation or average is taken with respect to the Boltzmann probability exp(-E(S)/RT)/Z, where E(S) is the Turner energy for secondary structure S, R the universal gas constant, T absolute temperature, and Z the partition function.\nIf you use our code or this server for your work, please consider citing the paper:\nExpected distance between terminal nucleotides of RNA secondary structures. P. Clote, Y. Ponty, J.-M. Steyaert. J Math Biol. 2012 Sep;65(3):581-99. Epub 2011 Oct 9.Supplementary information is here.", "domain": "mathematics"}
{"url": "https://appnations.com/article/video-your-maths-homework-done-in-just-one-picture", "date": "2023-12-03T23:53:29Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100518.73/warc/CC-MAIN-20231203225036-20231204015036-00700.warc.gz", "language_score": 0.9668800830841064, "token_count": 346, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__107439910", "lang": "en", "text": "After high school, the majority of the population throws out their advanced calculators and rejoices in the thought of never having to look at another equation again. That is, until you have to help kids with their homework and your phone’s calculator just doesn't cut it.\nPhotomath claims to solve all of your maths problems (literally and figuratively) and it's being dubbed a “smart camera calculator”.\nIt's as simple as pointing your camera at a math problem and the app will produce the answer as well as a step-by-step guide on how to solve the problem. While the app can literally do kids’ homework for them, it can also give them an understanding of the logic behind the answer in a few steps.\nThe app was created by a company called MicroBlink, which uses text recognition technology that interprets the math problem once it has been scanned – providing instant feedback. Photomath supports basic arithmetics, fractions, decimal numbers, linear equations and several functions like logarithms. The app doesn't recognise handwritten text, for now, meaning that users can only scan textbook equations by placing the equation within the red frame.\nThere are a few kinks that need to be worked out along the way, aside from only recognising printed text, such as the text recognition technology mistaking an \"X\" variable for a multiplication symbol, and the red frame limiting the length of the equation that can be scanned.\nHowever, maths equations are just the beginning for MicroBlink as they plan to make advances in using the technology to revolutionise online banking.\nPhotomath is available on iOS and Android operating systems at no cost!", "domain": "mathematics"}
{"url": "http://perso.ensta-paristech.fr/~pcarpent/MNOS/", "date": "2017-11-19T08:22:47Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934805466.25/warc/CC-MAIN-20171119080836-20171119100836-00158.warc.gz", "language_score": 0.7535898089408875, "token_count": 616, "dump": "CC-MAIN-2017-47", "global_id": "webtext-fineweb__CC-MAIN-2017-47__0__243826347", "lang": "en", "text": "ENSTA ParisTech - Université Paris 1 Panthéon-Sorbonne\nMaster MMMEF - Track \"Optimization, control and operations research\"\nAcademic year 2014/2015\n\"Stochastic Optimisation: Numerical Methods\"\nThe aim of this course is to provide a framework for extending the optimization methodology already studied in the convex deterministic case to the stochastic case, both from the theoretical and the numerical points of view.\nThe course consists of two parts:\nDuring the first part of the course, we put the focus on large-scale optimization problems and decomposition/coordination methods.\n- we are first interested in stochastic open-loop optimization problems, and we thoroughly study the stochastic gradient method and its variants,,\n- we then move to closed-loop optimization problems, and study on the one hand the significance of the information structure for such problems, and on the other hand the difficulties related to the discretization of these problems.\nThe course takes place on Tuesday afternoon from 14:00 to 17.30 at ENSTA\n(Getting to ENSTA),\nand is given in English.\nLesson 1 (January 13, room 2.4.30)\nIntroduction to Stochastic Optimization: motivations and objectives\nof the course, reminders from the deterministic case and transition\nto the stochastic case. Overview of the stochastic gradient method.\nLesson 2 (January 20, room 2.4.30)\nGeneralized stochastic gradient method: introduction to the Auxiliary\nProblem Principle, convergence in the cases without and with constraints.\nLesson 3 (February 3, room 2.4.12)\nExercises on the stochastic gradient method and presentation of extensions\nof the method to the case of constraint in expectation and in probability.\nLesson 4 (February 10, room 2.4.12)\nDual effect in stochastic optimization: information structure, dual\neffect issues and application in stochastic optimal control.\nLesson 5 (February 17, room 2.4.12)\nDiscretization: issues of discretization in stochastic optimization,\ncounterexample, convergence theorem.\nLesson 6 (March 3, room 2.4.30).\nCourse notes about stochastic optimization (in English)\nCourse notes about the stochastic gradient method (in French)\nToolbox ''Stochastic Gradient''(in French)\nLe but de cette boîte à outils (écrite en langage Scilab) est d'illustrer sur un exemple simple le comportement du gradient stochastique ainsi que sa vitesse de convergence, et de montrer ce qu'apporte la technique de moyennisation.\nPage managed by P. Carpentier\n(last update: February 18, 2015)", "domain": "mathematics"}
{"url": "https://marshfieldmail.com/stories/being-one,70982?", "date": "2024-02-24T17:12:06Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474541.96/warc/CC-MAIN-20240224144416-20240224174416-00063.warc.gz", "language_score": 0.9694581627845764, "token_count": 118, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__162720038", "lang": "en", "text": "As I sat in the elementary art class, on assignment as a substitute at the school, I listened to the teacher’s lesson to the children on concentric circles. The exercise would begin with a dot being drawn. A small circle would be drawn around the dot, then a larger one around that, and then a larger one, and so on, and so on. Each circle shared the same center. In this particular exercise, several series of concentric circles would be drawn on a large sheet of paper, overlapping each other. The different color patterns made quite a cool effect.", "domain": "mathematics"}
{"url": "https://lambdacentauri.com/software_lambdadice.htm", "date": "2021-05-18T05:43:25Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989820.78/warc/CC-MAIN-20210518033148-20210518063148-00039.warc.gz", "language_score": 0.883220374584198, "token_count": 156, "dump": "CC-MAIN-2021-21", "global_id": "webtext-fineweb__CC-MAIN-2021-21__0__127723386", "lang": "en", "text": "Lambda Dice Version 1.01\nLambda Dice is a small and compact program for generating random numbers and simulating die rolls. It is intended to be used with tabletop or pen-and-paper gaming, but it can be used for any purpose that requires random numbers.\nThe program lets you generate any number of rolls using dice with any number of sides, including strange or unrealistic numbers, such as a 7-sided or 1000-sided die.\nIt requires version 4.5 or newer of the .NET Framework. If you need that, you can get it from Microsoft\nLambda Dice is free software and may be distributed freely.\nLambda Dice has had more than 13000 downloads.\nCopyright © 2006-2021 Jason Champion", "domain": "mathematics"}
{"url": "https://gurgaonmoms.com/10-educational-games-for-kids-to-play-and-learn/", "date": "2024-04-16T23:21:30Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817112.71/warc/CC-MAIN-20240416222403-20240417012403-00631.warc.gz", "language_score": 0.9488200545310974, "token_count": 1516, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__135572009", "lang": "en", "text": "People of all ages love to play games that are fun and motivating. Therefore one of the best ways to make learning fun is ensuring that you organise exciting and engaging educational games for children during your interactions with them. Educational games for children offer opportunities to deepen an understanding of concepts learnt in school and teaming them up with HP Print Learn Center’s worksheets will ensure that your child’s learning journey is filled with smiles, laughter and conceptual clarity.\nEducational games and worksheets give kids opportunities to explore fundamental learning concepts across subjects, for example counting sequence, one-to-one correspondence, computation strategies in math and language conventions, comprehension, fluency, phoneme awareness in literacy. At HP PLC you can avail of age level worksheets from ages 3-12 years. These worksheets include activities and fun educational games as well. All these educational worksheets have been designed by experts. The worksheets target age-appropriate learning goals and reinforce concepts taught in school. These are a list of some educational games for kids you can play with your child.\nI Spy is a game that is always a favourite with kids. It can always have an interesting educational twist as well. For example, you can play the game at home or when you’re having a walk in the park or even when you’re thinking about what ingredients to use when you’re making a sandwich.\nHere are many variations on this game:\n- Something beginning with sound…\n- Something that rhymes with the word…\n- Something that is shaped like a…\n- Something the colour of…\nYou will find similar educational games online that can also be paired with HP PLC worksheet. For example in this worksheet here the children have to play the ‘I Spy’ game and find the numeral 6\nMagnet wand Game\nActivities do not always have to be online educational games for kids to learn something, in fact you can make up educational games at home. For this activity attach a magnet to a ruler to make it into a wand. Take a tray with magnetic letters and have your child pick up the letters with the help of the magnetic wand. Team this up with HP PLC worksheet of Alphabet Sequencing.\nDeck of Cards Game\nA deck of number cards can be used as an excellent educational game for children and can be used in many fun ways to practice math concepts. For example, you can practice the concept of greater, lesser than and equal to using the cards. To play the game, have the child pick up a card and place it in a manner that shows the number on top. Next, let the child pick up another card and place it next to the previous card. Let him/ her compare the 2 numbers after identifying them. Which number card is greater/lesser or equal and place the correct sign in the middle. You may also play the game with 2-digit numbers to increase the complexity of the game. Team this up with the HP PLC worksheet of Comparison of Numbers.\nMath with Dice\nManipulatives such as dice are a great learning resource which can be used to play a variety of educational games. For instance, a great way for children to practice addition can be through a quick and fun dice game. Have your child pick up a number chit and read aloud the written number. Next, ask the child to use 2 dice to form the given number. For example, the child may use 2 dice that show numbers 5 and 6 to make number 11. Similarly encourage the child to come up with different number combinations that add up to the given number. Team this up with the HP PLC worksheets of Addition.\nBowling for Sight Words\nMovement while learning helps in breaking the monotony and keep children engaged. Write the sight word written on a paper cup and place them like bowling bottles. Let the child bowl using a ball. Next, ask him/her to read aloud the sight word written on the fallen cup. The same activity can be used with any new words that the child has learnt related to different subjects, be it Science/Math/English etc wherein the child can explain the meaning of the new terms learnt using the same activity. This same concept can be explored through the HP PLC worksheet on sight words.\nRacing Ramps Game\nScience is all about experimenting. Children love playing with toys such as vehicles in particular. Build a ramp to test the speed of different objects. Race the cars and balls on the ramp and discuss why some objects move faster than others. Consider the weight and shape of each object. You may also explore racing the objects on different textured surfaces. For example, place a towel on the ramp and observe the difference in the speed as well as explore the concept of friction. Pair this activity with a HP PLC worksheet that will help children record their observations.\nMathematical concepts such as measurements need not be only practiced through word problems. A more practical approach to understand this concept is by observing and measuring things in your surroundings. The HP PLC printable worksheets on measurement can be used to move around the house and measure the different areas of the home with one’s feet. You may also have the child explore areas outside the home such as in a park or a playground and use a particular unit of measurement later as a variation to the same activity.\nOnline educational games for kids offer exciting opportunities for children to practice the concepts learnt. Some educational games online that children can play are –\nTwelve a Dozen\nThis is one of the educational games online that introduces the initial thought process involved in solving algebra and exploring longer, more complex algebraic equations. The child has to help Twelve save her family from being destroyed – by solving puzzles based on core math concepts. Team this game up with HP PLC math worksheets that can be downloaded from the platform\nThink rolls Play and Code\nThis is a puzzle online educational game for kids that introduces kids to concepts in physics and develops precoding skills. Kids need to help the character navigate the maze by solving puzzles. They learn about gravity, force, spatial reasoning, elasticity, and more. And because they also learn coding, kids can create their own puzzles in the game as well! Strengthen more such Physics concepts by downloading the science worksheets from the HP PLC platform.\nLearning is fun when there is an auditory and visual effect involved in it. This online educational game for kids will allow the animated monsters to teach your kids everything from basic ABCs to complex sentences. It has puzzle games with talking letters and well-illustrated definitions to help your child learn to read. Pair this game with Language and Literacy worksheets available on the HP PLC platform.\nEducational games for kids encourages strategic thinking as children find different strategies for solving problems and deepen their understanding of various concepts. When played repeatedly, these educational games support students’ development of computational fluency. Educational games online, also present opportunities for practice, often without the need for teachers and parents to provide the problems. Educational games for children support a school-to-home connection that can be reinforced with Hp PLC printable worksheets. Parents can learn about their children’s level of comprehension by playing these with them at home.", "domain": "mathematics"}
{"url": "http://weepingwillowhome.blogspot.com/2008/11/counting-game.html", "date": "2018-06-25T04:18:02Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267867424.77/warc/CC-MAIN-20180625033646-20180625053646-00206.warc.gz", "language_score": 0.9843408465385437, "token_count": 257, "dump": "CC-MAIN-2018-26", "global_id": "webtext-fineweb__CC-MAIN-2018-26__0__37668624", "lang": "en", "text": "I introduced a new game with my 8th graders yesterday. It is always hard to know whether a game will be a hit or a flop, so I was surprised by the enthusiasm with which they received this very simple activity.\nThe instructions are very simple: the students are to count a range of numbers, say from 1 -20, 100 and up or whatever you choose (I am also planning to use letters of the alphabet, simple German verb conjugations etc.). Instead of having an order of which student goes when, they are to say the number out when it feels like it's their turn. The only rule is that if two students speak at the same time, they have to start over.\nAs I was watching the 8th grade, I saw just how deeply this game meets the children. For one, it is a rhythmical activity which helps them relax into class. They also have to get very still, listening to each other. This prepares them extremely well for the rest of class. Finally, the children love a challenge, and this game sets the tone for trying to do better all the time, an element that I have found can be challenging for some of the students.\nSo this one was a winner which we will be playing regularly.", "domain": "mathematics"}
{"url": "https://adams470.vivelaorganics.com/204.html", "date": "2021-06-12T20:53:30Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487586390.4/warc/CC-MAIN-20210612193058-20210612223058-00619.warc.gz", "language_score": 0.9424344301223755, "token_count": 982, "dump": "CC-MAIN-2021-25", "global_id": "webtext-fineweb__CC-MAIN-2021-25__0__186929284", "lang": "en", "text": "Best Probability of Winning in Casino Gambling\nA casino game is any of a variety of casino games that make use of random chance as a way of determining the outcome of the game. The outcome of a single game is not influenced by the choices of any more than one person. Casino action is often referred to as “payback” or “cash out” compared to conventional casino games where there is absolutely no payout; these games are rather characterized by the “pot”, which is often won or lost. Recently, there has been an increase in using casino game machines as a means of recreation, gambling, and even as income generators for operators of the modern casino hotels.\nThere are three basic categories of casino game games: table games, gaming machines, and random number machines. Gaming devices, including pachinko and slot machines, are generally played by one person at a time and don’t require the active participation of casino personnel to play. Random number machines alternatively, like roulette, craps, baccarat, and keno, require the lively participation of the players in order to make the odds move in the casino’s favor. The random number machines found in many training video poker casinos are referred to as blackjack, roulette, and poker machines.\nAll three forms of casino game equipment are governed by the same mathematical laws of probability. Blackjack, roulette, and poker devices all utilize random quantity generators or random variety processors to determine the odds of success. These same regulations of probability govern the results of all other games including slot machines. In most cases, it is possible to alter the odds slightly through the use of a few of the many slot gaming devices on the market, though it should be noted that even this small change will have little effect on the ultimate outcome of the overall game.\nThe most popular of the casino game devices may be the slots. Slots are carefully identified with gambling thrillers, since they require luck and are made to keep people playing for long periods of time. Of all the games available on the Las Vegas strip, slots are the most popular attraction, drawing thousands of visitors each night. While the prospect of winning major may entice some people, the long wait necessary for a single gain poses another barrier to access, making slots probably the most appealing casino game options for the traveler.\nBlackjack, like slots, is really a game of chance. Fortune is involved in a great deal of casino game outcomes, although expertise also plays a part. A well-planned strategy can help one improve the odds of winning, but there is no inherent strategy that guarantees good results. For this reason, no matter which casino game is performed, skill, patience, and a bit of knowledge can help one improve the odds of hitting the jackpot. One valuable strategy would be to analyze casino game outcomes using the binomial distribution.\nBinomial distribution probabilities can be used to examine casino games at any degree of play, including the novice person. The binomial distribution capabilities as a robust tool for identifying the 모나코 카지노 best odds of hitting in certain slot odds and table games. In roulette and other table games with typical deviation probabilities, the binomial distribution can be used to identify the best odds of hitting in a set number of trials. Common deviation probabilities take random dimensions of casino results and will be used to examine the probability of casino results from the random event. Once again, a basic understanding of statistics is necessary to understand how these probabilities may be used to identify the best odds in casino video games.\nIt ought to be noted, even so, that the binomial model will not apply to all casino games also to all casino gaming equipment. It applies most efficiently to games with standardized random outcomes, such as roulette, blackjack, and the slot machines featured in many casinos. Because the outcome of any casino game is totally random, the probability of hitting a jackpot with one machine is the same whether you are playing at an online internet casino or at a offline casino. Hence, in cases like this, the binomial model wouldn’t normally use.\nSlot machines are by far the most popular games of all casino floors and so are the focus of much of the entertainment at casinos around the world. Blackjack, craps, baccarat, and other slots are the most popular games in Las Vegas, Atlantic City, and Macao, and there are literally hundreds of slots per floor at most NEVADA hotels. The large variety of slot machines on any given casino ground raises the odds of hitting a jackpot and makes it more likely that players will be successful in their bets. Slots are the most reliable way to increase your likelihood of winning for the most part casinos.", "domain": "mathematics"}
{"url": "http://damoncrockett.com/DV/Seoul-slice-flat-hist.htm", "date": "2023-06-05T14:02:41Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224652116.60/warc/CC-MAIN-20230605121635-20230605151635-00217.warc.gz", "language_score": 0.855721116065979, "token_count": 301, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__11301512", "lang": "en", "text": "||flat slice histogram\n||Software Studies Blog\nThis is a \"flat slice histogram\", a slice histogram where each bin is forced to a fixed height. Normally, histogram bins are fixed \"width\", meaning they cover the same range of the distribution variable. Here, the bins are fixed height, and thus the variable ranges they cover are unknown (without additional markings on the plot, which is of course a possible modification here). Note that the flat histogram would be perfectly useless for traditional statistical plotting, but since we are making image histograms, they can reveal a lot. The left-to-right visual patterns do still map roughly to the distribution variable. Here, hue is the distribution variable, and we sort vertically by brightness (a couple times). We can see quite clearly that in this dataset, blues and reds tend to be darker than the greens and yellows.", "domain": "mathematics"}
{"url": "http://www.sempaxconsulting.com/", "date": "2015-07-30T20:11:31Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042987628.47/warc/CC-MAIN-20150728002307-00267-ip-10-236-191-2.ec2.internal.warc.gz", "language_score": 0.8812929391860962, "token_count": 651, "dump": "CC-MAIN-2015-32", "global_id": "webtext-fineweb__CC-MAIN-2015-32__0__76345331", "lang": "en", "text": "Statistical Consulting Services\nOur team can help you unleash the power of statistical analysis. The use of an advanced mathematical approach to solve difficult problems can greatly increase the productivity of your business.\nGive us a call at 1-818-850-7850 for a FREE initial phone consultation, or send us an e-mail, or send us a FAX at 1-651-691-2616 to tell us about the project you need help with\nNo matter the type of problem, we can take care of your math and statistical needs. Our commitment is to offer customized help that is designed to fit your specific and unique situation.\nWe provide thesis help (we work with all major statistical software packages), data mining and analysis, and can help you with business intelligence tools.\n• Areas of Specialization\nWe specialize on a wide spectrum of topics, which include:\n- SPSS®, Minitab®, Excel®, STATA® , SAS®, EVIEWS®, JMP®, R projects\n- Multiple Regression Analysis, Logistic Analysis\n- Analysis of Variance and Hypothesis Testing, Factorial ANOVA, Repeated Measures and Mixed Designs\n- Power Analysis and Sample Determination, Meta-Analysis\n- Non-Parametric Statistics\n- Survey Design, Sampling Methodologies\n- Reliability Analysis, Analysis of Scales and Dimensions\n- Factor Analysis and Principal Component\n- Time Series Analysis\n- Linear and Nonlinear Optimization, Models\n- Qualitative Analysis, Survey\n- Paper Analysis and Review, APA editing\n- Longitudinal Analysis\n- Business Intelligence (backend, data processing and intelligent reporting)\n• Who could benefit from using our services?\nThe use of applied statistics is arguably one of the most powerful analytical tools today, and it can be\napplied to a variety of practical uses.\n- Researchers and Students: Many areas of study necessitate the use of statistical analysis, but researchers may not\nbe familiar with all the statistical tools at their disposal. We can help with conducting research, graduate student theses, experiment design and clinical trials.\n- Law Offices: We can analyze data and make statistical conclusions based on sample evidence.\n- Business Owners and companie in general: We can use a variety of analytical tools to improve your productivity. We can develop customized business intelligence tools for you.\n- Hotel Managers: We can use Time Series to analyze historical trends and make statistical predictions about the\noccupancy rate of a given season, week or day of the year.\n- Marketing Companies: Statistical Analysis can be extremely valuable to assess the results\nof marketing campaigns and to identify patterns and trends.\n• What should I do to contact you?\nCall us for a FREE initial phone consultation at 1-818-850-7850. You can also\ne-mail us or send us a FAX at 1-651-691-2616 describing your problem and we will send you a proposal and an estimate of the time and cost.\nOur rates depend on the complexity of the project, and can be on an hourly basis, or on a completed project basis, depending your needs. Our rates are very competitive", "domain": "mathematics"}
{"url": "https://rambambashi.wordpress.com/2010/02/21/common-errors-31-pythagoras/", "date": "2022-12-04T18:35:19Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710978.15/warc/CC-MAIN-20221204172438-20221204202438-00737.warc.gz", "language_score": 0.9476088285446167, "token_count": 579, "dump": "CC-MAIN-2022-49", "global_id": "webtext-fineweb__CC-MAIN-2022-49__0__24594844", "lang": "en", "text": "One of the most famous anecdotes from Antiquity deals with the philosopher-mathematician Pythagoras (c.570-c.495), who discovered the theorem that is named after him, and sacrificed an ox – or even one hundred oxen – to celebrate this. The joke that ever since the oxen are afraid of scientific progress has been used a bit too often by scientists dismissing critical reviews.\nFor several reasons, this anecdote is problematic. In the first place, because it is probably one of those unhistorical tales attributed to Pythagoras. Another example is his legendary visit to the ancient Near East, which is referred to for the first time in the second century CE, when Apuleius says that the Samian sage was “believed by some to have been a pupil of Zoroaster” (Apology, 31). In his Refutation of All Heresies (1.2.12), Hippolytus of Rome (early third century CE) implies that he had read this story in a book by Aristoxenus of Tarentum, a contemporary of Alexander the Great. Yet, even if Hippolytus’ is right (which is doubtful), this means that Pythagoras’ eastern trip is unmentioned by earlier authors describing Pythagoras’ life and opinions, even though Herodotus, Plato, and Aristotle had many opportunities to discuss it. The story is almost certainly invented, just like Pythagoras’ visit to India.\nThe same applies to the theorem that in right-angled triangles the square on the hypothenuse is equal to the sum of the squares on the sides containing the right angle. Pythagoras and his pupils were interested in mathematical proof, certainly, but the first to attribute the theorem to the Samian sage is Proclus (412-485), who lived almost one thousand years after Pythagoras (On Euclid I, 426.6-14 [Friedlein]).\nA second problem is that the principle was already well-known prior to Pythagoras. Several cuneiform texts from the twenty-first and twentieth century BCE prove the that the ancient Babylonians not only knew that a²+b²=c², but also knew that this principle was generally applicable. There is a difference in the way Babylonians and Greeks proved this rule, but it is possible to overstate Pythagoras’ importance.\nJ. Høyrup, ‘The Pythagorean “Rule” and “Theorem” – Mirror of the Relation between Babylonian and Greek Mathematics’ in: J. Renger (red.): Babylon. Focus mesopotamischer Geschichte, Wiege früher Gelehrsamkeit, Mythos in der Moderne (1999).", "domain": "mathematics"}
{"url": "https://informingnews.com/student-test-scores-worst-in-decades/", "date": "2024-04-15T22:04:15Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817033.56/warc/CC-MAIN-20240415205332-20240415235332-00767.warc.gz", "language_score": 0.9672548174858093, "token_count": 407, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__23738865", "lang": "en", "text": "Math and reading scores for 9-year-olds in the US fell between 2020 and 2022 by a level not seen in decades, a foreboding sign of the state of American education two years after the Covid-19 pandemic began.\nThe results were part of the National Assessment of Educational Progress long-term trend reading and math exams, often called the “Nation’s Report Card,” conducted by the National Center for Education Statistics. The exams were administered to age-9 students in early 2020 before the pandemic and then again in early 2022, the group said.\nThe average scores in 2022 declined 5 points in reading and 7 points in math compared to 2020 – the most significant decline in reading since 1990 and the first ever decline in math, the organization said.\nUS Secretary of Education Miguel Cardona said the drop was due to remote learning versus in the classroom. “In-person learning is where we need to focus. We need to double down our efforts. I’m very concerned about those scores, and I know that we have the resources now, and we need to maintain the same level of urgency we had two years ago to get our students back into making sure that our students get support.”\nIt was also reported that states with more stringent lockdowns had the most severe underperformance in testing. With places that pushed ‘at home learning’ the longest seeing the most significant declines.\nFor more on this story, please consider these sources:\n- Student test scores plummeted in math and reading after the pandemic, new assessment finds CNN\n- The Pandemic Erased Two Decades of Progress in Math and Reading The New York Times\n- Students’ math, reading scores during COVID-19 pandemic saw steepest decline in decades: Education Department Fox News\n- Reading and Math Scores Plummeted During Pandemic, New Data Show The Wall Street Journal\n- Reading, math scores fell sharply during pandemic, data show CTPost", "domain": "mathematics"}
{"url": "https://mortgagemark.com/home-loan-process/mortgage-loan-process/mortgage-rate-lock/apr-annual-percentage-rate/", "date": "2023-10-04T09:18:37Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511364.23/warc/CC-MAIN-20231004084230-20231004114230-00530.warc.gz", "language_score": 0.9356428384780884, "token_count": 864, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__302330495", "lang": "en", "text": "APR is an acronym for Annual Percentage Rate. The purpose of the mortgage APR is to inform the borrower during the home loan process that there are costs associated with a home loan beyond the interest paid with each payment.\nAPR is a combination of the interest rate, mortgage closing costs, and if applicable mortgage insurance, all converted into a one-year yield. The APR is not the mortgage interest rate. The amount of interest paid on a mortgage is a result of the actual interest rate, not the APR.\nThe APR’s true purpose is to help consumers shop and compare mortgage offers. In a perfect world borrowers would be able compare two APRs and determine which loan program has the overall lower costs. Unfortunately, the world is not perfect and this isn’t always the case.\nAPR vs. Interest Rate\nThe APR is supposed to be higher than the interest rate because it accounts for the fees. The only instance when the APR will equal the interest rate is when there are zero fees and it’s a “free” loan.\nAPR Calculation Explained\nHere’s how to calculate the APR:\n- First, determine the monthly principal and interest payment using the actual interest rate. You can use our mortgage payment calculators, a scientific calculator, or an Excel spreadsheet to determine the P&I payment.\n- Next, subtract all APR fees from the loan amount. Let’s call this the “APR loan amount.” Note: you will not know the APR fees on your own. A mortgage lender would need to disclose the APR fees.\n- Finally, using a scientific calculator or excel spreadsheet and solve for a new interest rate (the APR) using the P&I payment as PMT and the “APR loan amount” as the loan amount.\nFor example, a $300,000 loan with a 6% interest rate that is fixed for 30 years has a P&I monthly payment of $1,798.65. Let’s assume the loan has $3,000 of APR fees.\nTo calculate the APR we solve for an interest rate using the following: a monthly payment of $1,798.65, a loan amount of $297,000, a term of 360 months (12 x 30 years), and 0 (zero) for a future value. The APR is calculated to be 6.094%.\nAPR Can Be Misleading\nThere three major flaws that exists when comparing APR’s. First, APR calculations don’t consider credits toward closing costs. Second, the APR fees can vary from lender to lender. Finally, the calculation doesn’t consider variable interest rates.\nDifferent loan programs can have different methods to pay for closing cost. This makes comparing APRs moot. For example, one loan program may have a slightly higher APR but offers a large lender credit. Even though the lender credit is absorbing a large amount of the costs, the APR calculations don’t take who’s paying those costs in to consideration.\nAnother flaw when comparing APRs from different lenders is that APR fees vary from lender to lender. As a result two identical Closing Disclosures (CD) from two lenders could have different APRs. This makes it difficult to compare apples to apples between lenders if one lender is including more fees in the calculation.\nThe final flaw with the APR, as if the previous two aren’t big enough, is that the APR isn’t truly accurate for Adjustable Rate Mortgages (ARMs). Because the monthly payment changes throughout the term of the loan the initial APR isn’t accurate for the life of the loan.\nUltimately the APR is meant to help you be an information consumer. Just realize that it’s an imperfect method to compare loan options. As always, you’re welcome to contact the Mortgage Mark Team with any questions.\nLoan Officer, NMLS # 729612", "domain": "mathematics"}
{"url": "http://www.alicemillerschool.com/years-7-10/", "date": "2017-12-14T22:32:15Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948551162.54/warc/CC-MAIN-20171214222204-20171215002204-00028.warc.gz", "language_score": 0.9358689785003662, "token_count": 247, "dump": "CC-MAIN-2017-51", "global_id": "webtext-fineweb__CC-MAIN-2017-51__0__36251141", "lang": "en", "text": "We see Year 7 as an introductory year, laying the foundation for secondary school. Subjects offered at this level include English, Maths, Art, Science, Humanities, French, Dance, Music and Philosophy. Students have several free periods a week, to enable them to explore their own interests.\nIn Years 8, 9 and 10, the only mandatory subjects are English, Maths, and Music. All others are electives, involving choices from VCE and other subjects which include Beginners French, Intermediate French, Advanced French, Art, Drama, Music, PE, Chemistry, Biology, Physics, Forensic Science, Outdoor Education, Dance, “Nerd Club” (ICT), Chinese, Philosophy and Anthropology, Motion Media, Guitar Club, and History. Classes in Years 8, 9 and 10 are frequently grouped according to subject choice, allowing for greater diversity of interaction, and a greater range of electives.\nWe encourage keen and able students in Years 9 and 10 to tackle at least one VCE subject during this time. In exceptional circumstances, Year 8 students may also take on a VCE subject.\nDuring free time, many optional activities are offered, including sport, martial arts, chess and writing workshops.", "domain": "mathematics"}
{"url": "https://qhelp.qqi.ie/learners/higher-education-links-scheme-2017/scoring-system-2017/", "date": "2023-12-05T06:14:05Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100545.7/warc/CC-MAIN-20231205041842-20231205071842-00578.warc.gz", "language_score": 0.9337072968482971, "token_count": 155, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__245549551", "lang": "en", "text": "The best score for each applicant is calculated and the results are forwarded to the CAO in July of each year.\nYou can calculate your score using the free online points calculator at www.careersportal.ie/qqi/, which is based on the following scoring system:\nEach level 5 and level 6 component is scored:\n- 3.25 for a Distinction\n- 2.16 for a Merit\n- 1.08 for a Pass\nThis number is then multiplied by the individual component credit value to a maximum of 120 credits (a total of 390 points).\nIt may be easiest to multiply the individual component credit value by 3 for Distinction, 2 for Merit, and 1 for Pass, multiplying by 13 and dividing by 12.", "domain": "mathematics"}
{"url": "https://www.wellsprimary.co.uk/maths-help/", "date": "2022-05-18T04:17:55Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662521041.0/warc/CC-MAIN-20220518021247-20220518051247-00747.warc.gz", "language_score": 0.966598629951477, "token_count": 126, "dump": "CC-MAIN-2022-21", "global_id": "webtext-fineweb__CC-MAIN-2022-21__0__175043593", "lang": "en", "text": "Year 4 will be taking a times table check this year. Click here for a good online resource to support their learning. There are games as well as tests and activities to check their speed recall of the facts. Please encourage your child to practise them whenever they have free time.\nAll the children have log in details for the website Sumdog. This is a safe learning and games environment that will encourage your child to practise their maths knowledge. Click the image below to take you to the website. If you need your childs details please contact Mrs Rolfe who will be pleased to re-issue them.", "domain": "mathematics"}
{"url": "http://www.noufaljo.com/?p=326", "date": "2018-07-21T15:09:20Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676592636.68/warc/CC-MAIN-20180721145209-20180721165209-00381.warc.gz", "language_score": 0.926528811454773, "token_count": 227, "dump": "CC-MAIN-2018-30", "global_id": "webtext-fineweb__CC-MAIN-2018-30__0__234962526", "lang": "en", "text": "I want to design a space in which the user is the architect of the space and constructs it using the help of others stepping in within the defined boundaries. Users act as anchor points and restructure the space dynamically as they move around. My explorations do not intend to be a game, or an interactive installation but merely a reinterpretation of how space and architecture is created/defined. In these diagrams, users are anchor points that form Delaunay triangulations.\nIn mathematics and computational geometry, a Delaunay triangulation for a set P of points in a plane is a triangulationDT(P) such that no point in P is inside the circumcircle of any triangle in DT(P). Connecting the centers of the circumcircles produces the Voronoi diagram.\nIn these diagrams, users act as points that form Delauney Triangulaltions. After a certain number of points, then a Voronoi is created and the users (with the help of each other) will then see the fruits of their labour: the construction of a 3D geometric shape.", "domain": "mathematics"}
{"url": "https://gaimfoundational.wordpress.com/", "date": "2017-11-23T08:55:38Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806768.19/warc/CC-MAIN-20171123085338-20171123105338-00645.warc.gz", "language_score": 0.8751958608627319, "token_count": 554, "dump": "CC-MAIN-2017-47", "global_id": "webtext-fineweb__CC-MAIN-2017-47__0__180411348", "lang": "en", "text": "You can find instructional videos by clicking on: topics in the table of contents below, the categories to the right, the tags to the right and down, or by searching in the search bar to the right and up.\n- Essential Algebra\n- 1 – Substitution, like terms, expanding, binomials, fractions, absolute values, index laws\n- 2 – Factorising, substitution, surds\n- 3 – Changing the subject of formulas, solving linear equations, solving quadratic equations\n- 4 – Linear equations and straight lines, gradient/slope, intercepts, gradient intercept form of a line, one point gradient formula, two point equation of a line, general form of a line, midpoint, distance\n- 5 – parallel and perpendicular lines, simultaneous equations, surds\n- 6 – Relations and functions, domain, range, independent/dependent variables, vertical line test\n- 7 – Examples of functions, piecewise, absolute values, polynomials\n- 8 – Exponential functions, logarithmic functions, log laws\n- 9 – Solving exponentials, inverse functions\n- 10 – Trigonometric ratios, identities, cosine and sine rules\n- 11 – Unit circle for trig functions, reference/special triangles, radians, arc length, area of a sector\n- 12 – Graphs of trig functions, shifts, modelling, solving equations\nLearning and Practicing Mathematics via the Internet\nThe Khan Academy, available at http://www.khanacademy.org/, has over 2600 videos, many of which are mathematics. You can watch videos without logging in, but signing up only requires a Google account or a Facebook account and means your activity is recorded so that points and badges are earned by watching videos.\nWhen each problem in the video is presented you should pause the video and attempt to solve the problem yourself. Once you have had an attempt or two, continue watching the video to see the approach taken by the presenter. At the end of the video you can often click the green ‘Practice this concept’ button above and to the right of the video.\nSome of the videos start very basic and progress, some are just basic as an introduction for the next video, but if you can’t understand something in the video, there is help available. You could leave a comment on the post that sent you to the video, leave a comment on the video in the Khan Academy, search YouTube (Bullcleo1, AlRichards314 and PatrickJMT are some recommended channels) or other sites for another explanation.\nGAIM Foundational – Getting Ahead in Mathematics Foundational – MATH1002 University of Newcastle, Australia", "domain": "mathematics"}
{"url": "http://track.ahsdistance.org/track/alltimelists/conversion.html", "date": "2022-01-28T18:48:56Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00555.warc.gz", "language_score": 0.9238824844360352, "token_count": 403, "dump": "CC-MAIN-2022-05", "global_id": "webtext-fineweb__CC-MAIN-2022-05__0__161471710", "lang": "en", "text": "Prior to the early 1980s, all running events were run in yards. Since running event records exist in both meters and yards it is necessary to convert these earlier performances.\nThe basic procedure is that of interpolation, taking the following steps (I've also given an example below):\nSuppose a person runs the 100 yard dash in 12.1 seconds. Since the time is only in seconds, we can skip step one above. The yard conversion factor from the table below is 91.44. Dividing 12.1 by 91.44, we obtain an answer of 0.1323272. Multiplying this answer by the race distance of 100 meters, and then rounding to the nearest tenth of a second, the final time becomes 13.2. Running a 100 yard dash in 12.1 is equivalent to running a 100 meter dash in 13.2.\nCalculating the yard conversion factor\nThe yard conversion factor is simply the result of converting the distance in yards into its equivalent distance in meters. For example, take the distance of 100 yards. 100 yards is the same as 300 feet, which is the same as 3600 inches. Since 1 inch equals .0254 meters, 3600 inches equals 91.44 meters. That is, 100 yards is equal to 91.44 meters (making 91.44 the conversion factor for 100 yards).\nThe table below lists the yard conversion factors for each race.\n(equivalent meter distance)\n|100 yards||91.44 meters|\n|110 yards||100.584 meters|\n|220 yards||201.168 meters|\n|330 yards||301.752 meters|\n|440 yards||402.336 meters|\n|880 yards||804.672 meters|\n|1760 yards (1 mile)||1609.344 meters|\n|3520 yards (2 mile)||3218.688 meters|", "domain": "mathematics"}
{"url": "http://eyelevelmilpitas.com/News/?id=6036", "date": "2019-04-18T23:29:55Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578526904.20/warc/CC-MAIN-20190418221425-20190419003425-00401.warc.gz", "language_score": 0.8738679885864258, "token_count": 141, "dump": "CC-MAIN-2019-18", "global_id": "webtext-fineweb__CC-MAIN-2019-18__0__119717957", "lang": "en", "text": "2017 Math Olympiad\nEye Level Math Olympiad is an annual global math contest that began in 2004. Eye Level members and non-Eye Level members around the world can participate.\nThe Eye Level Math Olympiad is a test designed to challenge students’ math skills in a variety of areas including problem-solving, reasoning, communication, and critical thinking.\n-Event Date: Nov 4th\n-Location: Ohlone College - Building 5 (SF Area)\n-Registration Deadline: 10/15/2017\n-Online registration at http://olympiadusa.myeyelevel.com\n-Registration Fee: $20 members; $30 non-members", "domain": "mathematics"}
{"url": "https://www.investorgeeks.com/articles/2006/05/13/buying-a-financial-calculator/", "date": "2023-12-05T15:17:42Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00504.warc.gz", "language_score": 0.9766706228256226, "token_count": 159, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__11139722", "lang": "en", "text": "Tools are designed to help their users do their tasks more efficiently and crunching numbers is no exception. I’ve been humming along with Excel and my trusty scientific calculator just fine, but as I’m getting more involved with calculations such as discounting I’ve decided it may be worth the time to pick up a financial calculator that has many of these formulas built-in.\nI ended up buying the HP 10BII, which is among the most popular financial calculators out there. It’s very reasonably priced, has training modules on the HP web site, contains advanced functions such as IRR and NPV, and has a user-friendly keypad. For $30-40, this is a must have for anyone in finance or real estate.", "domain": "mathematics"}
{"url": "http://spaceguard.iaps.inaf.it/tumblingstone/issues/num20/eng/keyhole.htm", "date": "2019-04-22T00:19:31Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578532948.2/warc/CC-MAIN-20190421235818-20190422021818-00332.warc.gz", "language_score": 0.9346879124641418, "token_count": 979, "dump": "CC-MAIN-2019-18", "global_id": "webtext-fineweb__CC-MAIN-2019-18__0__65371170", "lang": "en", "text": "|Number 20: 24/05/2003\nA scientific publication by SGF and NEODyS\nA rather popular word in NEO jargon is \"keyhole\". It was introduced by Paul Chodas to denote the following: suppose that a certain small body (a comet, an asteroid or, far more often, a small meteoroid) encounters the Earth in a certain year. It can happen that the perturbation imparted by the Earth to the small body puts the latter in a resonant orbit such that, on the same day of some later year, when the Earth is again at the same place, also the small body comes back there, and a collision takes place.\nThe \"coming back\" of the small body after a certain number of years is called a \"resonant return\", and the collision takes place only if the small body passes through a certain small region of the \"target plane\" in the vicinity of the Earth; this small region is the keyhole associated to the given impact.\nExamples of keyholes can be seen on the JPL website (http://neo.jpl.nasa.gov/news/news018.html); they were computed by Paul Chodas in May 1999, when the impact possibilities of 1999 AN10 in the years following the 2027 encounter with the Earth were being analyzed.\nTo obtain such results one needs a state-of-the-art orbit computation program, able to take into account all the perturbations one can possibly think of, so as to compute with the highest accuracy the precise positions of the collision solutions. One wonders whether it is possible to have an idea of the location, size and shape of impact keyholes, leaving aside the achievement of great precision, in exchange of some geometric understanding. In fact, with the help of Opik's theory of close encounters, we can say a lot about location, size and shape of impact keyholes.\nLet us start by discussing the location. As we said before, for a resonant return to be possible, the orbital period of the small body after the first encounter must be in a certain resonant relationship with the orbital period of the Earth: its value in years must be equal to a fraction like p/q, with p and q integer and not too large (say, up to something like 50 or so).\nIt turns out that, if we compute, using Opik's theory, the target plane points where the small body has to pass in order to be put by the gravitational pull of the Earth in an orbit of prescribed period, we find that these points lie on a circle, whose radius and center are simple functions of the initial orbit of the small body, and of the given period of the post-encounter orbit.\nOn the other hand, we know that, on the target plane, the region of uncertainty is essentially very narrow, so as to resemble a line segment. Its intersections with the \"resonant\" circle thus give us the locations of the keyholes; in fact, there are generally two keyholes associated to the same resonant return, and one of them is much smaller than the other, for reasons that will be clear in a moment.\nWe now discuss the size of keyholes, and especially why they are in most cases very small. Let us see what happens to two imaginary particles that cross the target plane of the first encounter, and let us further suppose that they are very close to each other at the beginning. As a consequence of their different positions on the target plane, between their orbital parameters after the encounter there will be slight differences; the most important of these is the one in semimajor axis, i.e., in orbital period, since it is the one that forces the two particles to become more and more spatially separated over time.\n|The dotted line shows the circle, in the b-plane of the 7 August 2027 encounter of 1999 AN10 with Earth, leading to a resonant return in 2044. Units are Earth radii and the Earth is shown as a circle in the center. The continuous lines on the circle enclose the keyholes resulting in impacts on the Earth in 2044. The vertical line at about 5.8 Earth radii from the centre corresponds to the region of uncertainty.|\nThus, the recipe is the following: first, take the disk of the Earth of the second target plane and put it on the first target plane, at one of the intersections between the appropriate resonant circle and the region of uncertainty; second, squeeze the disk by the appropriate compression factor, in the direction normal to the resonant circle (i.e., radially). Voila', it's done: the keyhole resembles an extremely thin lunar crescent, lying on the resonant circle.", "domain": "mathematics"}
{"url": "https://playmlijkli.netlify.app/houey48707ro/the-mathematics-of-poker-by-bill-chen-453.html", "date": "2024-04-12T17:34:00Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816045.47/warc/CC-MAIN-20240412163227-20240412193227-00756.warc.gz", "language_score": 0.905250608921051, "token_count": 907, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__113494879", "lang": "en", "text": "The mathematics of poker by bill chen\nThe Mathematics of Poker by Bill Chen is considered by a fair amount of people to be one of the standards, it's very deep though. I haven't read ...\nby Bill Chen and Jerrod Ankenman ... Applying the tools of computer science and mathematics to poker and sharing the information across the Internet, these ... Poker Mathematics | Using Math In Poker - The Poker Bank A quick overview of the mathematics that can be used during poker to help you ... mathematics, look no further than The Mathematics of Poker by Bill Chen . Jerrod Ankenman - Poker Training | Coach | IveyLeague.com In 2006, Jerrod co-authored The Mathematics of Poker with Bill Chen. The book is an introduction to game theory and quantitative techniques as they relate to ... Learning the math of poker - Learning Poker - CardsChat™\nКнига The Mathematics of Poker (Bill Chen, Jerrod…\nThe Mathematics of Poker by Bill Chen and Jerrod… A book review of the Mathematics of Poker by Chen and Akenman.Chen and Ankenman have created a unique text, one that deals far more with a meta approach to the game of poker from a mathematical perspective and offers very little in the way of traditional, scenario-focused advice. The Mathematics of Poker by Bill chen and... | Cool … This book provides an introduction to the quantitative techniques as applied to poker and to a branch of mathematics that is particularly applicable to pokerBill chen and Jerrod Ankenman do a terrific job explaining how math can, amoung other things, show you exactly how to mix up your play in such a...\nReview \"For those who think poker math is only about probability, pot odds, and straightforward, rote play, think again. Chen and Ankenman do a terrific job explaining how math can, among other things, show you exactly how to mix up your play in such a way that even champion players cannot get the best of you.\nChen holds a Ph.D. in mathematics (1999) from the University of California, Berkeley. He was an undergraduate at Washington University in St. Louis triple-majoring in Physics, Math, and Computer Science, and was also a research intern in Washington University's Computer Science SURA Program where he co-wrote a technical report inventing an Argument Game. Top 100 Poker Books for Texas Holdem: Places 11 to 20 12. The Mathematics of Poker. by Bill Chen, Jerrod Ankenman. Poker has been dominated by players who have learned the game by playing it, people who cultivated an intuition for the game and are adept at reading other players’ hands from betting patterns and physical tells. The Mathematics Of Poker by Bill Chen - Booktopia \"For those who think poker math is only about probability, pot odds, and straightforward, rote play, think again. Chen and Ankenman do a terrific job explaining how math can, among other things, show you exactly how to mix up your play in such a way that even champion players cannot get the best of you. Chen Formula - The Poker Bank\nBook Review: The Mathematics of Poker – Thinking Poker\nThe Mathematics of Poker - Bill Chen.pdf磁力链接种子下载 The Mathematics Of Poker, Book by Bill Chen (Paperback) | chapters.indigo.ca Buy the Paperback Book The Mathematics Of Poker by Bill Chen at Indigo.ca, Canada's largest bookstore. + Get Free Shipping on Entertainment books over $25!\n- Gala casino leeds poker results\n- No deposit min payout 1 cent casino online\n- 21 black jack online cuevana\n- Colt inn casino battle mountain nv\n- Free sea monkey slot machine\n- Woman wins 8.5 million casino refuses to pay\n- Free slot games 4u\n- Pitch black x jack frost lemon\n- Sac roulette reine des neiges\n- 888 poker bonus 8 dolares\n- Club 23 crown casino location\n- Blazing sevens slot machine free\n- Free bingo games online no download\n- No deposit casino bonus codes cool cat casino\n- Ni hao holland casino groningen\n- Free slots las vegas\n- Deposit dewa poker lewat hp\n- Pokerstars european poker tour london\n- Belterra casino group bus rates & bonus", "domain": "mathematics"}
{"url": "https://hhlearning.com/classes/elementary-courses/elementary-mathematics/", "date": "2019-01-20T03:41:43Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583690495.59/warc/CC-MAIN-20190120021730-20190120043730-00505.warc.gz", "language_score": 0.8879944682121277, "token_count": 706, "dump": "CC-MAIN-2019-04", "global_id": "webtext-fineweb__CC-MAIN-2019-04__0__43552423", "lang": "en", "text": "Course: Elementary Math – Grade 5\nGrade Level: Advanced 4 – 5 (struggling 6th graders may apply)\nDay/Time: Monday 9:00 – 10:15am\nInstructor: Cathy Youngblood\nCost: $48 per month + $20 application fee\nBooks: Saxon Math Homeschool 6/5, Student textbook (3rd Ed.), ISBN# 1591413184. Saxon Math Homeschool 6/5, Tests and Worksheets (3rd Ed.), ISBN# 1591413222; Saxon Math Homeschool 6/5, Solutions Manual (3rd Ed.), ISBN# 1591413265. You can purchase all three as a kit at CBD.\nDescription: We will cover the concepts students need to master as they prepare for Middle School Math. Various concepts include: order of operations, geometry and measurement, integers, divisibility concepts, ratios, statistics and probability, prime and composite numbers, patterns and sequences, decimals and percentages, powers and roots. Students will specifically learn about making a multiplication table, adding/subtracting fractions with a common denominator, multiplying by multiples of 10 and 100, perimeter, simple probability, decimal parts of a meter, reciprocals, volume, square roots, graphing points on a coordinate plane, and more. In addition to classroom teaching, other resources will be used to enhance the class and help students to better understand the course material when they are working on their own. Homework will be assigned for each day of the week, and tests will be given periodically to solidify the student’s understanding of the material. If your child is advanced in math as a 5th grader, and will be heading into 6th grade math, please look into Middle School Math #1 class.\nCourse: Middle School Math # 1\nGrade Level: Advanced 5 – 6 (struggling 7th graders may register)\nDay/Time: Wednesday 9:00 – 10:30am\nInstructor: Ellie Ingle\nCost: $58 per month + $30 application fee\nBooks: Prentice Hall Mathematics: Course 1 (2003/2004 ed.), ISBN# 0130631361; Prentice Hall Math Course 1 Study Guide and Practice Workbook (2004 – paperback), ISBN# 0131254553. Order used online or call 1-800-848-9500.\nDescription: This is an introduction to what students will face as they enter middle school math. We create a path for students to develop an in-depth understanding of key mathematical concepts needed to succeed in higher level math classes. This foundational class introduces the concepts needed for Middle School Math #2 (7th grade math) and some early Pre-Algebra. We will cover whole numbers, rational numbers, decimals, number theory, fractions, ratios, proportions, percentages, data/graphs, geometry concepts, and integers in preparation for one-and two-step equations and inequalities. In addition to classroom teaching, some on-line teaching resources (videos & examples) will be used to enhance the class and help students when they are working on their own to better understand the course material. Homework will be assigned to enhance classroom lessons and given for each day of the week, while tests will be given at the end of each chapter. If your child is advanced in math as a 6th grader, please look into Middle School Math #2 class.", "domain": "mathematics"}
{"url": "https://www.jalc.edu/news/2017/02/10/wyse-competition-held-at-jalc", "date": "2020-01-23T17:55:16Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250611127.53/warc/CC-MAIN-20200123160903-20200123185903-00051.warc.gz", "language_score": 0.9645622968673706, "token_count": 832, "dump": "CC-MAIN-2020-05", "global_id": "webtext-fineweb__CC-MAIN-2020-05__0__191094255", "lang": "en", "text": "WYSE Competition Held at JALC\nFebruary 10, 2017\nCARTERVILLE — It’s one of the biggest academic competitions held at John A. Logan College each year: The Worldwide Youth in Science and Engineering (WYSE) Academic Challenge.\nAt stake are three tuition waivers for two years, including summer terms, awarded to the highest scoring junior or senior in each division. This year’s winners were Walter Shaw of Carbondale Community High School, Division 1500; Xander Goffinet of Carterville High School, Division 700; and Kara Bunselmeyer of Trico High School, Division 300.\nThe Worldwide Youth in Science and Engineering (WYSE) Academic Challenge is a high school academic competition run by the University of Illinois Urbana-Champaign. John A. Logan College began hosting this event under the name JETS (Junior Engineering Technical Society) in 1975. This competition later became known as WYSE.\nThis was the 43rd annual competition at John A. Logan College, and area high school students — who were chosen to compete by teachers at their respective schools — took two tests each from the areas of computer science, engineering graphics, mathematics, chemistry, English, physics, and biology. Difficult subjects, but the payoff for highest scores will save the winners thousands of dollars in tuition costs.\n“The students who win this competition are certainly among the brightest students in Southern Illinois,” said Lora Hines, chair of business, computer science and mathematics, and a WYSE coordinator at John A. Logan College. “Each year, it is wonderful to watch so many amazing students compete in this academic challenge.”\nThe competition was divided into three divisions: Division 300 consisting of Crab Orchard High School and Trico High School; Division 700 consisting of Carterville High School, Du Quoin High School, Frankfort Community High School, Johnston City High School, and Murphysboro High School; and Division 1500 consisting of Carbondale Community High School, Herrin High School, and Marion High School. First place team winners by division were Trico High School, Carterville High School, and Carbondale Community High School. These teams each received a plaque for their efforts.\nJennifer Jeter, associate professor of mathematics and WYSE test administrator coordinator, participated in the WYSE Academic Challenge 20 years ago as a junior at Marion High School.\n“As a high school student, I looked forward to preparing and competing in the WYSE Academic Challenge and felt honored to be chosen to participate in the challenge for three years,” Jeter said. “It allowed me to challenge myself academically in the areas of chemistry and mathematics. Twenty years later, I look forward each year to proctoring the exam for current high school students. It is definitely one of the highlights of my spring semester.”\nKathirave Giritharan is associate professor of mathematics and the WYSE event coordinator for John A. Logan College.\n“The preparation for each year’s competition begins shortly after the completion of the previous year’s competition,” Giritharan said. “Hosting this event, which involves 10 area high schools and coaches, is not possible without the support of John A. Logan College administration, mathematics faculty, and other faculty members and staff, especially Adrienne-Barkley Giffin, director of Student Activities, who has been a tremendous help to make this event run smoothly each year.”\nThe students who placed first or second including ties in Logan’s Regional Competition will advance to Sectional Competition on March 15, 2017 at Southern Illinois University Carbondale. The winning teams and individual students will advance to the State Finals at the I-Hotel and Conference Center, Champaign, from April 17 – 20, 2017. The Awards for both teams and individuals are given at all three levels; Regionals, Sectionals, and the State Finals. Each level of competition gets progressively harder, Giritharan explained.", "domain": "mathematics"}
{"url": "http://www.almanaraa.com/en/what-is-volumetric-weight-volume-calculator", "date": "2024-04-23T05:13:57Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818464.67/warc/CC-MAIN-20240423033153-20240423063153-00415.warc.gz", "language_score": 0.9475683569908142, "token_count": 332, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__78817738", "lang": "en", "text": "What Is Volumetric Weight Volume Calculator\nVolumetric weight refers to the overall size of a parcel and is measured in volumetric kilograms. Volumetric weight can be calculated by multiplying the length, width and height of a parcel (in cm) and dividing that figure by 5000 (some carriers use a divisor of 4000).\nYou may often find that the price of your shipment is dictated by the volumetric weight of your parcel(s) rather than the physical weight. This is because our pricing is calculated based on whichever is the greater out of the volumetric weight and the physical weight.\nFor example, you could have a box of feathers that is quite large, say 100 cm X 50 cm X 50 cm but is relatively lightweight at 5kgs. Using the above calculation (length X width X height / 5000), the volume of this parcel is 50 volumetric kilograms. As the volume 'outweighs' the physical weight of 5kgs, the price is based on 50 kilograms. For this reason, it is extremely important to measure parcel(s) their widest, longest and highest points. Any bulge handles, tags or packaging that could break the beam of a measuring laser must be included.\nIt's worth noting that it works the other way around too. You could have a small box of heavy metal components (30 cm x 30 cm x 20cm) weighing 10kg in physical weight. The volume of this parcel is 5.4kgs. So in this instance, the volumetric weight is lower than the physical weight meaning that the price would be calculated at 10kg.", "domain": "mathematics"}
{"url": "https://www.aidasheshbolouki.com/publications", "date": "2021-10-24T16:49:12Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323586043.75/warc/CC-MAIN-20211024142824-20211024172824-00313.warc.gz", "language_score": 0.9045636057853699, "token_count": 1103, "dump": "CC-MAIN-2021-43", "global_id": "webtext-fineweb__CC-MAIN-2021-43__0__56882118", "lang": "en", "text": "sGrapp: Butterfly Approximation in Streaming Graphs\nThis paper studies the fundamental problem of butterfly (i.e. (2,2)-bicliques) counting in bipartite streaming graphs. Similar to triangles in unipartite graphs, enumerating butterflies is crucial in understanding the structure of bipartite graphs. This benefits many applications where studying the cohesion in a graph shaped data is of particular interest. Examples include investigating the structure of computational graphs or input graphs to the algorithms, as well as dynamic phenomena and analytic tasks over complex real graphs. Butterfly counting is computationally expensive, and known techniques do not scale to large graphs; the problem is even harder in streaming graphs. In this paper, following a data-driven methodology, we first conduct an empirical analysis to uncover temporal organizing principles of butterflies in real streaming graphs and then we introduce an approximate adaptive window-based algorithm, sGrapp, for counting butterflies as well as its optimized version sGrapp-x. sGrapp is designed to operate efficiently and effectively over any graph stream with any temporal behavior. Experimental studies of sGrapp and sGrapp-x show superior performance in terms of both accuracy and efficiency.\nSheshbolouki, Aida, and M. Tamer Özsu. \"sGrapp: Butterfly Approximation in Streaming Graphs.\" arXiv preprint arXiv:2101.12334 (2021).\nRead the paper (Will update the most recent version soon)\nDelightful Event: sGrapp is accepted to appear in ACM Transactions on Knowledge Discovery from Data!\nEIC comment: \"The paper discusses butterfly formation in graphs. A very well written paper that is a pleasure to read. Some minor changes are suggested\"\nEmergence of Global Synchronization in Directed Excitatory Networks of Type I Neurons\nThe collective behaviour of neural networks depends on the cellular and synaptic properties of the neurons. The phase-response curve (PRC) is an experimentally obtainable measure of cellular properties that quantifies the shift in the next spike time of a neuron as a function of the phase at which stimulus is delivered to that neuron. The neuronal PRCs can be classified as having either purely positive values (type I) or distinct positive and negative regions (type II). Networks of type 1 PRCs tend not to synchronize via mutual excitatory synaptic connections. We study the synchronization properties of identical type I and type II neurons, assuming unidirectional synapses. Performing the linear stability analysis and the numerical simulation of the extended Kuramoto model, we show that feedforward loop motifs favour synchronization of type I excitatory and inhibitory neurons, while feedback loop motifs destroy their synchronization tendency. Moreover, large directed networks, either without feedback motifs or with many of them, have been constructed from the same undirected backbones, and a high synchronization level is observed for directed acyclic graphs with type I neurons. It has been shown that, the synchronizability of type I neurons depends on both the directionality of the network connectivity and the topology of its undirected backbone. The abundance of feedforward motifs enhances the synchronizability of the directed acyclic graphs.\nZiaeemehr, Abolfazl, Mina Zarei, and Aida Sheshbolouki. \"Emergence of global synchronization in directed excitatory networks of type I neurons.\" Scientific reports 10, no. 1 (2020): 1-11.\nSynchronization is a phenomenon that occurs in systems of interacting units, and is widespread in nature, society and technology. Recent studies have enlightened us regarding the interplay between synchronization dynamics and interaction structure. However, most of these studies neglect that real-world networks may actually be directed and disconnected. Here, we study the synchronization of directed networks with multiple leaders using the Kuramoto model. We found that in networks with high driving strength, the steady-state frequency of each node is determined by the linear combination of leaders' natural frequencies, with structural coefficients that can be calculated using the eigenvectors of a network Laplacian matrix corresponding to zero eigenvalues. The steady-state frequencies of the nodes following multiple leaders are not fixed and have sharp peaks between consecutive time instances where leaders meet each other in the phase circle. The results suggest a new way of understanding how leadership style influences the synchronization dynamics of directed networks.\nSheshbolouki, Aida, Mina Zarei, and Hamid Sarbazi-Azad. \"The role of leadership in the synchronization of directed complex networks.\" Journal of Statistical Mechanics: Theory and Experiment 2015, no. 10 (2015): P10022.\nAre Feedback Loops Destructive to Synchronization?\nWe study the effects of directionality on synchronization of dynamical networks. Performing the linear stability analysis and the numerical simulation of the Kuramoto model in directed networks, we show that balancing in- and out-degrees of all nodes enhances the synchronization of sparse networks, especially in networks with high clustering coefficient and homogeneous degree distribution. Furthermore, by omitting all the feedback loops, we show that while hierarchical directed acyclic graphs are structurally highly synchronizable, their global synchronization is too sensitive to the choice of natural frequencies and is strongly affected by noise.", "domain": "mathematics"}
{"url": "https://puzzlemystery.com/Sudoku/SudokuTutorial/SudokuRules.aspx", "date": "2023-12-01T09:10:46Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100286.10/warc/CC-MAIN-20231201084429-20231201114429-00377.warc.gz", "language_score": 0.9457305669784546, "token_count": 266, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__22473178", "lang": "en", "text": "Sudoku is a logic-based number-placement puzzle that normally consists of a 9x9 grid (of 81 squares) subdivided into nine 3 by 3 sub-grids. The individual squares in a grid are usually called cells, and sub-grids often called boxes, blocks, submatrices, regions, or sub-squares.\nSudoku rules are simple: each 3x3 block, each row, and each column has to contain all the numbers from 1 to 9 and each number should only appear once in each box, row, and column. The puzzle provides a partially completed grid, and the goal is to find the remaining entries. Puzzles should have a unique solution.\nUsually, Sudoku puzzles are ranked according to the difficulty level. There is no standardized ranking system or metric. Ranking is usually based on the techniques required to generate a solution. While Easy Sudokus can be solved in less than 10 minutes, solving Hard puzzles requires some really difficult logic and may take well over one hour.\nWhile the classic 9×9 Sudoku grid with 3 by 3 regions is by far the most common, there are numerous variations of the basic Sudoku format. Some of them change the size of the grid, add extra constrains, or replace squares by other shapes.", "domain": "mathematics"}
{"url": "http://rantonse.no/en?inf_contact_key=4d2f58373161ea3212e70759b4f82ca96b085156c81e2a9ed8c33a5a9f534e92", "date": "2017-06-24T06:54:27Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00380.warc.gz", "language_score": 0.9444397687911987, "token_count": 289, "dump": "CC-MAIN-2017-26", "global_id": "webtext-fineweb__CC-MAIN-2017-26__0__257559412", "lang": "en", "text": "Roger is a logician, mathematician, computer scientist, researcher, author, lecturer, science communicator, and public speaker. You can find him at UC Berkeley, California, where he is a Visiting Scholar, otherwise at the University of Oslo, where he is an Associate Professor at the Department of Informatics in the research group Logic and Intelligent Data (LogID).\nExperienced and engaging, Roger enjoys giving inspiring and entertaining talks within a wide variety of topics, ranging from mathematics and computer science to philosophy and art. He challenges his audiences to question their perspectives and think differently. Roger is available to give talks both within Norway and abroad.\nRoger teaches mathematics and computer science at the University of Oslo, Norway. His course, Logical Methods for Computer Science, has been well reviewed by students and peers.\nRoger's academic interests are logical calculi, proof theory, mathematical logic, complexity theory, automata, combinatorics, and the philosophy of mathematics. His PhD thesis is about sequent calculi for first-order logics with free variables.\nLogical Methods: The Art of Thinking Abstractly and Mathematically, The University Press (2014, in Norwegian) This book provides a solid foundation for study in the sciences with an introduction and explanation of the most important and essential concepts within mathematics and science. The book is based on lecture notes from several years of teaching introductory courses and is intended for first semester students.", "domain": "mathematics"}
{"url": "https://www.datalakehouse.io/resources/blog/how-to-visualize-time-series-data-with-examples/", "date": "2023-03-30T18:01:56Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949355.52/warc/CC-MAIN-20230330163823-20230330193823-00454.warc.gz", "language_score": 0.9159311652183533, "token_count": 2950, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__68680134", "lang": "en", "text": "Think about some of the most common data visualizations you see in newspapers:\n- Graphs showing a country’s GDP growth\n- Stock market trends\n- Charts that capture business performance year-to-date\n- Rates of inflation\nWhile most of these mean different things, they’re all the same at their core—they are all based on time series data.\nWhat Is a Time Series?\nA time series is a set of data points that are collected over a period of time, usually at regular intervals.\nThe most common type of time series data is financial data, such as stock prices or exchange rates. However, time series can also be used to track other types of information, such as meteorological data or sales figures.\nTime series can be either univariate or multivariate.\n- Univariate Time Series Data: Based on one variable, such as stock prices or the number of cases of a disease\n- Multivariate Time Series Data: Based on multiple variables, such as weather data (which could include variables such as temperature, humidity, and rainfall)\nTime series are often graphed to visualize the data, and they can be analyzed using statistical methods. Time series analysis can be used for forecasting future values, and it is a powerful tool for understanding complex data.\nTypes of Time Series Data\nThere are two main types of time series data:\n- Continuous data: This type of data is collected at regular intervals and can be represented by a line on a graph. For example, data from a thermometer would be considered continuous data.\n- Discrete data: This type of data is collected at specific points in time and can be represented by a dot on a graph. For example, data from a survey would be considered discrete data.\nContinuous data is more common than discrete data since most real-world phenomena are continuous.\nFor example, the population of a country is a continuous variable that changes over time—it doesn’t jump from one value to another. In contrast, the results of an election are discrete since there are only a finite number of outcomes (e.g., candidate A wins, candidate B wins, etc.).\nWhat Is the Best Way to Visualize Time Series Data?\nTime series line graphs are the best way to visualize data that changes over time. This is because line graphs show how a variable changes from one point in time to another, making it easy to see trends and patterns.\nFor example, consider the following graph of stock prices for Tesla:\nThe line graph makes it easy to see that the stock prices have been decreasing over the course of the last year.\nIf the data were presented in a different way, such as a bar graph, it would be much harder to see this trend.\nLine graphs are also useful for identifying specific points in time when there was a sudden change in the data (known as an anomaly). For example, the sharp drop in stock prices on October 29th, 1929, is easily visible on the line graph, but it would be much harder to spot on a bar graph.\nWhen to Use Other Temporal Visualizations\nOther types of graphs can be used to visualize time series data, but they are less common.\nFor example, you could use a scatter plot to visualize how two variables are related. This would happen in cases where you have multivariate time series data.\nFor example, consider the following scatter plot of stock prices and interest rates:\nThe scatter plot shows that there is a positive relationship between stock prices and interest rates—as one variable increases, the other variable also tends to increase.\nThis relationship would be much harder to see if the data were presented in a line graph.\nAnother example would be a bar graph, which could be used to compare different time periods. For example, you could use a bar graph to compare the stock prices of two different companies:\nThe bar graph makes it easy to see that Company A’s stock price is higher than Company B’s stock price.\nHowever, the bar graph is not as useful for seeing trends over time since it doesn’t show how the data changes from one point in time to another.\nBest Platforms to Visualize Data\nThere are a few different platforms that businesses and data scientists use to visualize data:\n- Microsoft Power BI\nThese platforms are powerful tools that can be used to create complex visuals, but they can also be used to create simple line graphs.\nMost analysts and data scientists prefer to visualize data in R, Power BI, or Tableau because these platforms offer more features and flexibility than a platform like Excel or Google Sheets.\nHowever, Excel is still a solid data visualization tool for beginners who want to create simple visuals or who don’t have access to more sophisticated software.\nHow to Visualize Time Series Data In R\nR is a programming language that is commonly used for data analysis and statistical computing.\nIt’s also a popular choice for data visualization since it has many different packages (i.e., sets of functions) that can be used to create complex visuals.\nThe most popular packages for data visualization in R are ggplot2, plotly, and leaflet.\nThese packages can be used to create a variety of different types of graphs, but they are most commonly used to create line graphs.\nFor an in-depth tutorial on data visualization in R, watch this video.\nHow to Visualize Time Series Data In Tableau\nTableau is a data visualization platform that is used by businesses and organizations to create complex visuals. It’s a popular choice for data visualization because it’s easy to use and it has many different features.\nA few benefits of Tableau include:\n- It can be used to create interactive visuals\n- It has a wide range of built-in charts and graphs\n- It integrates with many different data sources, including Snowflake, BigQuery, and Amazon Redshift\nTo learn how to use Tableau, check out this tutorial.\nHow to Visualize Time Series Data In Microsoft Power BI\nMicrosoft Power BI is a platform that many use to create temporal visualizations. Similar to Tableau, its drag-and-drop interface makes it easy to use and it offers a wide range of features.\nThe main difference between Power BI and Tableau is that Power BI is a part of the Microsoft ecosystem, so it seamlessly integrates with other Microsoft products like Excel and SQL Server.\nTo learn how to use Microsoft Power BI, watch this tutorial.\n7 Time Series Data Visualization Examples\nNow that we’ve given you the resources to learn how to visualize time series data and shown you the best platforms to use, we’ll show you seven different visualizations with a dashboard example for each.\n- Line Graphs\n- Bar Graphs\n- Gantt Charts\n- Heat Maps\n- Stacked Area Charts\n1. Line Graphs\nLike we mentioned earlier, a line graph is the simplest and most common type of time series data visualization. It uses points to show how a dependent variable and an independent variable change over time.\nThe independent variable—as the name implies—remains the same, regardless of other parameters. The dependent variable depends on the independent variable and changes based on the relationship between the two variables.\nIn this graph, the independent variable is time and the two dependent variables are Ireland’s population and Europe’s total population.\nIn it, you can clearly see the sudden drop in Ireland’s population in the mid-1800s due to the Irish Potato Famine.\nIn this example, note the two separate y-axis scales—the two dependent variables represent Ireland and the European population as a whole. Europe’s population is considerably higher and is represented as such, but to the viewer, it might seem like they represent the same numerical values.\nUse multiple y-axis scales when the dependent variables have different orders of magnitude (i.e., when one is much higher or lower than the other), and use them carefully. Remember to remind your audience that the two figures are presented to show a pattern or relationship, not to make an apples-to-apples comparison.\n2. Bar Graphs\nYou might not think of a bar graph as a means of visualizing time series data, but it can be a helpful tool, especially when comparing multiple variables.\nBar graphs represent data in horizontal or vertical bars, and while they aren’t a good option for representing continuous data, they’re excellent for showing your audience the impact of discrete variables.\nTo effectively compare multiple variables, use different colors for each set of bars. In this example, note how the color makes it easy to see Turkey’s rapid population growth compared to Germany’s stagnation over the course of a decade.\nIn some cases, it’s better to use a stacked bar graph view. To show the relative proportions of each sub-group, stack the bars on top of each other.\nThis stacked bar graph shows the international population from 1990-2030. When comparing the data this way, you can see the steady population growth projection in developing countries as growth in developed countries (i.e., OECD countries) stands still.\nStacked bar graphs are best used when you want to show the proportion of a whole, not the absolute value.\n3. Gantt Charts\nA Gantt chart is a type of bar graph that’s often used in project management to visually track the progress of tasks over time. Each task is represented by a horizontal bar that starts on the date the task begins and ends on the date the task is completed.\nGantt charts are most commonly used to show project timelines, but they can also be useful for visualizing temporal data. If you need to track short-term data or changes over time, a Gantt chart can give you a high-level overview of what’s happening.\nSuppose you’re a data analyst working with a web development team. You might use a Gantt chart to track the progress of different features as they’re being developed.\nIn this dashboard example, you can see that different activities are attributed to different team members. And each step is meant to be completed in a specific time frame.\nWhen visualizing time series data, use a Gantt chart if your data is represented in a series of discrete steps or if you need to track the progress of tasks over time.\n4. Heat Maps\nA heat map is a type of graph that’s used to depict how different elements interact with each other. It shows relationships between data points using color to indicate the strength of the relationship.\nThe most common type of heat map shows how different variables relate to each other in a two-dimensional grid. The darker or more intense colors typically indicate a stronger relationship or larger values.\nIn this example, you can see how Seattle’s rainfall changes over the month, as well as how many inches of rain it gets per day in that given month.\n5. Stacked Area Charts\nStacked area charts are among the most digestible and professional-looking ways to visualize time series data. They essentially take a line graph and turn it on its side, then fill the area between the lines with color.\nBy nature, they are an excellent visualization tool when you need to compare three or more variables over the same period of time.\nThis stacked area chart reveals how much revenue a company gained by selling different cosmetic produce across the world. The product names and values are placed along the horizontal X axis and vertical Y axis, with the crosshair enabled to help you compare the real-time value of different products from different regions.\nIf you need to compare multiple variables and show how they develop over time, a stacked area chart is a fantastic option.\nBut for visualizing a single variable, line graphs are usually the better choice. And for two variables, a scatter plot is usually the better choice.\n6. Scatter Plots\nScatter plots are another type of graph used to depict relationships between data points. But unlike heat maps, scatter plots don’t use color to indicate relationship strength. Instead, they use the position of data points on a two-dimensional grid.\nScatter plots are great for visualizing relationships between two variables. They’re mostly used to demonstrate statistical relationships, such as correlation and causation.\nThis scatter plot shows how the US equity market compares to the 10-year US treasury bond over the course of 25 years. Although the relationship is nonlinear, the data shows a clear negative correlation over time.\n7. Waterfall Charts\nWaterfall charts show how an initial value is increased or decreased by a series of intermediate values. They’re often used in accounting to visualize the different components of a total income or expense.\nThis waterfall chart shows how a company’s cash flow increased and decreased over the course of one year. In red, months of net loss are highlighted. In green, revenue is a net positive and the difference between revenue and expenses month-to-month is shown.\nIf you need to visualize how an initial value changes as a result of intermediate values, a waterfall chart is the way to go.\nMake Sense of All Your Data With DataLakeHouse\nVisualizing your data is the easy part—accessing it is the hard part. In most cases, this data comes from several different sources and in several different formats.\nGetting this data to a single source of truth can be difficult and time-consuming. But it doesn’t have to be. The DataLakeHouse platform enables you to bring data from multiple on-premise or cloud sources and connect it to your databases and business applications.\nWhen you automate your data load into Snowflake from any source with our data synchronization tool, you’ll save hours each week and be able to make better decisions with your data. And when you use our industry-specific conformed data models, you’ll be able to spend less time preparing data and more time using it to improve your business.Click here to open your free account with DataLakeHouse.", "domain": "mathematics"}
{"url": "https://thriveverge.com/all-you-need-to-know-about-a-tetrahedron/", "date": "2022-08-09T22:00:01Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571090.80/warc/CC-MAIN-20220809215803-20220810005803-00231.warc.gz", "language_score": 0.9429652094841003, "token_count": 892, "dump": "CC-MAIN-2022-33", "global_id": "webtext-fineweb__CC-MAIN-2022-33__0__50624976", "lang": "en", "text": "Tetrahedron: A type of triangle-based 3-dimensional prism with four triangles forming the faces of the shape is called a tetrahedron. Sometimes it is also referred to as a triangular pyramid with 4 faces, 6 edges, and 4 vertices.\nUnderstanding the basic tetrahedron shape\nGenerally speaking, any polyhedron with four faces is called a tetrahedron. The faces are triangular. The term is most probably used for a regular shape of a polyhedron of four sides.\nDefinition of tetrahedron\nThis is a sort of pyramid, that is one of the various types of a polyhedron having a flat polygonal base and triangle-shaped faces joining the base with the same common point. In the case of a tetrahedron, the base is a triangle and hence the figure gets its name as a “triangular pyramid”.\nThe figure is a convex polyhedron with two nets and any triangular face can be taken as a base as all the faces are regular.\nProperties of a tetrahedron\n- The figure is made by compiling four congruent triangles together. Thus it has 4 faces, 6 edges, and 4 vertices.\n- Any of the four faces can be taken as the base.\nDescribing different types of tetrahedrons\nThe tetrahedrons are of different types are followings:\n- Regular tetrahedrons have all the dimensions equal: The sides of all the triangles are congruent to each other and identical in measurements. In other words, the regular tetrahedron has equilateral triangles as its faces.\n- Non-regular or irregular tetrahedrons: Any pyramid whose base with sides of different lengths is an irregular tetrahedron. The base has unequal sides of the base triangular face is either a scalene triangle or it may also be an isosceles triangle with two of its sides equal.\n- Right tetrahedrons: The tetrahedron with a base angle same as the measurement of a right angle i.e., 90 degrees is a right tetrahedron.\nExplaining the net of a Tetrahedron\nA net of the tetrahedron is formed when its surface is spread out flat giving a complete view of each triangular face of the figure just like the 2- d figures. For various solids, the net pattern is different. For finding the net pattern of a solid take note of the following points:\n- The pyramid and the net must have equal faces.\n- The shapes of the faces of the pyramid should be the same as the shapes of the faces in the net.\n- The respective folds forming the pyramid should be considered and it should be assured that all the sides fit together properly.\nCalculating the volumes and surface areas\nVOLUME: The formula of Volume of a tetrahedron = ⅓ × Base Area × Height, i.e., one-third of the product of the area of base and height gives the volume of the respective figure.\nSURFACE AREA: The relation for the surface area of any tetrahedron = (Base area) + ½ × Perimeter × (Slant length), i.e., the sum of the base area with half the product of perimeter and slant height of the figure. For any regular, this calculation is simple. First, find the measurements of the base and the height of any triangle.\nThen find the product of those and get half of it. This area is of the triangle. Now, multiply this area by four to get the total surface area. For an irregular tetrahedron, the area of every triangle is calculated individually, using the area formula and then all the areas are added together to get the final surface area.\nCuemath explains the topic of such polyhedrons with examples and applications. In geometry, we have a large number of such concepts, one of which is Dodecahedron. It is a 12-sided flat polyhedron with 12 faces, 30 edges, and 20 vertices. It has regular pentagons on its face and is also known as a dodecahedron.\nCuemath experts explain such geometrical concepts in an efficient manner making the topics simple to understand and use.", "domain": "mathematics"}
{"url": "https://themathtranslator.com/pricing-math-support/", "date": "2023-09-26T12:54:36Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510208.72/warc/CC-MAIN-20230926111439-20230926141439-00417.warc.gz", "language_score": 0.8602336049079895, "token_count": 346, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__237876696", "lang": "en", "text": "Invest In Your Future\nFour options are available for subscription for students. Monthly subscriptions are ideal for those who do not know how long they will be using the product. 3 Month subscriptions are ideal for students on the quarter system. 4 Month subscriptions are ideal for students on the semester system. Yearly subscriptions are also offered for anyone wanting a longer subscription at a discounted price.\nIf you’re a math teacher at a high school, two year college, or four year college that is interested in using The Math Translator videos in your courses, please reach out and request a Free Instructor Login.\nAvailable Subscriptions All subscriptions have the following features:\nAll subscriptions start with a free 7-day trial\nEach subscription provides one login and users may only be logged into one device at a time\nOne subscription provides full access to the entire video library\nEach video library contains hundreds of hours of high-quality video instruction from a tenured math professor\nAdditional resources include written solutions manuals for the practice tests in each chapter of each book\nInstruction accompanies the free online OpenStax™ math textbooks\n- Monthly subscriptions are $18.99 per month plus tax. Subscriptions will automatically renew each month until canceled.\n3 Month Subscription\n- 3 month subscriptions are $56.98 plus tax. Best for students on the quarter system. Subscriptions will not automatically renew.\n4 Month Subscription\n- 4 Month subscriptions are $75.98 plus tax. Best for students on the semester system. Subscriptions will not automatically renew.\n- Yearly subscriptions are $199.98 plus tax. Subscriptions will not automatically renew.", "domain": "mathematics"}
{"url": "https://nitrogenn15.imascientist.ie/profile/ricardosegurado/", "date": "2022-09-29T10:42:16Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335350.36/warc/CC-MAIN-20220929100506-20220929130506-00121.warc.gz", "language_score": 0.9491922855377197, "token_count": 824, "dump": "CC-MAIN-2022-40", "global_id": "webtext-fineweb__CC-MAIN-2022-40__0__58020895", "lang": "en", "text": "St Andrew’s College Booterstown until 1993, Trinity College Dublin until 2003\nI have a bachelor’s degree in Biochemistry, a doctorate (PhD) in Genetics, and two diplomas in Statistics\nTrinity College Dublin, Cardiff University – in statistical genetics\nI am a lecturer in Biostatistics\nI am a statistician, which means I work with numbers, mostly on a computer. My background is in biochemsitry (the chemsitry of biology) and in genetics. While I was studying I realised that I need to know more and more maths and statistics (don’t let anyone tell you that no one uses maths in the real world), and less and less about how to run experiments in a lab.\nSo I studied by myself, mostly in evenings, and soon became the go-to person in our lab for anyone that need maths done. Nowadays I do three things\nI work out how to use maths to figure out disease risk, using genetics\nI advise a lot of people on data analysis – using maths to show whether medicine (or some other treatment) works or doesn’t, or whether something increases your risk for disease or not\nI teach genetics, statistics, and epidemiology (the study of the causes of disease) in UCD, in Dublin\nMy Typical Day\nA mix of giving advice to students, doctors & other scientists, messing with other people’s numbers, and working on computer programs to do genetics research\nTwo hours answering e-mails and advising people;\nTwo hours running some computer programs to analyse some data;\nTwo hours writing my own computer programs; 3 cups of coffee, a scone, a sandwich, and a litre of chocolate milk.\nMaybe an hour in meetings in the School of Public Health, and an hour reading scientific journals. I also read on the bus, when I can. And at home. And weekends.\nWhat I'd do with the prize money\nI want to donate it to the Maths Sparks people in UCD\nThe Maths Sparks projects organise workshops to teach maths to students in DEIS schools. They are mostly students here in UCD, so their work is a mix of getting school students learning maths, and getting University students to learn how to teach maths. I think that’s a very cool way of doing it.\nMaths isn’t cool at all. I think it’s really important, though. If people understand maths and manage to work with it even a little bit, I think they’re training themselves how to think logically, and being able to do that will be one of the most useful things they can do when they’re older.\nHow would you describe yourself in 3 words?\nIntense, laid-back, contradictory\nWhat did you want to be after you left school?\nA scientist. Or a carpenter.\nWere you ever in trouble at school?\nCan’t remember… Next question!\nWho is your favourite singer or band?\nI love Stina Nordenstam’s songs\nWhat's your favourite food?\nAnything with cheese in it, or on it\nWhat is the most fun thing you've done?\nHung out with my girlfriend. She is very funny.\nIf you had 3 wishes for yourself what would they be? - be honest!\nI’d invent unlimited free electricity, I’d stop people littering on the street, and … world peace? No, a beach house maybe.\nTell us a joke.\nWhy are elephants big and gray? Because if they were small and purple they would be grapes.", "domain": "mathematics"}
{"url": "https://saraannon.wordpress.com/2012/12/12/fractals-and-the-world-tree/", "date": "2022-08-20T06:27:15Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573908.30/warc/CC-MAIN-20220820043108-20220820073108-00779.warc.gz", "language_score": 0.9634889960289001, "token_count": 373, "dump": "CC-MAIN-2022-33", "global_id": "webtext-fineweb__CC-MAIN-2022-33__0__25543036", "lang": "en", "text": "‘Although fractals are very complex shapes,\nthey are formed by repeating a simple process over and over’\nJonathan Wolf www.fractalfoundation.org\nI want to pursue the thought that the shamanic world view is essentially as pragmatic as any scientific pursuit here. Both are based on astute observation of the world around us. They use very different language to describe their interactions. It is in the places where the filter of language intersects that we might be able to get a glimpse of what is common to both. This card deck representing a contemporary World Tree is essentially a fractal map. What does that mean?\nA French mathematician named Mandelbrot coined the term fractal in 1975 to describe a specific kind of mathematical concept that addressed repeating patterns in nature as well as in theory. Computers have allowed people to see the fractal patterns these kind of equations create even though mathematicians are still arguing about how to define them. The criteria the mathematicians have agreed on are remarkably similar to the qualities of the shamanic World Tree.\nMathematicians say that fractals are self-similar, echoing an ancient alchemical concept of the microcosm as a complete mirror of the macrocosm. They transcend scale, and their patterns are interconnected. They are not limited to geometrical shapes in the material world, but can describe processes occurring in time. Like shamans, fractals tell the story of the process that creates them. Most wondrously, with fractals as in nature, universal rules result in infinite diversity and beauty.\nThe language of numbers appears to have had limited appeal in human culture, while metaphors of images, journeys, and relationships endure. While the mathematician will talk about the inherent lines of symmetry in a fractal image, the shaman will describe the trunk of the world tree.", "domain": "mathematics"}
{"url": "http://trigonometric-equation-calculator.freeware.filetransit.com/", "date": "2018-07-20T17:59:48Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591719.4/warc/CC-MAIN-20180720174340-20180720194340-00325.warc.gz", "language_score": 0.8449533581733704, "token_count": 1765, "dump": "CC-MAIN-2018-30", "global_id": "webtext-fineweb__CC-MAIN-2018-30__0__66653108", "lang": "en", "text": "Trigonometric Equation Calculator\nEqualculator is an equation calculator. It is currently in the \"pre-alpha\" stage of development, so don't expect it to do miracles. You type in your equation, it will ask you for the variables and Voila!, it gives you the answer.\n|License: Freeware||Size: 71.68 KB||Download (35): Equalculator Download|\nA quadratic is a curve of the parabola family. They are written in the format ax2+bx+c=0. Enter values for a, b and c and the calculator returns | pt the curve intercepts x-axis | gradient of the curve | value of curve at x and y. Special thanks to \"Taydron\" who provided the logic for the...\nChemPal is a chemistry equation calculator designed to make your life easier - it knows the equations by heart, so you don't have to. It also knows many of the hard-to-remember constants, to help ease the process of going from the lab or from data to final results. Requirements: iOS 7.1 or...\n|License: Freeware||Size: 11.8 MB||Download (11): ChemPal Download|\nChemical Equation Expert is an integrated tool for chemistry professionals and students. You'll find complicated work such as balancing chemical equations and related calculations so easy and even enjoyable!\nKey Feafures -\n1. An intelligent balancer Chemical Equation Expert balances chemical...\n|License: Freeware||Size: 3.2 MB||Download (719): Chemical Equation Expert Download|\nAdvanced Trigonometry Calculator is a small, simple, command prompt application specially designed to help you with your trigonometry.\nAdvanced trigonometry Calculator is an application of trigonometry able to solve advanced calculations with scientific notation and amplitudes in positive and...\nPlatforms: Windows, Windows Vista, 7, 7x64\n|License: Freeware||Download (54): Advanced Trigonometry Calculator Download|\nThis application works correctly in Windows XP, Vista, and 7. This application is available in two versions due to the two languages supported, Portuguese and English, these versions are in the folder of installation files or in the portable version \"Advanced Trigonometry Calculator.zip\". If you...\n|License: Freeware||Size: 420 KB||Download (107): Advanced Trigonometry Calculator Portable Download|\nQuadratic equation has the form ax2 + bx + c = 0. It will generally have two solutions; that is, two different values of x that make the equation true.\nIt can happen that both solutions are the same number, and it is possible that the solutions will be complex or imaginary numbers. To use...\nPlatforms: Windows, Windows CE\n|License: Freeware||Size: 1.37 MB||Download (44): Quadratic Equation Solver Download|\nEasy-to-use 3D grapher that plots high quality graphs for 2D and 3D functions and coordinates tables. Graphing equations is as easy as typing them down. Both cartesian and polar coordinates are supported as well as parametric equations and inequalities. Graphs are beautifully rendered with...\n|License: Freeware||Size: 6.6 MB||Download (34): Graphing Calculator 3D Download|\nCurvFit (tm) is a curve fitting program for Windows. Lorentzian, Sine, Exponential and Power series are available models to match your data. A Lorentzian series is highly recommended for real data especially for multiple peaked and/or valleys data.\nCurvFit is another improved productivity...\nPlatforms: Windows, Windows 8, Windows 7, Windows Server\n|License: Freeware||Size: 3.68 MB||Download (543): CurvFit Download|\neCalc is a free Windows calculator with basic and scientific functions. The calculator is designed with a high level of aesthetics, including large buttons and an easy to read display. The calculator operates with a frameless border and stays open above your other programs - making it an ideal...\n|License: Freeware||Size: 728.95 KB||Download (255): eCalc Calculator Download|\nAdvanced Arithmetic Calculator is a small, simple, easy to use application specially designed to help you solve sums of numbers, subtractions of numbers, multiplications and divisions of numbers.\nBasically this tool will open in your command prompt enabling you to enter the equation to solve and...\n|License: Freeware||Download (118): Advanced Arithmetic Calculator Download|\nAbout CalculatorMaX 2\nCalculatorMaX 2 is an algebraic and RPN calculator with other capabilites such as: store and recall, trigonometric funtions (in Radians, Degrees, as well as Hyperbolic), scientific notation, and more. CalculatorMaX 2 contains tools that add power to the application: -...\n|License: Freeware||Size: 460.8 KB||Download (33): CalculatorMaX 2.1 Download|\nSicyon is all-in-one freeware tool for every researcher and engineer. The core of Sicyon is an expression (VBScript/JScript) calculator with features as: estimate a function using variables, user-defined functions and Sicyon objects; plot/tabulate a function; solve an equation, minimums, maximums...\n|License: Freeware||Size: 4.93 MB||Download (228): Sicyon Lite calculator Download|\nTTCalc is an open source mathematical calculator. It features arithmetical functions, trigonometric functions, inverse trigonometric functions, hyperbolic functions, inverse hyperbolic functions, logical operators, logarithms, functions for converting between degrees and radians and so on....\n|License: Freeware||Size: 616.92 KB||Download (641): TTCalc Download|\nODEcalc for Windows: An Ordinary Differential Equation (ODE) Calculator! State your equation and boundary or initial value conditions and it solves your problem. Plots solution y and derivative ydot versus x.\nSolves most Boundary Value Problems (BVP) and Initial Value Problems (IVP) for...\nPlatforms: Windows, Windows 8, Windows 7, Windows Server\n|License: Freeware||Size: 3.81 MB||Download (443): ODEcalc Download|\nThis calculator allows you to enter equations as you would write them on paper, for example - 17-(9*8) - 7 + 34.23 - but where this calculator really shines is in the \"steps\" box, there it will show you how it solved the equation step by step. Advance features display the result in hexadecimal,...\n|License: Freeware||Size: 704 KB||Download (148): Metalogic Calculator Download|\nThis is a very useful calculator for science students. The system contains a scientific calculator that can calculate molecular mass, and from this main calculator over 80 other calculators and science tools can be called.\nThese include an extensive measurement converter, an area and volume...\n|License: Freeware||Size: 1.22 MB||Download (636): Science Calculator Download|\nBasically an equation editor, however not focused over one single equation, but you can write your mathematical artwork over several pages. You can easily move and copy your equations and expressions by mouse touch. Illustrate your equations using hand-drawing tools. Use symbolic calculator and...\n|License: Freeware||Size: 681.9 KB||Download (202): Math-o-mir Download|\nPerspolis Command-Line Calculator is, just like the name suggests a small, simple, command-line based application specially designed to help you with your basic math calculations.\nIf you are looking for a tool that is both tiny and easy to use to assist you with math then Perspolis Command-Line...\n|License: Freeware||Download (67): Perspolis Command-Line Calculator Download|\nJava Scientific Calculator is a general-purpose scientific calculator that you can use as a computer-desktop calculator or in a web application. In addition to basic arithmetic functions it provides trigonometric functions, logarithms, powers and roots, complex numbers, binary, octal, decimal and...\n|License: Freeware||Size: 296.96 KB||Download (19): Java Scientific Calculator Download|", "domain": "mathematics"}
{"url": "https://cuddleandsnuggle.com/how-to-calculate-finance-charges", "date": "2021-01-26T15:04:49Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704800238.80/warc/CC-MAIN-20210126135838-20210126165838-00661.warc.gz", "language_score": 0.9613217115402222, "token_count": 759, "dump": "CC-MAIN-2021-04", "global_id": "webtext-fineweb__CC-MAIN-2021-04__0__216616677", "lang": "en", "text": "How To Calculate Finance Charges\nHaving some intelligence of how to calculate finance charges is constantly a good thing. Most lenders, as you know, will do this for you, but it can helpful to be able to check the math yourself. It is imperative, however, to comprehend that what is presented here is a elemental procedure for calculating finance charges and your lender may be using a more complicated method. There may as well be other problems attached with your loan which may affect the charges. The first thing to comprehend is that there are two elemental parts to a loan.\nThe first problem is called the principal. This is the amount of money that is borrowed. The lender wants to make a profit for his services (lending you the money) and this is called interest. There are a myriad of types of interest from simple to variable. This article will examine simple interest calculations. In simple interest deals, the amount of the interest (expressed as a percentage) does not difference over the life of the loan. This is many times called flat rate or fixed interest.\nThe simple interest formula is as follows: Interest = Principal × Rate × Time\nInterest is the total amount of interest paid. Principal is the amount lent or borrowed. Rate is the percentage of the principal charged as interest each year. To do your math, the rate have got to be expressed as a decimal, so percentages have got to be divided by 100. For example, if the rate is 18%, then use 18/100 or 0.18 in the formula. Time is the time in years of the loan.\nThe simple interest formula is many times abbreviated: I = P R T\nSimple interest math issues can be used for borrowing or for lending. The same formulas are used in both cases. When money is borrowed, the total amount to be paid back equals the principal borrowed plus the interest charge: Total repayments = principal + interest Usually the money is paid back in traditional installments, either monthly or weekly. To calculate the traditional payment amount, you divide the total amount to be repaid by the number of months (or weeks) of the loan. To convert the loan period, ‘T’, from years to months, you multiply it by 12. To convert ‘T’ to weeks, you multiply by 52, since there are 52 weeks in a year. Here is an example issue to illustrate how this works.\nA single mother purchases a used car by obtaining a simple interest loan. The car costs $1500, and the interest rate that she is being charged on the loan is 12%. The car loan is to be paid back in weekly installments over a period of 2 years. Here is how you answer these questions:\n1. What is the amount of interest paid over the 2 years?\n2. What is the total amount to be paid back?\n3. What is the weekly payment amount?\nYou were given: principal: ‘P’ = $1500, interest rate: ‘R’ = 12% = 0.12, repayment time: ‘T’ = 2 years.\nStep 1: Find the amount of interest paid. Interest: ‘I’ = PRT = 1500 × 0.12 × 2 = $360\nStep 2: Find the total amount to be paid back. Total repayments = principal + interest = $1500 + $360 = $1860\nStep 3: Calculate the weekly payment amount. Weekly payment amount = total repayments divided by loan period, T, in weeks. In this case, $1860 divided by 104 weeks equals $17.88 per week.\nCalculating simple finance charges is easy once you have done some practice with the formulas.", "domain": "mathematics"}
{"url": "http://thepineappletart.blogspot.com/2009/09/ideal-weight.html", "date": "2018-05-26T13:49:36Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794867417.75/warc/CC-MAIN-20180526131802-20180526151802-00616.warc.gz", "language_score": 0.9166279435157776, "token_count": 106, "dump": "CC-MAIN-2018-22", "global_id": "webtext-fineweb__CC-MAIN-2018-22__0__216817412", "lang": "en", "text": "Monday, September 7, 2009\nBack to School! Here's a mathematical formula (courtesy of Dine Out and Lose Weight - The French Guide to Healthy Eating) to help you calculate your ideal weight (height in cm, weight in Kg).\nFor the ladies: Weight = (Height - 100) - 1/2(Height - 150)\nAnd for the men: Weight = (Height - 100) - 1/4(Height - 150)\nIf only losing weight was as simple as calculating it!", "domain": "mathematics"}
{"url": "https://cransebnartcoldie.gq/multi-parameter-singular-integrals.php", "date": "2020-05-26T16:32:22Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347391277.13/warc/CC-MAIN-20200526160400-20200526190400-00395.warc.gz", "language_score": 0.8973705768585205, "token_count": 705, "dump": "CC-MAIN-2020-24", "global_id": "webtext-fineweb__CC-MAIN-2020-24__0__30876660", "lang": "en", "text": "The final chapter of the book develops a general theory of singular integrals that generalizes and unifies these examples.\n- The Psychology of Achievement: Develop the Top Achievers Mindset.\n- The International Order of Asia in the 1930s and 1950s!\n- Customer Reviews.\nThis is one of the first general theories of multi-parameter singular integrals that goes beyond the product theory of singular integrals and their analogs. Multi-parameter Singular Integrals will interest graduate students and researchers working in singular integrals and related fields.\nAM 62 by Eugene R. By addressing this in a quantitative way we obtain a holomorphic analog of the quantitative theory of sub-Riemannian geometry initiated by Nagel, Stein, and Wainger. We call this sub-Hermitian geometry.\nShop now and earn 2 points per $1\nMoreover, we proceed more generally and obtain similar results for manifolds which have an associated formally integrable elliptic structure. This allows us to introduce a setting which generalizes both the real and complex theories. In this paper, we give optimal regularity for the coordinate charts which achieve this realization. We do this by generalizing Malgrange's proof of the Newlander-Nirenberg Theorem to this setting.ccomesacmenwilch.ml\nMulti-parameter Singular Integrals. (AM-189), Volume I\nGiven a finite collection of C 1 vector fields on a C 2 manifold which span the tangent space at every point, we consider the question of when there is locally a coordinate system in which these vector fields have a higher level of smoothness. We give necessary and sufficient conditions for when there is a coordinate system in which the vector fields are smooth, or real analytic, or have Zygmund regularity of some finite order.\nFurthermore, we provide a diffeomorphism invariant version of these theories. In the first paper, we study a particular coordinate system adapted to a collection of vector fields sometimes called canonical coordinates and present results related to the above questions which are not quite sharp; these results from the backbone of the series. The methods of the first paper are based on techniques from ODEs.\nAnalysis seminar: L^2 theory for a class of multi-parameter singular Radon transforms\nIn the second paper, we use additional methods from PDEs to obtain the sharp results. In the third paper, we prove results concerning real analyticity and use methods from ODEs. We establish optimal Lebesgue estimates for a class of generalized Radon transforms defined by averaging functions along polynomial-like curves. Here at Walmart.\nYour email address will never be sold or distributed to a third party for any reason. Due to the high volume of feedback, we are unable to respond to individual comments.\nCelebratio Mathematica — Zygmund — Singular Integrals\nSorry, but we can't respond to individual comments. Recent searches Clear All. Update Location. If you want NextDay, we can save the other items for later. Yes—Save my other items for later.\nNo—I want to keep shopping. Order by , and we can deliver your NextDay items by. In your cart, save the other item s for later in order to get NextDay delivery.\nWe moved your item s to Saved for Later. There was a problem with saving your item s for later.", "domain": "mathematics"}
{"url": "https://www.exhallcedars.org/nspcc-number-day-2022/", "date": "2024-02-25T11:07:56Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474595.59/warc/CC-MAIN-20240225103506-20240225133506-00776.warc.gz", "language_score": 0.9760420322418213, "token_count": 102, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__17695080", "lang": "en", "text": "NSPCC Number Day 2022\nThank you to everyone that took part in our NSPCC Number Day, the children enjoyed lots of maths activities, including spotting links and patterns, playing games and using maths through Art.\nThe children looked wonderful in their patterned clothes and accessories.\nWe managed to raise an amazing £68.09 which will go towards all the good work that the NSPCC do to protect and support children, so thank you to everyone that contributed and joined in. Well done!", "domain": "mathematics"}
{"url": "https://v-aviles.itch.io/space-math", "date": "2019-12-15T18:42:05Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575541309137.92/warc/CC-MAIN-20191215173718-20191215201718-00539.warc.gz", "language_score": 0.9032374024391174, "token_count": 108, "dump": "CC-MAIN-2019-51", "global_id": "webtext-fineweb__CC-MAIN-2019-51__0__108987061", "lang": "en", "text": "A downloadable game for Windows and Android\nLearn math the fun way! Help our little character to solve math problems using only his spaceship, or shoot the right answer on the alien moon. Two games in one!\nSelect your language (English or Spanish), the difficulty, what kind of problem (addition, subtraction, multiplication or division), and have fun!\nAvailable for Windows and Android.\nClick download now to get access to the following files:\nLeave a comment\nLog in with itch.io to leave a comment.", "domain": "mathematics"}
{"url": "https://for1807.physik.uni-wuerzburg.de/for1807_publications/imaginary-time-matrix-product-state-impurity-solver-for-dynamical-mean-field-theory/", "date": "2023-12-08T13:15:52Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100745.32/warc/CC-MAIN-20231208112926-20231208142926-00055.warc.gz", "language_score": 0.9298848509788513, "token_count": 223, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__150669134", "lang": "en", "text": "Imaginary-time matrix product state impurity solver for dynamical mean-field theory\nPhys. Rev. X, 5 (4), 041032, (2015)\nWe present a new impurity solver for dynamical mean-field theory based on imaginary-time evolution of matrix product states. This converges the self-consistency loop on the imaginary-frequency axis and obtains real-frequency information in a final real-time evolution. Relative to computations on the real-frequency axis, required bath sizes are much smaller and less entanglement is generated, so much larger systems can be studied. The power of the method is demonstrated by solutions of a three band model in the single and two-site dynamical mean-field approximation. Technical issues are discussed, including details of the method, efficiency as compared to other matrix product state based impurity solvers, bath construction and its relation to real-frequency computations and the analytic continuation problem of quantum Monte Carlo, the choice of basis in dynamical cluster approximation, and perspectives for off-diagonal hybridization functions.", "domain": "mathematics"}
{"url": "http://mackinnonschool.wharton.nj.k12us.com/mfreeman", "date": "2024-04-22T19:42:02Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818337.62/warc/CC-MAIN-20240422175900-20240422205900-00701.warc.gz", "language_score": 0.9472996592521667, "token_count": 138, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__69516773", "lang": "en", "text": "The MATRIX experience has broadened studentís skills in the area of Mathematics. It has given students the opportunity to enhance their knowledge and abilities to use higher order of thinking skills and apply them to authentic mathematical tasks. The use of technology has added a new level of interest to this subject area. With the use of the Internet, Web Quests, on-line math games, graphing calculators, and the interactive text, students are able to expand their horizons. As a member of the INCLUDE grant team, we are committed to providing an inclusive learning environment that accommodates the diverse learning styles and individual needs of all students to promote life long learners.", "domain": "mathematics"}
{"url": "https://help.openbom.com/2017/06/07/using-openbom-formulas/", "date": "2020-01-18T15:58:55Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592636.25/warc/CC-MAIN-20200118135205-20200118163205-00283.warc.gz", "language_score": 0.8311066627502441, "token_count": 406, "dump": "CC-MAIN-2020-05", "global_id": "webtext-fineweb__CC-MAIN-2020-05__0__191285980", "lang": "en", "text": "Formulas in openBoM are equations you create in a cell which performs simple arithmetic operations using the designated cells. The basic principle to understand is that a formula equation needs to reference a specific Part Number along with the chosen property. This document has three topics:\n- How formulas work\n- Formula roll-ups\nNote: Formulas are currently only supported for BOMs, not for inventories.\nHow formulas work\nThe format for formulas include number property types and arithmetic operators:\nTarget property = (Property1) <arithmetic operator> (Property2)<aritmetic operator> (Property3)….\nLet’s build a formula step-by-step:\n(1) Right-click on the desired number property type, e.g. Total Cost\n(2) Enter the first desired number property type into the Formula Builder, e.g. “Quantity”. Then select the desired arithmetic operator, e.g. “*”. Arithmetic operators available for formulas are:\nMultiplication (*), Division (/), Addition (+), and Subtraction (-)\n(3) Add the next desired number property type, e.g. “Cost”. Continue adding properties and operators as desired\n(4) Click “Apply for all rows” if you want the formula to be applied to all the components in the BOM. When finished building the formula, clicked “Save”\nHere are the steps for creating a rollup:\n(1) Click “Enable Rollup” and right-click on the desired rollup cell to “Edit Formula”\n(2) Start with “SUM” in the formula builder and add the corresponding number type property, e.g. “Total Cost”. Click “Save” when done.\n(3) The roll-up returns the sum of the column with the Property, Total Cost", "domain": "mathematics"}
{"url": "https://www.loomiswolves.org/vnews/display.v/TP/5cfe8b1ddee64", "date": "2021-06-14T08:51:13Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487611641.26/warc/CC-MAIN-20210614074543-20210614104543-00103.warc.gz", "language_score": 0.9774911403656006, "token_count": 283, "dump": "CC-MAIN-2021-25", "global_id": "webtext-fineweb__CC-MAIN-2021-25__0__185669004", "lang": "en", "text": "Algebra 1 is the first of the four college-prep math classes that Loomis School offers. It is taken during the freshman year.\nBecause this class is not required (a student could take Prealgebra), we move through the material at a quick pace. We have high expectations for each student to commit the appropriate amount of time and effort to learn the material.\nHomework is a critical part of Algebra 1 and will be assigned regularly. Just as athletes must practice their sport often, math students must practice their math often. Homework is the method of practice, and is necessary to help commit the concepts to memory as quickly as possible, as we move forward to new concepts each day. Homework may or may not be graded. Homework should not be looked at as a large part of the overall grade, as its main purpose is practice towards mastery of concepts.\nEach chapter will have at least one test. To assure that a student's overall grade reflects concept mastery, tests will be the main portion of the Algebra 1 grade.\nAny student that is struggling/concerned with a concept should see me as soon as possible! Algebra concepts build upon one another. Not grasping a concept has an enormous impact on the ability to learn future concepts, and the Algebra 1 grade. I am available before school, after school, during planning time, and during study hall.", "domain": "mathematics"}
{"url": "http://www.ipni.net/article/IPNI-3437", "date": "2017-03-27T02:42:28Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189377.63/warc/CC-MAIN-20170322212949-00358-ip-10-233-31-227.ec2.internal.warc.gz", "language_score": 0.9458468556404114, "token_count": 316, "dump": "CC-MAIN-2017-13", "global_id": "webtext-fineweb__CC-MAIN-2017-13__0__176015269", "lang": "en", "text": "25 Aug 2016\nWHEN DOES 1 + 1 ≠ 2?\nHigher level math teaches us that one plus one does not always equal two. As in math, we often see response to two nutrients applied together greater than the individual response of each separately. In other words, “X can be greater than the sum of its parts”.\nThe same principle applies to strategic partners. IPNI is successful because of the strategic partners and collaborators we work with. We are a small organization with 32 scientists working across the globe. But in the last 25 years, we have supported almost 2,200 research projects related to nutrient management. We provide ideas and a little seed money and find willing partners to work with. Those 2,200 projects cost us over $13 million, but the total cost of the projects was more than 10 times that.\nWe leave the “hands-on” research to our academic colleagues and other partners, who have the expertise, the laboratories, and field equipment and we use our expertise in extending the results they generate, in translating and teaching the practical applications to the end-users. Our partners do the research and we tell their stories. It’s a great partnership, with each partner contributing to their strengths.\nThe benefits of working together are extraordinary and greatly rewarding. Agriculture is the beneficiary. The sum of our contribution plus that of our partners is much greater than either of us alone.\nWhen it comes to fertilizers and ag research … one plus one is a lot more than two.\nTerry L. Roberts", "domain": "mathematics"}
{"url": "http://remotedevice.net/blog/the-trouble-with-five/", "date": "2018-01-19T01:36:37Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084887692.13/warc/CC-MAIN-20180119010338-20180119030338-00354.warc.gz", "language_score": 0.9577968716621399, "token_count": 226, "dump": "CC-MAIN-2018-05", "global_id": "webtext-fineweb__CC-MAIN-2018-05__0__81479982", "lang": "en", "text": "We are all familiar with the simple ways of tiling the plane by equilateral triangles, squares, or hexagons. These are the three regular tilings: each is made up of identical copies of a regular polygon — a shape whose sides all have the same length and angles between them — and adjacent tiles share whole edges, that is, we never have part of a tile’s edge overlapping part of another tile’s edge.\nIn this collection of tilings by regular polygons the number five is conspicuously absent. Why did I not mention a regular tiling by pentagons? It turns out that no such tiling can exist, and it’s not too hard to see why: a regular pentagon has five interior angles of 108°. If we try to place pentagons around a point, we find that three must leave a gap — because 3 × 108 = 324, which is less than the 360° of the full circle — and four must overlap — because 4 × 108 = 432, which is more than the 360° of the circle (plus.maths.org)", "domain": "mathematics"}
{"url": "https://hotgist.com.ng/what-is-the-distinction-between-kph-and-mph/", "date": "2021-02-24T18:08:47Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178347293.1/warc/CC-MAIN-20210224165708-20210224195708-00545.warc.gz", "language_score": 0.9212086200714111, "token_count": 331, "dump": "CC-MAIN-2021-10", "global_id": "webtext-fineweb__CC-MAIN-2021-10__0__185864879", "lang": "en", "text": "The abbreviation “kph” means the variety of kilometers traveled in an hour, whereas “mph” is the variety of miles traveled in an hour. Convert mph to kph by taking the mph and multiply it by 1.61. The inverse method is to take the kph and multiply the determine by 0.61. In different phrases, 1 mile is 1.61 kilometers, and 1 kilometer is 0.61 miles.\nThe determine for kph is larger than that of the equal mph as a result of a kilometer is shorter than a mile. For example, a automobile touring 60 mph goes 96.5 kph. Conversely, a practice touring 120 kph goes 74.5 mph.\nEach kph and mph could be damaged down into toes per second and meters per second. To do that for kilometers, multiply the general pace by 1,000, after which divide by 3,600. For instance, 120 kph is 120,000 meters divided by 3,600, which equals 33.Three meters per second. For mph, multiply the pace by 5,280 earlier than dividing by 3,600. For instance, 60 mph is 316,800 toes divided by 3,600, which equals 88 toes per second.\nThe main distinction between kph and mph is the metric system and U.S. customary items. There are 1,000 meters in a kilometer. One meter is roughly 3.Three toes, or barely greater than a yard. Subsequently, 1 kilometer is 3,280 toes. One mile is 5,280 toes, or 1,609 meters.", "domain": "mathematics"}
{"url": "https://www.prairielightsbooks.com/book/9781523524297", "date": "2024-04-22T18:33:42Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818337.62/warc/CC-MAIN-20240422175900-20240422205900-00502.warc.gz", "language_score": 0.9223265647888184, "token_count": 179, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__27389633", "lang": "en", "text": "The Biggest, Bestest Book of Sudoku (Paperback)\nIt’s the marriage of Workman’s bestselling Sudoku series and a format that gives fans the joy of more, more, more! The Biggest Bestest Book of Sudoku features more than 1,000 sudoku puzzles ranging in difficulty from easy to extra-extra-hard. Each puzzle is handcrafted (not computer generated, like most generic sudoku books) by the experts at Nikoli Publishing, the Japanese creators of the game, so solving one is like pitting your mind against that of a sudoku master. And unlike Workman’s previous small-sized sudoku books, The Biggest Bestest Book of Sudoku will come in a larger 8\"x10\" format and pack in three times as many puzzles to keep readers happy and busy.", "domain": "mathematics"}
{"url": "https://abelkonkurransen.no/en/about/", "date": "2018-12-10T12:39:12Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823339.35/warc/CC-MAIN-20181210123246-20181210144746-00501.warc.gz", "language_score": 0.9436912536621094, "token_count": 274, "dump": "CC-MAIN-2018-51", "global_id": "webtext-fineweb__CC-MAIN-2018-51__0__75705612", "lang": "en", "text": "About the competition\nNiels Henrik Abels mathematical competition is a competition in mathematical problem-solving for students in the Norwegian high school system.\nToday, the competition consists of two selection rounds and a final round. In the first round, the participants receive 20 problems, each with a choice of five answers, to be solved in 100 minutes. Five points are awarded for every correct answer, one point for every blank answer, and no points for every wrong answer. Thus, the expected score is the same if one guesses or simply do not answer (that is, 20 points). The maximal score is 100 points.\nThe best 10% of the participants are granted entry to the second round. Here there are 10 problems, each with an answer in nonnegative integers (0-999). The time limit is again 100 minutes. 10 points are awarded for every correct answer, so the maximal score is 100 points.\nThe results from the initial rounds are summed, and the top 20 students, and possibly a few more, are invited to the final round. Ultimately, however, there must be 16 students in the final who are qualifiable to the IMO (the International Mathematical Olympiad). In the finals, the students have four hours to solve four problems. These problems do not only require correct answers, but also proper argumentation and proof.", "domain": "mathematics"}
{"url": "http://gadi.agric.za/articles/Agric/calculating.php", "date": "2019-06-24T08:52:26Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999298.86/warc/CC-MAIN-20190624084256-20190624110256-00260.warc.gz", "language_score": 0.8213334083557129, "token_count": 216, "dump": "CC-MAIN-2019-26", "global_id": "webtext-fineweb__CC-MAIN-2019-26__0__202073749", "lang": "en", "text": "- Calculating inbreeding and cumulative selection differentials in the Grootfontein Merino Stud\n|Last update: March 23, 2012 10:51:20 AM|\nCALCULATING INBREEDING AND CUMULATIVE SELECTION DIFFERENTIALS IN THE GROOTFONTEIN MERINO STUD\nG.J. Delport, J.J. Olivier & G.J. Erasmus\nThe algorithm presented by Quaas (1976) to calculate the inverse of a large numerator relationship matrix automatically supplies inbreeding coefficients. Far less processing time is used than with conventional methods and far bigger data sets can be handled. The method is illustrated on four generations of the Grootfontein Merino Stud. Inbreeding varied from 0 to 25 percent. The same principle, using the same sort of programme is used to calculate cumulative selection differentials. This method is shown to be simple but very effective and makes provision for unequal number of progeny and over lapping generations.\nSASAP Congress 1986", "domain": "mathematics"}
{"url": "https://palmarycalc.soft112.com/", "date": "2017-10-21T17:20:20Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824824.76/warc/CC-MAIN-20171021171712-20171021191712-00631.warc.gz", "language_score": 0.8264030814170837, "token_count": 450, "dump": "CC-MAIN-2017-43", "global_id": "webtext-fineweb__CC-MAIN-2017-43__0__254050164", "lang": "en", "text": "PalmaryCalc is a calculator with a user-friendly interface. It is all in one: from a simple calculator to a scientific, conversion functions (from cooking to astronomical), credit, base number conversions between binary, octal, decimal, and hexadecimal; 32-bit, 16-bit, and 8-bit integer math calculations and conversions; logical and bit-manipulation operations, currency conversion, or any other calculator configuration that you desire. The variety of input methods (including RPN) enables you to perform almost all operations you need.\n- User-friendly interface\n- Treo 600/650 support\n- Hi Res (320x320) support\n- 15-digit display\n- 35 basic math and trigonometric functions\n- Mortgage rate calculations\n- Tip calculations\n- Unit and currency converter\n- User adjustable currency list\n- User adjustable constants list\n- 3 different input methods (simple, algebraic, RPN)\n- 4 different modes display modes\n- RPN stack viewing\n- Accurate calculation: features up to 18 digits after the decimal point\n- Accurate result display: features up to 12 digits after the decimal point\n- Calculation range (1e-300, 1e300)\n- Memory capacity up to 10 independent values\n- 15 most common constants\n- Fully supported Palm clipboard\n- Graffiti and Palm portable keyboard support\n- Easy first-letter search through the lists\nPalmaryCalc is a free trial software application from the Calculators & Converters subcategory, part of the Business category.\nThe app is currently available in English, German and it was last updated on 2005-03-01. The program can be installed on Palm OS 4.0, Palm OS 5.0, Palm OS 6.0.\nPalmaryCalc (version 1.0.1) has a file size of 639.92 KB and is available for download from our website.\nJust click the green Download button above to start. Until now the program was downloaded 68 times.\nWe already checked that the download link to be safe, however for your own protection we recommend that you scan the downloaded software with your antivirus.", "domain": "mathematics"}
{"url": "http://www.yorgoliapis.com/new-gallery-5/", "date": "2019-09-15T10:25:57Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514571027.62/warc/CC-MAIN-20190915093509-20190915115509-00140.warc.gz", "language_score": 0.9394715428352356, "token_count": 106, "dump": "CC-MAIN-2019-39", "global_id": "webtext-fineweb__CC-MAIN-2019-39__0__86043128", "lang": "en", "text": "SEEDS BY SOL\nWith the support of an Ontario Arts Council grant, I have constructed a large wooden bowl. This piece is a statement to the deep cultural significance of bowls and seeds to people all over the world and throughout history.\nI have constructed the bowl by replicating the spirals created by the seeds in sunflower heads, using each spiral as a structural component. This entails a study of the amazing mathematics of sunflowers, which follows the Fibonacci sequence, the golden ratio and the golden angle.", "domain": "mathematics"}
{"url": "http://federicomuelas.com/wonderfulworldelectronics/shechangedstem/", "date": "2018-12-10T22:38:09Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823445.39/warc/CC-MAIN-20181210212544-20181210234044-00595.warc.gz", "language_score": 0.9232637882232666, "token_count": 398, "dump": "CC-MAIN-2018-51", "global_id": "webtext-fineweb__CC-MAIN-2018-51__0__184965734", "lang": "en", "text": "Hi Friends, Half of the profits from the sale of \"SHE CHANGED STEM\" posters and digital files will be donated every week to a different non-profit organization promoting gender equality in STEM fields, The other half will allow us to print extra posters to donate to Schools and educational institutions.\nan organization that aims to increase the number of women of color in the digital space by empowering girls of color ages 7 to 17 to become innovators in STEM fields\nAct for Gender equality!\n\"SHE CHANGED STEM\" poster series\n“One of the things that I really strongly believe in is that we need to have more girls interested in math, science, and engineering. We’ve got half the population that is way underrepresented in those fields and that means that we’ve got a whole bunch of talent…not being encouraged the way they need to.”\nFormer President Barack Obama, 2013\n\"SHE CHANGED STEM\" poster series honors women in the field of STEM that change the way we see the world and revolutionized science with their hard work and brilliant findings.\nThe series currently includes Katsuko Saruhashi, Daphne Koller, Katherine Johnson, Dorothy Vaughan, Mary Jackson, Rachel Carson, Marie Curie, Jane C. Wright, Barbara McClintock and Alice Hamilton but it will keep growing as we receive more suggestions from our patrons (thanks for your suggestions!)\nYou can order the printed posters below in 16 x 12 and 24 x 18 inches or download the High-res digital files to print it yourself (3600 x 2700 pixels)\nToday, women hold only 27 percent of the jobs in computer science, and 14 percent in engineering. One reason is the lack of female role models in STEM fields to encourage more girls to study math and science.\nNow more than ever is time to take action and honor women's legacy in the fields of Science, Technology, Engineering and Math.", "domain": "mathematics"}
{"url": "https://www.scribbledo.com/product/10-pack-multiplication-boards/", "date": "2022-06-28T08:42:39Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103360935.27/warc/CC-MAIN-20220628081102-20220628111102-00747.warc.gz", "language_score": 0.8874827027320862, "token_count": 217, "dump": "CC-MAIN-2022-27", "global_id": "webtext-fineweb__CC-MAIN-2022-27__0__163521478", "lang": "en", "text": "10 Pack Multiplication Boards\nSet of 10 Dry Erase 9″x12″ Double Sided Multiplication Practice Lap Whiteboards with 10 Erasers Included\n- Double-sided white board with blank times table and equation forms\n- 9 x 12 inches with rounded corners\n- Set of 10 whiteboards and 10 bonus erasers\nTeach multiplication more quickly with patterns, repetition, equations, and rote memorization. ScribbleDo’s premium white board is lightweight and sturdy with a smooth surface that is easy to wipe off and reuse forever. Plus, this educational white board comes with instructions that explain multiplication in kid-friendly terms.\nTurn the 9 x 12-inch lap board horizontally to practice filling in the 100 times table. Fill-in-the-blank multiplication formulas stretch down the front of the board, giving kids two effective ways to learn. With more advanced students, you can use the visual aid as an introduction to more complex math problems. Fill in two of the boxes and leave one blank to solve for the missing piece!", "domain": "mathematics"}
{"url": "https://www.pakway.net/coloring-by-number-worksheets/", "date": "2022-01-24T04:10:43Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320304471.99/warc/CC-MAIN-20220124023407-20220124053407-00498.warc.gz", "language_score": 0.8717659711837769, "token_count": 1060, "dump": "CC-MAIN-2022-05", "global_id": "webtext-fineweb__CC-MAIN-2022-05__0__215935429", "lang": "en", "text": "Color by number worksheets are a fun way to combine fun and games with everyday math facts. However your kiddo will need to use the legend to figure out which colors to use on different parts of the page.\nMultiplying by 3 Practice cool coloring activity with our free printable color by number about multiplication a fun way to get kids to pratice math.\nColoring by number worksheets. Select from 36050 printable Coloring pages of cartoons animals nature Bible and many more. These color by number worksheets will engage kindergarten students in learning and add excitement to science language arts math and holiday lessons. Turkey Color by Number Addition.\nThree cheers for these preschool color by number worksheets. Just like above students will use the key to figure out what color to make each number. Your image is ready to use for your personal and commercial projects.\nColor by number worksheets for kindergarten are a fantastic developmental activity for little ones. These color by number worksheets also help to reinforce students recognition of numerals and color words. The artwork is FREE if you keep my copyright listed on the bottom of the image.\nKids will be challenged to match number words to numerals and color words to colors. Coloring Pages by number. Penguin Color by Number Worksheet.\nAdditionally when your kids are engaged in art they are stimulating the part of their brain that is needed to master math and logic skills. Christmas Color by Number Addition Worksheet. 3 Digit Addition Winter Themed Color By Code Math Coloring Worksheets Math Coloring Printable Math Worksheets.\nColor by Number printables are SO much fun. Free Color by Number Worksheets Art and craft have always been one of the most efficient tools for early education and cognitive development. These free printable color by hundreds chart worksheet are a more advanced color by number activity typically for kindergarten and first grade students.\nFree printable multiplication worksheets color by number. Color by Number Printables Worksheets Cuddly zoo animals prehistoric creatures holiday characters sports activities even sweet treats all of these themes and much more are featured in our database of color by number picture pages. They dont just provide preschool kids with necessary coloring fine motor skills practice.\nColor By Number Spring Mystery Pictures By Briana Beverly Teachers Pay Teachers Double Digit Addition Double Digit Addition Subtraction Subtraction. Most Popular Math Worksheets Most Popular Preschool and Kindergarten Worksheets Popular Worksheets Top Worksheets New Worksheets Follow Worksheetfun on Facebook -. Color by number is a packet of 24 different printables where students can use their skills in mathematics to create a series.\nBunny Color by Number Worksheet. Preschool Worksheets Kindergarten Worksheets First Grade Worksheets Follow Worksheetfun on Pinterest – 100K Popular Worksheets. Print or download from a large collection of 100 images for kids.\nBook Report Critical Thinking Pattern Cut and Paste Patterns Pattern Number Patterns Pattern Shape Patterns Pattern Line Patterns Easter Feelings Emotions Grades Fifth Grade First Grade First Grade Popular First Grade Fractions Fourth Grade Kindergarten Worksheets Kindergarten Addition Kindergarten Subtraction PreK Worksheets Preschool Worksheets Color Trace Draw Coloring. Halloween Color by Number Addition Worksheet. Color by Number Worksheets Coloring pages.\nThis Cute Narwhal Coloring Pages was posted in the Coloring Pages category. Printable coloring pages and other similar activity sheets are great for toddlers and preschoolers to learn about the concepts of drawing and coloring. Everyone loves color by numbers kids and adults alike.\nAdded 10 exclusive coloring pages LOL dolls by numbers. This will take you to the individual page of the worksheet. If you want to remove the copyright from the bottom of the image then for a small project the cost will be 15 a medium project 25 and for larger projects I.\nWhen they are done they will reveal a. Each one has the key area underneath the picture so kids know which color goes with each number. Inside these bug and friends coloring pages weve included the following animals.\nHoliday Theme Double Digit Addition And Subtraction Without Regrouping Color By Codeare You Looking For A Fun A Addition And. This article Created on the August 27 2021 by Alisha Legerstee. Bug Color By Number Worksheets.\nNew Worksheets Most Popular Preschool and Kindergarten Worksheets. They are similar to standard coloring pages. Follow the color key and watch the image come to life before your very eyes.\nColor by number addition workseets. Easter Egg Color by Number Addition. Color by Number Worksheet.\nStudents then find the solution number on the coloring page and color it with the color. If your child cant read yet you can color in the crayons at the bottom so they can do this activity independently. See also latest coloring pages worksheets mazes connect the dots and word search collection below.\nThe more you color the more the picture comes alive. Math and art really go hand in hand. Multiplication Coloring Page Jpg.", "domain": "mathematics"}
{"url": "https://www.gavin37.org/Page/2136", "date": "2023-09-28T20:01:54Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510454.60/warc/CC-MAIN-20230928194838-20230928224838-00295.warc.gz", "language_score": 0.9380602240562439, "token_count": 3422, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__232325584", "lang": "en", "text": "Students will learn to see mathematics as a language, a tool, and an art form with which they can communicate ideas, solve problems, and explore the world around them. By the end of eighth grade, students will be taught to see multiple ways of expressing mathematical ideas, to make multiple connections to real life situations, and to work with others in exploring possibilities. Students will have an understanding of how numbers are used and represented. They will be able to estimate and use basic operations to solve everyday problems and confront more involved calculations in algebraic, geometric, and statistical settings.\nAs a result of the Math Common Core implementation, our curriculum has shifted to become more rigorous and focused K-8. Rigor includes fluency, application and deep understanding of the mathematics. Focus allows teachers the opportunity to help students develop a deep understanding of the concepts. With the shifts it is most important that children master the grade level curriculum. It is equally important that children are exposed to another major shift: a shift in student mathematical practices. Kindergarten through eighth grade classrooms across District #37 are implementing mathematical practice standards through tasks and projects, which include the following:\n1. Make sense of problems and persevere in solving them\n2. Reason abstractly and quantitatively\n3. Construct viable arguments and critique the reasoning of others\n4. Model with mathematics\n5. Use appropriate tools strategically\n6. Attend to precision\n7. Look for and make use of structure\n8. Look for and express regularity in repeated reasoning\nMathematicians in kindergarten through fifth grade focus on operations and algebraic thinking, numbers and operations in base ten, geometry, and measurement and data, in addition to the mathematical practices. Materials used for math instruction for kindergarten through fifth grade are based upon the unit math targets. The following domains are the focus of the content.\nOperations and Algebraic Thinking\nThe progression in Operations and Algebraic Thinking deals with the basic operations—the kinds of quantitative relationships they model and consequently the kinds of problems they can be used to solve as well as their mathematical properties and relationships. Primary students develop meanings for addition and subtraction as they encounter problem situations in kindergarten, and they extend these meanings as they encounter increasingly difficult problem situations in grade 1. They represent these problems in increasingly sophisticated ways. And they learn and use increasingly sophisticated computation methods to find answers. By grade 3 students focus on understanding the meaning and properties of multiplication and division and on finding products of single-digit multiplying and related quotients. Fourth graders extend problem solving to multi-step word problems using the four operations posed with whole numbers. As preparation for the Expressions and Equations Progression in the middle grades, students in grade 5 begin working more formally with expressions.\nNumber and Operations in Base Ten\nStudents’ work in the base-ten system is intertwined with their work on counting and cardinality, and with the meanings and properties of addition, subtraction, multiplication, and division. Work in the base-ten system relies on these meanings and properties, but also contributes to deepening students’ understanding of them. Work with computation begins with use of strategies and “efficient, accurate, and generalizable methods.” In Kindergarten, teachers help children lay the foundation for understanding the base-ten system by drawing special attention to 10. In first grade, students learn to view ten ones as a unit called a ten. At grade 2, students extend their base-ten understanding to hundreds. At grade 3, the major focus is multiplication, so students’ work with addition and subtraction is limited to maintenance of fluency within 1000 for some students and building fluency to within 1000 for others. At grade 4, students extend their work in the base-ten system; they use standard algorithms to fluently add and subtract. In grade 5, students extend their understanding of the base-ten system to decimals to the thousandths place, building on their grade 4 work with tenths and hundredths. They become fluent with the standard multiplication algorithm with multi-digit whole numbers. They reason about dividing whole numbers with two-digit divisors, and reason about adding, subtracting, multiplying, and dividing decimals to hundredths.\nFractions (grades 3-5)\nIn grades 1 and 2, students use fraction language to describe partitions of shapes into equal shares. In grade 3 they start to develop the idea of a fraction more formally, building on the idea of partitioning a whole into equal parts. The whole can be a shape such as a circle or rectangle, a line segment, or any one finite entity susceptible to subdivision and measurement. In grade 4, this is extended to include wholes that are collections of objects. grade 4 students learn a fundamental property of equivalent fractions: multiplying the numerator and denominator of a fraction by the same non-zero whole number results in a fraction that represents the same number as the original fraction. This forms the basis for much of their other work in grade 4, including the comparison, addition, and subtraction of fractions and the introduction of finite decimals. In grade 4, students have some experience calculating sums of fractions with different denominators in their work with decimals, and grade 5 students extend this reasoning to situations where it is necessary to re-express both fractions in terms of a new denominator.\nStudents in kindergarten, grade 1, and grade 2 focus on three major aspects of geometry. Students build understandings of shapes and their properties, becoming able to do and discuss increasingly elaborate compositions, decompositions, and iterations of the two, as well as spatial structures and relations. In\ngrade 2, students begin the formal study of measure, learning to use units of length and use and understand rulers. Measurement of angles and parallelism are a focus in grades 3, 4, and 5. At grade 3, students begin to consider relationships of shape categories, considering two levels of subcategories (e.g., rectangles are parallelograms and squares are rectangles). They complete this categorization in grade 5 with all necessary levels of categories and with the understanding that any property of a category also applies to all shapes\nin any of its subcategories. They understand that some categories overlap (e.g., not all parallelograms are rectangles) and some are disjoint (e.g., no square is a triangle), and they connect these with their understanding of categories and subcategories. Spatial structuring for two- and three-dimensional regions is used to understand what it means to measure area and volume of the simplest shapes in those dimensions: rectangles at grade 3 and right rectangular prisms at grade 5.\nMeasurement and Data\nAs students work with data in grades K-5, they strengthen and apply what they are learning in arithmetic. Kindergarten work with data involves counting and order relations. First- and second-graders solve addition and subtraction problems in a data context. In grades 3–5, work with data is closely related to the number line, fraction concepts, fraction arithmetic, and solving problems that involve the four operations. In geometric measurement, second graders learn to measure length with a variety of tools, such as rulers, meter sticks, and measuring tapes. Second graders also learn the concept of the inverse relationship between the size of the unit of length and the number of units required to cover a specific length or distance. Third graders focus on solving real-world and mathematical problems involving perimeters of polygons. Students in grade 3 learn to solve a variety of problems involving measurement and such attributes as length and area, liquid volume, mass, and time. In grade 4, students build on competencies in measurement and in understanding units that they have developed in number, geometry, and geometric measurement. Students also combine competencies from different domains as they solve measurement problems using all four arithmetic operations, addition, subtraction, multiplication, and division. In grade 5, students extend their abilities from grade 4 to express measurements in larger or smaller units within a measurement system. Grade 5 students also learn and use such conversions in solving multi-step, real world problems.\nMathematicians in fifth through eighth grade focus on units specific to course placement in addition to the mathematical practices. Materials used for math instruction for fifth through eighth grade are based upon the unit math targets.\nStudents working with the grades 6-8 learning targets in Grades 6-8 Math focus on the following general domains: Ratio and Proportional Relationships; the Number System; Expressions and Equations; Geometry; and, Statistics and Probability. Grades 7 and 8 Algebra content and units include the Number System; Expressions and Equations; Geometry; Statistics and Probability as well as an introduction to Functions. The general descriptions about these domains are described below. Grade 8 Geometry content and units include Circles; Congruence; Geometric Measurement and Dimension; Expressing Geometric Properties with Equations; Modeling with Geometry; and Similarity, Right Triangles, and Trigonometry.\nRatio and Proportional Relationships\nThe study of ratios and proportional relationships extends students’ work in measurement and in multiplication and division in the elementary grades. Students in grade 6 focus on understanding the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. They also build an understanding of the concept of a unit rate associated with a ratio and use rate language in the context of a ratio relationship.\nIn grade 7, students extend their reasoning about ratios and proportional relationships in several ways. Students use ratios in cases that involve pairs of rational number entries, and they compute associated unit rates. They identify these unit rates in representations of proportional relationships. They work with equations in two variables to represent and analyze proportional relationships. They also solve multi-step ratio and percent problems, such as problems involving percent increase and decrease.\nThe Number System\nWithin the grades 6-8 learning targets, students build on two important conceptions which have developed throughout K–5, in order to understand the rational numbers as a number system. The first is the representation of whole numbers and fractions as points on the number line, and the second is a firm understanding of the properties of operations on whole numbers and fractions. As grade 6 begins, students have a firm understanding of place value and the properties of operations. On this foundation they are ready to start using the properties of operations as tools of exploration, deploying them confidently to build new understandings of operations with fractions and negative numbers. They are also ready to complete their growing fluency with algorithms for the four operations. In grade 6 students learned to locate rational numbers on the number line; in grade 7 they extend their understanding of operations with fractions to operations with rational numbers. Students must rely increasingly on the properties of operations to build the necessary bridges from their previous understandings to situations where one or more of the numbers might be negative. In grade 7 students encountered infinitely repeating decimals, and in grade 8 they understand why this phenomenon occurs, a good exercise in expressing regularity in repeated reasoning. In addition, they glimpse the existence of irrational numbers.\nExpressions and Equations\nIn grades 6-8, students start to use properties of operations to manipulate algebraic expressions and produce different but equivalent expressions for different purposes. This work builds on their extensive experience in K–5 working with the properties of operations in the context of operations with whole numbers, decimals and fractions. In grade 6 they begin to work systematically with algebraic expressions, and they start to incorporate whole number exponents into numerical expressions. In grade 7 students start to simplify general linear expressions with rational coefficients. Building on work in grade 6, where students used conventions about the order of operations to parse, and properties of operations to transform, simple expressions, students now encounter linear expressions with more operations and whose transformation may require an understanding of the rules for multiplying negative numbers. In grade 8 students add the properties of integer exponents to their repertoire of rules for transforming expressions. They prepare in grade 8 by starting to work systematically with the square root and cube root symbols. They begin to understand the idea of a function. Students in grade 8 also start to solve problems that lead to simultaneous equations.\nStudents working through the grade 6 learning targets work with problems involving areas and volumes to extend previous work and to provide a context for developing and using equations. Students’ competencies in shape composition and decomposition, especially with spatial structuring of rectangular arrays should be highly developed. These competencies form a foundation for understanding multiplication, formulas for area and volume, and the coordinate plane. Using the shape composition and decomposition skills acquired in earlier grades, students learn to develop area formulas for parallelograms, then triangles. They learn how to address three different cases for triangles: a height that is a side of a right angle, a height that “lies over the base” and a height that is outside the triangle.\nComposition and decomposition of shapes are used throughout geometry from grade 6 to high school and beyond. Compositions and decompositions of regions continues to be important for solving a wide variety of area problems, including justifications of formulas and solving real world problems that involve complex shapes. Decompositions are often indicated in geometric diagrams by an auxiliary line, and using the strategy of drawing an auxiliary line to solve a problem are part of looking for and making use of structure. Recognizing the significance of an existing line in a figure is also part of looking for and making use of structure. This may involve identifying the length of an associated line segment, which in turn may rely on students’ abilities to identify relationships of line segments and angles in the figure. These abilities become more sophisticated as students gain more experience in geometry. In grade 7, this experience includes making scale drawings of geometric figures and solving problems involving angle measure, surface area, and volume.\nStatistics and Probability\nThrough the grade 6 learning targets, students build on the knowledge and experiences in data analysis developed in earlier grades. Students working through the grade 7 standards move from concentrating on analysis of data to production of data, understanding that good answers to statistical questions depend upon a good plan for collecting data relevant to the questions of interest. The grade 8 mathematics standards have students apply their experience with the coordinate plane and linear functions in the study of association between two variables related to a question of interest.\nBefore they learn the term “function,” students begin to gain experience with functions in elementary grades. In kindergarten, they use patterns with numbers to learn particular additions and subtractions. A trickle of pattern standards in grades 4 and 5 continues the preparation for functions where a rule is explicitly given. The grades 4–5 pattern standards expand to the domain of Ratios and Proportional Relationships in grades 6–7. In grade 6, as they work with collections of equivalent ratios, students gain experience with tables and graphs, and correspondences between them. In grade 7, students recognize and represent an important type of regularity in these numerical tables—the multiplicative relationship between each pair of values—by equations of the form y = cx , identifying c as the constant of proportionality in equations and other representations. The notion of a function is formally introduced in Grade 8 Math. Linear functions are a major focus, but students are also expected to give examples of functions that are not linear.\nGrades 7 and 8 Algebra is a combination of domains of the Grade 8 Algebra content and High School domains, and these include the following: Geometry; Statistics & Probability; Seeing Structure in Expressions; Creating Equations; Reasoning with Equations & Inequalities; Building Functions; Interpreting Functions; Quantities; Interpreting Categorical & Quantitative Data; Linear, Quadratic, & Exponential Models; Arithmetic with Polynomials & Rational Expressions; and, the Real Number System.\nGrade 8 Geometry is a combination of the following High School domains: Circles; Congruence; Geometric Measurement and Dimension; Expressing Geometric Properties with Equations; Modeling with Geometry; and Similarity, Right Triangles, and Trigonometry. The Geometry sequence is currently being developed, and the resources used for the program are aligned with the Grant High School Geometry course.\nThe Illinois Learning Standards are correlated with the Common Core State Standards: Common Core State Standards. District 37's learning targets are aligned with the Illinois Learning Standards.\nThe Math Proficiency maps below show the math standards and learning target sequences for each course. Assessments are aligned to these proficiency maps.", "domain": "mathematics"}
{"url": "https://www.thesis-dissertationwritingservices.com/analysis-help/quick-spss-data-analysis", "date": "2023-03-25T20:15:17Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945372.38/warc/CC-MAIN-20230325191930-20230325221930-00443.warc.gz", "language_score": 0.9269139170646667, "token_count": 1427, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__248840134", "lang": "en", "text": "A Ph.D. dissertation is a significant and rigorous endeavor that requires a great deal of planning, research, and analysis. One of the most critical components of a Ph.D. dissertation is the statistical analysis. This section is crucial as it helps to establish the validity and reliability of the research findings. In this article, we will discuss the importance of statistical analysis in a Ph.D. dissertation, the types of statistical analysis commonly used, and the steps involved in conducting a statistical analysis.\nThe Importance of Statistical Analysis in a Ph.D. Dissertation\nPh.D. dissertation statistical analysis plays a crucial role in a Ph.D. dissertation as it helps to establish the validity and reliability of the research findings. This is particularly important in the social sciences and other fields where quantitative data is collected. The goal of statistical analysis is to draw inferences from the data, and this process requires the use of appropriate statistical techniques to ensure that the findings are accurate and unbiased. For example, statistical analysis can be used to test hypotheses, establish relationships between variables, and identify patterns in the data. This information can then be used to support or refute the research question, and it can also be used to develop new hypotheses for future research. In addition, statistical analysis allows researchers to make generalizations about the population based on the sample data collected.\nTypes of Statistical Analysis Commonly Used in Ph.D. Dissertations\nThere are several types of statistical analysis that are commonly used in Ph.D. dissertations. The most commonly used types of statistical analysis include:\n- Descriptive Statistics: This type of statistical analysis is used to summarize the data and describe the characteristics of the sample. Descriptive statistics include measures such as mean, median, standard deviation, and frequency distribution.\n- Inferential Statistics: This type of statistical analysis is used to make inferences about the population based on the sample data. Inferential statistics include techniques such as t-tests, ANOVA, and regression analysis.\n- Non-parametric Statistics: This type of statistical analysis is used when the data does not meet the assumptions of parametric statistics. Non-parametric statistics include techniques such as chi-square, Wilcoxon rank-sum test, and the Kruskal-Wallis test.\n- Multivariate Statistics: This type of statistical analysis is used to examine the relationships between multiple variables. Multivariate statistics include techniques such as factor analysis, principal component analysis, and multiple regression analysis.\nSteps Involved in Conducting a Statistical Analysis in a Ph.D. Dissertation\nThe process of conducting Ph.D. dissertation statistical analysis in a Ph.D. dissertation involves several steps, including:\n- Defining the research question: The first step in conducting a statistical analysis is to define the research question and determine what type of analysis is needed to answer the question.\n- Collecting the data: Once the research question has been defined, the next step is to collect the data. This may involve conducting surveys, experiments, or other forms of data collection.\n- Cleaning and organizing the data: After the data has been collected, it needs to be cleaned and organized. This may involve removing outliers, missing data, and other errors in the data.\n- Analyzing the data: Once the data has been cleaned and organized, it can be analyzed using appropriate statistical techniques. This may involve conducting descriptive statistics, inferential statistics, non-parametric statistics, or multivariate statistics, depending on the research question.\n- Interpreting the results: After the data has been analyzed, the results need to be interpreted. This involves identifying patterns in the data.\nPh.D. Thesis Analysis Using SPSS – How to Analyze Thesis Data\nA Ph.D. thesis is a culmination of a student's research efforts and represents the most advanced level of academic accomplishment. As such, it is important to ensure that the data and analysis presented in a thesis is accurate and statistically sound. One tool that can be used to aid in this process is SPSS, or Statistical Package for the Social Sciences. SPSS is a software package that provides a wide range of statistical analysis tools, including descriptive statistics, inferential statistics, and data visualization. It is commonly used in the social sciences, as well as in other fields such as education, psychology, and business. One of the key advantages of Ph.D. thesis analysis using SPSS for analyzing data is its user-friendly interface. The software is relatively easy to navigate, even for those with limited statistical expertise. This allows students to focus on their research and analysis, rather than struggling with technical issues. Another advantage of using SPSS is its wide range of statistical analysis options. The software can be used to perform a variety of statistical tests, including t-tests, ANOVA, and regression analysis. This flexibility allows students to choose the most appropriate test for their data, rather than being limited by the capabilities of a single software package.\nWhen using SPSS for data analysis in a Ph.D. thesis, it is important to ensure that the statistical tests used are appropriate for the data at hand. This includes ensuring that the data meets the assumptions of the test, such as normality and independence. It is also important to interpret the results of the analysis in light of the research question and the limitations of the data. Data visualization is also an important aspect of data analysis in a Ph.D. thesis. Ph.D. thesis analysis using SPSS provides a wide range of options for creating charts and graphs, including histograms, scatter plots, and line graphs. These visualizations can be used to clearly and effectively communicate the results of the analysis to the reader. In addition to the above, it is important to note that SPSS is highly customizable and flexible software. This means that it can be easily integrated with other tools and software, such as Excel or R, to perform more advanced analysis or visualization. Overall, SPSS is a powerful tool that can aid in the analysis of data in a Ph.D. thesis. Its user-friendly interface, wide range of statistical options, and data visualization capabilities make it a valuable tool for students and researchers. However, it is important to ensure that the statistical tests used are appropriate for the data at hand and that the results are interpreted in light of the research question and limitations of the data. In conclusion, SPSS is a powerful tool that can be used to analyze data in a Ph.D. thesis. Its user-friendly interface, wide range of statistical options, and data visualization capabilities make it a valuable tool for students and researchers. However, it is important to ensure that the statistical tests used are appropriate for the data at hand and that the results are interpreted in light of the research question and limitations of the data. With the help of SPSS, Ph.D. students can effectively analyze their data and present their findings in a clear and convincing manner.", "domain": "mathematics"}
{"url": "https://mkelitsupply.com/general/a-car-is-traveling-at-a-speed-of-48-miles-per-hour-what-is-the-car-s-speed-in-miles-per-minute-how-many-miles-will-the-car-travel-in-2-minutes-do-not-round-your-answers", "date": "2024-04-18T18:08:48Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00109.warc.gz", "language_score": 0.9355621933937073, "token_count": 120, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__91366447", "lang": "en", "text": "A car is traveling at a speed of 48 miles per hour. What is the car's speed in miles per minute? How many miles will the car travel in 2 minutes? Do not round your answers.\nTo find the miles per minute from the miles per hour, divide the mph by 60 since there are 60 minutes in an hour. So if a car is driving 48 mph, divide 48 by 60 to get the miles per minute. If a car is driving at 48 mph, then the car's speed in miles per minute is .8 miles per minute.", "domain": "mathematics"}
{"url": "http://prod5.agileticketing.net/WebSales/pages/list.aspx?epguid=20a1ea4d-8346-4280-93a3-1fa6988560e0&=", "date": "2017-03-26T05:36:28Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189127.26/warc/CC-MAIN-20170322212949-00521-ip-10-233-31-227.ec2.internal.warc.gz", "language_score": 0.9506310820579529, "token_count": 249, "dump": "CC-MAIN-2017-13", "global_id": "webtext-fineweb__CC-MAIN-2017-13__0__93286143", "lang": "en", "text": "Eugenia Cheng, author, musician, mathematician\nWed, Apr 5 7:00 PM (90 min)\nMathematics can be tasty! It’s a way of thinking, and not just about numbers. Through unexpectedly connected examples from music, juggling, and baking, Dr. Eugenia Cheng will demonstrate that math can be made fun and intriguing for all. Her interactive talk will feature hands-on activities, examples that everyone can relate to, and funny stories. She will present surprisingly high-level mathematics, including some advanced abstract algebra usually only seen by math majors and graduate students. There will be a distinct emphasis on edible examples.\nDavid Fray, piano\nTue, May 9 7:30 PM (120 min)\nAfter being named “Newcomer of the Year” in 2008 by the BBC Music Magazine, French pianist David Fray has embarked on an active career as a recitalist, soloist and chamber musician worldwide. Described as “perhaps the most inspired, certainly the most original Bach player of his generation,” with his natural elegance and exquisite musicality, Fray’s performance and skill must be experienced. Please join us for this exciting evening.", "domain": "mathematics"}
{"url": "https://travel-lingual.com/french-numbers/", "date": "2023-10-02T15:16:16Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511000.99/warc/CC-MAIN-20231002132844-20231002162844-00039.warc.gz", "language_score": 0.7205406427383423, "token_count": 3358, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__189458163", "lang": "en", "text": "French Numbers: How to Count in French from 1-100+ Before Travel to France\nBonjour and welcome to your guide to learning French numbers! In this post, we will embark on an exciting journey to uncover the secrets of counting in French.\nWhether you're a beginner or looking to brush up on your skills, this comprehensive guide will equip you with the knowledge to confidently navigate the world of French numerals.\nFrom the fundamental digits to the more complex numbers extending beyond 100, we will explore each numerical milestone with clarity and precision.\nAlong the way, we'll also delve into the intricacies of French number pronunciation, ensuring that you not only understand the numbers but can also pronounce them fluently. Get ready to dive into the enchanting realm of French numbers and expand your linguistic horizons.\nBefore We Get Started\nLearning French numbers is an essential skill for anyone planning to travel to France. Beyond just the practicality of everyday interactions, knowing how to count in French enhances your travel experience in numerous ways.\nFrom understanding prices and currency exchanges to reading timetables for trains and buses, mastering French numbers empowers you to navigate with ease and confidence.\nOrdering in cafes and restaurants becomes a delightful experience when you can effortlessly communicate quantities and make accurate transactions. Moreover, locals appreciate the effort made to speak their language, and it fosters a deeper cultural connection.\nSo, embrace the beauty of French numbers before your journey begins, and unlock a world of possibilities during your travels through the charming streets of France. Bon voyage!\nCounting in French\nThe counting system in French is essentially split into three phases.\nThe first phase is the numbers 1-16; these give you a base for all other numbers. Once you have these memorized, the rest of the French numbers are simple variations of them.\nBelow, you will find a list of numbers 1 to 100, grouped together in singles, 10s, 20s, 30s, etc.\nEach number will be written in the Arabic numeral system, (1,2,3, etc.), then in French. For the first twenty numbers and the first number of each set, I will spell out the French pronunciation of each number, so that you will know the correct way to say each one.\nAfter you practice a bit, I highly recommend you look up videos or recordings of native speakers saying these numbers so that you can get the pronunciation down.\nNow, let's start easy with the single-digit French numbers 1-9.\nThese first nine numbers are the foundation for understanding French numbers pronunciation and for learning how to write out larger numbers.\n2 deux duh\n3 trois twah\n4 quatre kat-ruh\n5 cinq sank\n6 six sees\n7 sept set\n8 huit wheet\n9 neuf nuhf\n10 dix dees\n11 onze onz\n12 douze dooz\n13 treize trez\n14 quatorze kah-tohr-z\n15 quinze cans\n16 seize sez\nFrom 17 to 69, you will use the tens number and add every single number on the end.\nFor example, below you will see that the number 17 is dix-sept, which literally means ten-seven.\nEach of the below numbers in French will follow this rule up until number 69.\nOnce we get to number 70, you will see that things get a bit more complicated. For now, just focus on this rule.\n17 dix-sept dees set\n18 dix-huit dees wheet\n19 dix-neuf dees nuhf\nThe 20s follow the same rule as the last three 10s except you sill replace dix with vingt or twenty. This will continue with the 30's, 40's, 50's and 60's.\n20 vingt van\n30 trente tront\n40 quarante ka-ront\n50 cinquante san-kont\n60 soixante swa-sont\nThis is when things start to get a bit complicated.\nDepending on where you visit, you may hear different types of numbers in French.\nThe reason for this is that in France, people use the numbers in the first column, which requires a bit of math.\nInstead of just saying seventy-two, they say sixty-twelve, because sixty plus twelve is 72.\nHowever, if you go to Belgium or Switzerland, you may encounter a different way of counting.\nThese countries chose not to use the mathematical technique and so the rules above continue to apply to the numbers above 69.\nIt is best to learn the France version of these French numbers first. Once you figure the math out, the other versions will be a breeze.\nGiven that it is not essential to learn these versions of the French numbers, the alternatives will only be listed next to each number in this set of 70s.\nThis way, you will get a glimpse of how it is different.\nFrench Numbers in France Vs Belgium & Switzerland\n70 soixante-dix (literally meaning sixty ten) swa-sont dees 70 __septante\n71 soixante-onze 71 septante-et-un\n72 soixante-douze (sixty twelve) 72 septante-deux\n73 soixante-treize 73 septante-trois\n73 soixante-quatorze 74 septante-quatre\n75 soixante-quinze 75 septante-cinq\n76 soixante-seize 76 septante-six\n77 soixante-dix-sept 77 septante-sept\n78 soixante-dix-huit 78 septante-huit\n79 soixante-dix-neuf 79 septante-neuf\nThe grouping of eighties starts each number with quatre-vingt, which literally means four twenty because 80 = 4 x 20.\nFor this grouping, the following numbers will have the French word et in them, which just means and.\nA lot of times there will be versions of numbers with et and without et. For this grouping, I have written both versions side-by-side.\n80 quatre-vingts (literally meaning four twenties) kat-re van\n81 quatre-vingt-et-un (or quatre vingt un)\n82 quatre-vingt-et-deux (or quatre vingt deux)\n83 quatre-vingt-et-trois (or quatre vingt trois)\n84 quatre-vingt-et-quatre (or quatre vingt quatre)\n85 quatre-vingt-et-cinq (or quatre vingt cinq)\n86 quatre-vingt-et-six (or quatre vingt six)\n87 quatre-vingt-et-sept (or quatre vingt sept)\n88 quatre-vingt-et-huit (or quarte vingt huit)\n89 quatre-vingt-et-neuf (or quatre vingt neuf)\nFor this grouping, you have the same first two words as the eighties (quatre-vingt), but add teens instead of single numbers.\nFor example, 90 literally means \"four-twenty-ten\" because it is twenty times four plus ten (20 x 4 + 10), and 91 means \"four-twenty-eleven\" (20 x 4 + 11).\nSee the direct translations next to each of these numbers below so you can understand what each word means.\n90 quatre-vingt-dix (four twenty ten) kat-re van dees\n91 quatre-vingt-onze (see above)\n92 quatre-vingt-douze (four twenty twelve)\n93 quatre-vingt-treize (four twenty thirteen)\n94 quatre-vingt-quatorze (four twenty fourteen)\n95 quatre-vingt-quinze (four twenty fifteen)\n96 quatre-vingt-seize (four twenty sixteen)\n97 quatre-vingt-dix-sept (f0ur twenty seventeen)\n98 quatre-vingt-dix-huit (four twenty eighteen)\n99 quatre-vingt-dix-neuf (four twenty nineteen)\nFrench Numbers in the 100s\nThe triple digits have the same system as above, but they add the word cent to the front.\nFor numbers in the 100s, each French number will start with cent and add from there.\nBelow are a few examples of different combinations.\n100 cent san\n118 cent dix huit\n122 cent vingt deux\n124 cent vingt quatre\n177 100 cent + 77 soixante dix sept = cent soixante dix sept\n181 cent quatre vingt un\n188 cent quatre vingt huit\n194 cent quatre-vingt-quatorze\nNumbers Above 200 in French\nEach triple-digit number in French after the 100s will continue to use cent or cents. However, it will have a single digit before this word depending on what the number is.\nFor example, a number like 700 will start with sept (seven) and end with cents.\nBased on this rule, the full name for 700 is sept cents.\nBelow, you can check out several examples of different types of triple digit numbers so that you can see all of the different ways in which they are written.\n200 deux cents\n217 deux cent dix sept\n283 deux cent quatre vingt trois\n295 deux cent quatre vingt quinze\n298 deux cent quatre-vingt-dix-huit\n300 trois cents\n321 troi cent vingt et un\n373 trois cent soixante treize\n387 trois cent vingt sept\n390 trois cent quatre vingt dix\n399 trois cent quatre-vingt-dix-neuf\n400 quatre cents\n479 quatre cent soixante dix neuf\n480 quatre cent quatre vingts\n492 quatre cent quatre vingt douze\n493 quatre cent quatre vingt treize\n500 cinq cents\n525 cinq cent vingt cinq\n589 cinq cent quatre vingt neuf\n597 cinq cent quatre vingt dix sept\n685 six cent huitante cinq\n688 six cent quatre vingt huit\nFrench Numbers in the 1,000s\nAfter you have mastered the three-digit numbers, moving on to the four-digit numbers will be a breeze!\nEvery number follows the same rules that you have learned above, but you will now add a new word, mille, into the mix.\nAs you can guess, this means one thousand. Below, you can explore a few examples of different combinations of four-digit numbers in French.\nIf you want to challenge yourself a bit more, try making your own combinations and using the lists above to create the French numbers.\n1,080 mille quatre vingts\n1,172 mille cent soixante douze\n1,225 mille deux cent vingt cinq\n1,991 mille neuf cent quatre vingt onze\n3,071 trois mille soixante et onze\n5,578 mille cinq cent soixante dix huit\n6,000 six mille\nNumbers in the Ten Thousands and Above\n10,000 dix mille\n100,000 cent mille\n500,000 cinq cent mille\n1,000,000 un million\n1,000,000,000 un milliard\nFrench Expressions for Counting\nNow, let's take a look at some number-related vocabulary in French for various settings.\nMultiplié par: multiply by\nDivisé par: divide by\nPour cent: percent\nYears in French\nYou can say years the exact same way that you would say the French four-digit numbers.\nThere are a few examples below.\nFor practice, think about the year you were born and some other important years and try to write them out.\n1996: mille neuf cent quatre vingt seize\n1899: mille huit cent huitante cinq\n2005: deux mille cinq\nFirst - premier/première\nSecond - deuxième\nThird - troisième\nFourth - quatrième\nFifth - cinquième\nSixth - sixième\nSeventh - septième\nEighth - huitième\nNinth - neuvième\nTenth - dixième\nSumming Up French Numbers: How to Count in French from 1-100+\nCongratulations, you have successfully mastered the art of counting in French from 1 to 100 and beyond. Gone are the days when French numbers seemed intimidating or confusing.\nArmed with this newfound knowledge, you can confidently navigate any numerical conversation in the French language.\nRemember to keep this comprehensive guide on hand as a quick reference whenever you need a reminder. With these charts and your determination, forgetting French numbers will be a thing of the past.\nSo go ahead, venture out into the world, and astound your friends with your impressive command of French numbers.\nYou're now equipped to embrace the beauty of this linguistic skill with confidence and grace. Bonne chance!", "domain": "mathematics"}
{"url": "http://cems.irb.hr/hr/category/uncategorized/", "date": "2024-04-24T06:12:51Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296819067.85/warc/CC-MAIN-20240424045636-20240424075636-00496.warc.gz", "language_score": 0.9395971298217773, "token_count": 486, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__7276902", "lang": "en", "text": "Invited paper “Non-Kochen–Specker Contextuality” by Mladen Pavičić, Entropy, 25(8), 1117 (2023), DOI: 10.3390/e25081117, has been selected as the cover paper of issue 8 of Entropy Volume 25 (2023) and the publication charges were waived.\nThe cover story reads as follows.\nLet us consider a triangular hypergraph with three vertices and three hyperedges, each pairwise connecting two of the vertices. If we tried to assign 0 and 1 to vertices, so that just one vertex within each of the three hyperedges is assigned 1 (condition X), we would realize that this is not possible. The hypergraph exhibits a non-Kochen–Specker (KS) contextuality. Why “non-“? Because a KS hypergraph violates the same condition X, however in a space of dimension n ≥ 3 in which all of its hyperedges must contain n vertices. In an n-dim non-KS hypergraph at least one hyperedge has less than n vertices.\nIf we represented vertices by vectors in a hypergraph, n mutually orthogonal vectors in each hyperedge would be indispensable for an experimental implementation of the hypergraph, KS or not. But although all of them are needed for an implementation, we can choose some smaller set of the vertices when considering contextuality for an application, say, for quantum computation or quantum communication. If the hypergraph with chosen reduced number of vertices violated the aforementioned condition X, it would be a non-KS hypergraph.\nHow to generate non-KS hypergraphs? A previous method of obtaining them was of exponential complexity and their generation in dimensions higher than eight faced a computational barrier. Therefore, in this paper, we make use of dimensional upscaling which does not scale with dimension. This enables us to generate non-KS hypergraphs in well over 32-dimensional Hilbert spaces. In the paper we give explicit examples for all spaces up to 16-dim ones and show that the minimal number of hyperedges fluctuates between eight (odd dimensions) and nine (even dimensions) under the requirement that at least one the hyperedges contains n vertices, all of which share at least two hyperedges.", "domain": "mathematics"}
{"url": "https://www.crowleyisdtx.org/site/default.aspx?PageType=3&DomainID=11&ModuleInstanceID=6128&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=11230&PageID=15&Comments=true", "date": "2021-04-12T15:44:36Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038067870.12/warc/CC-MAIN-20210412144351-20210412174351-00003.warc.gz", "language_score": 0.955244243144989, "token_count": 153, "dump": "CC-MAIN-2021-17", "global_id": "webtext-fineweb__CC-MAIN-2021-17__0__111162062", "lang": "en", "text": "Please note that students will use the TI-Nspire CX handhelds developed by Texas Instruments in all of their math classes during the school year. If you want to buy a calculator for home use, the Crowley ISD Curriculum and Instruction Department recommends that you purchase the one used in your classroom. The TI-Nspire CX can be used on the eighth grade STAAR, Algebra 1 EOC, ACT, PSAT, SAT and AP tests.\nIf you purchase a TI-Nspire CX from a store or online, please have your students give the back of the box with the barcodes to their teacher. The school will have an opportunity to use these to receive free items from Texas Instruments for their classrooms.", "domain": "mathematics"}
{"url": "https://www.greatppt.com/downloads/arithmetic-lesson-powerpoint-template/", "date": "2023-12-05T12:56:32Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100551.17/warc/CC-MAIN-20231205105136-20231205135136-00143.warc.gz", "language_score": 0.8098055720329285, "token_count": 191, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__145964517", "lang": "en", "text": "Arithmetic Lesson PowerPoint Template\nArithmetic Lesson Presentation\nFree PowerPoint template and Google Slides theme\nArithmetic is very useful in our lives. Teach your students the core arithmetic skills! Now use this creative template, which contains illustrations of books, cups, and science-related items. Use its maps, charts, timetables and tables to add your information.\nWith this template, you can add and subtract and multiply and divide easily in your classroom.\nFeatures of this template\n- 100% editable and easy to modify\n- 27 different slides to impress your audience\n- Contains easy-to-edit graphics such as tables, charts, diagrams and maps\n- Includes 500+ icons for customizing your slides\n- Designed to be used in Google Slides and Microsoft PowerPoint\n- 16:9 widescreen format suitable for all types of screens\n- Includes information about fonts, colors, and credits of the free resources used", "domain": "mathematics"}
{"url": "https://barccsyn.org/groups/dynamical-systems", "date": "2019-09-18T14:23:49Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573289.83/warc/CC-MAIN-20190918131429-20190918153429-00106.warc.gz", "language_score": 0.8612575531005859, "token_count": 124, "dump": "CC-MAIN-2019-39", "global_id": "webtext-fineweb__CC-MAIN-2019-39__0__47000297", "lang": "en", "text": "We develop and analyse mathematical models to elucidate the fundamental mechanisms responsible of neuronal activity and its implications in computation and behaviour. Current projects involve the study of the mechanisms underlying oscillatory activity and its implications for the neuronal communication based on phase coherence; the development of mathematical techniques to address inverse problems of experimentally inaccessible features, such as synaptic conductances; the development and analysis of models of perceptual multistability.\nCampus Diagonal Sud, Building H.\nAv. Diagonal, 647\nPerceptual multistability, Neuronal oscillations, Estimation of conductances, Slow-Fast systems", "domain": "mathematics"}
{"url": "https://journalistsresource.org/economics/sex-differences-in-mathematics-and-reading-achievement-are-inversely-related/", "date": "2023-06-04T21:57:21Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224650264.9/warc/CC-MAIN-20230604193207-20230604223207-00055.warc.gz", "language_score": 0.9472745656967163, "token_count": 683, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__284864385", "lang": "en", "text": "Gender inequality is a fact around the globe. According to the U.S. Department of Commerce, women occupy nearly half of all U.S. jobs, yet represent less than 25% of those in science, technology, engineering and math (STEM). The White House has framed the need for women in STEM careers as critical to the continuing success of the U.S. economy. According to the Department of Education, 31% of the degrees and certificates in STEM fields were earned by women in 2008-2009. While this represents an increase of approximately 6% since 2000, this is still troubling given that women represent over 50% of enrollment in bachelor’s (57.4%) and master’s (62.6%) degree-granting institutions.\nTo better understand the factors that could contribute to such imbalances, Gijsbert Stoet of the University of Leeds and David C. Geary of the University of Missouri looked at sex differences in math and reading achievement levels and their relationship with gender equality indicators. The resulting study, “Sex Differences in Mathematics and Reading Achievement Are Inversely Related: Within- and Across-Nation Assessment of 10 Years of PISA Data,” was published in PloS One in 2013. The researchers used data collected by the Programme for International Student Assessment (PISA), which included math and reading achievement data for nearly 1.5 million 15-year-olds in 75 countries.\nThe study’s findings include:\n- Sex differences in math are inversely correlated with sex differences in reading, meaning that countries with smaller sex differences in math have larger sex differences in reading, and vice versa.\n- The sex difference in math was negligible among the students at the bottom of the math achievement continuum, but the difference increased as performance levels rose. This difference ranged from 1.9 points favoring girls to 2.4 points favoring boys among boys and girls at the bottom 5% of achievers. At the high end of performance scores, the performance difference ranged from 19.3 points to 21.7 points, both favoring boys. The authors note that this large difference between boys’ and girls’ achievement in math has implications for the under-representation of women in STEM fields.\n- Conversely, sex difference in reading is smaller at the high end of the performance continuum. The average sex difference in reading was three times larger than the sex difference in math. The average difference increased from 32 points in 2000 to 38.8 points in 2009. In 2009, the bottom 5% of boys scored 50 points lower than the bottom 5% of girls.\n- Countries with higher living standards showed larger differences in math.\n- Among all countries, as math and reading scores for both boys and girls go up, living standards and gender equality measures are more likely to be higher.\nIn considering possible approaches to closing the gender gap in STEM employment, the authors argue that increasing national prosperity is not enough. “The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics,” they state. “Interventions that focus on high-achieving girls in mathematics and on low-achieving boys in reading are likely to yield the strongest educational benefits.”\nTags: youth, higher education, technology", "domain": "mathematics"}
{"url": "https://salesquotasetter.com/calculating-for-sales-success/", "date": "2023-11-28T12:33:30Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679099514.72/warc/CC-MAIN-20231128115347-20231128145347-00136.warc.gz", "language_score": 0.9296959042549133, "token_count": 521, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__75019389", "lang": "en", "text": "In sales, it’s important to understand how much effort you need to put in to achieve your income goals.\nOne way to do this is by understanding the conversion rates for each step in your sales process.\nFor example, if you know how many emails it takes to get an interview, how many interviews it takes to close a sale, and how much revenue each sale generates, you can start to predict your future income based on the amount of activity you put in.\nLet's take a look at some hypothetical sales numbers to illustrate this concept:\n- 20 emails convert to 1 interview, or 13 phone calls convert to 1 interview\n- 5 interviews convert to 1 close\n- 1 close generates $350 in revenue\nUsing these numbers, we can calculate how many emails, phone calls, interviews, and closes are needed to generate a specific amount of revenue. Here are some examples:\n- For example, to earn $55,000 in revenue in a year, you would need to close 157 sales. To close 157 sales, you would need to conduct 785 interviews (157 x 5), which means you would need to have 15,700 emails sent out (785 x 20), or 10,201 phone calls (785 x 13).\n- If you want to focus on increasing the number of phone calls you make, you could aim to make 30 calls a day. This would result in 2.3 interviews per day (30/13), and if you close 20% of those interviews, you would close 1 sale every 12 days (5 interviews / 20% = 1 sale, 12 days per sale). To earn $55,000 in revenue, you would need to close approximately 140 sales per year (55,000 / 350), which means you would need to make 690 phone calls per sale (140 sales x 5 interviews x 13 phone calls).\nBy understanding the conversion rates for each step in your sales process, you can start to set realistic goals for yourself and adjust your activity levels accordingly.\nWhether you choose to focus on increasing the number of emails you send, the number of phone calls you make, or the number of interviews you conduct, it’s important to have a clear understanding of how each step contributes to your overall revenue goals.\nAutomate and simplify the whole calculation process with salesquotasetter.com\nSo you can measure your conversion rates and production. Know you averages easily with SQS. Set realistic targets that will earn you your commission you want!\nSign up now for a free trial and exceed your targets!", "domain": "mathematics"}
{"url": "http://iors.ir/book_treasure.php?mod=viewbook&book_id=10015&slc_lang=en&sid=1", "date": "2022-06-26T04:20:14Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103037089.4/warc/CC-MAIN-20220626040948-20220626070948-00517.warc.gz", "language_score": 0.9503762722015381, "token_count": 327, "dump": "CC-MAIN-2022-27", "global_id": "webtext-fineweb__CC-MAIN-2022-27__0__105851682", "lang": "en", "text": "Conic optimization is a significant and thriving research area within the optimization community. Conic optimization is the general class of problems concerned with optimizing a linear function over the intersection of an affine space and a closed convex cone. One special case of great interest is the choice of the cone of positive semidefinite matrices for which the resulting optimization problem is called a semidefinite optimization problem.\nSemidefinite optimization, or semidefinite programming (SDP), has been studied (under different names) since at least the 1940s. Its importance grew immensely during the 1990s after polynomial-time interior-point methods for linear optimization were extended to solve SDP problems (and more generally, to solve convex optimization problems with efficiently computable self-concordant barrier functions). Some of the earliest applications of SDP that followed this development were the solution of linear matrix inequalities in control theory, and the design of polynomial-time approximation schemes for hard combinatorial problems such as the maximum-cut problem.\nThe objective of this Handbook on Semidefinite, Conic and Polynomial Optimization is to provide the reader with a snapshot of the state of the art in the growing and mutually enriching areas of semidefinite optimization, conic optimization, and polynomial optimization. Our intention is to provide a compendium of the research activity that has taken place since the publication of the seminal Handbook mentioned above. It is our hope that this will motivate more researchers, especially doctoral students and young graduates, to become involved in these thrilling areas", "domain": "mathematics"}
{"url": "https://www.srhswatch.org/understanding-cash-on-hand-vs-profit/", "date": "2023-09-28T18:58:04Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510427.16/warc/CC-MAIN-20230928162907-20230928192907-00325.warc.gz", "language_score": 0.9698259830474854, "token_count": 562, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__136851372", "lang": "en", "text": "A reader has requested that we give an explanation of cash on hand and profit. There seems to be some confusion about how the numbers work.\nCash on Hand is exactly what it sounds like – how much cash money is in the bank, right now?\nIf you’re looking at the balance in your checking account and add that to your savings account, that is “cash on hand.” Let’s assume that amount is $7500.\n“Days cash on hand” = Cash on Hand / Daily Operating Expenses\nDaily Operating Expenses = Annual Operating Expenses / 365\nLet’s assume that it costs you $36,500 each year to run your household (Annual Operating Expense). If you divide that by the number of days in the year (365) you will get your “daily operating expense.”\n$36,500 / 365 = $100 $100 is your daily operating expense.\nEarlier, we said that you had $7,500 in your bank account (your “Cash on Hand”).\n$7,500 / $100 = 75 You have 75 Days Cash on Hand. That means you have enough money to pay your bills for 75.\nProfit is a different formula: Profit = Revenue – Expenses\nLet’s assume you earn $42,000 each year (Revenue).\nYour annual expenses are $36,5000 (Expenses).\n$42,000 – $36,500 = $5,500 You had a “profit” of $5,500.\nNotice that your profit of $5,500 is not equal to your cash on hand of $7,500.\nCash on Hand answers the question “how much cash do we have, right now?” That could on Jan. 1, Mar. 4, July 31, etc.\nProfit answers the question “how much did we get to keep after we paid all the bills, during a certain time?”\nThe certain time could be a month, a quarter, or a year, “How much did we get to keep this year?”\nFor most people, the year starts on January 1 and ends December 31.\nFor Singing River, the year starts on October 1 and ends September 30.\nWhen Singing River has a profit of $600,000 that answers the question “How much did SRHS keep after they paid the bills, from Oct 1, 2014 – Sept 30, 2015?”\nAccording to the audit, as of Sept. 30, 2015, Singing River had $45 million cash on hand, which is approximately 51 days cash on hand.", "domain": "mathematics"}
{"url": "https://ejournal.unibo.ac.id/index.php/sigma", "date": "2024-04-22T19:38:00Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818337.62/warc/CC-MAIN-20240422175900-20240422205900-00113.warc.gz", "language_score": 0.9211752414703369, "token_count": 175, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__70788802", "lang": "en", "text": "SIGMA is an academic open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics and mathematics education. This journal published in Mathematics Education Department at Bondowoso University. It is published twice in a year (February and August). The SIGMA welcomes manuscripts resulted by researchers, scholars, teachers, and professionals from a research project in the scope of Pure Mathematics, Computing Mathematics, Statistics, Mathematics Learning, Evaluation and Assessment in Mathematics Learning, STEAM, Ethnomathematics, ICT in Mathematics Education, Design / Development Research in Mathematics Education and sciences. All submitted manuscripts will be initially reviewed by editors to ensure the quality of the published manuscripts in the journal. The manuscripts should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the SIGMA.", "domain": "mathematics"}
{"url": "http://dictionary.cnvrg.io/gradient-descent-gd", "date": "2019-12-14T13:58:11Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575541157498.50/warc/CC-MAIN-20191214122253-20191214150253-00169.warc.gz", "language_score": 0.8967999219894409, "token_count": 114, "dump": "CC-MAIN-2019-51", "global_id": "webtext-fineweb__CC-MAIN-2019-51__0__100999849", "lang": "en", "text": "Gradient descent is an optimization algorithm that finds the local minimum of a function. The algorithm will take iterative proportional steps toward the negative gradient of the function at the current point. The algorithm usually starts with parameters (weights and bias) and improves them slowly as it tries to get a sense of the value of the cost function for weights that are similar to the current weights (by calculating the gradient). Then it moves in the direction which reduces the cost function by repeating this step thousands of times. The algorithm will continually minimize the cost function.\nNext: Natural Language Processing", "domain": "mathematics"}
{"url": "https://www.pmnewsnigeria.com/2020/12/17/experts-urge-more-women-to-develop-interest-in-statistics/", "date": "2021-03-07T21:28:16Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178378872.82/warc/CC-MAIN-20210307200746-20210307230746-00138.warc.gz", "language_score": 0.9549480676651001, "token_count": 749, "dump": "CC-MAIN-2021-10", "global_id": "webtext-fineweb__CC-MAIN-2021-10__0__36292015", "lang": "en", "text": "Experts in Statistics have advised more women to develop interest in Statistics and Data Science in order to harness their skills for better performance in their careers.\nThe call was made by various speakers at a South-East regional symposium to mark the 2020 International Year of Women in Statistics and Data Science at the Michael Okpara University of Agriculture, Umudike (MOUAU) in Abia.\nIt was organised by the Laboratory for Interdisciplinary Statistical Analysis (LISA) 2020 Network, MOUAU chapter, in collaboration with the International Statistical Institute (ISI).\nJoy Nwabueze, a Professor of Statistics, said that it was important for more women to embrace statistics and data science.\nShe said that the more women there are in the area, the better for the realisation of the sustainable development goals.\nNwabueze, who is the first female Professor of Statistics in Nigeria, spoke on the topic: “Statistics and Good Governance: the role of Women in Statistics.”\nShe said that women in statistics and good governance would lead to greater economic stability and prevention of violence against women, amongst others.\nShe said that women in statistics are also good for development, adding that it would encourage the most use of the nation’s resources.\nNwabueze, who is the immediate past Vice-Chancellor (Administration) of MOAUA, said, “When women are into statistics, the family and society will be better.”\nShe said that good governance is participatory, consistent with rule of law, responsive, consensus-oriented, equitable and inclusive.\nShe further said that good governance is effective and efficient as well as accountable.\nAlso, Dr Hope Mbachu, a Statistics lecturer at the Imo State University (IMSU), encouraged more women to embrace statistics and data science, in order to be involved in social transformation.\nAccording to her, social transformation is the main economic factor that moves countries forward.\nMbachu, who is the IMSU LISA Coordinator, spoke on “Strengthening Statistics and Data Science for Structural Development, the role of Female Statisticians.”\nShe said that the often neglected side of data science or statistics was the bane of using data erroneously.\nMbachu pointed out that where there was more gender equality, there would be more peace, among others.\n“Women have made tremendous strides in Science, Technology, Engineering and Mathematics but there is still work to be done to achieve equality in what have been traditionally male-dominated disciplines,” she said.\nThe organiser and MOUAU LISA Coordinator, George Uchechukwu, said the programme was to commemorate the 200th anniversary of Florence Nightingale, who made landmark achievements in statistics and data science.\nUchechukwu, a lecturer in the Department of Statistics, MOAUA, advised female students to consider a career in statistics and data science, adding that opportunities abound in the field.\nEarlier, the Vice-Chancellor of MOUAU, Prof. Francis Otunta, said the programme was important because there was a dearth of women in Mathematical Sciences.\nOtunta, who was represented by Prof. Donatus Igbokwe, Dean, College of Physical and Applied Science, said the event would encourage more women to develop an interest in mathematical sciences, statistics and data science.\nThe News Agency of Nigeria (NAN) reports that the theme of the event is, “Connecting to build capacity to transform evidence into action and celebrate the International Year of Women in Statistics and Data Science.”", "domain": "mathematics"}
{"url": "http://cvxm.eyuc.pw/geometry-essential-standards.html", "date": "2020-01-21T06:48:24Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601615.66/warc/CC-MAIN-20200121044233-20200121073233-00348.warc.gz", "language_score": 0.9193968176841736, "token_count": 7661, "dump": "CC-MAIN-2020-05", "global_id": "webtext-fineweb__CC-MAIN-2020-05__0__174779486", "lang": "en", "text": "Share My Lesson offers free lesson plans, teacher resources and classroom activities created by dedicated educators. What we have below is a list of over 100 essential questions examples that we’ve created and collected over time. Note: All students following the Occupational Course of Study are also required to take English I, II, III, and IV, Math I, American History I and American History II, and Health and Physical Education. Common Core State Standards; Math Digital Textbook Content. The new K-8 Mathematics Standards were adopted June 1, 2017 for implementation 2018 - 2019. An understanding of the attributes and relationships of geometric objects can be applied in diverse contexts—interpreting a schematic drawing, estimating the amount of wood needed to frame a sloping roof, rendering computer graphics, or designing a sewing pattern for the most efficient use of material. These curriculum maps are designed to address Common Core State Standards (CCSS) Mathematics and Literacy outcomes. The ACT College and Career Readiness Standards® are the backbone of ACT assessments. this is our classroom website. Visit archived Oklahoma's PK-12 academic standards. Bill McCallum's CCSS-M Learning Progressions pages within his blog, Tools for the Common Core. Cluster 2: Analyze, compare, create, and compose shapes. All standards identified on the blueprint are eligible to appear on a test form and should be taught during instruction. Congruence. Several states, once committed to adopting the standards, have opted to repeal them and move on to something else. Math in Practice is not another curriculum; it’s professional development in a book!. A circle is named by its center. These practices rest on important \"processes and proficiencies\" with long- standing importance in mathematics education. ELA-Literacy. Standards are a bold initiative. TEKS Review and Revision The State Board of Education (SBOE) has legislative authority to adopt the TEKS for each subject of the required curriculum. Medford Lakes School District Math Curriculum Guide – Algebra Survey Grade 8 Written by: Kathy O’Brien Text/Program: “Big Ideas” BOE Approved 8/19/15 EIGHTH GRADE MATHEMATICS - “Algebra Survey”. The standards emphasize depth over breadth, building upon key concepts as students advance. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set. Extended 1 st Grade Mathematics. To become familiar with the changes in the Extended Content Standards 4. Enduring Understandings and Essential Questions Mathematics K-12 Wallingford Public Schools Organization is based on the current State Frameworks in Mathematics. Fluency in Grades K-5. Alternate Assessment Consortium. The Alabama Learning Exchange includes multimedia, learning activities, lessons, and unit plans all “connected” by the Alabama Standards to promote deeper-learning competencies essential for success in college, careers, and our global society. Geometry in Construction is a team taught by both math and applied Technology teachers. Basic education in Washington state is defined by the Legislature (RCW 28A. Common Core is math, language arts and literacy standards fully adopted by 44 states and the District of Columbia. Mathematics: Focus by Grade Level. Loyalty policy – book your preferred writers without extra fees. The Nine Essential Skills are cross-disciplinary skills that students should be developing across grades K- 12. Geometry began to see elements of formal mathematical science emerging in Greek mathematics as early as the 6th century BC. Priority Standards are \"a carefully selected subset of the total list of the grade-specific and course-specific standards within each content area that students must know and be able to do by the. would then be repeated with the three or four other Priority Standards assigned to these ELA and math units of study. grade 6 geometry measurement also available in docx and mobi. Answer C is the definition of opposite rays, which form a line. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. Understanding Summative Assessment Design. 150+ Essential Questions for Math. They form a national vision for preschool through twelfth grade mathematics education in the US and Canada. The New York State Prekindergarten Learning Standards: A Resource for School Success, and the New York State Kindergarten Learning Standards: A Resource for School Success, are both now available for the 2019-20 school year. To learn about the process and how to get involved, take the Montana Content Standards 101 course on the Teacher Learning Hub (1 renewal unit). The Geometry Module effectively assists teachers in developing a deeper understanding of the underlying concepts that support the Texas Essential Knowledge and Skills (TEKS) in Geometry and helps teachers develop the pedagogical tools. In North Dakota, the content standards serve as a model. Standards-based curriculum has become the norm in education. In most cases, power standards are developed or selected at the school level by administrators and teachers. Each Element Card presents Essential Understanding(s), which define a range of skills based on a grade-specific Core Content Connector. (Gove, 1993) As you explore the resources and information provided by this LiveBinder the term curriculum refers to the essential standards and clarifying objectives of the standard course of study and any frameworks provided by the. 75 114th CONGRESS 1st Session H. All standards identified on the blueprint are eligible to appear on a test form and should be taught during instruction. GTPS Curriculum - Geometry 3 Weeks Topic: 6 - Inequalities in Geometry Objectives/CPI's/Standards Essential Questions/Enduring Understandings Materials/Assessment A-REI. Scribd is the world's largest social reading and publishing site. Created by experts, Khan Academy's library of trusted, standards-aligned practice and lessons covers math K-12 through early college, grammar, science, history, AP®, SAT®, and more. Extended K Mathematics. Browse or search thousands of free teacher resources for all grade levels and subjects. The material should be connected to real-world situations as often as possible, as suggested in the curriculum. A Correlation of Pearson Geometry, Common Core to the Common Core State Standards for Mathematics - High School PARRC Model Content Frameworks Mathematics Geometry ★ indicates modeling standards 1 SE = Student Edition TE = Teacher’s Edition Common Core State Standards for Mathematics - High School. The essential questions in this lesson are aligned to the Common Core State Standards for second grade mathematics. In Unit 6, seventh-grade students cover a range of topics from angle relationships to circles and polygons to solid figures. In April of 2014, the Indiana State Board of Education approved the adoption of new standards for Mathematics. House of Representatives 2013-10-31 text/xml EN Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain. Note: All students following the Occupational Course of Study are also required to take English I, II, III, and IV, Math I, American History I and American History II, and Health and Physical Education. Delaware Content Standards English Language Arts Standards Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. In the United States, the theory has influenced the geometry strand of the Standards published by the National Council of Teachers of Mathematics and the new proposed Common Core Standards. version of Singapore's most popular and proven math curriculum. Colorado Standards - Academic Standards The Colorado Academic Standards (CAS) are the expectations of what students need to know and be able to do at the end of each grade. High school geometry involves solving complicated proofs, and graphing and manipulating 3-D objects in 2-D space. The United States Academic Decathlon’s curriculum is an interdisciplinary curriculum in which a selected theme is integrated across six different subject areas: art, economics, literature, music, science, and social science. Geometry Statistics And Sequences. Mathematics Common Core (MACC) is now Mathematics Florida Standards (MAFS) Next Generation Sunshine State Standards (NGSSS) for Mathematics (MA) is now Mathematics Florida Standards (MAFS) Amended Standard New Standard Deleted Standard. Geometry Quiz - Learning Connections Essential Skills Geometric Reasoning - solve tasks related to shapes and angles Problem Solving - work through a variety of. The standards are presented in a grade-by-grade sequence from pre-K through grade 8, and discrete strands address common high-school music classes, such as Ensembles and Music Composition/Theory. Geometry Module 1: Congruence, Proof, and Constructions. Introduction. Throughout the program the Standards for Mathematical Practice are seamlessly connected to the Common Core State Standards resulting in a program that maximizes both teacher. Moolenaar, Mr. These expectations are aligned to the Show-Me Standards, which define what all Missouri high school graduates should know and be able to do. Provide the Michigan Range of Complexity, which outlines how the skills associated with each target Essential Element (that will be measured as \"state accessible\") is to be. BrainPOP aligns all topics to the standards that matter to you, including CCSS, NGSS and U. The Standards for Mathematical Practice complement the content standards so that students increasingly engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle, and high school years. Common Core is math, language arts and literacy standards fully adopted by 44 states and the District of Columbia. 1(continued): Track geometry inspections, assessment and maintenance actions. For more detailed information about unpacking the content standards, unpacking a task, math routines and rituals, maintenance activities and more, please refer to the Grade Level Overview for fourth grade. These are all strategies that are emphasized by the Common Core State Standards, from elementary through secondary school. , we are truly in an exciting era of fulfilling and going beyond Richard Feynman's vision. RATHINDRA NATH has 3 jobs listed on their profile. The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. The California State Standards are a starting point for transforming the way we practice the art of teaching and for building stronger conversations among teachers, grade levels/departments, schools, districts, and states. Before now, students calculated area by. The Math Workgroup has made changes to the content emphasis documents based on what we have learned since 2010. The new standards have been the result of over two years of collaborative work to ensure New York State has the best learning standards for our students. What causes the geometric shapes of molecules? Electron pairs are as far apart as possible 3. The new standards provide teachers with frameworks that closely match the unique goals of their specialized classes. Yet, no one wants to teach to the test. The OGC has also produced the OGC Reference Architecture Profile Advisor, or RAP Advisor to help negotiate the ORM. Unwrapping the Standards: A Simple Way to Deconstruct Learning Outcomes. 114–107, Part I] IN THE HOUSE OF REPRESENTATIVES April 15, 2015 Mr. As announced in Superintendent’s Memo 043-19-This is a Word document. would then be repeated with the three or four other Priority Standards assigned to these ELA and math units of study. Geometry is the fourth math course in high school and will guide you through among other things points, lines, planes, angles, parallel lines, triangles, similarity, trigonometry, quadrilaterals, transformations, circles and area. Dynamic Learning Maps. The mathematics standards set a rigorous definition of college and career readiness by demanding that students develop a depth of understanding and ability to apply mathematics to real-life situations, as college students and employees regularly do. Understand how your team can use essential standards in your work. Tennessee Math Standards. The small one is that, for the rst time, special attention is paid to the need of a proof for the area formula for rectangles when the side lengths are fractions. Mathematical Process Standards Geometry G. Texas Essential Knowledge and Skills for Mathematics. BEST PRACTICES IN TEACHING MATHEMATICS Introduction Mathematics is a form of reasoning. Maryland calls these standards the Maryland College and Career-Ready Standards. A - Know number names and the count sequences. In my last post, I complained about the shrinkage of geometry, a decades-long trend in US math education. Note: All students following the Occupational Course of Study are also required to take English I, II, III, and IV, Math I, American History I and American History II, and Health and Physical Education. Let's look at the definition of a circle and its parts. Mathematics Common Core (MACC) is now Mathematics Florida Standards (MAFS) Next Generation Sunshine State Standards (NGSSS) for Mathematics (MA) is now Mathematics Florida Standards (MAFS) Amended Standard New Standard Deleted Standard. This short video explains the difference between standards and curriculum. 113 HR 3080 EAS: Water Resources Development Act of 2013 U. Common Core Math Curriculum Kindergarten Diocese of Buffalo 2012 1 Math Common Core Curriculum - Kindergarten ESSENTIAL QUESTIONS DOMAINS AND CLUSTERS KINDERGARTEN SKILL VOCABULARY MATHEMATICAL PRACTICES & RESOURCES ASSESSMENT What are numbers? What is counting and how can it be used? Counting and Cardinality K. Create your own educational games, quizzes, class Web pages, surveys, and much more! Explore millions of activities and quizzes created by educators from around the world. ChrisN; We're haaving a version of a conversation that's been had by 2-3 other standards bodies, all of whom came to the decision to favor compatibility over enhancement. Grade 3, Adopted 2012. Each school district may set standards more rigorous than these state content standards, but no district shall use any standards less rigorous than those set forth in IDAPA 08. As required by state law, OSPI develops the state's learning standards (RCW 28A. Essential Assessment is a leading provider of a unique Australian Curriculum, Victorian Curriculum and NSW Syllabus numeracy and literacy assessment and curriculum model that delivers a whole school approach to formative and summative assessment for Australian schools. DONOTEDITTHISFILE!!!!! !!!!!$$$$$ !!!!!///// !!!\"!&!&!+!+!S!T![!^!`!k!p!y! !!!\"\"\"'\" !!!&& !!!'/'notfoundin\"%s\" !!!) !!!5\" !!!9\" !!!EOFinsymboltable !!!NOTICE. Overarching Essential Questions. 1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. It is still up to each local school district to adopt its own curriculum (how the standards are taught) to meet these standards. Schools and districts around the country are seeing continuous growth in student achievement using Eureka Math. For students first enrolled in Grade 9 in 2010-2011 or later, three of the Essential Skills are graduation requirements: Students prove that they have mastered these Essential Skills. Principles and Standards for School Mathematics (PSSM) are guidelines produced by the National Council of Teachers of Mathematics (NCTM) in 2000, setting forth recommendations for mathematics educators. The topics covered include the definitions and properties of 2D and 3D shapes, the basic concepts and formulas of perimeter, area and volume, the Pick’s formula, the Cavalieri’s principles, the basic geometric transformations, the concepts of tessellations, the Euler’s polyhedral formula. (b) Introduction. Now to the topic of this post. The Essentials of High School Math was designed to help students learn the basics of mathematics that they are supposed to understand upon entering high school, as well as the fundamental lessons within Algebra, Geometry, and Statistics that students typically learn in ninth and tenth grade. Seventh grade state test scores were 62% last year and 70% proficient this year!\" — Tammy S. Combined with unprecedented controllability of interactions, geometry, disorder strength, spectroscopy, and high resolution measurement of momentum distribution, etc. From the late 1970s forward, attempts have been made in the United States to provide a framework defining the basic essentials of mathematics that all students. Welcome to Bright Ideas, the e-newsletter of Illuminations. As required by state law, OSPI develops the state's learning standards (RCW 28A. Provide the Michigan Range of Complexity, which outlines how the skills associated with each target Essential Element (that will be measured as \"state accessible\") is to be. Click on each section of the graphic below to explore more. essential questions. Unit Essential Questions. Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011. This document is designed to help North Carolina educators teach the 5th Grade Mathematics Standard Course of Study. B | Understand and apply the Pythagorean Theorem. The frameworks that follow are the result of this work. Focusing on critical and analytical. These practices rest on important \"processes and proficiencies\" with long- standing importance in mathematics education. Each lesson covers a different standard, gives the objective, new vocabulary words that were introduced, and a video that explains the homework sheet. instruction. GTPS Curriculum – Geometry 3 Weeks Topic: 6 - Inequalities in Geometry Objectives/CPI’s/Standards Essential Questions/Enduring Understandings Materials/Assessment A-REI. NCTE/IRA Standards for the English Language Arts. ] textbooks are often weak, the presentation becomes more mechanical than is ideal. The Queensland Curriculum and Assessment Authority is a statutory body of the Queensland Government. Lucas, Mrs. First Grade Math: Geometry Standards. The New York State Prekindergarten Learning Standards also aligned with the existing New York State K-12 learning standards in science, social studies, and the arts. when the CCSS-M authors wrote the standards and sequenced them into grades as they did, be sure to visit Dr. 1 Count, read, and write whole numbers to 100. the standards and, as needed, provided statements to help teachers comprehend the full intent of each standard. So off you go!. 102, page 11. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set. The Go Math Program is designed to go along with the Common Core Standards. The National Council of Teachers of Mathematics' view of how school geometry should look. The curriculum introduces geometric topics, skills, and concepts. Principles and Standards for School Mathematics outlines the essential components of a high-quality school mathematics program. php(143) : runtime-created function(1) : eval()'d code(156) : runtime-created function(1. The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help. , having four sides), and that the shared attributes can. Resources on Wisconsin Standards for Mathematics. Extended 3 rd Grade Mathematics. com FREE SHIPPING on qualified orders. The seventh-grade Geometry standards are categorized as additional standards, however, there are several opportunities throughout the unit where students are engaged in the major work of the grade. 7 1 Common Core Math Curriculum Grade 7 ESSENTIAL QUESTIONS DOMAINS AND CLUSTERS GRADE 7 SKILL VOCABULARY MATHEMATICAL PRACTICES ASSESSMENT What are the properties of operations? How do you translate real-world problems to algebraic expressions? What is the difference between a rational and irrational number?. But, teaching the addition facts doesn’t have to be like this. The Helpful Hints section teaches the next concept. Essential Understanding Studentswill be expected to be able. Chegg's step-by-step geometry guided textbook solutions will help you learn and understand how to solve geometry textbook problems and be better prepared for class. essential questions. HID Global’s Lumidigm multispectral imaging fingerprint technology has been certified compliant with the ISO/IEC 30107-3 Presentation Attack Detection (PAD) standard, after receiving a perfect score in certification testing by independent lab iBeta Quality Assurance. IB Union Calendar No. Welcome to the Kansas State Department of Education website devoted to the Kansas Curricular Standards. Math in Practice is a standard-based, professional learning resource from Sue O'Connell and colleagues. At each grade, students are expected to not only develop an understanding of content standards, but also develop key behaviors outlined in. March 7, 2012. Extended K Mathematics. Common Core Georgia Performance Standards High School Mathematics CCGPS Analytic Geometry ‐ At a Glance Common Core Georgia Performance Standards: Curriculum Map 1st Semester 2nd Semester Unit 1 Unit 2 Unit 3 Unit 4a Unit 4b Unit 5 Unit 6 Unit 7 Similarity, Congruence, and Proof. B | Understand and apply the Pythagorean Theorem. High School Geometry Common Core Math Tests:. The Common Core State Standards for language arts get students reading deeply and connecting with what they have read. The heart of the module is the study of transformations and the role transformations play in defining congruence. To do so would strip. All worksheets created. Listed below are the sub-categories or worksheets in Geometry Worksheets. Performance-level descriptors describe what a typical student at each level should be able to demonstrate based on his/her command of grade-level standards. The Tennessee State Math Standards were reviewed and developed by Tennessee teachers for Tennessee schools. The next Smartgeometry Conference (sg2016) will take place at the Chalmers University of Technology in Gothenburg, Sweden, April 4-9, 2016. TABLE OF CONTENTS Introduction. Visual art is a natural place for students to apply their knowledge and understanding of geometric concepts. The standards are helping educators and education leaders worldwide re-engineer schools and classrooms for digital age. Mathematics Standards Download the standards Print this page For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. TCSS GSE Geometry Unit 2 Curriculum Map TCSS 7/30/2016 2. We demonstrate. Assessment: Standards-aligned assessment, a routine part of ongoing classroom activity, should enhance students' learning and inform instructional decisions. of Public Instruction Exceptional Children Division 1 Objectives 1. Family Math Night Math Standards In Action. Imagine Math (IM) is an online, supplemental math instruction and tutoring program that will help raise student achievement in Idaho by providing students with focused instruction, rigorous math problems, access to live certified teachers, and a motivation program with rewards for working on math problems. 4 Reading Standards and Interpreting their Codes in High School Courses. For a variety of kindergarten vocabulary words to help get a handle on mathematics, look no further than VocabularySpellingCity! Our Kindergarten math terms will help your students get the upper hand on this tough to learn subject by helping them understand what the different terminology means. Common Core Standards: 4. , Assistant Principal from Pullman, WA. The study of Geometry offers students the opportunity to develop skill in reasoning and formal proof. ; Fichtl, G. They are organized by conceptual categories or themes: Number and Quantity, Algebra, Functions, Modeling, Geometry, and Statistics and Data. We have done math centers every day this week and most of last week. The standards serve as goals for teaching and learning. The Texas Performance Standards Project (TPSP) comprises a set of performance standards, curricula, and assessments for differentiating instruction and deepening academic learning. Designed and manufactured in the U. 2 sum 1 | Relation and function with two set of values | ordered pair. The Curriculum Division mathematics team provides direction and leadership to the mathematics programs, Kindergarten through grade 12. Welcome to Bright Ideas, the e-newsletter of Illuminations. The Chinese automaker – and Volvo owners – revealed not. 1 Count, read, and write whole numbers to 100. Gwinnett’s curriculum for grades K–12 is called the Academic Knowledge and Skills (AKS) and is aligned to the state-adopted Georgia Standards of Excellence in Language Arts (K-12), Mathematics (K-12), and literacy standards for Science, Social Studies, and Technical Education for middle and high school students. 0 Construct using straight edge and compass. Before now, students calculated area by. Essential questions organically inspire the kinds of narrative, informational, and persuasive writing required by the Common Core. Extended K Mathematics. These standards are developed by each state. gov/femp/ Introduction Incorporating energy efficiency, renewable energy, and sustainable green design features into all Federal. Throughout the program the Standards for Mathematical Practice are seamlessly connected to the Common Core State Standards resulting in a program that maximizes both teacher. Geometry made simple and relevant This series is going Out of Print. NCTE/IRA Standards for the English Language Arts. Overarching Essential Questions. The Essentials of High School Math was designed to help students learn the basics of mathematics that they are supposed to understand upon entering high school, as well as the fundamental lessons within Algebra, Geometry, and Statistics that students typically learn in ninth and tenth grade. There are so many great lesson plans and resources out there for arts integration in geometry. Academic Standards + Grade Level Expectations. 373X100001 from the U. McCallum frequently responds within. 1 Describe objects in the environment using names of shapes, and describe the relative positions of objects using positional terms. This is a first grade blog designed to help my class with our Go Math Program. Please click the links below to see suggested replacement series: AGS Geometry Power Basics Geometry Through a clear and thorough presentation, this comprehensive program fosters learning and success for students of all ability levels with extensive skills practice, real-life. Given a number from 1 to 24, output the kissing number to the best of current knowledge (some numbers will have more than one acceptable output). During this period, the content of geometry and its internal diversity increased almost beyond recognition; the axiomatic method, vaunted since antiquity by the admirers of. The initial draft of the Dynamic Learning Maps Essential Elements (then called the Common Core Essential Elements) was released in the spring of 2012. No hidden charges – a fair policy is essential for our relation with the customers. In this article, you’ll learn everything you need to know to teach your child the addition facts—without killing your kid’s love of math or wanting to poke your eyeballs out in the process. For students first enrolled in Grade 9 in 2010-2011 or later, three of the Essential Skills are graduation requirements: Students prove that they have mastered these Essential Skills. Hultgren, Mr. Jasmine's class wrote stories about various animals that focused on the setting of their habitats, and wrote informational texts using summary, description, and comparison. Math Connects is correlated to the Common Core State Standards! Click the CCSS logo to check out the new CCSS lessons and homework practice pages. A closed-form equation is derived for root mean square (rms) value of velocity change (gust rise) that occurs over the swept area of wind turbine rotor systems and an equation for rms value of velocity change that occurs at a single point in space. The heart of the module is the study of transformations and the role transformations play in defining congruence. Geometry is an important part of mathematics, one that deals with shapes and spatial relationships. Welding Procedure Specifications (WPS) This document details the practical application of the Procedure Qualification Record (PQR). Math Progressions Prior to the development of the Common Core State Standards in Mathematics, a series of documents were produced by writers of the Common Core that described a specific topic or concept across a number of grade bands. Find the right K-12 lesson plans - for free. First Grade Standards, First Grade Math Standards, First Grade Math, First Grade Skills, Math Standards First Grade, Geometry Standards, Shape Standards. Reading: Literature Standards; Reading: Informational Text Standards. Sep 25, 2019- Grade 5 materials and resources, lessons, printables, worksheets, projects, and games for Science, especially the NC Essential Standards. state standards. The material should be connected to real-world situations as often as possible, as suggested in the curriculum. 12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc. Personally, think it is a worthwhile subject of study, but I don't think that there is much demand for it in today's design environment. Enduring Understandings Essential Questions. Mathematics Course Updates for 2018–2019 • Differential Equations. Read grade 6 geometry measurement online, read in mobile or Kindle. This is a first grade blog designed to help my class with our Go Math Program. NOTICE: Comments, as submitted, shall be filed with the West Virginia Secretary of State's Office and open for public inspection and copying for a period of not less than five years. And, in most districts, standardized tests are the way understanding is measured. are repeated. Principles and Standards for School Mathematics (PSSM) are guidelines produced by the National Council of Teachers of Mathematics (NCTM) in 2000, setting forth recommendations for mathematics educators. 1 The student uses mathematical processes to acquire and demonstrate mathematical understanding. Internet: http://www. Thinking mathematically consists of thinking in a logical manner, formulating and testing conjectures, making sense of things, and forming and justifying judgments, inferences, and conclusions. The competency committee members looked at existing competencies within and outside of our state, Oklahoma high school and college course syllabi, vertical alignment documents, our Oklahoma Academic Standards for Mathematics, and the NCTM Essential Standards for High School Mathematics to determine which essential skills should be included in. The topics covered include the definitions and properties of 2D and 3D shapes, the basic concepts and formulas of perimeter, area and volume, the Pick’s formula, the Cavalieri’s principles, the basic geometric transformations, the concepts of tessellations, the Euler’s polyhedral formula. It provides students with the mathematical knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal, further learning and community settings. “Unwrap” the Standards Definition of “unwrapping”: The analysis of standards and. The first of. These standards are designed to complement other national, state, and local standards and contribute to ongoing discussions about English language arts. Review the geometry topics youve been learning in class with this convenient and self-paced high school geometry course. Math Curriculum Kindergarten 3. Domain: OPERATIONS AND ALGEBRAIC THINKING Cluster 1: Use the four operations with whole numbers to solve problems. The aim was to create a set of common learning expectations for Mathematics and for English Language Arts/Literacy in subjects including literature, history. Standards for Mathematical. Geometry is an important part of mathematics, one that deals with shapes and spatial relationships. Overarching Essential Questions. A super beneficial offer for every customer. TPSP enhances gifted/talented (G/T) programs from kindergarten through high school. High School: Geometry » Introduction Print this page. Essential Standards\" Essential Standards; Technology\" Chromebooks; Essential Standards. , having four sides), and that the shared attributes can. In addition to the requirement that students meet those content standards, students must also (to the extent practicable) develop and demonstrate skills (Fig. To what extent do we make connections to build relationships between algebra, arithmetic, geometry, measurement, discrete mathematics, probability and statistics? Representing mathematical ideas involves using a variety of representations such as graphs, numbers, algebra, words, and physical models to convey practical situations. Illuminations Navigation Guide. Clear statements about what students must know and be able to do are essential to ensure students are given the opportunity to succeed. The standards serve as goals for teaching and learning. essential questions. Everything At One Click Sunday, December 5, 2010. Common Core Math Curriculum Kindergarten Diocese of Buffalo 2012 1 Math Common Core Curriculum - Kindergarten ESSENTIAL QUESTIONS DOMAINS AND CLUSTERS KINDERGARTEN SKILL VOCABULARY MATHEMATICAL PRACTICES & RESOURCES ASSESSMENT What are numbers? What is counting and how can it be used? Counting and Cardinality K. In the nineteenth century, geometry, like most academic disciplines, went through a period of growth verging on cataclysm. Personally, think it is a worthwhile subject of study, but I don't think that there is much demand for it in today's design environment. Grade 8 Math Revised 07/2008 5 Topic: Geometry/2-D Angles Essential Questions: How is geometry used in life? Performance Indicators Guided Questions Essential Knowledge and Skills Classroom Ideas (Instructional Strategies) Assessment Idea s (evidence of understanding) 8. Common Core and Essential Standards Extended Content Standards Claire Greer Dept. Pilot Eureka math. The NCTM published the process standards in Principles and Standards for School Mathematics. Los Angeles Unified School District Office of Curriculum Instruction and School Support 2014-2015 Common Core Geometry Curriculum Map LAUSD Secondary Mathematics Overview of the Curriculum Map – Geometry June 2, 2014 Draft Page 2 Mathematical literacy is a critical part of the instructional process, which is addressed in:. This provides a rich yet balanced curriculum- attention to numeration and computation without neglecting geometry, data, and algebraic thinking. Geometry is an important part of mathematics, one that deals with shapes and spatial relationships. No hidden charges – a fair policy is essential for our relation with the customers. This High School Geometry Web Guide can be a valuable resource for geometry help and final exam preparation for students, a source of geometry lesson plans for teachers and a geometry refresher for parents. Mathematics Common Core (MACC) is now Mathematics Florida Standards (MAFS) Next Generation Sunshine State Standards (NGSSS) for Mathematics (MA) is now Mathematics Florida Standards (MAFS) Amended Standard New Standard Deleted Standard. The standards emphasize depth over breadth, building upon key concepts as students advance. Standards for Mathematical Practice Common Core State Standards for Mathematics To emphasize the Mathematical Practices, the CCSS gives them their own distinct section, but they are not to be thought of as a separate skill set to be handled in special lessons or supplements. All worksheets created. essential standards chart grade 6 math - Free download as Word Doc (. 1) essential for success in professional life. Math was essential to everything from the first wireless radio transmissions to the prediction and discovery of the Higgs boson and the successful landing of rovers on Mars. The Geometry course outlined in this document begins with developing the tools of geometry, including transformations, proof, and constructions. Browse or search thousands of free teacher resources for all grade levels and subjects. 7 Integrate visual information (e. Knowledge of geometry is not essential as the outputs. Assessment: Standards-aligned assessment, a routine part of ongoing classroom activity, should enhance students' learning and inform instructional decisions. INTRODUCTION. Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning. content in the Common Core State Standards to academic expectations for students with the most significant cognitive disabilities. Welcome to Achieve the Core. Extended K Mathematics. (1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. High School Office; High School Principal's Page; 2019-2020 Course Registration Handbook; Counselor's Corner; High School Daily Schedule; Lunch Menus; 2019-2020 School Supply Lists. BIM handbook: A guide to building information modeling for owners, managers, designers, engineers and contractors. To what extent do we make connections to build relationships between algebra, arithmetic, geometry, measurement, discrete mathematics, probability and statistics? Representing mathematical ideas involves using a variety of representations such as graphs, numbers, algebra, words, and physical models to convey practical situations.", "domain": "mathematics"}
{"url": "https://www.culturalcentre.ca/youth-mental-math", "date": "2021-01-23T10:46:32Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703537796.45/warc/CC-MAIN-20210123094754-20210123124754-00267.warc.gz", "language_score": 0.8874509930610657, "token_count": 173, "dump": "CC-MAIN-2021-04", "global_id": "webtext-fineweb__CC-MAIN-2021-04__0__271415410", "lang": "en", "text": "YOUTH MENTAL MATH\nStudying mathematics is not limited to studying quantities and graphs. Mathematics allows children to develop the ability to think using mathematical logic. Learning the mental math is like mental gymnastics for a child’s intellectual development, it is also a strong way in developing a child’s ingenuity and dexterity. Because the mental math requires learners to simultaneously use their heads and hands to compute, the process effectively stimulates cerebral development, exposes intellectual potential, and grants continuous growth for the learner.\nIn this course, students will learn how to calculate mathematical problems using the abacus. The standard abacus can be used to perform addition, subtraction, division, and multiplication. The abacus can be used to calculate with great speed.\nCourse ID: T7100\nNo. of Classes: 10\nInstructor: Lucy Ao", "domain": "mathematics"}
{"url": "http://jsingh.talons43.ca/2019/06/08/graphing-project/", "date": "2021-09-23T23:45:35Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057479.26/warc/CC-MAIN-20210923225758-20210924015758-00269.warc.gz", "language_score": 0.9271454215049744, "token_count": 340, "dump": "CC-MAIN-2021-39", "global_id": "webtext-fineweb__CC-MAIN-2021-39__0__182190207", "lang": "en", "text": "I decided to create the Toronto Raptors logo using graphs on Desmos. I decided to create this logo because it involved circle equations, quadratic, square root, linear, and trig functions. I used circle equations to create the outside of the ball, as well as the lower vertical curves on the basketball. I changed the radius and the multiplier on the x/y variables to match the shape. I used quadratic equations to create the horizontal and vertical-middle basketball curves because they fit the small curve shape. I compressed, vertically and horizontally translated, and reflected the graph. I used square root functions to create the vertical-upper basketball curves because it fit the medium curves. I horizontally and vertically translated the graph. I used a trig function for one of the horizontal-middle curves because the sin function matched the light curve of the ball. I also needed a new equation. Finally, I used linear equations for the claw marks on the ball. The claws required a series of straight lines, hence why I used a linear equation. The major challenge I encountered was completing the claw marks. There were so many of them and it took me a long time to complete them. Copying and pasting equations helped me speed it up. I asked other students for input on how to manipulate my graph to make it match. My strategy at the end was to use the sliders to find the values and input them into the variables. I didn’t use this strategy at the beginning, so I had to change all my equations and delete the sliders at the end. Through this project I learned how transform functions with translations, expressions/compressions, and reflections through variables in equations.", "domain": "mathematics"}
{"url": "http://archive.is/20130111034655/https:/sites.google.com/site/largenumbers/home/2-1/largernumbersinscience", "date": "2018-07-16T21:36:25Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589470.9/warc/CC-MAIN-20180716213101-20180716233101-00635.warc.gz", "language_score": 0.8436449766159058, "token_count": 3879, "dump": "CC-MAIN-2018-30", "global_id": "webtext-fineweb__CC-MAIN-2018-30__0__75915531", "lang": "en", "text": "This article continues from the previous article, by continuing the trend into even larger numbers. These are Numbers that are rarely mentioned outside of tables of large figures cited in physics and astronomy ...\nNext up ...\nAt this point it's getting difficult to keep track of all of those zeroes. One sextillion is rarely heard of, and not well known, but it is officially recognized and the legitimate continuation after quintillion. One Sextillion is 1 followed by 21 zeroes ( 7 groups of 3 ).\nThe earth has a mass of about 5.98 Sextillion metric tons ( 1 Metric Ton = 1000 kilograms ).\nThere are about 6 sextillion cups of water in all the oceans of the world\nThe volume of the earth is about 1.085 Sextillion cubic meters.\nThe distance between one end of the universe and the other may be about 87.9 sextillion miles !\nNow another order of a thousand ...\nOne Septillion is 1 followed by 24 zeroes ( 8 groups of 3 zeroes ). A Septillion is a Trillion Trillions !\nOne liter of water contains about 33.4 Septillion water molecules.\nThe earth has a mass of about 5.98 Septillion kilograms.\nOne Octillion is 1 followed by 27 zeroes ( 9 groups of 3 zeroes ) . An octillion is a billion billion billions !! It's almost impossible to even comprehend that.\nThe earth has a mass of about 5.98 Octillion grams.\nThe mass of the sun is about 1.989 Octillion metric tons.\nThe volume of the sun is about 1.412 Octillion cubic meters\nOne Nonillion is 1 followed by 30 zeroes ( 10 groups of 3 zeroes ). A nonillion is a quadrillion quadrillions !? Or a million trillion trillions.\nThe mass of the sun is about 1.989 nonillion ( 1.989x10^30 ) kg\nOne Decillion is 1 followed by 33 zeroes ( 11 groups of 3 zeroes ).\nThe Area of the Milky Way galaxy is approximately 702 Decillion square kilometers.\nThe mass of the sun is about 1.989 decillion ( 1.989x10^33 ) grams\nOne Undecillion is 1 followed by 36 zeroes ( 12 groups of 3 zeroes ).\nThe volume of the M Supergiant Star , Betelguese , is roughly 1.21 undecillion cubic meters.\nOne Duodecillion is 1 followed by 39 zeroes ( 13 groups of 3 zeroes ).\nThe great lakes contain roughly 52.92 duodecillion water molecules !!\nOne tredecillion is 1 followed by 42 zeroes ( 14 groups of 3 zeroes ).\nThere are about 200 Tredecillion atoms contained in the entire atmosphere of earth\nThere is about 100 tredecillion grams of matter contained in the grand total of all the stars in the milky way galaxy.\nOne quattuordecillion is 1 followed by 45 zeroes ( 15 groups of 3 zeroes ), and yes that is the official name. quattuor means \"four\" in latin, and deci means \"ten\".\nThere are about 41.75 quattuordecillion water molecules in all the water on the earth.\nOne quindecillion is 1 followed by 48 zeroes ( 16 groups of 3 zeroes ). A quindecillion is equal to a trillion trillion trillion trillions !\nThe earth is composed of about 89 quindecillion molecules\nOne Sexdecillion is 1 followed by 51 zeroes ( 17 groups of 3 zeroes ).\nThe volume of the milky way galaxy is about a sexdecillion cubic miles\nOne Septendecillion is 1 followed by 54 zeroes ( 18 groups of 3 zeroes ).\nThe Volume of the Pleiades star cluster ( a near by star cluster within the milky way galaxy ) is roughly 226 Septendecillion cubic centimeters\nOne Octodecillion is 1 followed by 57 zeroes ( 19 groups of 3 zeroes ).\nThe Pleiades star cluster may contain roughly 800 Octodecillion hydrogen atoms\nOne Novemdecillion is 1 followed by 60 zeroes ( 20 groups of 3 zeroes ).\nThe Volume of the milky way galaxy is about 147 Novemdecillion cubic feet.\nOne Vigintillion is 1 followed by 63 zeroes ( 21 groups of 3 zeroes ). Currently it is the largest \"official illion\" that is part of a continuous nomenclature starting from million , billion , trillion , etc.\nThe volume of the sphere approximating the Virgo Super Cluster ( The super cluster in which we reside ) is roughly 3.54 Vigintillion cubic kilometers\nONE THOUSAND VIGINTILLION\nA Thousand Vigintillion does not have a proper number name, there is no \"illion name\" for it. Scientists are perfectly comfortable using \"scientific notation\" and calling it simply \"ten to the sixty sixth\". The most common proposal for this number is naturally enough \"unvigintillion\", based on the trend established with decillion, undecillion, duodecillion, etc.\nThere are about a thousand vigintillion atoms in our galaxy\nONE MILLION VIGINTILLION\nOne million vigintillion is also known by number ethusiasts as \"duovigintillion\".\nNote that by the time we reach numbers this big, it becomes very difficult to think of any example at all, not because numbers this big don't have physical representers, but simply because it is difficult to find an example that falls exactly in this range.\nThe Volume of the observable universe may be roughly a million vigintillion cubic miles\nThe Virgo Super cluster may contain close to 200 million vigintillion hydrogen atoms in it's 200 trillion stars\nONE BILLION VIGINTILLION\nOne Billion vigintillion, better known simply as \"trevigintillion\".\nThe volume of the virgo super cluster is roughly 3.54 billion vigintillion cubic meters.\nThe volume of the great wall Super structure ( a giant \"filament\" composed of galaxy clusters ) is roughly 1.9 billion vigintillion cubic meters\nONE TRILLION VIGINTILLION\nOne Trillion vigintillion, also called \"quattuorvigintillion\".\nUnfortunately I was not able to come up with an example for this tremendous number, although there must certainly be a trillion vigintillion of something because this number is smaller than the lower bound for the number of sub-atomic particles in the observable universe. Let's just say that there is about a trillion vigintillion sub-atomic particles in 1/1000 of the volume of the observable universe.\nONE QUADRILLION VIGINTILLION\nOne Quadrillion vigintillion , also called \"quinvigintillion\".\nIt is estimated that the observable universe may contain roughly a quadrillion vigintillion sub-atomic particles\nONE QUINTILLION VIGINTILLION\nOne Quintillion vigintillion, also called \"sexvigintillion\".\nThe volume of the universe is roughly a quintillion vigintillion cubic feet\nONE SEXTILLION VIGINTILLION\nOne Sextillion vigintillion, also called \"septenvigintillion\".\nThe volume of the universe is roughly a sextillion vigintillion cubic inches\nONE SEPTILLION VIGINTILLION\nOne Septillion vigintillion, also called \"octovigintillion\".\nThe Volume of the universe is about 47 septillion vigintillion cubic millimeters.\nONE OCTILLION VIGINTILLION\nAlso called \"novemvigintillion\".\nONE NONILLION VIGINTILLION\nAlso called \"trigintillion\", from the latin word \"triginta\" for 30.\nONE DECILLION VIGINTILLION\nBecause of the tremendous scale of these numbers, it is no longer practical to make jumps of a 1000 fold. Instead I will now be making jumps of a billion fold ! Because of this certain \"illions\" here will have no entries.\nOne decillion vigintillion is also called \"untrigintillion\".\nThe Volume of the universe is 47 decillion vigintillion cubic micrometers.\nA micrometer = 10^-6 meters. Microbes can be measured in micrometers.\nONE UNDECILLION VIGINTILLION\nAlso called \"duotrigintillion\".\nONE DUODECILLION VIGINTILLION\nAlso called \"tretrigintillion\".\nONE TREDECILLION VIGINTILLION\nOne tredecillion vigintillion is also called \"quattuortrigintillion\".\nThe volume of the universe is 47 tredecillion vigintillion cubic nanometers.\nA nanometer = 10^-9 meters.\nNote: Recall that a Googol = 10^100 . This means that the volume of the universe is\n4,700,000 googol cubic nanometers. The Googol is often regarded as impractically large, an not representative of anything in reality. However when we consider the entirety of the known universe divided by the some of the smallest known units of space, we easily exceed the googol. This proves that numbers as big as a \"googol\" are not as impratical and meaningless as once thought.\nONE QUATTUORDECILLION VIGINTILLION\nAlso called \"quintrigintillion\".\nONE QUINDECILLION VIGINTILLION\nAlso called \"sextrigintillion\".\nONE SEXDECILLION VIGINTILLION\nOne sexdecillion vigintillion is also called \"septentrigintillion\".\nThe volume of the universe is 47 sexdecillion vigintillion cubic picometers.\nA picometer = 10^-12 meters.\nONE SEPTENDECILLION VIGINTILLION\nAlso called \"octotrigintillion\".\nONE OCTODECILLION VIGINTILLION\nAlso called \"novemtrigintillion\".\nONE NOVEMDECILLION VIGINTILLION\nAlso called \"quadragintillion\" from the latin word \"quadraginta\" for 40.\nThe volume of the universe is 47 novemdecillion vigintillion cubic femtometers.\nA femtometer = 10^-15 meters. It is said that the diameter of protons and neutrons is about 1 femtometer, and that this is also the range of the strong nuclear force.\nONE VIGINTILLION VIGINTILLION\nAlso called \"unquadragintillion\".\nONE THOUSAND VIGINTILLION VIGINTILLION\nAlso called \"duoquadragintillion\".\nONE MILLION VIGINTILLION VIGINTILLION\nAlso called \"trequadragintillion\".\nThe volume of the universe is 47 million vigintillion vigintillion cubic attometers.\nAn attometer = 10^-18 meters. It is said that the diameter of electrons and quarks is about 1 attometer.\nONE BILLION VIGINTILLION VIGINTILLION\nAlso called \"quattuorquadragintillion\".\nONE TRILLION VIGINTILLION VIGINTILLION\nAlso called \"quinquadragintillion\".\nONE QUADRILLION VIGINTILLION VIGINTILLION\nAlso called \"sexquadragintillion\".\nThe volume of the universe is 47 quadrillion vigintillion vigintillion cubic zeptometers.\nA zepto meter = 10^-21 meters.\nONE QUINTILLION VIGINTILLION VIGINTILLION\nAlso called \"septenquadragintillion\".\nONE SEXTILLION VIGINTILLION VIGINTILLION\nAlso called \"octoquadragintillion\".\nONE SEPTILLION VIGINTILLION VIGINTILLION\nAlso called \"novemquadragintillion\".\nThe volume of the universe is 47 septillion vigintillion vigintillion cubic yoctometers.\nA yoctometer = 10^-24 meters.\nONE OCTILLION VIGINTILLION VIGINTILLION\nAlso called \"quinquagintillion\" from the latin word \"quinquaginta\" meaning 50.\nONE NONILLION VIGINTILLION VIGINTILLION\nAlso called \"unquinquagintillion\".\nONE DECILLION VIGINTILLION VIGINTILLION\nAlso called \"duoquinquagintillion\".\nThe volume of the universe is 47 decillion vigintillion vigintillion cubic milli-yoctometers.\nA milli-yoctometer = 10^-27 meters. Normally one is not allowed to combine prefixes, but in this case there is no prefix for 10^-27. We will learn more about this in the next chapter when we discuss SI prefixes.\nONE UNDECILLION VIGINTILLION VIGINTILLION\nAlso called \"trequinquagintillion\".\nONE DUODECILLION VIGINTILLION VIGINTILLION\nAlso called \"quattuorquinquagintillion\".\nONE TREDECILLION VIGINTILLION VIGINTILLION\nAlso called \"quinquinquagintillion\".\nThe volume of the universe is 47 tredecillion vigintillion vigintillion cubic micro-yoctometers.\nA micro-yoctometer = 10^-30 meters.\nONE QUATTUORDECILLION VIGINTILLION VIGINTILLION\nAlso called \"sexquinquagintillion\".\nONE QUINDECILLION VIGINTILLION VIGINTILLION\nAlso called \"septenquinquagintillion\".\nONE SEXDECILLION VIGINTILLION VIGINTILLION\nAlso called \"octoquinquagintillion\".\nThe volume of the universe is 47 sexdecillion vigintillion vigintillion cubic nano-yoctometers.\nA nano-yoctometer = 10^-33 meters.\nONE SEPTENDECILLION VIGINTILLION VIGINTILLION\nAlso called \"novemquinquagintillion\".\nONE OCTODECILLION VIGINTILLION VIGINTILLION\nAlso called \"sexagintillion\" from the latin word \"sexaginta\" meaning 60.\nThere is a theoretical \"smallest unit of distance\" that arrises in modern physics. It is the result of combining quantum mechanics with general relativity. In general relativity deals with the large scale features of our universe, while quantum mechanics deals with the small scale features.\nIn general relativity, gravity is reinterpreted as a force which distorts the fabric of space-time, and by doing so, effects the motion of neighboring objects. In otherwords, the theory says that the presense of matter distorts the local space-time.\nIn Quantum mechanics, what we can't observe is ultimately unknowable. It postulates that at the smallest scale the universe is random and chaotic, and is only governed by laws of statistics. As a by-product of this, it is said that on small scales, \"virtual particle pairs\" can spontanteously pop in and out of existence. Because these virtual particles are created and destroyed so rapidly, it is argued, that the conversation law of mass-energy is not broken. Another even weirder consequence of the theory is that as the scale gets smaller and smaller, more energy will pop in and out of existence in shorter time frames.\nWhen we combine the 2 theories there is an interesting result. As we go down into smaller and smaller scales, eventually we encounter a scale where highly massive virtual pairs are created. Because of the huge amount of mass, general relativity says there will be a very huge local distruption in the space-time fabric. Eventually these distortions become so severe that the equations literally explode. This \"bubbly space-time\" is sometimes refered to as \"quantum foam\".\nThe result is that the continuity and consistency of space and time ceases to be meaningful. It is said that concepts such as \"here\" or \"there\", \"past\" and \"future\", get scrambled, so that there is no concept of sequence.\nIt is therefore impossible to measure distances smaller than this threshold. Hence, it becomes meaningful to talk of a \"smallest possible distance that can be meaningfully measured\". This minimum distance is called the \"Planck Length\", and it is approximately 10^-35 meters. So Now what if we take the entirety of the known universe and divide it by the smallest possible spatial unit ? ...\nIn this case we can say that the volume of the universe is 47 octodecillion vigintillion vigintillion cubic Plank lengths, that's 4.7 x 10^184 Pl^3 .\nNote that this volume is computed by treating the universe as if it were the hyper-surface of a 4-dimensional sphere ( sometimes called the \"glome\" among the polychorists ). One can think of this \"glome\" as starting out as an infintesimal point at the big bang, and then expanding like a 4 dimensional balloon 4-space. In other words, this volume is only the volume of the universe 'now'. At an earlier time the volume would have been smaller, and in the far future it may be much larger still ! And notice the exponent, 184. Most people think numbers these large have no physical meaning, but what these estimates show is that they may very well represent tangable and measurable things !!\nSo that's it right ? We have reached the end of physical numbers ... not quite. Assuming the universe will continue to exist and expand the volume will increase with time. Cosmologists usually say the big bang occured somewhere around 15,000,000,000 years ago. What if we were to consider the universe a long long time from now ? ...\nThis page is now getting too large, so I will continue this discussion in a third part. Now we will consider the very limits of numbers that can have meaning in physics !!", "domain": "mathematics"}
{"url": "https://lu-csml.github.io/post/ridall2017/", "date": "2021-12-06T10:38:54Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363292.82/warc/CC-MAIN-20211206103243-20211206133243-00625.warc.gz", "language_score": 0.9202455282211304, "token_count": 313, "dump": "CC-MAIN-2021-49", "global_id": "webtext-fineweb__CC-MAIN-2021-49__0__103535617", "lang": "en", "text": "Sequential Bayesian estimation and model selection\nWork done in collaboration with Tony Pettitt from QUT Brisbane.\nI would like to:\n- Introduce the Dirichlet form, which can be thought of as a generalisation of expected squared jumping distance, and show that the spectral gap has a variational representation over Dirichlet forms.\n- Introduce the asymptotic variance of a Markov chain, which is the theoretical equivalent of the practical measure of 1/effective sample size, and provide a variational representation of this. Amongst other results this leads to a trivial proof of the Peskun ordering.\n- Introduce the conductance of a Markov kernel; if this is strictly positive then all sensible asymptotic variances are finite.\nOver the last 40 years, Bayesian estimation and model selection has been implemented to address a large variety of complex real-world problems through the use of sophisticated sampling schemes. However, for each stochastic method, there is a computational cost. For our application, the cost of using stochastic techniques is so high that we explore the use of an alternative deterministic method. Through the use of a proposal mechanism we assemble potential models sequentially and in parallel, truncating those with insufficient cumulative evidence. Our model shows big improvements in speed over RJMCMC and also is able to accommodate parameter drift. This was not modelled satisfactorily in the paper of Ridall et al., 2006.Page created on Wednesday, Dec 20, 2017", "domain": "mathematics"}
{"url": "https://certa-auto.com/s9ps5960nt/Microsoft-Equation-download.html", "date": "2021-12-05T13:41:43Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363189.92/warc/CC-MAIN-20211205130619-20211205160619-00356.warc.gz", "language_score": 0.8771843314170837, "token_count": 5514, "dump": "CC-MAIN-2021-49", "global_id": "webtext-fineweb__CC-MAIN-2021-49__0__99071406", "lang": "en", "text": "To install this download: Click the Download button next to the MASetup.exe file, and save the file to your hard disk.; Make sure that all instances of Word, OneNote, or OneNote Quick Launcher are closed. Double-click the MASetup.exe program file on your hard disk to start the Setup program.; Follow the instructions on the screen to complete the installation Microsoft Equation Editor 3.0 is no longer supported. Math Equations created using Microsoft Equation Editor 3.0 may not display due to absence of MT Extra font. To fix the issue download and install MT Extra font and restart the Office application The Microsoft Equation Editor also allows users to export their equations to several image formats such as JPG, PNG, BMP, and GIF. Microsoft Equation Editor 3.0 free download lets you save your mathematical equations in different sizes, colors, and styles. You can also modify the background to fit what you want\nEquation Editor (Microsoft Equation 3.0) was included in earlier versions of Word, but was removed from all versions in the January 2018 Public Update (PU) and replaced with a new equation editor. The content here describes this feature for users who have installed this update EquatIO. Easily create mathematical equations, formulas and quizzes. Intuitively type or handwrite, with no tricky math code to learn. EquatIO digital math can only be inserted to and extracted from Microsoft Word. Until now, writing equations and math expressions on your computer has been slow and laborious. EquatIO makes math digital, helping. Office now includes a newer equation editor. Microsoft makes no warranty, implied or otherwise, regarding the performance or reliability of these products. Resolution While the new equation editor will not edit existing equations that were created by Equation Editor 3. Free Microsoft Equation Editor Downloads\nDownload this game from Microsoft Store for Windows 10 Mobile, Windows Phone 8.1, Windows Phone 8. See screenshots, read the latest customer reviews, and compare ratings for Decipher the Equation Download Microsoft Mathematics (64-bit) for Windows to microsoft Mathematics provides a graphing calculator that plots in 2D and 3D, step-by-step equation solving, and useful tools to help.\nMicrosoft Equation Editor 3.0 I have installed MS Office 2016 (64 bit) version to my laptop which is running on Windows 10. However, I cannot use the equation editor as its not allowing me to enter anything No need for Microsoft Equation 3.0 anymore! My new name is MathTypeLove. Thanks to the community for your help. Sorry I disagree with you. I need to voice my serious concern here. I already paid a lump sum for purchasing Microsoft Office 2013. Equation Editor 3.0 is now defective after the recent Windows 10 update (#1607) Microsoft Math Solver. Download. Topics Instantly graph any equation to visualize your function and understand the relationship between variables. Practice, practice, practice. Search for additional learning materials, such as related worksheets and video tutorials Download Microsoft Equation Editor Software. LaTex Equation Editor v.1.01 A LaTeX equation editor for Windows with OLE Server capabilities. Microsoft Photo Editor v.3.01 Microsoft Photo Editor ships with Microsoft Office 97 and the stand-alone versions of Microsoft Word 97 and Microsoft PowerPoint 97. Microsoft Photo Editor is installed when.\nEquation Editor is not available in the Insert Object Type list Symptoms. When you click Object on the Insert menu of a Microsoft Office program, Microsoft Equation 3.0 is not available in the list of the Create New tab. This problem occurs even though the Equation Editor feature is set to Installed on First Use by default during installation and should be advertised on the list in the. To add your own equation, do one of the following: On the Insert tab, in the Symbols group, click the arrow next to Equation , and then click Insert New Equation, On the Insert tab, in the Symbols group, click the Equation button, Or simply press Alt+=. Word for Microsoft 365 opens the Equation tab: Word for Microsoft 365 provides two formats. Download Free Equation Editor - This user-friendly application can help you write down mathematical equations and save them to image format, so insert them in your paper Instead of opening Microsoft Equations 3.0 editor, it opens MathType editor. I tried to uninstall MathType, and re-install Microsoft Equations 3.0 (Add or Remove Programs -> Office -> right click change -> Run from my computer for the equations tool). When attempting to enter an equation now, I get the following message: The program used to.\nMicrosoft Equation 3.1 - newjerseyclever. Microsoft Equation 3.1. Step 1 Equations. Microsoft Equation 3.1 Download. Microsoft Equations Shortcuts. Equation Editor (Microsoft Equation 3.0) was included in earlier versions of Word, but was removed from all versions in the January 2018 Public Update (PU) and replaced with a new equation editor Math equations that are created by Microsoft Equation Editor 3.0 are no longer supported. Such equations will not be displayed when the MT Extra font is missing from the local system. This update installs the MT Extra font to enable display of math equations that are created by Microsoft Equation Editor 3.0. How to download and install the. Microsoft Equation Editor 3.0 (MEE) was a third-party component that was included in many versions of Office to help users add math equations to documents. MEE was pulled from the product, retroactively back to Office 2007, due to security concerns MathType, the world's most famous equation editor, is now available in its new version as an Add-In for Microsoft Word. MathType is available for: - Word online - Word for Windows and Mac (Microsoft 365) - Word for iPad. One subscription, all office tools include Microsoft Math Solver. Solve Practice Download. Solve Practice. Topics Solve Equations\nEasy to use. Write equations with an interface that provides a user-friendly experience from day one; forget about having to learn LaTeX to write math on a computer. It does not matter if you are a beginner or an advanced user, MathType is for everyone and adapts to your personal style of writing math, so you can focus on your projects at hand .Windows 8, 7, & Vista..\nMicrosoft Equation Editor 3.0 Mac Download. Equation Editor (Microsoft Equation 3.0) was included in earlier versions of Word, but was removed from all versions in the January 2018 Public Update (PU) and replaced with a new equation editor. LaTex Equation Editor v.1.01 A LaTeX equation editor for Windows with OLE Server capabilities. Microsoft Mathematics provides a set of mathematical tools that help students get school work done quickly and easily. Thanks to Microsoft Mathematics, students can learn to solve equations step-by-step while gaining a better understanding of fundamental concepts in pre-algebra, algebra, trigonometry, physics, chemistry, and calculus\nMicrosoft Equation Editor 3.0 free download - Microsoft XML 3.0 Core Services Vulnerability Patch, Microsoft Agent Character Editor, Microsoft .NET Framework 3.0 Service Pack 1 , and many more. Microsoft Equation Editor 3 0 free download - Microsoft DirectX Redistributable (June 2010), Microsoft DirectX Drivers (Windows 95), Microsoft DirectX Drivers (Windows 98/98SE/Me), and many more.\n. Windows. Mac. MathType is a powerful interactive equation editor for Windows and Macintosh that lets you create mathematical notation for word processing, web pages, desktop publishing, presentations, elearning, and for TeX, LaTeX, and MathML documents Creare espressioni aritmetiche, funzioni ed equazioni Equation Editor 64 bit download - X 64-bit Download - x64-bit download - freeware, shareware and software downloads To use the Equation Editor in an Office application. Open the desired Office application. Click Insert, and then Object . In the list of Object types, choose Microsoft Equation (this will open the Equation Editor). In the Equation Editor window, form your equation; when finished, click the red X in the upper right to close the window Saavvii for Microsoft Word v.1.8.1130. Saavvii for Microsoft Word is a free plug-in that allows you to tell Word what you want, in your own way, in your own words. It frees you from having to memorize menus and toolbars - just type in what you want, in your own words, and Word will do it. File Name:SaavviiWordSetup.exe\nAn introduction to using the equation editor feature of Microsoft Word 2007 These equation editor shortcut as termed as Math AutoCorrect and are available in versions of Microsoft Word 2007 and above. Equation editor shortcut has a potential to save a lot of time and effort. For e.g., to get Greek letter , you can type \\alpha instead of going to Symbols in Insert Tab and searching for Download Microsoft Equation Editor Linux Software. Advertisement. Advertisement. SMArTH v..05.02 sMArTH is a SVG and ECMAScript-powered equation editor for MathML and.\nhi this is about add ons for a normal computer, not a Tablet PC How can you get microsoft equation editor without having to buy the cd? There is no link on the microsoft downloads page. i need it for GCSE coursework. please help and send me a link or something. And also, is it free?? · Hi adasha, the equation editior ships as part of Office, I don't. Microsoft Office has many frequently used equations built in, so that users are able to insert them quickly, and need not to use equation editor any more. The present problem is that where to find out the equations in Microsoft Word 2007, 2010, 2013, 2016, 2019 and 365. Now this article will illustrate two ways to get it, simple and fast Convert Microsoft Equation 3.0 Download For Office 2016 Editing equations created using Microsoft Equation Editor. Microsoft Equation Editor 3.0 (MEE) was a third-party component that was included in many versions of Office to help users add math equations to documents Equation Editor (Microsoft Equation 3.0) was included in earlier versions of Word, but was removed from all versions in the January 2018 Public Update (PU) and replaced with a new equation editor. Equation editor 3.0 free download, EditPlus 3.41, EditPlus 3.50, Equation 2012\nMicrosoft suggested affected users can edit Equation Editor 3.0 equations without security issues with Wiris Suite's MathType, a commercial application that costs $97 ($57 academic). They did not specify the basis upon which the phrase without security issues was provided, but MathType seems to have a clean public security record so far This is mainly of concern to those dealing with equations in files created prior to Office 2007, which includes a separate equation writing component not implicated by the security issue. Microsoft retained Equation Editor 3.0 in later versions of Office to maintain backward compatibility. Resurrected. That isn't the end of it, however Download function in Power Apps. 05/04/2020; 2 minutes to read; g; t; N; In this article. Downloads a file from the web to the local device. Description. The Download function downloads a file from the web to the local device.. In native players (Windows, Android, and iOS), the user is prompted for a location to save the file Attempt to insert an equation. From the top menu, select Insert → Object → Create New. If you see Microsoft Equation 3.0 or Math Type in the Objects list, select it to insert an equation. Otherwise, go to the next step. Once you've inserted an equation, a small window will open with various symbols Resolution. While the new equation editor will not edit existing equations that were created by Equation Editor 3.0, it allows you to insert new equations, common equations, or ink equations written by hand. The equation function can be found in Word, Excel, or PowerPoint under the Insert tab. For more information about inserting and editing.\n. A LaTeX equation editor for Windows with OLE Server capabilities. Microsoft Photo Editor ships with Microsoft Office 97 and the stand-alone versions of Microsoft Word 97 and Microsoft PowerPoint 97. EqualX is a handy, easy to use tool specially designed to offer you an interactive equation editor that helps you create. Microsoft Equation Download Software Microsoft Configuration Change Windows 2000/XP/200 v.870669 Microsoft teams have confirmed a report of a security issue known as Download .Ject affecting customers using Microsoft Internet Explorer, a component of Microsoft Windows Download Microsoft Equation Software Microsoft SQL Server Desktop Engine v.2000 Download Microsoft SQL Server 2000 Desktop Engine (MSDE 2000) Release A Download Microsoft SQL Server 2000 Desktop Engine (MSDE 2000) Release A, a new release of MSDE 2000 that is now available for free\n. Compatible with Excel, Word, and PPT. 100% free and safe Download Microsoft Math Add-in for Word for free. Microsoft Math Add-in for Word - The Microsoft Math Add-in for Microsoft Office Word 2007 makes it easy to create graphs, perform calculations, and solve for variables with equations created in Word\nFree Microsoft Equation Editor Software. LaTex Equation Editor v.1.01. A LaTeX equation editor for Windows with OLE Server capabilities.. File Name:latexee101.zip. Author: Emilio Martinez Leyva. License:Freeware (Free) File Size: Runs on: WinXP, Windows Vista, Windows 7, Windows 7 x64. Advertisement Download Microsoft Mathematics Add-In for Word and OneNote - A simple and intuitive addin for Microsoft Word or OneNote which can help you insert complex equations into your documents with eas\n.0 Service Pack 2 (WSUS 3.0 SP2) delivers updates to corporate environments from Microsoft Update. This release adds new features and fixes issues found since the release of the product. WSUS 3.0 SP2 delivers important customer-requested management, stability, and performance improvements.Some of the features and improvements include the following: * Integration. Download mathtype for 64 bits for free. Office Tools downloads - MathType by Design Science, Inc. and many more programs are available for instant and free download a) If [Alt=] is implemented inside a document paragraph, then the equation is known as in-line equation mode. Example: If we have , the system will b) If [Alt=] is implemented at a separate line (no attached text before or after the equation), then the result is on the off-line mode and will be centered automatically Microsoft Office 2019 lets you add SVG (Scalable Vector Graphics) to documents, worksheets, and presentations. It has a built-in translator that works with Microsoft Word, Excel, and Powerpoint. Microsoft Office 2019 lets you create math equations using LaTeX syntax. You can now make smooth transitions, object movements across your slides with. Downloads. Download universal GrindEQ installer (32-bit and 64-bit compatible) DOWNLOAD GrindEQ Math Utilities 2021. If your antivirus blocks downloading, try this link: GrindEQ_Math_Utilities_2021.zip . Please register your copy of GrindEQ: Microsoft Equation [GrindEQ] Languages and themes\nDownload LaTeX Equation Editor for Windows for free. LaTeX Equation Editor provides an interactive editor for LaTeX equations. View the results of your edits live without having to recompile your entire thesis Microsoft Excel 2021. Download. All in all, Microsoft Excel is capable of handling various types of data and provides you the facility of opening and editing these files with the help of various useful options. You can access data from many resources, store it in tabular form, apply formulas to perform calculations, generate graphical. It is also integrated with other office and productivity software like Microsoft Word, Microsoft Powerpoint, and Apple Pages. By collaborating with these desktop applications, you can quickly add equations and formulas onto your documents. MathType for Windows is compatible with Windows 7 or newer as well as Microsoft Office 2007 or newer\nTK Solver Player. Download. 4.8 on 6 votes. TK Solver™ Player for Excel is free software for sharing packaged Excel applications and mathematical models created in TK Solver 5. TK Solver ™ Player for in TK Solver 5.0 Premium Edition is a collaborative math engine that. Free mathtype 5 software download. Office Tools downloads - MathType by Design Science, Inc. and many more programs are available for instant and free download Microsoft Equation Editor 3.0 Download. Convert Microsoft Equation 3.0. The converting capabilities of Word-to-LaTeX are illustrated on a numbered MathType equation, a few inline MathType expressions, one inline Word equation, and one displayed Word equation. Let us convert a short sample document containing both MathType and Microsoft Word.\nMicrosoft Math solver app provides help with a variety of problems including arithmetic, algebra, trigonometry, calculus, statistics, and other topics using an advanced AI powered math solver. Simply write a problem on screen or use the camera to snap a math photo. Microsoft Math problem solver instantly recognizes the problem and helps you to. Download Microsoft Equation Editor Software. EqualX for Linux v.0.42 EqualX is an interactive equation editor that helps you create mathematical notation for word processing, web pages, desktop publishing, presentations, elearning in LaTeX. FREE Equation Illustrator (tm) v.188.8.131.52 FREE Equation Illustrator (tm) is designed to ease the.\nPlot an equation as an interactive graph. Just insert it onto your canvas/page, and enter an equation. The text box will automatically accomodate math view! When you are done typing, hit Enter. And voila! An interactive graph for your equation is ready to play with! Add-in capabilities. When this add-in is used, it Insert Inline Equation Ctrl+Alt+Q (Windows), Ctrl+Q (Mac) . Opens a new MathType window ready for you to enter an equation. If you have defined equation preferences for new equations (using the Set Equation Preferences command), these settings will be used in the MathType window. Otherwise MathType 's current preferences for new equations will be used. The resulting equation is inserted inline. Microsoft Equation helps you add fractions, exponents, integrals, and so on to Word documents. You start building an equation by opening Microsoft Equation: To insert an equation in your document, on the Insert tab, in the Symbols group, click the arrow next to Equation equation 3.0 free download. DWSIM - Open Source Process Simulator DWSIM is an open source, CAPE-OPEN compliant chemical process simulator for Windows, Linux and macO\nMicrosoft Equation Editor Download; Ad. A LaTeX équation editor for Home windows with OLE Machine capabilities. Microsoft Photo Editor ships with Microsoft Workplace 97 and the stand-alone variations of Microsoft Term 97 and Microsoft PowerPoint 97. Microsoft Image Editor will be set up when you perform a custom made or complete set up from. Hypatia is a next generation smart math equation editor designed to work the way you do. Finally, a fast and easy way to include math equations in Microsoft Word and Powerpoint. Hypatia offers an unparalleled user experience, this will be your fastest math editor hands down. - Easy-to-use user interface with the fastest math equation editor in. information when, for example, you select an equation in a Microsoft Word document. Word's status bar near the bottom of the screen will show something like, Double-click to Edit MathType 5 Equation. MathType Setup automatically registers MathType 5 as the editor for equations created by all earlier versions of MathType and Equation Editor After finishing equations, you can use Shift+Enter to render the equations. Insert LaTeX equation in PowerPoint Install IguanaTex. To type LaTeX in PowerPoint, you can use IguanaTex. Download it from here. Following instructions on the website (there is a installation part) and set up IguanaTex properly Change The Equation Font In MS Word. First, you need to insert an equation. On the ribbon, go to Insert>Equation. Type in an equation. Once you're done, select it and on the 'Design' tab, click the 'Normal Text' button on the Tools box. Next, go to the Home tab, and from the Font dropdown, select any font you like. The equation font.\nMicrosoft Office 365, 2016, 2013, 2010, & 2007 — MathType Ribbon Tab in Word and PowerPoint: MathType takes full advantage of Office's Ribbon User Interface making it easier than ever to do equation operations in documents and presentations. New equation numbering and browse features work with all Word equation types Now, lets explore how we can use it in PowerPoint 2010, first of all launch MS PowerPoint 2010 and click Insert . You will be able to see Equation editor option as shown in following screenshot. Now it is very easy to add different types of formulas and equations. Just click the drop down button located under Equation option Select Microsoft Equation 3.0 from the list. In PPT 2003, it was possible to drag an Equation Editor icon to the toolbar, but you can't do that in PPT 2007. One solution is to put Insert/Object on the Quick Access Toolbar (QAT -- it's in the upper left of the PPT window, to the right of the Office icon) Writing equations in LaTeX. Producing Einstein's famous equation in LaTeX is almost as simple as writing E = mc^2. The only formatting there is the caret (^), which indicates a superscript. But.\nNow the object will be opened where you choose Microsoft Equation 3.0 and click on Ok button. Step 11. A new window will be opened where you can choose the equation you need. But Word 2013 will treat this as a Microsoft Office Word's object. It is the main difference between this equation and a previous equation Cut the equation ( Ctrl + X is a convenient way to do this), open MathType, paste the equation into MathType, edit it if you need to, then insert it into Visio as in step 1. The equation will be unscrambled. Do not double-click an equation to edit it. This is the best advice we can give. As described in step 4b above, this can work if the. In addition in the 2007 version when I used microsoft equation editor 3.0, and I would type 2 characters beside each other, the would seperate significantly. fx would become f x with a great big space inbetween. Shagbark says: September 13, 2013 at 3:56 am. There is no Insert Object in Microsoft Word 2010.. To change or edit an equation that was previously written, Select the equation to see Equation Tools in the ribbon.. Note: If you don't see the Equation Tools, the equation may have been created in an older version of Word. Choose Design to see tools for adding various elements to your equation. You can add or change the following elements to your equation L A T E X-to-Word. LaTeX-to-Word converts LaTeX, AMS-LaTeX, Plain TeX, or AMS-TeX documents to Microsoft Word format. Choose either Microsoft Equation, Equation Editor 3.x, or MathType format for converted equations; LaTeX cross-referencing and Microsoft Word cross-referencing fields are supported; Convert a whole LaTeX document or a selected part\nWorks with Microsoft Word for Windows, 32-bit and 64-bit compatible. Convert your Microsoft Word documents to LaTeX or TeX; Convert equations (Microsoft Equation, Equation Editor 3.x, and MathType) in editable form; Prepare equations for publication on the Internet using the optional MathJax compatibility mode; Edit article and book styles The issue is that Microsoft Word was using a licensed cut-down version of MathType to edit equations. That licence ran out, so they can no longer legally include MathType in their product. Microsoft instead uses the new PC-version of Microsoft Equation in Word 2016. That software cannot edit Equation 3.0 artefacts Version 6.9. Now supports Microsoft Office 2013 and Office 365: Office 2013 and Office 365: MathType 6.9 is fully compatible with Office 2013 and Office 365 installed on Windows 7 and 8 computers. Office 2010, 2007, 2003, and XP: MathType 6.9 is fully compatible. Office Web Apps, Office Mobile, and Office RT: MathType equations cannot be edited in these Office versions but equations created in.\nWindows patches: Microsoft kills off Word's under-attack Equation Editor, fixes 56 bugs. Microsoft removes Equation Editor from Word after finding more attacks on Office users LaTeX-to-Word in 3 steps. Step 1. Open your LaTeX document (*.tex) in Microsoft Word: on the File tab, click Open and then click Browse. in the type list, click LaTeX [GrindEQ] (*.tex) and Open the document. Step 2. Update cross-references if needed: press Update button, or select Update command Shay Riggs · April 11, 2018 at 4:23 am . To use the new equation editor, you need a font that contains the appropriate OpenType Math features. On Windows this should just be a case of right-clicking the font in Explorer and selecting Install, or dragging it into the Fonts folder The vulnerability lies in the Office Equation Editor process (EQNEDT32.EXE), a legacy formula editor that allows users to construct math and science equations. The editor is included in the Microsoft Office package and several other commercial applications. Although the application can be used on its to formulate mathematical equations, it's. For Microsoft Equation Editor Users. MathType is the professional version of the Equation Editor in Microsoft Office and many other products. When Equation Editor users experience MathType, they are amazed when they see all the features they've been missing. We invite you to download a free, fully functional, 30-day MathType evaluation\nWord 2019 or later on Mac Word on iPad (Microsoft 365) Word on Windows (Microsoft 365) Word online The process described on this page is for MathType add-in that's available through Word's Add-ins dialog. Creating and editing an equation is straightforward. Just click the MathType i..", "domain": "mathematics"}
{"url": "https://cpm.org/testimonials-1/2015/3/20/wuw2ety2do7a6tv54u51rp6u80uf1t", "date": "2019-08-24T13:35:57Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027321140.82/warc/CC-MAIN-20190824130424-20190824152424-00175.warc.gz", "language_score": 0.9809109568595886, "token_count": 178, "dump": "CC-MAIN-2019-35", "global_id": "webtext-fineweb__CC-MAIN-2019-35__0__148507755", "lang": "en", "text": "I was taught math in high school using CPM and those experiences are why I chose teaching as a career. I remember being in college and being able to explain the \"why\" a concept works while other students were trying to memorize material. CPM built a pathway in my mind that I was able to access because I had a deeper understanding of the ideas and how they fit together. Now I am able to share the program with my students.\nI now see the same results with my students. They don't just know the Pythagorean theorem, they know why it works and where it comes from. The discovery and applications of the ideas are things that stay with the students for future math classes. There is a connection that allows students to apply the new ideas over and over. CPM is not only teaching math; it is teaching problem solving skills for all parts of life.", "domain": "mathematics"}
{"url": "https://www.internationalphoneticassociation.org/icphs-proceedings/ICPhS1999/p14_0925.html", "date": "2024-04-19T15:09:00Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817438.43/warc/CC-MAIN-20240419141145-20240419171145-00248.warc.gz", "language_score": 0.8476492166519165, "token_count": 192, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__94864724", "lang": "en", "text": "14th International Congress of Phonetic Sciences (ICPhS-14)\nSan Francisco, CA, USA\nThe work reported in the paper explores the possibility of formulating (parts of) a model for Danish intonation in mathematical terms. It is hypothesised that - if the prosodic phrasing is known - F0 of a stressed syllable can be described by a linear function with two independent variables, viz. its position in the sentence and in the prosodic phrase. Analysis of a material of read-aloud sentences shows the hypothesis to be tenable. Further analysis indicates that the mathematical model can be used for generating sentence and phrase intonation contours in a text-tospeech system.\nBibliographic reference. Petersen, Niels Reinholt (1999): \"Modelling Danish sentence and phrase intonation\", In ICPhS-14, 925-928.", "domain": "mathematics"}
{"url": "https://www.surrey-chambers.co.uk/news-listing/new-specialist-maths-school-for-guildford-gets-government-green-light-to-proceed/", "date": "2023-12-07T20:52:35Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00226.warc.gz", "language_score": 0.9431469440460205, "token_count": 879, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__275675409", "lang": "en", "text": "New specialist Maths School for Guildford gets Government green light to proceed\n21st May 2019\n++ SuMS to encourage more girls into STEM ++\n++ University of Surrey and GEP Academies join forces to find the next generation of mathematicians ++\nUniversity of Surrey and Guildford Education Partnership (GEP Academies), the Multi Academy Trust behind George Abbot, Kings College and five other local schools, today announce that the Department for Education has given the go-ahead to progress to the next stage of development of a new specialist Maths School in Guildford. The proposed new school is targeting an opening date of September 2021.\nDelivering A-level education for 16-19 year olds with particular aptitude and promise in maths, the Surrey Maths School (SuMS) will help increase the numbers of highly talented students applying to do STEM degrees at university. Recruitment will particularly target female students who are still underrepresented in Science, Technology, Engineering and Mathematics (STEM) subjects, as well as other groups who might otherwise not have had the support to win places on the most competitive and prestigious STEM courses at university.\nToday’s announcement of SuMS coincides with a parallel announcement of another specialist Maths School in Lancaster. There are currently only two such schools in operation – at Kings College London and Exeter University – with two more, associated with the Universities of Liverpool and Cambridge, already in development.\nCombining the University of Surrey’s outstanding STEM expertise and GEP Academies’ outstanding contribution to initial teacher training, SuMS will also play a leading role in supporting the development of maths teachers and teaching in other local schools.\nSuMS will also focus on widening participation in Higher Education, focusing on young people from disadvantaged backgrounds, bringing additional benefit to local schools and the community more generally.\nBecause of its highly specialist focus, SuMS will focus on recruiting a small number of outstanding post-16 pupils from a wide range of schools across Surrey and the surrounding area. This will complement and support existing STEM provision at sixth form level in Guildford and neighbouring areas. The partners are working towards an opening in 2021.\nMinister for Schools, Lord Agnew said:\n“Maths schools support talented young people to reach their potential by tapping into the expertise of top universities – and Ofsted has found that they excel in recruiting students from disadvantaged backgrounds to fulfil their potential.\n“I’m confident that this exciting partnership between the University of Surrey and Guildford Education Partnership will build on those successes and boost the prospects of talented mathematicians in the region.”\nChris Tweedale, Chief Executive of GEP Academies said:\n“We are delighted that SuMS has been given the Ministerial green-light to progress to the next stage of development. Our close partnership with the University of Surrey will ensure that this exciting new maths school will become a real beacon of excellence for talented mathematicians across Surrey. We are particularly keen to encourage more girls to take forward their interest in STEM subjects, and we are equally passionate about the role SuMS will play in helping train and develop maths teachers in the region.\nProfessor Max Lu, Vice Chancellor at the University of Surrey, said:\n“We are thrilled with this opportunity to generate excitement and enthusiasm amongst the next generation of outstanding STEM students across Surrey. The significant schools expertise of GEP Academies and our own excellence in STEM subjects in higher education means we can look forward to equipping talented students with the knowledge and skills to build influential and rewarding STEM careers.”\nProfessor Ian Roulstone, Head of the Department of Mathematics at the University of Surrey, said:\n“Harnessing the expertise in the leadership and teaching staff at SuMS, with our own considerable academic experience in mathematics, we’re committed to boosting capabilities and enthusiasm for enhancing STEM education at schools across Surrey in a variety of novel and innovative ways. This new school will play an important role in widening participation in STEM subjects for girls and other groups underrepresented on the most prestigious university courses in maths and related subjects.”\nWith the go-ahead to proceed to the next stage of development, the University of Surrey and GEP Academies will be working in close partnership to progress plans, as SuMS moves towards opening in September 2021.", "domain": "mathematics"}
{"url": "https://filmashqip.xyz/john-baez-gauge-fields-knots-and-gravity-49/", "date": "2019-11-22T16:40:35Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496671363.79/warc/CC-MAIN-20191122143547-20191122172547-00408.warc.gz", "language_score": 0.9352191686630249, "token_count": 1022, "dump": "CC-MAIN-2019-47", "global_id": "webtext-fineweb__CC-MAIN-2019-47__0__26706101", "lang": "en", "text": "This is an introduction to the basic tools of mathematics needed to understand the relation between knot theory and quantum gravity. The book begins with a. Title, Gauge Fields, Knots and Gravity Volume 4 of K & E series on knots and everything. Author, John C. Baez. Edition, reprint. Publisher, World Scientific, Gauge Fields, Knots and Gravity has 44 ratings and 3 reviews. Jon said: This text is aimed at undergraduates, but I would readily recommend it to grad st.\n|Published (Last):||11 August 2005|\n|PDF File Size:||19.48 Mb|\n|ePub File Size:||14.24 Mb|\n|Price:||Free* [*Free Regsitration Required]|\nThe relation of gauge theory to jphn newly discovered knot invariants such as the Jones polynomial is sketched. This text is aimed at undergraduates, but I would readily recommend it to grad students as well. No trivia or quizzes yet.\nGauge Fields, Knots and Gravity\nBackgrounds Of Arithmetic And Geometry: To ask other readers questions about Gauge Fields, Knots and Fisldsplease sign up. The writing is not overly dense, the exercises are well thought out and usually easy, and the authors easily switch back and forth between mathematical and physical language. For the individual reader, it is a great way to be lured into the study of the mathematics that underlies contemporary theoretical physics.\nTim Robinson rated it really liked it Jan 19, Evgueni Foelds rated it it was amazing Jun 06, It offers an excellent way of treating the subject with mathematical rigor while keeping the physical motivation and usefulness of these mathematical concepts close at hand. World Scientific- Science – pages. Lists with This Book.\nThe book begins with a rapid course on manifolds and differential forms, emphasizing how these provide a proper language for formulating Maxwell’s equations on arbitrary spacetimes.\nI read this little book some years ago and I really enjoyed.\nGauge Fields, Knots And Gravity\nBooks by John C. It is a disadvantage since it can’t be deep enough, so suddenly you may find yourself confused if you haven’t seen these topics before. There are no discussion topics on this book yet. Nicolas Delporte rated it gravith was amazing Nov 03, George Hagstrom rated it it was amazing Apr 05, May 08, David rated it really liked it Shelves: The authors then introduce vector bundles, connections and curvature in order to generalize Maxwell theory to the Yang-Mills equations.\nCheck out the top books of the year on our page Best Books of Jonathan Shock rated it really liked it Apr 06, We’re featuring millions of their reader ratings on our book pages to help you find your new favourite book.\nHome Contact Us Help Free delivery worldwide. The Best Books of James rated it really liked it Jun 30, Andrei rated it liked it Jul 01, The book begins with a rapid course on manifolds and differential forms, emphasizing how these provide a proper language for formulating Maxwell’s equations on arbitrary The explanations are clear and the style is one that physicists will certainly appreciate also mathematicians, but perhaps they would prefer more theorem and proof style, absent here.\nGauge Fields, Knots And Gravity by Baez/Muniain | Physics Forums\nJack Wimberley rated it really liked it Jun 18, Goodreads helps you keep track of books you want to read. Jessica Zu rated it really liked it May 31, Gauge Fields, Knots And Gravity. John rated it it was amazing Mar 25, Looking for beautiful books? From Order To Chaos – Essays: Matthew Tornowske rated it it was amazing Nov 06, Sam Roelants rated it really liked it Nov 22, Table of contents Electromagnetism: A change of a topological property that creates a really big problem and literally divides physics in two.\nDescription This is an introduction to the basic tools of mathematics needed to understand the relation between knot theory mnots quantum gravity.\nReview quote “This book is a great introduction to many of the modern ideas of mathematical physics including differential geometry, group theory, knot theory and topology. Sep 06, Jon Paprocki rated it really liked it.\nOct 10, Saman Habibi Esfahani rated it really liked it. To sum up it is a good book to gain a picture about the bsez but not a good book to understand the details and it is a problem since the book tries to prove gfavity explain a lot of these details. It can be read by advanced undergraduates, as it assumes nothing more than advanced calculus and linear algebra I read this little book some years ago and I really enjoyed. My ideal textbook is somehow both pedagogical and an excellent reference, an almost impossible feat to achieve.\nAccount Options Sign in.", "domain": "mathematics"}
{"url": "https://www.eagleequip.com/STORAGE_LIFT_ILLUSTRATION.html", "date": "2023-01-29T09:11:41Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499710.49/warc/CC-MAIN-20230129080341-20230129110341-00146.warc.gz", "language_score": 0.8976187109947205, "token_count": 315, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__274053040", "lang": "en", "text": "The lift will undoubtedly fit in your garage. The post height is only 84\" on the 8000 and 92\" on the 8000XLT.\nThe real question is whether your cars will fit on top of and underneath the lift and that is dependent upon the height of your vehicles and the height of your garage ceiling. Simple math will help here. Add the height of both vehicles together and add another 8\" to that. The result must be less than your ceiling height in order for the lift to work in your garage.\n(A) Height of vehicle 1- + (B) Height of vehicle 2-\nPlus + (C) Track Thickness & Clearance- 8\"\nEquals = (D) Total height:\n(E) Your Ceiling height:\n(E) measurement must be equal to or greater than (D) measurement.\nNext, the lift will have a maximum clearance underneath of 70\" on the 8000 model and 77\" on the 8000XLT model when resting on the highest safety lock position. The vehicle you park underneath must be lower than 70\" to use the 8000 model or 77\" for the XLT model. The vehicle you park on top must be lower than your ceiling height less 74\" for the 8000 or 81\" for the 8000XLT. (Also, consider the location of your garage door when open and garage door opener if you have one.)\nSafety locking positions are spaced at 4 ½ \" intervals so if you need to stop the lift at a lower height you may do so.", "domain": "mathematics"}
{"url": "https://ph.hisvoicetoday.org/1963-decibel-db-calculator.html", "date": "2022-01-18T10:34:49Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300810.66/warc/CC-MAIN-20220118092443-20220118122443-00445.warc.gz", "language_score": 0.6881310939788818, "token_count": 164, "dump": "CC-MAIN-2022-05", "global_id": "webtext-fineweb__CC-MAIN-2022-05__0__129089132", "lang": "en", "text": "The calculation of decibels requires the use of logarithms. Tables of other calculators may not always be available and the calculator below provides a very easy method of calculating a value in decibels from a knowledge of the input and output power levels.\nSimply enter the values for the input and output levels into the decibel calculator, press calculate, and the calculated answer will be provided.\nDecibel calculator for power levels\nTo use the calculator, enter the values of the input and output power levels and then click 'Calculate' and the decibel result will be calculated and presented in the output box.\nDecibel Calculator for Power Levels\nThe decibel, dB calculator enables values of decibels to be calculated on-line from a knowledge of the input and output power levels.", "domain": "mathematics"}
{"url": "http://amk2012.math.sze.hu/invitation", "date": "2017-04-28T02:20:28Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122726.55/warc/CC-MAIN-20170423031202-00542-ip-10-145-167-34.ec2.internal.warc.gz", "language_score": 0.8889003396034241, "token_count": 378, "dump": "CC-MAIN-2017-17", "global_id": "webtext-fineweb__CC-MAIN-2017-17__0__107300440", "lang": "en", "text": "The János Bolyai Mathematical Society in cooperation with the Széchenyi István University in Győr organizes the János Bolyai Applied Mathematics Conference 2012 from June 21st until the 23rd , 2012. The conference will be held in Győr on the University campus.\nThe objective of the conference is to present current social, technological and economical challenges in the formulation and solution of which mathematics plays the key role. It also intends to create a new forum to develop multidisciplinary co-operations and to inspire mathematical research in new directions.\nThe conference program is structured according to the following application areas:\nFinancial and Actuarial Mathematics\nVehicle- and Machine Industry, Energy\nBiology, Medical Applications, Pharmaceutical Industry\nTelecommunication and Web-Technologies\nWe organize the presentations related to these areas in parallel streams. In cca 50% of the presentations the focus will be on the introduction of novel mathematical tools motivated by a relevant application. The language of the conference is Hungarian and English.\nA single stream includes four 45 minutes special invited talks, plus five invited sessions each consisting of three 30 minutes talks. PhD students will be given the opportunity to present their works at a brief poster session. For each stream we will have a plenary talk of general interest. In addition, a panel discussion on the potential and financing of applied mathematics research will also take place.\nAs for the mathematical aspects of the conference we consider SIAM events and publications as appropriate references. Professional supporters of the conference are the Hungarian Operations Research Society and the John von Neumann Computer Society. In addition, financial aid for young researchers the support of Széchenyi István Egyetem, AUDI Hungaria Motor Kft, Morgan Stanley Hungary Analytics and MTA SZTAKI is greatfully acknowledged.", "domain": "mathematics"}
{"url": "https://www.march2success.com/main/learnmore/stem", "date": "2022-10-01T18:33:23Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030336880.89/warc/CC-MAIN-20221001163826-20221001193826-00166.warc.gz", "language_score": 0.8276956677436829, "token_count": 234, "dump": "CC-MAIN-2022-40", "global_id": "webtext-fineweb__CC-MAIN-2022-40__0__129528058", "lang": "en", "text": "SCIENCE, TECHNOLOGY, ENGINEERING AND MATH\nMarch 2 Success includes materials to help meet STEM requirements. Teaming with Petersons, we have added practice test banks with detailed explanations in the following categories:\n- Social Science: A total of 1002 practice questions covering Macroeconomics, Microeconomics, Financial Accounting and Personal Finance.\n- Nursing: Practice materials for all standards nursing entrance exams – PAX-RN, PSB-Registered Nursing School Aptitude Examination (RN), Test of Essential Academic Skills (TEAS), and PSB-Health Occupations Aptitude Examination.\n- Technology: A total of 1200 practice questions covering Information Systems and Computer Applications, Introduction to Computing, Management Information Systems and Technical Writing.\n- Pre-Engineering: A total of 725 practice questions covering Pre-Calculus, Calculus, and Physics.\n- Math: Includes 1194 practice questions covering Algebra, College-Level Algebra, Data Analysis and Probability, Geometry, Numbers and Operations, Trigonometry, Pre-Calculus, Statistics and Business Math. The Math unit also includes learning modules with interactive exercises.", "domain": "mathematics"}
{"url": "http://www.econ.cam.ac.uk/graduate/mphil/index.html?mphil=Economics", "date": "2017-02-21T05:38:35Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501170651.78/warc/CC-MAIN-20170219104610-00179-ip-10-171-10-108.ec2.internal.warc.gz", "language_score": 0.9227790832519531, "token_count": 631, "dump": "CC-MAIN-2017-09", "global_id": "webtext-fineweb__CC-MAIN-2017-09__0__38837550", "lang": "en", "text": "MPhil in Economics\nPLEASE NOTE - these courses will run from September 2017.\nThis masterís degree is intended to equip you with the tools needed by a professional economist. The degree will give the technical training required to undertake a career in government, central banking, international organisations or private sector firms such as economic consultancies. The Course will provide a broad analysis of macroeconomics and will contain a mix of theory, policy and empirical evidence. Microeconomics will cover the standard economic models of individual decision-making with and without uncertainty, models of consumer behaviour and producer behaviour under perfect competition and the Arrow-Debreu general equilibrium model. Econometrics will give a solid understanding of basic applied econometric methods in order to be able to analyse different kinds of economic data.\nEach student will take 7 modules plus a dissertation. Each Module consists of 18 hours of lectures - except for Econometrics, which will be 27 hours - together with supporting classes.\n- to attend the preparatory course in mathematics and statistics\n- five compulsory modules \n- two optional courses \n- a dissertation of up to 10,000 words\nPreparatory Course in Mathematics and Statistics\nA good understanding of mathematics is needed to cope with much of the theory in modern economics and a sound knowledge of statistics is essential for applied work. The aim of the compulsory three-week preparatory course, which runs from mid-September to early October, is to review and develop the required technical methods for the compulsory core modules in macroeconomics, microeconomics, and econometrics. The topics covered are: linear algebra; statistics; static optimisation; dynamic optimisation; differential and difference equations. Students are expected to pass a two hour examination at the end of this preparatory course.\nExamination of the Modules will be in May/June. The modules account for 80% of the overall mark and the dissertation accounts for 20% of the overall mark. (Modules with a higher number of lecture hours will have a higher weighting)\nDuring the second term, each student is allocated a supervisor for the dissertation (maximum length 10,000 words). The topic of the dissertation is associated with either a core subject or a specialist subject and must be formally approved by the Faculty. During the second and third terms the student will meet the supervisor to discuss an outline of the topic, a bibliography, the use of appropriate data and methods of analysis, and a draft of the dissertation. After the written examinations in the third term, students can concentrate entirely on their dissertations, with supervisors permitted to give comments until the end of June (maximum of two hours supervision). Dissertations will be submitted by the end of July.\nContinuation to PhD\nThe MPhil in Economics is designed for students who wish to obtain a one-year master's qualification before leaving academic economics, so it will not normally be possible for students to continue from the MPhil onto the PhD programme. However, in very exceptional circumstances a transfer to the MPhil in Economic Research may be possible in the first week of the Course.", "domain": "mathematics"}
{"url": "https://www.barksuppliers.co.uk/bark-calc", "date": "2024-02-21T21:00:34Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473558.16/warc/CC-MAIN-20240221202132-20240221232132-00745.warc.gz", "language_score": 0.9076536893844604, "token_count": 153, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__52890526", "lang": "en", "text": "How Much Bark Do I Need?\nBark is usually sold by volume in litres or cubic meters (m3) so it is relatively easy to calculate how much you need to fill an area. All you have to do is measure the length, width and depth of the area (preferably in meters) and multiply the three figures together to give you the volume in cubic meteres or m3.\nWe have made a simple bark calculator below to make things even easier, you can select the units you measured your area in, (choose from feet, yards or meteres for the length and width and cm or inches for the depth).\nTip - There are 1000 litres in a cubic meter.\nCheck out our other product calculators online :", "domain": "mathematics"}
{"url": "http://www.lilianbaylis.com/as-a2-level-maths-further-maths", "date": "2019-08-24T04:13:09Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027319470.94/warc/CC-MAIN-20190824020840-20190824042840-00341.warc.gz", "language_score": 0.9228507280349731, "token_count": 194, "dump": "CC-MAIN-2019-35", "global_id": "webtext-fineweb__CC-MAIN-2019-35__0__111436002", "lang": "en", "text": "Students require a minimum of 5 GCSEs at Grade 6 or above (or equivalent), including English, and Mathematics. To study Further Maths students require at least a Grade 7 in Mathematics.\nAS Level Mathematics includes both pure mathematics and statistics. In particular, students learn the essential pure mathematical methods that can be applied to real world scenarios.\nTopics include the solving of equations, graphs and transformations, coordinate geometry, logarithms and exponentials, sequences and series, trigonometry and the formation of differentiation and integration.\nUnit 1: 1hr 30min written paper.\nUnit 2: 1hr 30min written paper.\nUnit 3: 1hr 30min written paper.\nInto the future…\nStudents who successfully complete this course can go on to become accountants, teachers, engineers and various other professionals. In fact, Mathematics is a highly sought after qualification which is held in high esteem by universities for almost all degree courses.", "domain": "mathematics"}
{"url": "https://www.firminolithi597.xyz/wiki/Daniele", "date": "2020-10-28T20:29:12Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107900860.51/warc/CC-MAIN-20201028191655-20201028221655-00475.warc.gz", "language_score": 0.8547753691673279, "token_count": 199, "dump": "CC-MAIN-2020-45", "global_id": "webtext-fineweb__CC-MAIN-2020-45__0__123185653", "lang": "en", "text": "Torrence Douglas Parsons (1941–1987) was an American mathematician.\nHe worked mainly in graph theory, and is known for introducing a graph-theoretic view of pursuit-evasion problems (Parsons 1976, 1978). He obtained his Ph.D. from Princeton University in 1966 under the supervision of Albert W. Tucker.\n- Parsons, T. D. (1976). \"Pursuit-evasion in a graph\". Theory and Applications of Graphs. Springer-Verlag. pp. 426–441.\n- Parsons, T.D. (1978). \"The search number of a connected graph\". Proc. 10th Southeastern Conf. Combinatorics, Graph Theory, and Computing. pp. 549–554.\nMemorial articles in\n- Journal of Graph Theory vol. 12\n- Discrete Mathematics vol. 78\n|This article about an American mathematician is a stub. You can help Wikipedia by expanding it.|", "domain": "mathematics"}
{"url": "https://doomsteaddinerbeta.wordpress.com/2017/05/26/calculation-engineering-in-the-post-industrial-world/", "date": "2018-03-18T03:44:22Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645513.14/warc/CC-MAIN-20180318032649-20180318052649-00183.warc.gz", "language_score": 0.9485557675361633, "token_count": 4437, "dump": "CC-MAIN-2018-13", "global_id": "webtext-fineweb__CC-MAIN-2018-13__0__79991092", "lang": "en", "text": "Published on the Doomstead Diner on April 17, 2016\nDiscuss this article at the Science & Technology Table inside the Diner\nOne of the many things we have come to take for granted in the Age of Oil is the ease with which we can do long and tedious calculations, these days with electronic computers, but even before that with electronic calculators,, and before that with various types of mechanical adding machines. Nowadays, the ubiquity of machines which will do all your daily calculations has resulted in a population largely unable to just do basic arithmetic of adding, subtracting, multiplying and dividing without the aid of a calculator.\nIn general, if you can at least do those things, this covers you most daily math tasks a person will face in a day, unless you start building things in which case you start having to deal with angles and geometry and (gasp) even trigonometry, and then it gets worse still if you have to start multiplying up or dividing fairly large numbers, like say you have 173 Acres of land with each acre averaging 19,400 lbs/acre of organically grown carrots and you have 97 people living on your SUN☼ community property, how many pounds of carrots each year will each SUN☼ community member get?\nORGANIC CROP INFORMATION FROM:\nThe Owner-Built Homestead, by Ken &Barbara Kern\n|#||VEGETABLE NAME||YIELD: POUNDS / ACRE|\nI can tell you quite easily how many poiunds each person gets, it is 173X19400/97=34,600 lbs of carrots! That is a LOT of carrots, more than I could eat in a year anyhow. Of course, your whole 173 Acres will not be dedicated to monoculture growing of carrots, so there will be a good deal less than that amount of carrots each year coming off the property. This is just an example of a typical math problem you might face though in terms of allocating how much land to grow carrots on, how much for potatoes, how much for spinach…etc.\nSo how did I get that result? Well, I'm an ex-math teacher so I can ballpark this kind of calculation in my head, but I didn't do that in this case, I just Googled up a Calculator, plugged in the numbers, hit ENTER, and POOF I got the correct result! No muss, no fuss, and really fast too!\nWhat if I did NOT have an electronic calculator at my fingertips though? Well, I could do the multiplication and long division on paper, but this is time consuming and tedious shit. Do you think Einstein did all his calculations on paper this way when he was checking out his Special Theory of Relativity? OF COURSE NOT! Einstein would still be doing the calculations today if he had tried to do it that way.\nEinstein and just about every scientist or mathematician before 1970 or so who wanted to check the validity of his equations by plugging in some numbers did so by using a Slide Rule. Slide rules traditionally were manufactured in a linear format, like a regular ruler. Except you didn't use them to measure the length of lines, you used them to do quick calculations on large numbers, and to get numbers you would otherwise need to look up in a table, like logarithms and trigonometric functions.\nHow accurate you could be with one of these things depended on several factors:\n1- How big the slide rule was. The bigger the better to spread out the scales.\n2- How well machined the slide rule was. Scales had to be accurately scribed onto the rule, and the sliding part had to be very solid and not wobbly.\n3- How good your eyesight and ability to estimate fractions of a space were.\nBack in those days, a really high quality slide rule (usually from a German manufacturer) could cost a lot of money. For myself in HS, I just had a cheap 6\" job that served its purpose pretty well. I still have it too! 🙂 As I headed off to college though, the first of the scientific calculators were being produced by Texas Instruments and Hewlett-Packard, and I coveted the HP-45, the most expensive of these coming in at $450 in 1970s dollars. I worked all summer in a shower curtain factory to afford this fabulous gizmo. With it, you could calculate everything a slide rule could, and with far more accuracy to around 12 digits as I recall. It was more expensive than the finely machined German slide rules, but actually by not that much and way more accurate and EZ to use.\nThese devices also got cheaper quite quickly, and by the time I graduated were about 1/2 my purchase price. Now you can get similar models for $20 of 2010 dollars. So they put the Slide Rule manufacturers out of bizness pretty quickly, except a few who produce them as novelty items and nostalgia items for aging scientists. lol.\nSince they are no longer made or used much anymore, nobody learns how to use them either. Not even in science and math prep schols like Bronx High School of Science or my alma mater, Stuyvesant HS. It's one of those lost arts that probably fewer people know how to do than know how to make a stone axe out of obsidian. lol.\nRecently however I began thinking about how we will do calculations for building things in a post-industrial world, stuff which we still have materials to build with and a reason for building the device. Wooden bridges to span medium size rivers, trebuchets to hurl boulders at the enemy, that sort of thing. LOL. No electronics in this projected world of the future, so we need to return to the Old Ways in this area also.\nWe're also not likely to have the fine machining capabilities of German factories so making really good linear slide rules would be almost as difficult as making an HP-45. Is there an answer to this problem? Yes, there is. ROUND SLIDE RULES! You can make these out of paper or cardboard or even wood or stone as long as you can cut out an accurate circle with accurately placed center, which is not that hard to do. Having Accurate scales to scribe onto your circle is necessary also, you can make these from scratch but it is tedious. Fortunately, there are numerous Circular Slide Rule templates available for FREE download online, and you can print out few to have a hard copy available when the grid goes down for good.\nA serviceable slide rule is not the only thing you'll need around to to good engineering in the post collapse world of course, to make your circles to begin with you'll want to have a good Compass as well. They're not electronic so you can make one of them if need be out of a couple of sticks, but you probably won't be able to tune the size of the radius as accurately as a well machined one with a screw adjustment. For doing your designs at scale, one of these will be very handy to have in your preps.\nWhen you are ready to scale up to your full size Trebuchet capable of hurling tons of rock at the Zombies or you want to build a Sun Dial or a Solstice calculator like Stonehenge on your SUN☼ property, you'll need to be able to measure out and draw much bigger circles. How do you do that?\nFortunately that is actually easier than the small circles for the design, all you need is some rope at the desired length of the radius and a stake driven into the ground at the center of that radius. Then walk around the circle holding the rope or string tight, and your footsteps will trace out a perfect circle. Your big circle will also prove valuable for scaling up anything, since you can use fractions of it's total radius and get a good measurement. You'll also want to have Angles marked off on both your large and small circles to do angle measurements, important for any engineering design. Marked off into 360 degrees, these circles are known to most grade school children as Protractors. A good protractor better than a cheap plastic one is another good thing to keep in your preps if you want to make accurate measurements in the post-collapse world.\nHowever, what if you neglected to keep such a valuable tool in your bugout bag? Can you make one of reasonable accuracy with just your straight edge and compass or string & stake arrangement? Yes you can!\nDividing your circle into halves of 180 degrees is EZ, just use your straight edge to draw a straight line from the edge of the circle throuh the center to the other side. Now you have 180 degree markings on your circle.\nStep 2, Bisect the line forming the diameter of your circle with your compass. I won't explain that, you should have learned how to bisect a line with a compass by the 6th grade. Draw a straight line through the bisection points, and now you are down to 90 degrees. Connect those points on the circle and you now have a perfect square. Bisect each of those lines, connect to the center, and now you are down to 45 degrees, the 8 main direction points of a Navigation compass, N, NE, E, etc.\nGetting 30 degree increments is a little trickier, for this you need to take your compass set at the original radius of the circle, put the center on the edge of the circle and then draw another circle. Then you move around the circle placing the point of the compass on each place the circles intersect and draw a new circle, and then you keep moving around the original circle until you return to your start point. Assuming you did good drawing, you will get exactly 6 circles surrounding the first circle. This is called \"close packing\", and it's the reason Honeycombs for Bees are shaped like Hexagons, Snowflakes have 6 points and numerous other examples in the natural world.\nConnect up the intersection points to each other, and you will get a perfect regular hexagon, connect to the center and you will now have 60 degree angles. You also already have 45 degree angles, so breaking up into 15 degree increments is EZ, just use your compass on the radius to measure the distance on the circle edge between the 60 and 45 degree marks and work your way around the circle marking them off as you go. You will get from this 24 increments of 15 degrees each, which is where your 24 hour clock and 12 hour analog clock face come from.\nYour final divisions to get down to 360 are a bit trickier than getting down to 15 degrees. 15 is the product of two Prime Numbers, 5 & 3. So in order to get down to perfect 1 degree increments so you can be nice and accurate with your engineering projects, you have to divide this by 5 and by 3, with nothing but your compass and straight edge.\nTrying to figure out how to do this is pretty tough, but fortunately a bunch of Greeks with nothing better to do with their time like Pythagoros and Archimedes worked out some methods for this a couple of thousand years ago. In the effort to not let this bit of knowledge be forgotten as we move down the collapse highway, I am disseminating it here.\nTo divide into 5ths, you'll need to divide your circle up into a Regular Pentagon. The interior angles of a regular pentagon are all 72 degrees. If you can do this, then 72 degrees minus 60 degrees gives you a 12 degree angle, and then a 15 degree angle minus a 12 degree angle gives you a 3 degree angle. 🙂\nThe problem of course here is dividing up the circle into a regular pentagon, not so EZ as a regular hexagon. Explaining how to do this in text without illustration is just about impossible, however fortunately there are Utoob tutorials on how to do it. Here is one:\nThe final 3 degree split to get you down to 360 one degree increments is really the toughest bear, because there is no really \"pure\" way to trisect an angle. When I make an impromptu protractor, I just fudge this part and eyeball it. This is good enough for most purposes, in fact for most engineering type purposes you will rarely find you need anything below 15 degrees, and 3 degrees is enough for even geodesic domes, which have pretty complex angles in them.\nHowever, Archimedes and a few others who also had way too much time on their hands like I do did work out methods for trisecting an angle using fudges of their own. Here is the full description of how to trisect an angle from the UIUC Geometry Forum:\nMost people are familiar from high school geometry with compass and straightedge constructions. For instance I remember being taught how to bisect an angle, inscribe a square into a circle among other constructions.\nA few weeks ago I explained my job to a group of professors visiting the Geometry Center . I mentioned that I wrote articles on a newsgroup about geometry and that sometimes people write to me with geometry questions. For instance one person wrote asking whether it was possible to divide a line segment into any ratio, and also whether it was possible to trisect an angle. In response to the first question I explained how to find two-thirds of a line segment. I answered the second question by saying it was impossible to trisect an angle with a straightedge and a compass, and gave the person a reference to some modern algebra books as well as an article Evelyn Sander wrote about squaring the circle. One professor I told this story to replied by saying, \"Bob it is possible to trisect an angle.\" Before I was able to respond to this shocking statement he added, \"You just needed to use a MARKED straightedge and a compass.\" The professor was referring to Archimedes' construction for trisecting an angle with a marked straightedge and compass.\nWhen someone mentions angle trisection I immediately think of trying to trisect an angle via a compass and straightedge. Because this is impossible I rule out any serious discussion of the manner. Maybe I'm the only one with this flaw in thinking, but I believe many mathematicians make this same serious mistake.\nWhy tell people it is impossible to trisect an angle via straightedge and compass? Instead we could say it is possible to trisect an angle, just not with a straightedge and a compass. When told that it is impossible to trisect an angle with a straightedge and compass people then often believe it is impossible to trisect an angle. I think this is a mistake and to rectify my previous error I will now give two methods for trisecting an angle. For both methods pictures are included that will hopefully illuminate the construction.\nThe first method, Archimedes' trisection of an angle using a marked straightedge has been described on the Geometry Forum before by John Conway. First take the angle to be trisected, angle ABC, and construct a line parallel to BC at point A.\nNext use the compass to create a circle of radius AB centered at A.\nNow comes the part where the marked straightedge is used. Mark on the straightedge the length between A and B. Take the straightedge and line it up so that one edge is fixed at the point B. Let D be the point of intersection between the line from A parallel to BC. Let E be the point on the newly named line BD that intersects with the circle. Move the marked straightedge until the line BD satisfies the condition AB = ED, that is adjust the marked straightedge until point E and point D coincide with the marks made on the straightedge.\nNow that BD is found, the angle is trisected, that is 1/3*ANGLE ABC = ANGLE DBE. To see this is true let angle DBC = a. First of all since AD and BC are parallel, angle ADB = angle DBC = a. Since AE = DE, angle EAD = a, and so angle AED = Pi-2a. So angle AEB = 2a, and since AB = AE, angle ABE = 2a. Since angle ABE + angle DBC = angle ABC, and angle ABE = 2a, angle DBC = a. Thus angle ABC is trisected.\nThe next method does not use a marked ruler, but instead uses a curve called the Quadratrix of Hippias. This method not only allows one to trisect an angle, but enables one to partition an angle into any fraction desired by use of a special curve called the Quadratrix of Hippias. This curve can be made using a computer or graphing calculator and the idea for its construction is clever. Let A be an angle varying from 0 to Pi/2 and y=2*A/Pi. For instance when A = Pi/2, y=1, and when A=0, y=0. Plot the horizontal line y = 2*A/Pi and the angle A on the same graph. Then we will get an intersection point for each value of A from 0 to Pi/2.\nThis collection of intersection points is our curve, the Quadratrix of Hippias. We will now trisect the angle AOB. First find the point where the line AO intersects with the Quadratrix. The vertical coordinate of this point is our y value. Now compute y/3 (via a compass and straightedge construction if desired). Next draw a horizontal line of height y/3 on our graph, which gives us the point C. Drawing a line from C to O gives us the angle COB, an angle one third the size of angle AOB.\nAs I mentioned before this curve can be computed and plotted via a computer. The formula to find points on the curve is defined as x = y*cot(Pi*y/2). Yes here the vertical variable, y, is the independent variable, and the horizontal variable, x, is the dependent variable. So once the table of values is found, the coordinates will need to be flipped to correctly plot the Quadratrix.\nNow a justification for the formula. In the following figure, B =(x,y) is a point on the Quadratrix of Hippias. Let BO be a line segment from the origin to B and and BOC be our angle A. If we draw in a unit circle, and drop a vertical line from the intersection of the angle we get similar triangles and see that sin(A)/cos(A) = y/x, or tan(A) = y/x. But earlier we defined a point (x,y) on the Quadratrix to satisfy y=2*A/Pi. So we get tan(Pi*y/2)=y/x or equivalently x = y*cot(Pi*y/2).\nSo we now have two different ways of trisecting an angle. I learned about the construction of the second method in Underwood Dudley's book: \"A Budget of Trisections\". In the book Dudley describes several other legitimate methods for trisecting an angle as well as compass and straightedge constructions that people have claimed trisect an angle. The book also contains entertaining excerpts of letters from these \"angle trisectors\".\nBesides stating it is impossible to trisect an angle, I think other problems occur in discussing angle trisection. One difficulty is in explaining what it means for something to be impossible in a mathematical sense. I definitely remember in high school being told that it was impossible to trisect an angle. But I think at the time it meant the same thing to me as that it was impossible for me to drive a car. I was only 14 years old and I could not get a license to drive a car for another two years so it was just not possible AT THAT TIME. I do not remember being told that when something is impossible in mathematics, it was not possible five million years ago, it is not possible now, and it will never be possible in the future. Granted I may not have been ready for an explanation of mathematical logic and proof, but a statement like, \"It is impossible to trisect an angle with a straightedge and a compass. This means it is no more possible to trisect an angle with those tools, then it is to add 1 and 2 and get 4\" would have been much more powerful. (I am assuming here that we all count the same way: 1, 2, 3, 4, …)\nI did not intend to attack my high school teacher; I learned an incredible amount of mathematics from her as well as a deep love for the subject. Maybe my teacher did explain what the words \"mathematically impossible\" meant, and I just do not remember her comments. Regardless, I think a discussion of impossible in the mathematical sense would be an interesting and valuable topic to discover in high school. Are there any teachers out there who have spent time talking about mathematical impossibilities?\nI was going to detail methods for creating your own rulers for measuring distances and methods for creating your own measures of mass and weight and all the rest of the stuff we deal with in the 3D World, but I think the class is mostly asleep by now so I will stop for today for recess. Go out and PLAY!", "domain": "mathematics"}
{"url": "https://assignmenthelp.tutoriage.us/eoq-analysis-thompson-paint-company-uses-60000-gallons-of-pigment-per-year/", "date": "2019-05-20T20:44:16Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256147.15/warc/CC-MAIN-20190520202108-20190520224108-00202.warc.gz", "language_score": 0.9113732576370239, "token_count": 109, "dump": "CC-MAIN-2019-22", "global_id": "webtext-fineweb__CC-MAIN-2019-22__0__53043681", "lang": "en", "text": "EOQ analysis Thompson Paint Company uses 60,000 gallons of pigment per year. The cost of ordering pigment is $200 per order, and the cost of carrying the pigment in inventory is $1 per gallon per year. The firm uses pigment at a constant rate every day throughout the year.\na. Calculate the EOQ.\nb. Assuming that it takes 20 days to receive an order once it has been placed, determine the reorder point in terms of gallons of pigment. (Note: Use a 365-day year.)", "domain": "mathematics"}
{"url": "http://disciple.gamingmoneyslot.xyz/bonuses/80-in-pounds-and-ounces.html", "date": "2021-03-03T18:19:30Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178367183.21/warc/CC-MAIN-20210303165500-20210303195500-00326.warc.gz", "language_score": 0.8867443203926086, "token_count": 1243, "dump": "CC-MAIN-2021-10", "global_id": "webtext-fineweb__CC-MAIN-2021-10__0__15265880", "lang": "en", "text": "The pound or pound-mass is a unit of mass used in the imperial, United States customary and other systems of measurement.Various definitions have been used; the most common today is the international avoirdupois pound, which is legally defined as exactly 0.453 592 37 kilograms, and which is divided into 16 avoirdupois ounces. The international standard symbol for the avoirdupois pound is lb.\nWeight Conversions Calculator. Convert kilos to pounds, pounds to kilograms and pounds to stones and more with our weight converter. Set your own weight loss goal and track your progress. Try it free for 24 hours. Pounds to Stones. Type in the number of pounds and click the Convert button for pounds to stones conversion.\nSince the batch size is 2 pounds, the batch size is equivalent to 32 ounces (2 pounds x 16 ounces). Converting to Grams: Let's assume that we have a small digital scale that is capable of measuring in grams. There are 453.60 grams in a pound. The batch size is 2 pounds, equivalent to 907.20 grams (2 pounds x 453.60 grams).Definition of pound. One pound, the international avoirdupois pound, is legally defined as exactly 0.45359237 kilograms. Definition of avoirdupois ounce and the differences to other units also called ounce. One avoirdupois ounce is equal to approximately 28.3 g (grams). The avoirdupois ounce is used in the US customary and British imperial systems.Convert Kg to Lbs (Kilos to Pounds and Ounces) Welcome to the internet's favourite converter site. Here you can convert kg to lbs and oz (kilos to pounds and ounces) with ease and accuracy. Convert kg to lbs now by using the form below. Alternatively, if you want to convert stones to kilos, click here or convert kilos to stones, click here.\nThe decimals value is the number of digits to be calculated or rounded of the result of pounds to ounces conversion. You can also check the pounds to ounces conversion chart below, or go back to pounds to ounces converter to top. From Our Blog. Structure and Height of the Atmosphere 25 January 2017; The Imperial Units 4 December 2016; The Size of Atom 30 October 2016; What You Need to Know.Read More\nLikewise, you will not find a conversion from pounds to metres - the basic units must remain the same - mass converted to mass, length converted to length, et al. You won't usually find a conversion from kilograms to grams - the prefix ' kilo ' means '1,000' so a kilo gram is in fact 1,000 grams in the same way as a kilo meter is 1,000 metres (or about 1,000 yards in 'old money').Read More\nTo convert any value in ounces to pounds, just multiply the value in ounces by the conversion factor 0.0625.So, 80 ounces times 0.0625 is equal to 5 pounds.Read More\nOne pound (symbol: lb), the international avoirdupois pound, is legally defined as exactly 0.45359237 kilograms. Using our kilograms to stones and pounds converter you can get answers to questions like: - How many stones and pounds are in 80 kg? - 80 kilograms is equal to how many stones and pounds? - How to convert 80 kilograms to stones and.Read More\nNowadays, the most common is the international avoirdupois pound which is legally defined as exactly 0.45359237 kilograms. A pound is equal to 16 ounces. Using the Grams to Pounds converter you can get answers to questions like the following: How many Pounds are in 80 Grams? 80 Grams is equal to how many Pounds? How to convert 80 Grams to Pounds?Read More\nSo, if you want to calculate how many ounces are 80 pounds you can use this simple rule. Did you find this information useful? We have created this website to answer all this questions about currency and units conversions (in this case, convert 80 lb to ozs). If you find this information useful, you can show your love on the social networks or link to us from your site. Thank you for your.Read More\nHow to convert 80 ounces to pounds To convert 80 oz to pounds you have to multiply 80 x 0.0625, since 1 oz is 0.0625 lbs. So, if you want to calculate how many pounds are 80 ounces you can use this simple rule. Did you find this information useful? We have created this website to answer all this questions about currency and units conversions (in this case, convert 80 oz to lbs). If you find.Read More\nDefinition of pounds of water provided by Merriam-Webster. any of various units of mass and weight; specifically: a unit now in general use among English-speaking peoples equal to 16 avoirdupois ounces or 7000 grains or 0.4536 kilogram.Read More\nConvert ounces to pounds. Please provide values below to convert ounce (oz) to pound (lbs), or vice versa. From: ounce: To: pound Ounce. Definition: An ounce (symbol: oz) is a unit of mass in the imperial and US customary systems of measurement. The avoirdupois ounce (the common ounce) is defined as exactly 28.349523125 grams and is equivalent to one sixteenth of an avoirdupois pound. History.Read More\nConvert pounds to ounces. Please provide values below to convert pound (lbs) to ounce (oz), or vice versa. From: pound: To: ounce Pound. Definition: A pound (symbol: lb) is a unit of mass used in the imperial and US customary systems of measurement. The international avoirdupois pound (the common pound used today) is defined as exactly 0.45359237 kilograms. The avoirdupois pound is equivalent.Read More", "domain": "mathematics"}
{"url": "https://ask.fxplus.ac.uk/exeter-biosciences-and-geography-maths-and-stats-support/pablocapilla-lasheras", "date": "2019-08-19T00:37:59Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027314353.10/warc/CC-MAIN-20190818231019-20190819013019-00041.warc.gz", "language_score": 0.9157289266586304, "token_count": 152, "dump": "CC-MAIN-2019-35", "global_id": "webtext-fineweb__CC-MAIN-2019-35__0__227499036", "lang": "en", "text": "I regularly build and interpret a wide range of statistical models. I can help you build and understand linear models (e.g. ANOVA, regression) and generalised linear models (e.g. analyses of Poisson and binomial data). I can also help you with mixed models if you are keen to understand random effects. I have quite a few years of experience with R and can guide you to solve your coding/programming questions.\nFor my PhD research, that investigates the evolution of cooperation and its environmental drivers, I am working with genomic data and can also provide help if your project involves bioinformatics (e.g. UNIX) or the analysis of genetic variation (e.g. SNPs, microsats).", "domain": "mathematics"}
{"url": "http://lingoforall.com/spanish-flashcards/number-flashcards.htm", "date": "2023-02-07T04:53:01Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500384.17/warc/CC-MAIN-20230207035749-20230207065749-00803.warc.gz", "language_score": 0.8849350810050964, "token_count": 711, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__89529067", "lang": "en", "text": "following colorful and fun number flashcards\nhave been created to encourage children to learn\nSpanish numbers from an early age. These numbers in\nwords flashcards include Spanish flashcards with\npictures for number zero, one, two, three, four,\nfive, six, seven, eight, nine and number ten with\nnumerals and number words in Spanish and English\nlanguages. The characterized number pictures\nmake learning Spanish with flashcards interesting to capture the\nattention and imagination of children. This is a\nvery useful, free teaching resource which may be\nused by schools, teachers and tutors of the\nSpanish language. The number flashcards with\npictures are free to everyone and very simple to\nprint. Please follow the printing instructions\nat the bottom of this page for information about\nhow to print number flashcards.\nKids can learn the numbers in Spanish and English from\nvery young. Showing number flashcards to babies will\nencourage their speech and pronunciation when they start\nspeaking Spanish. This is a very fun way to learn\nSpanish, particularly for younger kids such as\npreschoolers, kindergarten, infants, toddlers and first\ngrade children. There are audit videos on many pages of\nthis website to help children with their pronunciation\nof Spanish words and vocabulary including the numbers in\nSpanish and how to say them correctly. The audio videos\ncan be paused at any point to allow kids time to\npractice listening to the sound of the numbers and\nsaying the numbers aloud. This is a great way for\nchildren to gain confidence with speaking Spanish and to\ncheck that their pronunciation is correct.\nPrint Number Flashcards:\nThe Spanish number flashcards are printable for free to\neverybody. Each card can be printed in small or large\nsizes very easily. To print a study card right click on\nthe image and select print. The number cards with\npictures on this page will print out small cards. To\nprint a big flashcard, simply select the link below the\nrelevant image which will open up a larger version of\nthe selected number image. Spanish teachers may print\nthis set of number flashcards for free as they make\nexcellent handouts for school kids to take home to use\nas a study aid for practicing the numbers in Spanish.\nThe bright, high quality flashcard number pictures will\nhelp children to remember the numbers and associate the\nnumerals with the English and Spanish words for numbers.\nFlash cards can be used to create a fun activity or\nlearning game for kids practicing the different numbers\nin Spanish or English number 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and\nnumber 10 flashcards.\nNumbers Pronunciation Video - How to count from 1 to 10\nPrintable Spanish Number Flashcards for Kids and ideas for lesson planning and teaching languages.\nFun study cards for Toddlers and Kids free and easy to print. Basic study cards, study games and activities for children.\nFree printable number flash cards for kids and teachers.\nSpanish picture cards with numbers 1-10 cero, uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve y diez\nAll images are hand drawn and copyright belongs to Sarah Johnstone", "domain": "mathematics"}
{"url": "https://the-hug.org/pentominoes.html", "date": "2023-11-29T14:57:54Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00565.warc.gz", "language_score": 0.9455268383026123, "token_count": 211, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__135416639", "lang": "en", "text": "A pentomino is a polyomino composed of five congruent squares, connected along their edges (which sometimes is said to be an orthogonal connection).\nThere are twelve different free pentominoes. Ordinarily, the pentomino obtained by reflection or rotation of a pentomino does not count as a different pentomino.\nI discovered pentominoes as a nerdy kid, probably when I read one of Martin Gardner's books based on his \"Mathematical Games\" columns in \"Scientific American\". Many of them are still available and I recommend them to anyone who has a mathematical mind (or whose children have).\nThe logo at the top of each of my pages is one example of a 5x12 tiling of free pentominoes and the the strip at the bottom is repeated copies of a 3x20 tiling.\nThe logo and strip are derived from the above work by a Wikipedia contributor and are used under a Creative Commons licence. See here for the gory details.", "domain": "mathematics"}
{"url": "http://baseball.tomthress.com/Articles/ContextNeutralWinProbabilities.php", "date": "2016-02-09T20:36:30Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701157472.18/warc/CC-MAIN-20160205193917-00058-ip-10-236-182-209.ec2.internal.warc.gz", "language_score": 0.9609695076942444, "token_count": 1213, "dump": "CC-MAIN-2016-07", "global_id": "webtext-fineweb__CC-MAIN-2016-07__0__101806047", "lang": "en", "text": "Traditionally, win-probability systems\nare purely context-dependent. In fact, however, I do not think that this is necessarily the appropriate starting point for measuring player value. Rather, I am interested in beginning with an assessment of players’ performances in the absence of the contexts in which the players actually performed. That is, what would the expected won-lost record be for a player, given his actual performance, assuming that performance had come in a neutral context? To answer this question, I construct a set of context-neutral Player Game Points. Once these are constructed, I can then add back in the contextual information\nin a way that clearly identifies how players’ values were affected by the context in which they performed.\nContext-Neutral win probabilities are constructed as follows. Player Game Points are divided into three categories for the purpose of calculating context-neutral win probabilities: independent events, base-state dependent events, and purely contextual events.\n1. Independent Events\nMost events can happen regardless of the base-out situation. One can strike out at any time, regardless of how many baserunners or outs there are. Similarly, a triple could happen at any time regardless of the number of baserunners. All batter results, except for double plays (which are base-state dependent), intentional walks, and bunts, fall into the category of independent events. Intentional walks and bunts are treated as purely contextual events, which are described below.\nFor independent events, the expected win probability of such an event is calculated for each event within the league-year using the Win Probability Matrix for the ballpark in which the event took place.\nFor example, the win probability of a home run at Wrigley Field in 2005 is calculated by taking every plate appearance that took place in a National League ballpark in 2005 and calculating, for that plate appearance, what the added win probability would have been had the game been played in Wrigley Field and the batter hit a home run. The context-neutral win probability of a home run at Wrigley Field in 2005 is then equal to the average of all of these probabilities. In this case, the average win probability added by a home run at Wrigley Field in 2005 was 0.141 wins.\nIn the case of events which may or may not lead to baserunner advancement – e.g., outs, singles, doubles – expected results are calculated based on average baserunner advancement, just as is done with contextual Player Game Points.\n2. Base-State Dependent Events\nSome events can only happen given certain baserunners or a certain number of outs. For example, one can only ground into a double play with at least one baserunner on and less than two outs. Any Player Game Points accumulated by a baserunner on third base can, of course, only be accumulated in a base-out state that includes a runner on third base.\nFor baserunner game points (except for stolen bases, which are treated as purely contextual events and discussed below) and double plays, the context-neutral win probability of the event is calculated the same as for independent events, except that the average win probability is only calculated across events with relevant base-out states.\nSo, for example, the context-neutral Player Game Points associated with a double play are calculated as the average win probability, given the ballpark in which the game takes place, added from hitting into a double play across double-play situations (runner on first base and less than two out). For a ground ball to the shortstop at Wrigley Field in 2005, the average win probability added by a double play is 0.011 losses (from the batter’s perspective) (on top of the 0.046 losses accrued from the initial ground-out).\nFor baserunner advancements and baserunner outs, context-neutral win probabilities are only averaged given the specific batting event and hit type. That is, the context-neutral Player Game Points for a runner on third base advancing on a fly out are calculated only considering plays in which a runner on third base advances on a fly out. Similarly, the context-neutral Player Game Points for a runner on first base who only advances to second base on a single are calculated only considering plays in which a runner on first base does not advance to third on a single.\n3. Purely Contextual Events\nWhile it is possible to remove much, if not all, of the context from most plays, there are certain plays which are, essentially, purely elective plays, and are therefore inextricably tied to the context in which they take place. In my opinion, it would be wrong to attempt to divorce these plays from their context.\nThree types of plays fall into this category: intentional walks, stolen base attempts (including stolen bases, caught stealings, pickoffs, and balks), and bunts (regardless of either situation or outcome). In each of these three cases, the context-neutral Player Game Points are simply set equal to context-dependent Player Game Points.\nContext-neutral win values for specific events by season are presented and discussed in a separate article\nContext-neutral Player Game Points form the basis for context-neutral, teammate-adjusted Player wins and losses, which I call eWins and eLosses. The calculation of eWins and eLosses is described in more detail in a separate article\nAll articles are written so that they pull data directly from the most recent version of the Player won-lost database. Hence, any numbers cited within these articles should automatically incorporate the most recent update to Player won-lost records. In some cases, however, the accompanying text may have been written based on previous versions of Player won-lost records. I apologize if this results in non-sensical text in any cases.\nList of Articles", "domain": "mathematics"}
{"url": "https://www.newclassictoys.de/bouwen-stapelen/octagon-puzzle.html", "date": "2024-04-23T00:45:23Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818452.78/warc/CC-MAIN-20240423002028-20240423032028-00223.warc.gz", "language_score": 0.9012719988822937, "token_count": 109, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__148487060", "lang": "en", "text": "Meet the wonderful world of geometry with the octagon puzzle from New Classic Toys. Create a whole range of different shapes and figures with the 72 triangular wooden blocks in the frame. This octagon puzzle offers endless puzzle possibilities, both inside and outside the frame. Let your imagination run free! This beautiful puzzle is ideal for the development of creativity, problem-solving ability and pattern recall. In addition, playing with this set stimulates the development of fine motor skills. For hours of fun! From 3 years.", "domain": "mathematics"}
{"url": "https://iazeemi.com/what-is-the-rule-of-72-how-is-it-calculated/", "date": "2023-03-22T18:24:35Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944452.74/warc/CC-MAIN-20230322180852-20230322210852-00172.warc.gz", "language_score": 0.9523743391036987, "token_count": 1432, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__49469647", "lang": "en", "text": "what is the rule of 72?\nThe rule of 72 is a calculation that estimates the number of years it takes to double your money at a specific rate of return. If, for example, your account earns 4 percent, divide 72 by 4 to get the number of years it will take for your money to double. in this case, 18 years.\nThe same calculation can also be useful for inflation, but it will reflect the number of years until the initial value has been halved, rather than doubled.\nThe rule of 72 is derived from a more complex calculation and is an approximation, so it is not perfectly accurate. the most accurate rule of 72 results are based on the 8 percent interest rate, and the farther you go from 8 percent in either direction, the less accurate the results will be. Still, this handy formula can help you better understand how much your money can grow, assuming a specific rate of return.\nthe rule of 72 formula\nThe rule of 72 can be expressed simply as:\nyears to double = 72 / rate of return on investment (or interest rate)\nThere are some important caveats to understand with this formula:\n- The interest rate should not be expressed as a decimal of 1, such as 0.07 for 7 percent. it should just be the number 7. So, for example, 72/7 is 10.3 or 10.3 years.\n- The rule of 72 focuses on compound interest compounded annually.\n- for simple interest, simply divide 1 by the interest rate expressed as a decimal. If you had $100 at a 10 percent simple interest rate with no compounding, you would divide 1 by 0.1, which would give you a 10-year doubling rate.\n- for continuous compound interest, you will get more accurate results if you use 69.3 instead of 72. the rule of 72 is an estimate, and 69.3 is more difficult for mental math than 72, which is easily divided by 2, 3, 4, 6, 8, 9, and 12. However, if you have a calculator, use 69.3 to get slightly more precise results.\n- The further away you are from an 8 percent return, the less accurate your results will be. the rule of 72 works best in the 5 to 12 percent range, but it’s still an approximation.\n- To calculate based on a lower interest rate, such as 2 percent, reduce 72 to 71; to calculate based on a higher interest rate, add one to 72 for every three percentage point increase. so, for example, use 74 if you’re calculating the doubling time for 18 percent interest.\nhow the rule of 72 works\nThe actual mathematical formula is complex and derives the number of years until it doubles based on the time value of money.\nI would start with calculating the future value for periodic compounding rates of return, a calculation that helps anyone interested in calculating exponential growth or decay:\nfv = pv*(1+r)t\nfv is the future value, pv is the present value, r is the rate, and t is the time period. to isolate t when it is in an exponent, you can take the natural logarithms of both sides. Natural logarithms are a mathematical way of solving for an exponent. a natural logarithm of a number is the logarithm of the number raised to e, an irrational mathematical constant that is approximately 2.718. Using the example of a doubling of $10, deriving the rule of 72 would look like this:\n20 = 10*(1+r)t\n20/10 = 10*(1+r)t/10\n2 = (1+r)t\nln(2) = ln((1+r)t)\nln(2) = r*t\nThe natural log of 2 is 0.693147, so when you solve for t using those natural logs, you get t = 0.693147/r.\nActual results are not round numbers and are closer to 69.3, but 72 breaks down easily for many of the common rates of return people earn on their investments, which is why 72 has gained popularity as a value for estimate the doubling time.\nFor more accurate data on how your investments are likely to grow, use a compound interest calculator based on the full formula.\nhow to use the rule of 72 for investment planning\nMost families intend to continue investing over time, often monthly. You can project how long it will take to reach a given target amount if you have an average rate of return and a current balance. If, for example, you have $100,000 invested today at 10 percent interest and you are 22 years from retirement, you can expect your money to double about three times, going from $100,000 to $200,000, then to $400,000, and then to $800,000.\nIf your interest rate changes or you need more money due to inflation or other factors, use the results of the rule of 72 to help you decide how to keep investing over time.\nYou can also use the rule of 72 to choose between risk and reward. If, for example, you have a low-risk investment that pays 2 percent interest, you can compare the doubling rate over 36 years with that of a high-risk investment that pays 10 percent and doubles in seven years.\nMany young adults just starting out choose high-risk investments because they have the opportunity to take advantage of high rates of return for multiple doubling cycles. Those approaching retirement, however, will likely choose to invest in lower-risk accounts as they get closer to their retirement target amount because doubling down is less important than investing in safer investments.\nrule of 72 during inflation\ninvestors can use the rule of 72 to see how many years it will take for their purchasing power to be halved due to inflation. For example, if inflation is running around 8 percent (as in mid-2022), you can divide 72 by the inflation rate to get 9 years until the purchasing power of your money drops by 50 percent.\n72/8 = 9 years to lose half of your purchasing power.\nThe rule of 72 allows investors to realize the seriousness of inflation in a concrete way. Inflation may not stay elevated for such a long period of time, but it has in the past over a period of several years, which really hurt the purchasing power of accumulated assets.\nThe rule of 72 is an important guideline to keep in mind when considering how much to invest. Investing even a small amount can have a big impact if you start early, and the effect can only increase the more you invest, as the power of compounding works its magic. You can also use the rule of 72 to assess how quickly you can lose purchasing power during periods of inflation.\nnote: georgina tzanetos from bankrate contributed to a recent update to this story.", "domain": "mathematics"}
{"url": "http://wtt.pauken.org/?page_id=57&page=2", "date": "2017-04-28T10:15:13Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122933.39/warc/CC-MAIN-20170423031202-00443-ip-10-145-167-34.ec2.internal.warc.gz", "language_score": 0.9159061908721924, "token_count": 617, "dump": "CC-MAIN-2017-17", "global_id": "webtext-fineweb__CC-MAIN-2017-17__0__147979380", "lang": "en", "text": "When all of the partials (component frequencies) in a complex tone are all integer multiples of the same fundamental frequency, the sound is said to have a harmonic spectrum. Each component of a harmonic spectrum is called a harmonic partial, or simply a harmonic. The sum of all those harmonically related frequencies still results in a periodic wave having the fundamental frequency. The integer multiple frequencies thus fuse “harmoniously” into a composite harmonic wave form and is perceived by the human ear as a single tone.\nIn the middle of the nineteenth century, the German physician and physicist Hermann von Helmholtz (1821-1894) recognized that a musical tone conveying a clear sense of pitch must have several strong harmonic overtones in order to create a harmonic spectrum. Writing on the sensation of tone, he pointed out that tones with a moderately loud series of harmonics up to the sixth partial sound rich and musical. 1\nAll instruments in today’s modern orchestra generate complex tones however, not all vibrate with harmonic motion and therefore do not create harmonic partials or create a composite harmonic wave. A good example would be the sounds emitted from cymbals or gongs, which are definitely complex tones but they are not all harmonic. Timpani do not generate harmonic partials either yet they are considered to be a “pitched” percussion instrument.\nOf the orchestral instruments that do generate a harmonic spectrum and create a composite harmonic wave (strings, brasses and winds etc.), we hear various pitches according to whether a string or column of air is vibrating as a unit through its whole length or in particular fractions of it. The vibration along the whole length of a string or column of air gives the lowest or fundamental tone. The vibrations taking place at various fractions of the length produce higher pitches called harmonics or upper partials. The stationary points along a string or column of air (i.e., where the waves cancel each other out) are called nodes or nodal points.\nIn mathematical terms, the frequency of each harmonic is in inverse proportion to the size of the fraction. This means that the vibration of equal halves of a string or a column of air produces double the frequency of the whole (and thus sounds an octave higher), the vibration of equal thirds triples the frequency (and therefore sounds an octave and a fifth higher than the fundamental note) and so on. The range of notes produces what is called the harmonic series or overtone series.\nThe examples in the next section show what the harmonic series looks like when it is notated in traditional musical staff notation and what the individual partials sound like. There is also a sound clip of what a harmonic series sounds like when all of the harmonics are added together. Follow the notes on the grand staff as you listen to each sound clip. Listen closely to the intonation of each partial, especially as they progress higher on the grand staff. Each note or partial you hear is a simple sine wave.\nPages: 1 2", "domain": "mathematics"}
{"url": "https://ses.sunmandearborn.k12.in.us/class-web-pages/holly-honchell/pages/my-page", "date": "2018-06-19T15:58:54Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267863100.8/warc/CC-MAIN-20180619154023-20180619174023-00533.warc.gz", "language_score": 0.8947650790214539, "token_count": 591, "dump": "CC-MAIN-2018-26", "global_id": "webtext-fineweb__CC-MAIN-2018-26__0__114591706", "lang": "en", "text": "April 29th- May 4th- Book Fair (our shopping day is Thursday)\nMay 3rd- PAWS Meeting, Trash for Cash Collection\nMay 4th- Breakfast with Mom\nMay 8th- Art and Science Show (Kona Ice Truck will be here!)\nMay 9th-Farm Fit (brown bag lunch and drink)\nMay 17th- wear blue mission t-shirt\nMay 23rd- Field Day\n*Please check Smart Snack Guidelines on the school webpage.\n*Remember to watch for class Dojo messages on your email.\nYour child may want to bring in a sweatshirt or sweater to keep in his/her locker as our room stays very cool.\nWeek of April 30th-May 4th (Unit 29, Two of Everything)\nTarget Skill- Understanding Characters, Point of View\nAll tests now online - (unless Chromebooks are being used for upper grade testing) *This week's tests will be paper/pencil due to ISTEP testing\nThis week our grammar skill will focus on possessive pronouns. We will work on persuasive writing.\nSpelling List (Week of April 30th-May 4th )\n1. aim 11. bright\n2. snail 12. fright\n3. bay 13. tray\n4. braid 14. try\n5. ray 15. below\n6. always 16. saw\n7. gain 17. something\n8. sly 18. thought\n9. chain 19. both\nBasic word test on Thursday\n**Sitton spelling words are # 15-19 on list.\nOur current unit will focus on measurement. We will learn about customary units of measure. We will finish up learning about metric units of measure and take our test midweek. Next we will look at measuring capacity in cups, pints, quarts, and gallons. We use the X-tra Math computer program to help us practice our basic math facts. We work once a week on the Accelerated Math program. Each child works at his/her own level and at his/her own pace in this program. We use the Math Facts in a Flash computer program to work on memorizing/speed of our addition and subtraction facts.\nThis week we will go back to Social Studies to cover a unit on cultures and traditions. We have a consumable Science book with our new Science series this year.\nChapter 4- Celebrating Our Traditions\nLesson 1- Culture Is Our Way of Life\nLesson 2- Cultures in Our Country\nEach week we will follow the A, B, C, D, schedule for special classes.\nA- P. E.\nWe will have A, B, C, D, then repeat. It would be a good idea to keep a pair of tennis shoes in your child's locker so that he/she will be prepared on P.E. days.", "domain": "mathematics"}
{"url": "https://www.i-buildmagazine.com/features/i-nterior/1765-05-easy-steps-to-ensure-your-wood-flooring-measures-up", "date": "2021-04-16T07:02:49Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038088731.42/warc/CC-MAIN-20210416065116-20210416095116-00393.warc.gz", "language_score": 0.8995516300201416, "token_count": 246, "dump": "CC-MAIN-2021-17", "global_id": "webtext-fineweb__CC-MAIN-2021-17__0__207501203", "lang": "en", "text": "Here are The Natural Wood Floor Co.’s five quick steps to measuring your floor for real wood flooring.\n1. Do the maths\nFor square rooms, calculate the area of the room by multiplying the width by the length.\n2. Make it easy\nIf your room is L-shaped, simply divide the room into two easy-to-measure rectangle areas. Measure the lengths and widths of each space and multiply them by each other.\n3. Convert it\nMeasuring in feet and inches? Follow the first step to get the area and divide the total by 10.76. This will convert square feet into square metres.\n4. Plan ahead\nAllow for wastage – between 5 to 10% for a board or strip floor, or between 7 to 15% if you’re opting for parquet woodblocks, the waste allowance is for unusable offcuts. Please note, there are more offcuts when the rooms are smaller or of an intricate shape.\n5. Use supplier tools\nYou can input the room measurements into the price calculator on each product page of The Natural Wood Floor Co.’s website to see the price of your chosen flooring.", "domain": "mathematics"}
{"url": "https://radio.foxnews.com/2015/10/28/nations-report-card-how-did-students-score/", "date": "2020-05-29T18:16:31Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347405558.19/warc/CC-MAIN-20200529152159-20200529182159-00593.warc.gz", "language_score": 0.9610152244567871, "token_count": 188, "dump": "CC-MAIN-2020-24", "global_id": "webtext-fineweb__CC-MAIN-2020-24__0__111590864", "lang": "en", "text": "A new report card on the nation's schoolchildren shows a decline in math and reading scores.\nFOX News Radio's Tonya J. Powers has more on the assessment results:\nThe 2015 \"Nation's Report Card\" doesn't get all A's.\nThe report, officially known as the National Assessment of Education Progress, says only about a third of the nation's eighth-graders were at proficient or above in math and reading - slipping over the last two years.\nAmong four graders, the results were slightly better - about two in five scored proficient or better.\nAnd while scores slipped a little in reading, both fourth and eighth-graders were higher than 1990's results.\nThe report also found a continuing achievement gap between white and black students.\nOne of the bright spots?\nWashington DC and Mississippi both saw substantial gains in reading and math.\nTonya J. Powers, FOX News Radio.", "domain": "mathematics"}
{"url": "https://ndcsydney.com/speaker/jaya-mathew/", "date": "2019-07-18T09:06:37Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195525587.2/warc/CC-MAIN-20190718083839-20190718105839-00370.warc.gz", "language_score": 0.9548482298851013, "token_count": 103, "dump": "CC-MAIN-2019-30", "global_id": "webtext-fineweb__CC-MAIN-2019-30__0__153152212", "lang": "en", "text": "Jaya Mathew Senior Data Scientist, Microsoft\nJaya Mathew is a Senior data scientist at Microsoft where she is part of the Artificial Intelligence and Research team. Her work focuses on the deployment of AI and ML solutions to solve real business problems for customers in multiple domains. Prior to joining Microsoft, she has worked with Nokia and Hewlett-Packard on various analytics and machine learning use cases. She holds an undergraduate as well as a graduate degree from the University of Texas at Austin in Mathematics and Statistics respectively.", "domain": "mathematics"}
{"url": "https://shop.halilit.co.uk/products/edushape-letters-numbers", "date": "2019-12-07T01:20:49Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540491871.35/warc/CC-MAIN-20191207005439-20191207033439-00151.warc.gz", "language_score": 0.7389407157897949, "token_count": 99, "dump": "CC-MAIN-2019-51", "global_id": "webtext-fineweb__CC-MAIN-2019-51__0__39510092", "lang": "en", "text": "Edushape Letters & Numbers - 36 Foam Playtiles\nEdushape Letters & Numbers\nEdutiles Letters and Numbers are a set of 36, thick, 30 x 30 cm Edu-foam interlocking tiles, perfect for providing a safe play area for children. Features pop-out letter and number shapes which can encourage the development of counting skills letter recognition. Contains 26 alphabet tiles A-Z (upper case) and 10 number tiles 0 - 9.\nWe Also Recommend", "domain": "mathematics"}
{"url": "https://help.pageproof.com/en/articles/4125442-how-to-use-the-ruler-to-measure-artwork-elements-on-the-proof", "date": "2024-04-22T03:04:03Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818072.58/warc/CC-MAIN-20240422020223-20240422050223-00825.warc.gz", "language_score": 0.8137803673744202, "token_count": 140, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__180466831", "lang": "en", "text": "To use the ruler\nClick the dimensions pill found at the bottom left of the proofing screen.\nSelect use ruler, then use your mouse to click and drag to draw a line or box to see the measurements.\nTo change the units of measurements, click the units and select a different option (pixels, millimeters, inches etc)\nUse the keyboard shortcut ‘-’ to turn the ruler on/off, or click off the proof.\nYou can change the scale.\nTo measure a diagonal line, draw a box around the element and you’ll see the diagonal measurement displayed along with the width x height.", "domain": "mathematics"}
{"url": "https://mrsmithchemistry.com/", "date": "2019-02-21T06:22:03Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247500089.84/warc/CC-MAIN-20190221051342-20190221073342-00134.warc.gz", "language_score": 0.8730185627937317, "token_count": 178, "dump": "CC-MAIN-2019-09", "global_id": "webtext-fineweb__CC-MAIN-2019-09__0__186293493", "lang": "en", "text": "Calculations are a key part of National 5 Chemistry (and chemistry in general). Love ’em or hate ’em, you still gotta do ’em.\nAn important part of carrying out calculations is actually understanding what the question is asking and how to tackle it.\nBelow is a detailed walkthrough of a Volumetric Titration Calculation, where you’re asked to calculate the concentration of a solution but you’re only given a volume. Remember, to calculate number of moles, concentration or volume of a solution you use the following triangle:\nHowever, you need 2 values to be able to calculate the unknown. What the video explains is how you can work out the number of moles of a known solution and use that value (depending on the mole ratio) in your c=n/v calculation.\nYou can do it!", "domain": "mathematics"}
{"url": "https://wuhrr.wordpress.com/2011/04/07/determine-the-last-day-of-a-month/", "date": "2018-03-23T05:01:55Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257648178.42/warc/CC-MAIN-20180323044127-20180323064127-00726.warc.gz", "language_score": 0.8588734865188599, "token_count": 331, "dump": "CC-MAIN-2018-13", "global_id": "webtext-fineweb__CC-MAIN-2018-13__0__232864384", "lang": "en", "text": "Given a year and a month, I want to determine the last day of that month. For example, if the year is 2004 and the month is 2, then the last day is 29th because of leap year.\nCalculating the last day of a month is not hard, but complicated by the leap year. If the year is a leap year, then February’s last day will be 29th instead of the usual 28th. My algorithm to find the last day of the month is simpler than that: take the first day of the next month and count backward by one day. Here is the code.\n#!/usr/bin/env python import datetime def get_last_day_of_the_month(y, m): ''' Returns an integer representing the last day of the month, given a year and a month. ''' # Algorithm: Take the first day of the next month, then count back # ward one day, that will be the last day of a given month. The # advantage of this algorithm is we don't have to determine the # leap year. m += 1 if m == 13: m = 1 y += 1 first_of_next_month = datetime.date(y, m, 1) last_of_this_month = first_of_next_month + datetime.timedelta(-1) return last_of_this_month.day\nThe code above is easy enough to understand. The datetime.timedelta(-1) on line 22 basically says, “subtract one day.”", "domain": "mathematics"}
{"url": "http://www.gentlemanspoker.com/card-counting-streamlines-a-tactical-game-of-blackjack/", "date": "2021-06-23T17:25:59Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623488539764.83/warc/CC-MAIN-20210623165014-20210623195014-00382.warc.gz", "language_score": 0.9439640045166016, "token_count": 636, "dump": "CC-MAIN-2021-25", "global_id": "webtext-fineweb__CC-MAIN-2021-25__0__193518173", "lang": "en", "text": "Card counting in blackjack is somehow a nightmare for those us who are a bit forgetful or are dealing with mathematical anxiety. But this article will overpower all your fears and lack of coherent strategy. A punter doesn’t actually need to remember how many aces, queens or 4s are dealt out of the shoe. As we know that in the intense game of blackjack, all the picture cards hold a value of 10 and aces may be treated as 1s or 11 as per the hand played. So, more the aces and 10 value cards are lasting with the shoe more it is beneficial for the player. It influences the odds of winning. So, truly it is not mere keeping the track of number of cards dealt but it is actually hi low card counting i.e. the ratio of low value cards to high value cards.\nLet’s simplify blackjack card counting practice by understanding few basic steps.\n-> Assignment of values to cards:\nCard of 2 to 6 holds a value = +1\nCard of 7 to 9 holds a value = 0 and,\nCard of value 10 to ace holds a value = -1.\n-> Keeping a Running Count\nThese values signify that with each card dealt, a player will not be keeping the count of that card, rather will either be adding 1, subtracting 1 or doing nothing as per the above assigned values. This is done card after card and for each and every round until the dealer shuffles the card from the shoe. This strategy was quite helpful with the single deck game of blackjack. Higher the count, more are the odds of winning for the player. The high value cards pay out well and increases the chances of dealer going “bust” or over 21.\n-> Keeping a True Count for multiple deck game of blackjack.\nMaintaining a true count actually means to calculate a running count per deck. Casinos are smart enough nowadays to play with more than one deck. So, a shrewd player actually needs to calculate the true count by dividing the running count by the number of remaining decks . Maintaining this true count can take the bet to your advantage and you can place your strategic moves for much more cash.\n-> Playing Deviations\nExperts suggest to raise your bets as the true count rises and lower down the bets with the falling true count. Even a neutral true count doesn’t favour the player much.\nCard counting is also about speed and accuracy. So, rather than each time going with calculations of getting a 4 (+1) and a jack (-1), resulting in a running count of “0”, take the card counting in pairs. Just keep in mind that whenever you get a high card and a low card, they cancel each other out and will simply be a “0”. This way, you will be a hands on expert in Las Vegas style card counting. Gradually a smart player can master other variants of card counting as well, like Omega, KO and halves. So here’s wishing you the best of both the worlds with luck and strategy.", "domain": "mathematics"}
{"url": "https://www.bonus.ca/online-casinos/live-dealer/roulette-wheel", "date": "2023-06-11T00:21:51Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224646652.16/warc/CC-MAIN-20230610233020-20230611023020-00711.warc.gz", "language_score": 0.9041268229484558, "token_count": 961, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__29530797", "lang": "en", "text": "Roulette Wheel Numbers\nRoulette Wheel has the numbers 0-36 in three colours: green, red and black. Zero is Green. Half of the numbers 1-36 are Red, and half are Black.\nRed numbers of the Roulette Wheel are 1, 3, 5, 7, 9, 12, 14, 16, 18, 19, 21, 23, 25, 27, 30, 32, 34 and 36.\nBlack numbers of the Roulette Wheel are 2, 4, 6, 8, 10, 11, 13, 15, 17, 20, 22, 24, 26, 28, 29, 31, 33 and 35.\nThe Green number of the Roulette Wheel is zero. European Roulette only has one green zero. American Roulette also has a green double zero (00). Some online Roulette games also have triple zeros (000).\nThe sum of all the Red numbers is 332 and Black 334. Summed up, all the numbers of the Wheel are 666. This gives Roulette its nickname, “the devil’s game”.\nHow it Works\nThe mechanical Wheel (in a real-life brick-and-mortar casino) is made of wood and metal. The Wheel rests on precision bearings, carefully selected to keep the spin results random (non-biased). The ball, originally made of ivory, is nowadays a special plastic mix. The construction of a wheel is an extremely detailed process, as any imperfection would lead to the results not being random enough. Only a few companies make Roulette wheels for top-end casinos, among them TCS John Huxley whose tables are often seen at live online casinos too.\nVirtual Roulette Wheels are coded like any online game, but much work goes towards the game’s random number generator. This piece of coding ensures that the spin results are random. These RNGs are nowadays verified by special testing laboratories, where millions (or even billions) of results are drawn and then analyzed to ensure that the Wheel’s results are random. Game providers like Microgaming and Netent provide simulated games to online casinos.\nTypical Roulette Wheel odds for getting a winning number on a European Roulette game are:\n- Red: 48.6% (18 out of 37 numbers)\n- Black: 48.6% (18 out of 37 numbers)\n- Odds: 48.6% (18 out of 37 numbers)\n- Even: 48.6% (18 out of 37 numbers)\n- Low (Manque): 48.6% (18 out of 37 numbers)\n- High (Passe): 48.6% (18 out of 37 numbers)\n- Zero: 2.7% (1 out of 37 numbers)\n- Street: 29.7% (3 out of 37 numbers)\nThe odds are slightly lower for double and triple zero games as there are 1-2 more non-winning numbers on the Wheel.\nHow to Calculate Odds\nFirst, see how many numbers there are on the Wheel. This is either 37 (European single zero games), 38 (two zeros) or 39 (three zeros). Then divide the number of winning results by how many numbers there are on the Wheel.\nFor example, the “first dozen” bet has 12 winning numbers. Therefore its odds in an American Roulette game with two zero fields (0 and 00) are 12/38 = 0.31578 = 31.6%.\nRoulette is a game of luck, so there are no working strategies for it. Casinos maintain the wheels daily, so they don’t favour any numbers over the others. Online casinos, on the other hand, use random number generators that are tested to be fully random; thus, you can’t predict what number will come up next.\nTry it Yourself\nYou can try simulated Roulette Wheels on many sites. You can, of course, choose any online casino and try playing Roulette for free. Roulette is the most popular table game at casinos, so you’ll find at least a dozen different games at each casino.\nThe other option is to visit Roulette-Simulator.info, which features a great Roulette simulator you can play for free. You can play the simulator’s virtual game as long as you like and get yourself familiar with the ins and outs of Roulette Wheels. The game even keeps track of your results (if you so wish) so you can try to gamble yourself on the game’s high score list!\nLast updated: 2023/03/14", "domain": "mathematics"}
{"url": "http://mazur.ag-sites.net/index.htm", "date": "2023-03-20T13:23:33Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943483.86/warc/CC-MAIN-20230320114206-20230320144206-00102.warc.gz", "language_score": 0.9245970249176025, "token_count": 266, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__215536669", "lang": "en", "text": "JOSEPH MAZUR (born in the Bronx in 1942) is Professor Emeritus of Mathematics at Marlboro College, in Marlboro, Vermont.\nHe holds a Ph.D. in Mathematics from M.I.T., is a recipient of fellowships from the Guggenheim, Bogliasco, and Rockefeller Foundations, among others. His works have appeared in Nature, The New York Times, The Guardian, The Wall Street Journal, Slate, Science, and many other publications. He has been profiled in media venues such as NPR's \"The Hidden Brain\" and PRI's \"Innovation Lab\", CBS, the BBC, Vox, Radio Australia, Radio Ireland, and dozens of others. He is the author of Euclid in the Rainforest: Discovering Universal Truth in Mathematics; The Motion Paradox: The 2,500-Year Old Puzzle Behind All the Mysteries of Time and Space; What’s Luck Got to Do with It? The History, Mathematics, and Psychology behind the Gambler’s Illusion; Enlightening Symbols: A Short History of Mathematical Notation and Its Hidden Powers; and Fluke: The Math and Myth of Coincidence. The Clock Mirage: Our Myth of Measured Time is his latest book.", "domain": "mathematics"}
{"url": "https://megaincomestream.com/unlock-the-power-of-compound-interest-learn-how-to-calculate-your-investment-growth/", "date": "2024-03-02T03:07:50Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475727.3/warc/CC-MAIN-20240302020802-20240302050802-00396.warc.gz", "language_score": 0.950125515460968, "token_count": 2266, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__155358632", "lang": "en", "text": "Are you ready to unlock the power of compound interest and take control of your financial future? Understanding how to calculate your investment growth can be a game-changer when it comes to maximizing your wealth. Whether you’re a seasoned investor or just starting out, this knowledge is essential to ensure your money is working as hard as possible for you. In this guide, we will break down the concept of compound interest and show you step-by-step how to calculate your investment growth. From simple interest to compound interest, we’ll explain the differences and why compound interest is the key to exponential growth. We’ll also provide you with practical examples and tools to help you visualize the potential of your investments over time. So, if you’re ready to take charge of your financial destiny and make your money work for you, let’s dive in and discover the incredible power of compound interest.\nWhat is compound interest?\nCompound interest is a powerful concept that allows your investments to grow exponentially over time. Unlike simple interest, which only calculates interest on the initial amount invested, compound interest takes into account the accumulated interest as well. This means that the interest earned in each period is added to the principal, and subsequent interest calculations are based on this new total. In other words, compound interest is interest on top of interest. This compounding effect can have a significant impact on the growth of your investments.\nUnderstanding the concept of compound interest is crucial for anyone looking to build long-term wealth. By harnessing the power of compounding, you can potentially turn a small investment into a substantial nest egg over time. The key is to start early and let time work in your favor. Even small contributions made consistently can lead to significant wealth accumulation thanks to the magic of compounding.\nThe power of compound interest\nThe true power of compound interest lies in its ability to generate exponential growth. As your investments grow, the amount of interest earned also increases. This creates a compounding effect where your money starts working for you, instead of the other way around. Over time, the growth curve becomes steeper, and your investments can experience rapid growth.\nTo illustrate this, let’s consider a hypothetical scenario. Imagine you invest $10,000 at an annual interest rate of 5% with monthly compounding. After one year, you would earn $500 in interest. However, instead of withdrawing the interest, you reinvest it, bringing your new principal to $10,500. In the second year, you would earn interest on the new principal, resulting in $525. This process continues, and with each passing year, the interest earned becomes larger. By the end of 10 years, your initial investment would have grown to approximately $16,386. This is the power of compound interest in action.\nUnderstanding the compounding period\nThe compounding period refers to how often interest is calculated and added to the principal. It can have a significant impact on the growth of your investments. The more frequent the compounding, the more interest you will earn. For example, monthly compounding will generate more interest compared to annual compounding.\nTo understand the impact of compounding periods, let’s consider two scenarios. In the first scenario, you invest $10,000 at an annual interest rate of 5% with monthly compounding. In the second scenario, you invest the same amount at the same interest rate, but with annual compounding. After 10 years, the investment with monthly compounding would grow to approximately $16,386, while the investment with annual compounding would only reach around $16,289. This shows that even a small difference in compounding frequency can lead to a significant disparity in investment growth.\nHow to calculate compound interest\nCalculating compound interest may seem daunting at first, but it’s actually quite simple once you understand the formula. The formula to calculate compound interest is:\nA = P(1 + r/n)^(nt)\n– A is the future value of the investment\n– P is the principal (initial investment amount)\n– r is the interest rate (expressed as a decimal)\n– n is the number of compounding periods per year\n– t is the number of years the money is invested\nLet’s break down the formula using an example. Suppose you invest $5,000 at an annual interest rate of 6% with quarterly compounding. You want to calculate the value of your investment after 5 years. Plugging the values into the formula, we get:\nA = 5000(1 + 0.06/4)^(4*5)\nSimplifying the equation, we have:\nA = 5000(1.015)^20\nUsing a calculator, we find that the future value of your investment after 5 years would be approximately $6,416.40.\nExamples of compound interest calculations\nTo further illustrate the power of compound interest, let’s consider a few examples.\nYou invest $1,000 at an annual interest rate of 8% with monthly compounding. After 20 years, your investment would grow to approximately $4,661.39.\nYou invest $10,000 at an annual interest rate of 3% with quarterly compounding. After 10 years, your investment would grow to approximately $13,439.85.\nYou invest $500 at an annual interest rate of 6% with annual compounding. After 15 years, your investment would grow to approximately $1,197.96.\nThese examples demonstrate how compound interest can significantly boost the growth of your investments over time. The longer you stay invested and the higher the interest rate, the greater the impact of compound interest.\nThe impact of different interest rates and compounding periods\nThe interest rate and compounding period have a direct impact on the growth of your investments. A higher interest rate or more frequent compounding can accelerate the growth of your money.\nTo understand this concept, let’s compare two scenarios. In the first scenario, you invest $10,000 at an annual interest rate of 4% with monthly compounding. In the second scenario, you invest the same amount at the same interest rate, but with quarterly compounding. After 20 years, the investment with monthly compounding would grow to approximately $24,117.14, while the investment with quarterly compounding would only reach around $23,847.23. This shows that a higher compounding frequency can result in slightly higher investment growth.\nSimilarly, if we compare two scenarios with the same compounding frequency but different interest rates, we can observe a significant difference in investment growth. For instance, if you invest $10,000 at an annual interest rate of 3% with monthly compounding, your investment would grow to approximately $18,061.41 after 20 years. However, if you increase the interest rate to 5%, the investment would grow to approximately $26,533.88. This demonstrates the exponential growth potential of compound interest when paired with higher interest rates.\nThe Rule of 72: A quick way to estimate investment doubling time\nThe Rule of 72 is a handy rule of thumb that allows you to estimate the time it takes for an investment to double based on the compound interest rate. The formula is simple:\nYears to Double = 72 / Interest Rate\nFor example, if you have an investment with an annual interest rate of 6%, it would take approximately 12 years for your investment to double (72 / 6 = 12). This rule provides a quick and easy way to gauge the potential growth of your investments over time.\nStrategies to maximize compound interest growth\nNow that you understand the power of compound interest, you may be wondering how to maximize its growth potential. Here are a few strategies to consider:\n1. Start early: The earlier you start investing, the longer your money has to compound and grow. Time is one of the most critical factors in generating substantial wealth through compound interest.\n2. Increase your contributions: By consistently contributing more money to your investments, you can accelerate the growth of your portfolio. Even small increases in contributions can have a significant impact over time.\n3. Take advantage of tax-advantaged accounts: Utilize tax-advantaged accounts such as 401(k)s or IRAs to maximize the growth of your investments. These accounts offer tax benefits that can help your money grow faster.\n4. Diversify your investments: Spread your investments across different asset classes to minimize risk and maximize returns. Diversification can help you weather market fluctuations and increase the overall growth potential of your portfolio.\n5. Reinvest your earnings: Instead of withdrawing your earnings, reinvest them to take advantage of the compounding effect. By reinvesting your dividends or interest payments, you can accelerate the growth of your investments.\n6. Regularly review and adjust your portfolio: Keep an eye on your investments and make necessary adjustments to ensure they align with your financial goals. Regular reviews can help you identify under-performing investments and make informed decisions to optimize your portfolio’s growth.\nBy implementing these strategies, you can harness the full potential of compound interest and maximize the growth of your investments.\nCompound interest vs simple interest: Key differences\nWhile compound interest is a powerful wealth-building tool, it’s essential to understand the key differences between compound interest and simple interest.\nSimple interest is calculated based on the principal amount and the interest rate, without taking into account any accumulated interest. Unlike compound interest, simple interest does not have a compounding effect. This means that the interest earned remains constant throughout the investment period.\nOn the other hand, compound interest considers the accumulated interest and calculates future interest based on the new principal amount. This compounding effect can lead to exponential growth, making compound interest a more favorable option for long-term wealth accumulation.\nIn summary, compound interest allows your investments to grow exponentially over time, while simple interest only calculates interest based on the initial principal. Understanding these differences is crucial when making investment decisions and maximizing your wealth-building potential.\nUnderstanding how to calculate your investment growth is essential for anyone looking to take control of their financial future. Compound interest is a powerful tool that can turn a small investment into significant wealth over time. By harnessing the compounding effect, your money can work for you, generating exponential growth and securing your financial well-being.\nIn this guide, we’ve explored the concept of compound interest, its calculation formula, and practical examples. We’ve also discussed the impact of different interest rates and compounding periods, as well as strategies to maximize compound interest growth. By applying this knowledge and taking advantage of the power of compound interest, you can unlock the full potential of your investments and achieve your financial goals.\nSo, are you ready to take charge of your financial destiny? Start harnessing the incredible power of compound interest today and watch your investments grow beyond your expectations. Remember, time is on your side, and with the right knowledge and strategies, you can unlock the doors to financial freedom.", "domain": "mathematics"}
{"url": "http://www.shesugar.com/celiac-disease/carbohydrates-in-common-gluten-free-grains-type-1-diabetes/", "date": "2017-04-30T10:44:37Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917125074.20/warc/CC-MAIN-20170423031205-00357-ip-10-145-167-34.ec2.internal.warc.gz", "language_score": 0.925302267074585, "token_count": 443, "dump": "CC-MAIN-2017-17", "global_id": "webtext-fineweb__CC-MAIN-2017-17__0__49541724", "lang": "en", "text": "Carbohydrate counts in gluten free grains vary wildly. The nutritional aspects of a grain, including its protein and fiber contents are not standard fare. If you are living with type 1 diabetes and celiac disease, managing these grains and counting carbohydrates demands daily vigilance.\nA tenet of dietary dogma is that fiber isn’t digestible and therefore has no effect on the blood sugar. Because insulin is given in relationship to carbohydrates consumed, it is important to get your math right. By subtracting the appropriate amounts of fiber in foods from the total carbohydrates, you get a “net carb” total.\nI crafted a list of common gluten free grains, their carbohydrate load, fiber and net carbohydrate totals associated with them. Take a gander and see how your choices rank.\nDietary recommendations and teaching morph over the years and have landed in a math equation of sorts with current standards. The basic tenet of today’s teachings focus on fiber content/ per serving that exceeds 5 grams. The old school way I learned was to simply subtract the fiber from the carbs and that is your net carb total. I actually still stick with this for myself and my daughter with ease and great success. You will notice the old school math on my chart below for net carb counts.\nCurrent recommendations from the American Diabetes Association\nAccording to current dietary teachings from the American Diabetes Association, “Because fiber is not digested like other carbohydrates, for carbohydrate counting purposes, if a serving of a food contains more than or equal to 5 grams of dietary fiber, you can subtract half the grams of dietary fiber from the total carbohydrate serving of that food.”\nCarbohydrate Counting for Dummies (a-b=c if b>or =5)\nFor example if the carbohydrate count of a serving of food is 30 grams, and the fiber content is 5 grams you would subtract 2.5 grams from the total carbohydrate count. In this instance your total carb count would be [30-2.5= 27.5].\nWhich ever way you choose to calculate your carbohydrates, it is worth looking at this chart to see the fiber totals associated with common gluten free grains.", "domain": "mathematics"}
{"url": "https://adaptedmindmath.wordpress.com/", "date": "2019-06-17T04:59:33Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998376.42/warc/CC-MAIN-20190617043021-20190617065021-00214.warc.gz", "language_score": 0.9516727924346924, "token_count": 1418, "dump": "CC-MAIN-2019-26", "global_id": "webtext-fineweb__CC-MAIN-2019-26__0__158723433", "lang": "en", "text": "Through an immersive, gamified learning experience, Adapted Mind Math helps K-6 students improve their math skills through instruction and exercises. All of Adapted Mind Math’s offerings are in line with common core standards and are designed specific to each grade level.\nLearning math does not have to be an exercise in tedium. The Adapted Mind platform is specifically designed to create a fun and interactive learning environment by operating with a game-centric setting, incentivizing learning through virtual prizes.\nAs students progress through the learning exercises, they earn points, which they can spend on collecting these virtual prizes. They only way they get points, however, is by learning and mastering new skills. By incentivizing the process, students are more likely to push through barriers and reach new levels of learning. According to a survey of parents whose children have taken part in the platform, more than 95 percent of them show an increase in both confidence and overall math ability.\nAdapted Mind Math is a provider of innovative online materials that help young learners navigate complex mathematical concepts and boost competency. Subject areas addressed by Adapted Mind Math include dividing mixed numbers. This starts with turning mixed numbers into improper fractions, such that 1 5/6 becomes 11/6.\nKeeping the first fraction constant, the second fraction is flipped over and multiplied across instead of divided. The multiplication is undertaken horizontally, above and below the fraction line. For example, take 2 1/2 divided by 1/4. The first fraction is written as 10/4, the second as 4/1. Multiplying out gives the fraction 40/4, which simplifies down to 10.\nAdaptedMind provides targeted repetition that benefits those new to dividing mixed numbers. The program defines problem areas based on students’ correct and incorrect answers, and deploys a tailored set of questions.\nBringing together the knowledge provided by mathematics teachers and the creativity of game designers, Adapted Mind Math offers K-6 mathematics students the opportunity to learn while having fun. Addressing a wide range of topics, including algebra and geometry, Adapted Mind Math adapts to the needs of learners to create an interactive and immersive experience.\nAs students reach middle school, they will be confronted with the various classifications of triangles, each of which must be understood. They are:\nEquilateral Triangles. These have three equal sides and angles. In all cases, each individual angle in an equilateral triangle will measure 60 degrees.\nRight Angle Triangles. As the name suggests, these are triangles that feature one right angle. The other two angles will be acute, which means they measure less than 90 degrees.\nIsosceles Triangles. These are similar to equilateral triangles, except that an isosceles triangle will only have two equal sides and angles.\nScalene Triangles. Perhaps the most awkward classification of triangles, these have no equal sides. Technically, a right angled triangle is also classified as a scalene triangle.\nAcute Angle Triangles. These are triangles in which all three angles are below 90 degrees. Both isosceles and equilateral triangles are also acute angle triangles.\nObtuse Angle Triangles. These are triangles in which one angle is above 90 degrees.\nAn innovative educational platform provider, Adapted Mind Math is focused on creating fun ways for children to learn mathematical and reading skills. Placing the emphasis on adaptive learning, the Adapted Mind Math platform makes use of incentives, such as virtual badges and trophies, to reward users for their progress.\nSuch incentives have become common in gaming and are used by designers to encourage players to explore their games in more depth. Badges and trophies not only give players something to work toward, but also set higher expectations than players may have placed on themselves.\nSome, including Jamie Madigan in an article posted on The Psychology of Games, a website devoted to examining how video games and psychology intersect, argue that the use of such virtual achievements offers a point of reference that players fixate on until they achieve the goals required to unlock the associated badge or trophy.\nFurther, achieving goals leads to a sense of satisfaction that encourages players to push toward the next achievement so they can experience the same feelings again. This desire to pursue similar goals increases player engagement with the game and leads to them spending more time with it, resulting in increased familiarity and mastery of the topics around which the game is built.\nAdapted Mind Math offers multiple ways to work on math concepts. And because there are a number of ways to practice your mathematics skills, Adapted Mind Math’s available resources can be used to explain difficult concepts from a different angle.\nSome of the more common ways to practice math is through repetition and worksheets. These types of exercises give you the chance to practice concepts through a variety of different examples and are a mainstay of elementary education. However, until a concept has been fully grasped, practice sheets can end up being more of a frustration than a help for students. Another resource that can be used are dynamic practice sections on websites that adapt based on what questions you answer correctly. This type of resource gives you more practice with concepts that are unfamiliar or more difficult, and they allow you to move past sections that are more easily grasped, resulting in a more focused practice based on the individual needs of each student.\nAdapted Mind Math uses web-based instructional videos and gaming elements to improve a child’s math skills. Adapted Mind Math problems cover a range of mathematical topics, from basic addition and subtraction to advanced algebra and geometry.\nMath fluency is a term used to describe a child’s ability instantly to recall the basic components of mathematics. Children generally begin learning addition and subtraction in the first grade, and it is around this time that the development of math fluency begins. Though a first grader’s math fluency may be limited to relatively simple concepts such as 0+0, and later 9+8, these instances of recall serve as the building blocks for more complex equations further down the line.\nBasic addition facts can be defined as single digit equations with sums lower than 19. The operations used to solve a problem such as 3+2 should become reflexive as a child progresses in his or her education, to the point that teaching a child to add double digit figures with sums exceeding 19 or 20, equations that require the mathematical skill of regrouping, represents a progressive lesson rather than a brand new academic concept.\nOf course, the development of math fluency is not as simple as repeatedly presenting children with addition and subtraction facts. Children learn at vastly different rates, regardless of age and intelligence, and a child must first possess the basic concepts of mathematics before initiating fluency. For example, teachers must first convey to students the concept that the order of numbers does not affect an equation. Without an understanding of basic concepts such as this, the development of math fluency will not progress as intended.", "domain": "mathematics"}
{"url": "https://avmajournals.avma.org/search?f_0=author&q_0=Kirsten+V.+Henderson", "date": "2024-04-16T05:19:44Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817043.36/warc/CC-MAIN-20240416031446-20240416061446-00424.warc.gz", "language_score": 0.9459372758865356, "token_count": 321, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__90498252", "lang": "en", "text": "OBJECTIVE To identify whether age, sex, or breed is associated with crown height of the left and right maxillary first molar tooth (M1) measured on CT images, to develop a mathematical model to determine age of horses by use of M1 crown height, and to determine the correlation between M1 crown height measured on radiographic and CT images.\nSAMPLE CT (n = 735) and radiographic images (35) of the heads of horses.\nPROCEDURES Crown height of left and right M1 was digitally measured on axial CT views. Height was measured on a lateral radiographic image when available. Linear regression analysis was used to identify factors associated with crown height. Half the data set was subsequently used to generate a regression model to predict age on the basis of M1 crown height, and the other half was used to validate accuracy of the predictions.\nRESULTS M1 crown height decreased with increasing age, but the rate of decrease slowed with increasing age. Height also differed by sex and breed. The model most accurately reflected age of horses < 10 years old, although age was overestimated by a mean of 0.1 years. The correlation between radiographic and CT crown height of M1 was 0.91; the mean for radiographic measurements was 2.5 mm greater than for CT measurements.\nCONCLUSIONS AND CLINICAL RELEVANCE M1 crown height can be used to predict age of horses. Results for CT images correlated well with those for radiographic images. Studies are needed to develop a comparable model with results for radiographic images.", "domain": "mathematics"}
{"url": "http://www.classroom-resources.co.uk/acatalog/Online_Catalogue_Maths_Worksheets_Level_3_58.html", "date": "2017-04-25T08:25:33Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917120206.98/warc/CC-MAIN-20170423031200-00217-ip-10-145-167-34.ec2.internal.warc.gz", "language_score": 0.9069004654884338, "token_count": 106, "dump": "CC-MAIN-2017-17", "global_id": "webtext-fineweb__CC-MAIN-2017-17__0__312956889", "lang": "en", "text": "Maths Worksheets Level 3\nPrice: £14.99 (Excluding VAT at 20%)\nAge Group: General\nOrder Number: 13025\nA collection of worksheets graded according to ability. It comes in two photocopiable books covering skills and knowledge, one at level 2 and the other at level 3. The worksheets are in an attracive illustrated style that will appeal to Junior pupils. Both books contain 40 worksheets which cover work on numbers, calculations, data and space.", "domain": "mathematics"}
{"url": "https://gigaio.com/2023/08/one-of-the-most-difficult-problems-of-computational-fluid-dynamics-concorde-during-landing-video/", "date": "2024-04-21T08:17:33Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817729.87/warc/CC-MAIN-20240421071342-20240421101342-00277.warc.gz", "language_score": 0.9060917496681213, "token_count": 473, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__75178684", "lang": "en", "text": "Dr. Moritz Lehmann, Computational Fluid Dynamics software developer FluidX3D, shared a visualization of the solution to one of the most difficult problems of this kind – the calculation of air flows around a supersonic passenger plane Aérospatiale-BAC Concorde on landing.\nComputations were performed on the GigaIO SuperNODE GPU server equipped with 32 AMD Instinct MI210 GPUs with 64 GB and a total volume of video memory of 2 TB.\nThe calculation task is the simulation of air flows for 1 second during the flight of the Aérospatiale-BAC Concorde at a speed of 300 km/h with an angle of attack of 10°. The Reynolds number (a characteristic number in hydrodynamics based on the ratio of the inertia of a gas, liquid or plasma flow to its viscosity) based on the wingspan is 146 million (that’s a lot).\nThe simulation resolution is 2976 × 8936 × 1489 = 40 billion blocks, with a block size of only 12.4 mm³. 67,268 simulation steps were computed in 29 hours, plus 4 hours spent rendering 5 × 600 frames (five different angles) at 4K resolution, for a total of 33 hours on the GigaIO SuperNODE server. One render frame is based on 475 GB of data, so 600 frames is 285 TB of data.\nThe entire simulation is a test of the recently added free-slip algorithms at FluidX3D at object boundaries, which allow for a more accurate model for the turbulent air/fluid boundary layer.\nAccording to the author, on the same hardware, some commercial computational fluid dynamics programs, such as Ansys or Star-CCM+, take several years for similar simulations. FluidX3D does it in a few days.\nAnd, well, in general, it is very beautiful and helps us remember why powerful computers are actually needed.\nView source version on mezha.media: https://mezha.media/en/2023/08/03/one-of-the-most-difficult-problems-of-computational-fluid-dynamics-concorde-during-landing-video/", "domain": "mathematics"}
{"url": "https://ameliamellorsfantasticnarratograph.wordpress.com/", "date": "2018-02-22T06:21:25Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814036.49/warc/CC-MAIN-20180222061730-20180222081730-00494.warc.gz", "language_score": 0.9720252156257629, "token_count": 484, "dump": "CC-MAIN-2018-09", "global_id": "webtext-fineweb__CC-MAIN-2018-09__0__13622826", "lang": "en", "text": "As a kid, I was a huge puzzle freak.\nI liked jigsaw puzzles; the games Rush Hour, Tantrix and Labyrinth; brainteasers; and books like Rowan of Rin and Artemis Fowl and The Eleventh Hour. I loved it when books gave me a chance to solve the problems with the characters. Often, I’d flip back to check out a problem again.\nOnce, in Grade Three, I had a brilliant teacher who set us a basic substitution code – A = W, but B = F, C = J etc – and I liked it so much, he set me another one. I spent all of playtime figuring it out. I still remember the message: ‘when I was born, I was so surprised that I couldn’t speak for a year and a half!’\nRiddles have a very long history indeed. The oldest riddle ever is probably the riddle of the Rhind Mathematical Papyrus, an Ancient Egyptian problem from 1650 BCE that is similar to the ‘As I was going to St Ives’ riddle:\nSeven houses keep seven cats; each cat eats seven mice; each mouse would have eaten seven ears of corn; each ear of corn would have produced seven hekat of grain. How many things are described?\nApparently, there are lots of possible answers. The mathematical answer is 19,607, which makes it a straightforward multiplication problem. But you could also say, for instance, that the answer is five: houses, cats, mice, corn and units of volume are five different things.\nRiddles show up a lot in folklore and fairytales, which is probably why they show up so often in fantasy. Not complaining! It gives me the perfect excuse to put riddles in my own stories. Here are a few from my research and development for The Celestial Kris and The Grandest Bookshop in the World. Some of these didn’t end up fitting into the stories. For instance, in The Celestial Kris, the riddling character has a fixation on family, motherhood and being loved, so all of her conundrums (yes, it’s a word, we are descriptivists around here) are kind of in that vein.\nBelow every riddle is the answer in white text, so highlight the words to see them.", "domain": "mathematics"}
{"url": "http://origin.ny1.com/content/lifestyles/connect_a_million_minds/213213/students-join-twc-to-celebrate-million-minds-milestone/", "date": "2014-12-22T07:46:12Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802774899.57/warc/CC-MAIN-20141217075254-00156-ip-10-231-17-201.ec2.internal.warc.gz", "language_score": 0.950285017490387, "token_count": 215, "dump": "CC-MAIN-2014-52", "global_id": "webtext-fineweb__CC-MAIN-2014-52__0__109920832", "lang": "en", "text": "Students from across the city came to the Intrepid on Thursday to take part in a bundle of science, technology, engineering and math or STEM activities as part of a celebration for Time Warner Cable's Connect a Million Minds initiative.\nThe celebration brought Time Warner Cable executives and local non-profits together to commemorate the initiative reaching a million mind milestone, connecting one million young people to science, technology, engineering and math.\nStudents got to share their love for STEM and presented the work they have been doing all summer with their organizations.\nExecutives say while they have reached one million minds, it's not stopping there.\n\"No question that this is not the end, it’s another milestone along the way, and we've changed our mantra to connecting a million minds and counting. So it keeps going from here,\" said Time Warner Cable Chairman and CEO Rob Marcus.\nTime Warner Cable is NY1's parent company.\nTo find hands on science, technology, engineering and math opportunities in your community visit connectamillionminds.com.", "domain": "mathematics"}
{"url": "https://www.trendmicro.com/vinfo/tw/security/news/security-technology/diving-deep-into-quantum-computing-computing-with-quantum-mechanics", "date": "2024-04-19T10:04:27Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817382.50/warc/CC-MAIN-20240419074959-20240419104959-00208.warc.gz", "language_score": 0.9443414211273193, "token_count": 3630, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__92963059", "lang": "en", "text": "By Morton Swimmer, Mark Chimley, and Adam Tuaima\nQuantum mechanics enables us to build computers that are, in some ways, much more powerful than classical computers. Small, gated quantum computers and experimental quantum computers already exist, but the world might soon see the arrival of quantum computers capable of demonstrating quantum advantage over their classical counterparts. When that happens, it will leave little time for the lengthy process of migrating to new cryptographic algorithms, so it’s best to plan ahead and consider post-quantum cryptography now.\nIn this entry, the second in our series on post-quantum cryptography, we delve into the history of quantum computing, its foundation in quantum mechanics, and the kind of complex problems quantum computers will be able to solve.\nTo better comprehend quantum mechanics, it helps to understand how mathematics evolved over time, and with it, our understanding of nature.\nEarly in history, people’s mathematical understanding of the world was simpler than now: at first, only natural numbers (1, 2, 3, 4, 5, etc.) were used to count. Later, negative numbers (…, -3, -2, -1, 0, 1, 2, 3, ….) were incorporated as well. Eventually, multiplication and division were needed, and these required the concept of fractions created from positive integers. These were classified as rational numbers.\nRational numbers serve well in many practical applications of physics or classical mechanics, where the goal is to measure or approximate something to a sufficient degree of accuracy. However, when the ancient Egyptians wanted to calculate the area of a circle, they tried using fractions in their formula, but the results were not quite accurate. Further examination revealed that a certain number, which will eventually be called pi (symbolized by π and has the value of 3.14159…), can instead be used for this operation. This sparked the idea that there are numbers that cannot be represented by fractions. We call such as real numbers because there’s a tacit assumption that they describe how nature works. So, for a long time, people believed that the world exists on a continuum of scales.\nHowever, the advent of nuclear physics in the late 19th and early 20th centuries started to challenge this view. The smallest unit of matter was initially thought to be the atom, thus it was so named — the ancient Greek “atomos” translates to “indivisible,” or more literally “uncuttable.” In the late 19th century, however, Sir Joseph John Thompson discovered a sub-atomic particle, the electron, and proposed the ‘plum pudding’ model of an atom. In the early 20th century, Ernest Rutherford first theorized the existence of protons and neutrons in an atom’s nucleus, a fact then proven by James Chadwick. Rutherford proposed a model of the atom where the electrons orbited the nucleus like planets around the sun.\nFigure 1. Rutherford Atomic Model\nBut trouble was on the horizon for the planetary model of an atom. Viewed through the lens of classical electromagnetic physics, the electrons would have to continuously lose energy and their orbits would decay rapidly, resulting in the collapse of the atom; but this was not happening.\nMeanwhile, Albert Einstein proved Max Planck’s hypothesis that matter has both particle and wave characteristics, for which he later won the Nobel Prize. This is called the wave/particle duality. With this, Niels Bohr, one of the founding fathers of quantum theory, presented a superseding model of the atom in which electrons occupy a set of discrete (or quantized) positions (orbits) based on their energy levels. Describing each orbital by the wave function of the electron explains why the orbitals do not collapse: the smallest orbital is the one composed of a single standing wave. Electrons can move from one discrete state (quantum) to another, but they do so discontinuously; that is, they jump between quanta in a quantum leap. Each jump goes from one wave harmonic to another. The earlier assumption that the world is based on real numbers was proven incorrect. Wolfgang Ernst Pauli later determined that no two electrons can inhabit the same state at the same time, making the model useful in predicting an atom’s chemical properties.\nFigure 2. Bohr Model\nMost of these might be hard to relate to everyday experiences, but they sit coherently within the quantum mechanical model in terms of mathematics. While many scientists in the early 20th century — for instance, Einstein — were skeptical of quantum mechanics, over time, the field has proven to be sound and useful.\nOther observations that fit the quantum model include Heisenberg's uncertainty principle, which states that it is not possible to precisely determine both the momentum and position of an electron. The more accurately we discern one aspect (either momentum or position), the less accurately the other aspect is determined. This is not a limitation of the apparatus. This is a fundamental property of quantum mechanics and plays an important role in quantum computing.\nFigure 3. Heisenberg’s Uncertainty Principle\nAs shown in the left portion of the illustration above, if we use a high frequency to determine the location of an electron, we will not know its momentum with good accuracy. If we use a low frequency, we can find its momentum with good accuracy but will then not know its location well. In the quantum mechanical world, any measurement comes with a trade-off.\nHeisenberg’s uncertainty principle changes how we think about computation. While in a classical computer, reading from a memory location doesn’t change it, the same is not true in a quantum computer. Reading the state of a quantum system will invalidate its state, so algorithms need to be designed appropriately.\nTwo other important topics in quantum mechanics are superposition and entanglement. These are central to quantum computing. Together, they make quantum computing possible.\nUntil they are measured, particles can exist in infinitely many states. Take an electron, for instance. It is said that it can spin on the x, y, and z axes, as shown in Figure 4. When an electron’s spin is clockwise along some axis, we can call this the “1” state and when it is spinning counterclockwise, we call this the “0” state. However, before measuring the spin, the electron is in a superposition of all possible states. Think of a spinning coin: we cannot say it is in a heads or tails state while it is spinning. Rather, it is in some other in-between state. It’s in a superposition. (Note that the electron doesn’t actually spin. This is just a measurable property of it that we chose to call “spin”.)\nThe particle is in superposition while it is not observed. When the spin is measured, the state will “collapse” on one choice dictated by its probability distribution, just like when the coin flops down on one side or the other with a 50% chance of being either.\nFigure 4. An electron can “spin” on the x, y, and z axes\nThis is the basis of the famous Schrödinger’s Cat thought experiment (Figure 5). An imaginary cat is placed in a box with a vial of poison and a radioactive source. If radioactive decay is detected, the vial of poison breaks and ends the imaginary cat’s life. But radioactive decay is a random process which may or may not happen.\nWhile this was originally meant to demonstrate the absurdity of quantum mechanics, it turned out to be a reasonable explainer of superposition. When the box is shut, there is no way of observing what happens inside. Whether the cat is alive or dead cannot be concluded. From an observer’s point of view, the cat is in a superposition of dead and alive. In quantum mechanics, opening the box causes the superposition to collapse into a single state of the cat being either dead or alive.\nFigure 5. The Schrödinger’s Cat thought experiment\nIn a classical computer, the smallest unit of storage is called a bit, which can either take a 0 or a 1. In a quantum computer, particles can be used to perform calculations, and these are called qubits (quantum bits). Qubits are different from ordinary bits in that through superposition, they can assume an infinite number of states at the same time, which gives them exponentially more computational power. Qubits are used in quantum circuits, which are comparable to algorithms on a classical computer. The goal of these circuits is to run to the end and amplify the correct result so that the answers can be read by measuring the resulting states. In practice, the circuit is re-run thousands of times to obtain a probability distribution from which the answer is derived. However, a circuit needs gates, and the use of multiple gates requires entanglement. The following section delves into this concept.\nIn a classical computer, a logic gate can take bits as input and produce a value as output. For example, a “1” bit and another “1” bit combined at an AND gate will result in “1”. On their own, these bits do nothing. However, in a quantum computer, two particles can become “entangled,” which means an operation on one will influence the state of the other, even if they are far apart. This is like picturing two spinning coins that always land down the same way: either showing both heads or both tails. The two particles are not communicating with each other to do this. Instead, imagine them as twins that behave the same even when they are separated. In this way, they are not violating special relativity that disallows travel at the speed of light or faster. In the macro world, however, this would be strange, and we would not expect coins to behave this way.\nEinstein was not a fan of the idea and described it as “spooky action at a distance.” It might take some convincing to believe that that two particles could influence each other remotely, but it is mathematically proven by and shown in experiments. Between 1980 and 1982, Alain Aspect performed various experiments proving entanglement is real, for which he won the Nobel Prize in 2022.\nEntanglement makes useful algorithms possible. By linking two qubits, conditional quantum gates can be created in quantum circuits. With that, algorithms can be implemented.\nWhen the first serious efforts to build a quantum computer were made in the mid-1990s, one of the main questions raised was, what would it be good for? Actually, this very question serves as the answer itself to one of the main motivations why these computers are developed: they were built so their full potential can be discovered and unleashed.\nThe original idea of quantum computing was proposed by Paul Benioff and Richard P. Feynman around 1980. Simulations of physical systems, for instance tracking all interactions between atoms in a molecule, are often impossible to run on classical computers because the difficulty of the problem grows exponentially with the number of atoms. In contrast, quantum computers can tackle exponentially larger problems for every qubit in the quantum computer and can deal with this complexity.\nNow, while experimental quantum computers are emerging, there are still challenges on how their usefulness can be most effectively maximized. Machines with sufficiently large numbers of usable qubits remain elusive. Furthermore, scalability and noise management remain a concern. Noise could limit scalability. In this context, noise pertains to electromagnetic radiation, magnetic fields, cosmic rays, and the like. For this reason, most quantum computers are operated at temperatures close to absolute zero (which is 0 Kelvin, -273.15℃, or -459.67 ℉) and are heavily shielded from radiation.\nWith the current crop of quantum computers, attempts to mitigate noise are done by using redundant noisy physical qubits to create noise-free logical qubits. The current generation of quantum computers is called Noisy Intermediate-Scale Quantum (NISQ) computers. The number of logical qubits is much lower than the number of physical qubits in these systems. This means that a useful quantum computer will have to have several dozen times as many physical qubits as required logical qubits in order to execute a given quantum circuit.\nDespite the challenges, many algorithms for quantum computers have been proposed, showing how versatile the platform may one day be. As of now that question of their purpose still stands, although perhaps not much longer.\nQuantum advantage pertains to the milestone where a quantum computer can solve problems faster than a classical computer can. While several claims of quantum advantage have been made recently, none of them solves useful problems. They are therefore not convincing — yet. Because the simulation of physical systems often requires far fewer qubits, we will probably see the first practical uses here. On the other hand, a quantum computer for solving large computer science problems is probably over a decade away. These simulations would be valuable as they would enable major chemical, physical, and medicinal discoveries. This is why the development of quantum computers has garnered so much attention lately.\nIn an attempt to horizontally scale the current generation of experimental quantum computers, there have been experiments using circuit knitting or surface-code architectures. These experiments take small quantum computers and combine them using classical or quantum connections to form a larger machine. However, it is not clear if quantum advantage can be achieved this way, as these separate circuits need to be connected, which incurs overhead and a change to the algorithms. The last limiting factor is the number of quantum gates that can be used, but little has been published on this for existing quantum computers.\nSmall, gated quantum computers containing a few hundred physical qubits, are now available as a cloud service from various vendors. Adiabatic quantum computers (AQC) that are restricted to a special optimization process already have thousands of qubits but have yet to show meaningful speedup over classical computers.\nA recent finding from a university in Switzerland showed that merely quadratic speedup over classical algorithms will not be enough to compensate for the overhead that quantum computers have in loading the data and circuit. Given this finding, there are some doubts that they will ever be useful for big-data applications at all, unless some engineering solution is found.\nAs mentioned, quantum computers can solve some problems in minutes that would take years on a classical computer. In this section, let’s look at the classes of problems that quantum computers can solve.\nA complexity class refers to a set of problems that are solvable with relatable time requirements on a Turing machine, which is a theoretical computational model. Without going into details, a nondeterministic Turing machine is exponentially faster than the deterministic variant. We strive to use polynomial-time algorithms (or better) because the time they take only goes up moderately with the problem size. We call these “P” problems. Many real-world problems are “NP” problems that require much greater resources and typically grow in time and space requirements exponentially with the size of the input problem. We say that a problem is NP-Complete if it can be proven that no algorithm solves the problem better than a non-deterministic Turing machine would need in polynomial time. The entire space of decidable problems that a Turing machine can solve is called PSPACE.\nThe complexity class for quantum algorithms solvable in polynomial time is called Bounded-Error Quantum Polynomial Time complexity (BQP). This class is not thoroughly explored, but we believe it includes the whole P class and some of the NP and PSPACE classes, but no NP-Complete problems (as shown in Figure 6 below). Solving some of the NP problems in BQP time complexity is a game changer, even if it might disappoint some that NP-complete problems still stay exponentially difficult.\nFigure 6. Quantum computer complexity classes\nWhat quantum computers cannot do is solve completely intractable and (classically) undecidable problems. And while there are problems that are difficult for classical computers but relatively easy for quantum computers, the reverse is also true.\nThe rise in interest in quantum computing algorithms has also revived creativity in classical algorithm design. Some heuristic algorithms can now be seen emerging from this research. These are often optimization algorithms that are called Quantum Inspired Optimization (QIO) or sometimes Quantum-Inspired Algorithms (QIA). Therefore, research into quantum computing is leading to speedups in classical real-world algorithms, which might turn out to be more of a game changer than quantum computers themselves.\nQuantum computers are vastly different from classical computers in fundamental ways. This is shown through a variety of factors, from the probabilistic nature of their operation to the resulting complexity classes of the algorithms that can be implemented on quantum computers. This article looked into the history of quantum computing, pertinent concepts in quantum mechanics, and the type of problems quantum computers can help solve. It also touched on the types of gates that can be used in quantum circuits. In the next parts of this research, we will look at how quantum computer cryptanalysis works and why there are worries about these nascent computers.\nLike it? Add this infographic to your site:\n1. Click on the box below. 2. Press Ctrl+A to select all. 3. Press Ctrl+C to copy. 4. Paste the code into your page (Ctrl+V).\nImage will appear the same size as you see above.", "domain": "mathematics"}
{"url": "https://coolmathsoftware.com/matharcade/index.html", "date": "2021-09-27T18:29:32Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780058467.95/warc/CC-MAIN-20210927181724-20210927211724-00410.warc.gz", "language_score": 0.9125761985778809, "token_count": 318, "dump": "CC-MAIN-2021-39", "global_id": "webtext-fineweb__CC-MAIN-2021-39__0__112981092", "lang": "en", "text": "Math Arcade V1.2\nPut away your calculator and give Math Arcade a try! Whether you’re a grade school student learning basic math for the first time or an old timer in need of a refresh, Math Arcade will hone your mental math skills like nothing else!\nMath Arcade is a collection of 8 different games with 5 skill levels each. The games vary from simulated flash card learning for addition, subtraction, and multiplication, to full blown long hand addition, subtraction, multiplication, and division. There is even a mind-bending equation builder that will be sure to test even the best mental math wizards!\nThere is both a practice and an arcade mode for each game. In practice mode, you can try as many problems as you want. In arcade mode, up to 4 people at once can compete solving a fixed number of problems in a race against the clock and accuracy for a shot at the high score table.\nAt the end of each arcade game attempt, a summary sheet is provided to review your performance. There is even printing support so you can have a permanent record of any summary report.\nThe demo version of Math Arcade has 2 of the 8 games enabled for your evaluation. If you enjoy this program, please consider purchasing the full version to help support independent software development.\nSystem Requirements: Windows OS, 800×600+ desktop resolution, 300+ MHz CPU recommended\nDownload the demo version here: MathArcadeDemo.zip (1.04 MB)\nOrder the full version of Math Arcade V1.2 for $9.95", "domain": "mathematics"}
{"url": "https://www.alfalaah.org.za/high-school", "date": "2023-02-07T07:17:57Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500392.45/warc/CC-MAIN-20230207071302-20230207101302-00790.warc.gz", "language_score": 0.9644309282302856, "token_count": 107, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__227468307", "lang": "en", "text": "During 2020, despite the challenges posed by a lack of face to face tuition, three of our Grade 10 learners performed exceptionally well in the Advanced Programme in Maths (AP Maths). These learners namely: Husna Haffeejee, Noormohamed and Moosa Abdulla, all achieved a mark above 90% for the year in the exam offered by Advantage Maths. All lessons were conducted virtually. Well done to all these learners. We hope they will pursue with AP Maths and continue to achieve excellent results.", "domain": "mathematics"}
{"url": "https://in.rediff.com/news/2004/mar/09iycu.htm", "date": "2022-07-05T21:57:36Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104628307.87/warc/CC-MAIN-20220705205356-20220705235356-00267.warc.gz", "language_score": 0.8591250777244568, "token_count": 448, "dump": "CC-MAIN-2022-27", "global_id": "webtext-fineweb__CC-MAIN-2022-27__0__198918431", "lang": "en", "text": "Chennai Mathematical Institute: Admission 2004\nThe Chennai Mathematical Institute invites applications for the following programmes:\n· BSc (Honours) in Mathematics and Computer Science (3 year integrated course).\n· BSc (Honours) in Physics (3 year course)\n· MSc in Mathematics (2 year course)\n· MSc in Computer Science (2 year course)\n· PhD in Mathematics\n· PhD in Computer Science\nAbout the courses\nThe courses are conducted by the Institute with the cooperation of the Institute of Mathematical Sciences, Chennai, and the School of Mathematics, TIFR, Mumbai.\nThe BSc and MSc degrees are awarded by Madhya Pradesh Bhoj (Open) University. The PhD degrees are awarded by University of Madras and BITS, Pilani.\n· BSc: 12th standard or equivalent.\n· MSc (Math): BSc (Math)/B Math/B Stat/B Tech\n· MSc (Computer Science): BE/B Tech/BSc (Computer Science) or BSc (Math) with a strong background in Computer Science\n· PhD (Math): BE/B Tech/BSc (Math)/MSc (Math)\n· PhD (Computer Science): BE/B Tech/MSc(Computer Science)/MCA\nFor all the programmes, applicants shortlisted based on their scholastic record will be required to take an entrance examination to be held in Allahabad, Bangalore, Bhopal, Calicut, Chandigarh, Chennai, Hyderabad, Kolkata, Mumbai and New Delhi, on Monday, May 31, 2004. In addition, selection for PhD will involve an interview at Chennai.\nHow to apply\nTo obtain the application forms and information brochures, send a DD for Rs 250 in favour of the Chennai Mathematical Institute, payable at Chennai, to the Chennai Mathematical Institute, 92 G N Chetty Road, Chennai 600 017.\nWeb site: www.cmi.ac.in\nThe last date for collecting application forms is April 12, 2004.\nThe last date for submitting completed application forms is April 30, 2004.", "domain": "mathematics"}
{"url": "https://computertechweb.com/rectangular-prism-has-12-edges/", "date": "2024-04-24T02:54:48Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818999.68/warc/CC-MAIN-20240424014618-20240424044618-00678.warc.gz", "language_score": 0.9142395257949829, "token_count": 798, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__125515979", "lang": "en", "text": "A rectangular prism, also known as a rectangular cuboid, has 12 edges. These edges are formed by the intersection of the rectangular faces of the prism.\nRectangular prisms are common three-dimensional shapes encountered in everyday life and mathematics. Understanding their properties and calculations is fundamental in various fields, from construction to mathematics.\nTable of Contents\nProperties of Rectangular Prism\nRectangular prisms possess distinctive properties that make them useful in diverse applications. These include volume, surface area, and diagonals.\n- Volume: The volume of a rectangular prism refers to the amount of space it occupies. It is calculated by multiplying the length, width, and height of the prism.\n- Surface Area: Surface area represents the total area covered by all the faces of the rectangular prism. It includes the area of each individual face.\n- Diagonals: Diagonals in a rectangular prism are lines connecting opposite vertices, passing through the center of the prism. Understanding diagonal lengths is crucial in various geometric calculations.\nHow to Calculate Volume of a Rectangular Prism\nCalculating the volume of a rectangular prism involves a straightforward formula:\nVolume = Length × Width × Height\nFor example, if a rectangular prism has a length of 5 units, width of 3 units, and height of 4 units, its volume would be:\nVolume = 5 × 3 × 4 = 60 cubic units\nHow to Calculate Surface Area of a Rectangular Prism\nDetermining the surface area of a rectangular prism requires summing up the areas of all its faces. The formula for surface area is:\nSurface Area = 2lw + 2lh + 2wh\nWhere l, w, and h represent the length, width, and height of the prism respectively.\nDiagonals of a Rectangular Prism\nThe diagonals of a rectangular prism connect opposite vertices, forming lines within the prism. These diagonals are essential in various geometric calculations, such as determining internal angles and spatial relationships.\nReal-world Applications of Rectangular Prisms\nRectangular prisms find extensive use in real-world scenarios, including:\n- Architecture: Rectangular prisms serve as building blocks for architectural structures, such as buildings and bridges.\n- Packaging: Many packaging materials, like boxes and cartons, are designed in the shape of rectangular prisms for efficient storage and transportation.\n- Engineering: In engineering projects, rectangular prisms are utilized in constructing components, machinery, and infrastructure.\nImportance of Rectangular Prisms in Mathematics\nIn mathematics, rectangular prisms hold significant importance:\n- Geometry: They are fundamental shapes studied in geometry, helping to understand concepts like volume, surface area, and spatial relationships.\n- Algebraic applications: Rectangular prisms are often used as models in algebraic equations, facilitating problem-solving and visualization of mathematical concepts.\nFAQs on Rectangular prisms\n- What is a rectangular prism?\n- A rectangular prism is a three-dimensional shape with six rectangular faces, where each face meets at right angles.\n- How do you find the volume of a rectangular prism?\n- The volume of a rectangular prism is calculated by multiplying its length, width, and height.\n- Why are rectangular prisms important in mathematics?\n- Rectangular prisms are significant in mathematics due to their relevance in geometry, algebra, and real-world applications.\n- What are some real-world examples of rectangular prisms?\n- Examples include buildings, boxes, bookshelves, and shipping containers.\n- How are diagonals useful in rectangular prisms?\n- Diagonals help determine internal angles, spatial relationships, and other geometric properties of rectangular prisms.\nRectangular prisms are versatile geometric shapes with essential properties and applications in various fields. Understanding their characteristics and calculations is crucial for both practical and theoretical purposes.", "domain": "mathematics"}
{"url": "http://jemarch.net/poke-2.4-manual/html_node/Negative-Integers.html", "date": "2023-01-31T16:02:50Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499888.62/warc/CC-MAIN-20230131154832-20230131184832-00622.warc.gz", "language_score": 0.9004672169685364, "token_count": 737, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__8618582", "lang": "en", "text": "Up to this point we have worked with unsigned integers, i.e. whole numbers which are zero or bigger than zero. Much like it happened with endianness, the interpretation of the value of several bytes as a negative number depends on the specific interpretation.\nIn computing there are two main ways to interpret the values of a group of bytes as a negative number: one’s complement and two’s complement.\nAt the moment GNU poke supports the two complement interpretation, which is really ubiquitous and is the negative encoding used by the vast majority of modern computers and operating systems.\nWe may consider adding support for one’s complement in the future, but only if there are real needs that would justify the effort (which wouldn’t be a small one ;)).\nUnsigned values are never negative. For example:\n(poke) 0UB - 1UB 0xffUB\nInstead of getting a -1, we get the result of an unsigned underflow, which is the biggest possible value for an unsigned integer of size 8 bits: 0xff.\nWhen using type specifiers like\nuint<16> in a\nmap, we get unsigned values such as 0UB. It follows that we need\nother type specifiers to map signed values. These look like\nFor example, let’s map a signed 16-bit value from foo.o:\n(poke) .set obase 10 (poke) int<16> @ 0#B 28515H\nNote how the suffix of the value is now\nH and not\nThis means that the value is signed! But in this case it is still\npositive, so let’s try to get an actual negative value:\n(poke) var h = int<16> @ 0#B (poke) h - h - 1H -1H\nAdding two signed integers gives you a signed integer:\n(poke) 1 + 2 3\nLikewise, adding two unsigned integers results in an unsigned integer:\n(poke) 1U + 2U 3U\nBut, what happens if we mix signed and unsigned values in an expression? Is the result signed, or unsigned? Let’s find out:\n(poke) 1U + 2 3U\nLooks like combining an unsigned value with a signed value gives us an unsigned value. This actually applies to all the operators that work on integer values: multiplication, division, exponentiation, etc.\nWhat actually happens is that the signed operand is converted to an unsigned value before executing the expression. You can also convert signed values into unsigned values (and vice-versa) using cast constructions:\n(poke) 2 as uint<32> 2U\nTherefore, the expression\n1U + 2 is equivalent to\n1U + 2\n(poke) 1U + 2 as uint<32> 3U\nYou may be wondering: why not doing it the other way around? Why not converting the unsigned operand into a signed value and then operate? The reason is that, given an integer of some particular size, the positive range that you can store in it is bigger when interpreted as an unsigned integer than when interpreted as a signed integer. Therefore, converting signed into unsigned before operating reduces the risk of positive overflow. This of course assumes that we, as users, will be working with positive numbers more often than with negative numbers, but that is a reasonable assumption to do, as it is often the case!", "domain": "mathematics"}
{"url": "http://alsims.gr/math/Probabilities_and_Paradoxes.htm", "date": "2020-02-27T13:02:52Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146714.29/warc/CC-MAIN-20200227125512-20200227155512-00353.warc.gz", "language_score": 0.9668905735015869, "token_count": 6189, "dump": "CC-MAIN-2020-10", "global_id": "webtext-fineweb__CC-MAIN-2020-10__0__50488735", "lang": "en", "text": "Probability and other paradoxes\n|Door 2||Door 3||Result|\n3) By opening his door, Monty is actually saying to the player, \"There are two doors you did not choose, and the probability that the prize is behind one of them is 2/3. Your choice of door 1 has a chance of 1 in 3 of being the winner. I have not changed that. But by eliminating Door 2, I have shown you that the probability that Door 3 hides the prize is 2 in 3.\"\n4) (Mine) Choosing a door, you know well that this door has 1/3 chances of hiding the car. The remaining 2/3 chances are with the other two doors. Now, after a door is opened by the host, these 2/3 chances don't change, i.e. the third door has still 2/3 chances of hiding the car.\nYou can play/test the game Let's Make a Deal here (as long as the page is still alive!). You will find out that:\n1) If you always stick to the same door, 'win' and 'lose' results are about the same.\n2) If you always switch to the other door, 'win' results are much higher than 'lose'!\nI continue with some variations of the Monty Hall problem.\nThere are 3 playing cards on the table, face-down. One of them is Queen of Hearts (QoH). The game \"host\" asks you to guess which one is it. OK, so you point card C. Then card B is turned over by the \"host\" and it isn't a QoH, but a non-QoH). So the situation schematically is the following:\n|Card A||Card B||Card C|\nAt this point, you are asked whether you want to switch to card A or not.\nYou may think, \"I don't have any reason to switch cards became there's a QoH and a non-QoH remaining, so the probability of winning is the same by switching on not, it's 50%.\"\nThere are two variations. Let's see what happens in each one.\nThe \"host\" knows where the QoH card is. And you know that. In this case, the chance of winning is doubled when you switch to the other card (A) rather than sticking with your original choice (card C), because the \"host\" turned deliberately an non-QoH card over.\nThere are 3 possible situations corresponding to your initial choice, each with equal probability (1/3):\n1) You originally picked non-QoH #1. The \"host\" has deliberately shown you non-QoH #2.\n2) You originally picked non-QoH #2. The \"host\" has deliberately shown you non-QoH #1.\n3) You originally picked the QoH card. The \"host\" has shown you either of the two non-QoH cards.\nIf you choose to switch, you win in the first two cases. If you choose to stay with the initial choice, you will win only in third case. So in 2 out of 3 equally likely cases switching wins, since the odds of winning by switching are 2/3. In other words, a player who has a policy of always switching will win on average two times out of the three.\nThe \"host\" doesn’t really know where the QoH card is and you know that. In this case, when the \"host\" turns the non-QoH card over, the probability that you originally picked the QoH card increases from 1/3 to 1/2. And the odds in this case are equal, whether you change your initial choice or not.\nAlso known as the \"exchange paradox\".\nYou are given two indistinguishable envelopes and you are informed that one of them contains twice as much money as the other. You may select any one of the envelopes at random and you can receive the money it is in it. Now, after you select one of them and before opening it, you are given the opportunity to take the other envelope instead. Should you switch to the other envelope?\nYou may think, \"I don't have any reason to take the other envelope since the chances that it is the one with more money are the same with the chances of keeping the one I have already selected.\"\nSuppose that the amount of money in the envelope you first choose is x. Then the other envelope has 50% chances of containing 2x and 50% chances of containing x/2, i.e. a total of 0.5*2x + 0.5*(x/2) = x + 0.25x = 1.25x. So you should switch.\nThis, however, creates the following paradox: If one switches, by the same reasoning one has to switch back! And this can go on in an endless cycle! So there must be something wrong with above reasoning. Indeed, two things are wrong:\n1) To mix different instances of a variable in the same formula like this is said to be illegitimate, so the above reasoning is incorrect.\n2) The expectation of 1.25x holds for either of the envelopes!\nA box contains three coins. One is normal, one has two heads and the other has two tails. One con falls out of the box on the floor, heads up. What is the probability that the other side is also a head?\n(Think of the solution as long as needed before going on . . .)\nThe table below contains all possible cases:\n|Coin||Side up||Side down|\n|2 heads||head #1||head #2|\n|2 heads||head #2||head #1|\n|2 tails||tail #1||tail #2|\n|2 tails||tail #2||tail #1|\nIn the 3 of the above possible coin cases where you get head up, you have 2 cases of head down and one of tail down. So the chances are 2/3.\n(I have simplified the description.)\nThere are three boxes, each with two drawers. Each drawer contains a coin. One box has a gold coin in each drawer (GG), one box has a silver coin in each drawer (SS) and the other has a gold coin in one drawer and a silver coin in the other (GS). A box is chosen at random, and then one of its drawers is opened. The coin in that drawer is gold. What is the chance that the other drawer also contains a gold coin?\nApparently, it seems that the probability is 50%. However, it isn't! Here's why:\nSince a gold coin is found, it means that the box is either GG or GS. These 2 boxes have a total of 3 gold coins and 1 silver coin. If we subtract the gold coin already found, there remain 2 gold coins and 1 silver coin. Hence, the probability that the other coin in the box is also gold is 2/3.\nOr, we can think in the following way, examining all three, equally possible cases:\n1) Drawer G of GS was chosen, so the other drawer contains a silver coin (1/3)\n2) Drawer G1 of GG was chosen, so the other drawer contains also a gold coin (1/3)\n3) Drawer G2 of GG was chosen, so the other drawer contains also a gold coin (1/3)\nIn 2 of the three cases the other coin is also gold, i.e. the probability of this happening is 2/3.\nSince gold coins are difficult to get and also for getting rid of the boxes, 3 pairs of regular coins may be used, placed on the table and covered, with heads up and tails up as follows: HH, TT and HT. Or 3 pairs of black and red playing cards face down, etc.\nYou pay a fixed fee to enter a game of chance in a casino, in which a fair coin is tossed repeatedly until a tail appears, ending the game. The pot starts at 2 dollars and is doubled every time a head appears. You win whatever is in the pot after the game ends. Thus you win 2 dollars if a tail appears on the first toss, 4 dollars if a head appears on the second toss and a tail on the second, 8 dollars if a head appears on the first two tosses and a tail on the third, and so on. In short, you win 2^k dollars, if the coin is tossed k times until the first tail appears. What would be a fair price to pay the casino for entering the game?\nLet's see what's the average payout: with probability 1/2, the player wins 2 dollars, with probability 1/4 the player wins 4 dollars, with probability 1/8 the player wins 8 dollars, and so on. The expected value is thus EV = 1/2*2 + 1/4*4 + 1/8*8 ... = 1 + 1 + 1 + ... = infinite.\nAssuming that the game can continue as long as the coin toss results in heads and that the casino has unlimited resources, this sum grows without bound and so the expected win for repeated play is an infinite amount of money.\nConsidering nothing but the expected value of the net change in one's monetary wealth, one should therefore play the game at any price if offered the opportunity. Yet, in published descriptions of the game, many people expressed disbelief in the result. It has been found that \"few people would pay even $25 to enter such a game\" and most commentators would agree. The paradox is the discrepancy between what people seem willing to pay to enter the game and the infinite expected value.\nI created and ran a simple computer program to find out what is statistically the average earnings after a large number of rounds. First of all, the average number of tosses, until a tail comes up is found to be 2. Of course, since the first toss is \"free\", i.e. it doesn't count, since one earns 2 dollars independently of the outcome of the first \"toss\". Then the 2nd toss has 50% chances to be heads or tails. So each round lasts 2 tosses in average.\nNow, here's another paradox within St. Petersburg paradox that I discovered: Since the average of tosses is 2, one would logically expect that the average earnings would be 2^2 = 4 dollars. Although this sounds quite logical, it is very far from the truth. Why?\nIf the amount of dollars earned after each test were proportional, i.e. 2 dollars were added on each toss, then the average earnings would be indeed 4 dollars. But the amount of earnings does not grow proportionallly but exponentially. Indeed, in the above test, I found that the average earings range from 10 to 25 dollars! So the paradox lies in the big discrepancy between the average number of tosses and the average earnings.\nWhich of the averages then should be taken as a basis to decide on the amount of the entry fee one would be willing to pay for this chance game? Evidenttly, it's the average earings, which is more real as a statistic and it's what finally counts.Here is the code of the program I used for testing:\nDEFINT A -Z DIM tottosses AS LONG, earnings AS LONG, totearnings AS LONG RANDOMIZE TIMER tottosses = 0: totearnings = 0: rounds = 32000 FOR i = 1 TO rounds tosses = 0: earnings = 2 DO tosses = tosses + 1: a = INT(2 * RND) + 1 IF a = 1 THEN earnings = earnings * 2 ELSE EXIT DO LOOP tottosses = tottosses + tosses totearnings = totearnings + earnings NEXT i avtosses = CINT(tottosses / rounds): avearnings = CINT(totearnings / rounds) PRINT 'Average number of tosses, average earnings:'; avtosses; avearnings END\nimport random random.seed() tottosses = 0; totearnings = 0; rounds = 32000 for i in range(rounds): tosses = 0; earnings = 2 while True: tosses += 1; a = random.randint(1, 2) if a == 1: earnings *= 2 else: break tottosses += tosses; totearnings += earnings avtosses = round(float(tottosses)/float(rounds), 0) avearnings = round(float(totearnings)/float(rounds), 0) print 'Average number of tosses, average earnings:', avtosses, avearnings\nIf you run it a lot of times, you will see a stable average number of tosses of 2 and an average of earnings, normally lying bewteen 15 and 25 but with big variations each now and then. Don't be surprised if you suddenly see a value that looks like 540!\nIt is a variation of the \"Two envelopes problem\" described above.\nTwo men are given a necktie by their wives as a Christmas present. Over drinks they start arguing over who has the more expensive necktie. They agree to have a wager over it. They will consult their wives and find out which necktie is more expensive. The terms of the bet are that the man with the more expensive necktie has to give it to the other as the prize.\nOne of the men reasons as follows: Winning and losing are equally likely. If I lose, I will lose the value of my necktie. But if I win, I win more than the value of my necktie. Therefore the wager is to my advantage.\nAssuming that both men think equally logically, the other man will think the same thing. So, paradoxically, it seems that both think they have an advantage in this wager. Which is impossible.\nWhat's the flaw in this?\nWhat we call the \"value of my necktie\" in the losing scenario is the same amount as what we call \"more than the value of my necktie\" in the winning scenario. Accordingly, neither man has the advantage in the wager. E.g. If the price of one tie is $10 and the other $20, in the losing scenario one loses $20, which is the same amount he wins in the winning scenario.\nThe Jones family have two children. The older child is a girl. What is the probability that both children are girls?\n(Think of the solution as long as needed before going on . . .)\nOnly two possible cases meet the criteria specified in the question: GB and GG. Since both of them are equally likely, and only one of the two, GG, includes two girls, the probability that the younger child is also a girl is 1/2.\nThe Jones family have two children. At least one of them is a boy. What is the probability that both children are boys?\n(Think of the solution as long as needed before going on . . .)\nThe possible cases are: GB, BG and BB. Schematically:\n|Older child||Younger child|\nFrom the above we can see that the probability that both are boys is 1/3.\nA postman knocks on the door of a house where two children live, and the door is answered by a little girl. What are the chances that the other child is also a girl?\nHow many people do you think it would take to survey, on average, to find two people who share the same birthday? Due to probability, sometimes an event is more likely to occur than we believe it to. In this case, if you survey a random group of just 23 people there is actually about a 50% chance that two of them will have the same birthday. This is known as the birthday paradox. Don't believe it's true? You can test it and see mathematical probability in action!\nThe birthday paradox, also known as the birthday problem, states that in a random group of 23 people, there is about a 50% chance that two people have the same birthday. Is this really true? There are multiple reasons why this seems like a paradox. One is that when in a room with 22 other people, if a person compares his or her birthday with the birthdays of the other people it would make for only 22 comparisons — only 22 chances for people to share the same birthday.\nBut when all 23 birthdays are compared against each other, it makes for much more than 22 comparisons. How much more? Well, the first person has 22 comparisons to make, but the second person was already compared to the first person, so there are only 21 comparisons to make. The third person then has 20 comparisons, the fourth person has 19 and so on. If you add up all possible comparisons (22 + 21 + 20 + 19 + … +1) the sum is 253 comparisons, or combinations. Consequently, each group of 23 people involves 253 comparisons, or 253 chances for matching birthdays.\nHere is a case that I am sure a lot of people have been confused about or at least thought as a kind of paradox.\nWe toss a fair coin and get heads up. We toss again and get heads up. As this goes on, everytime we feel more and more strongly that its time for tails to show up. That is, there are more and more chances each time for tails to show up. We have reached a large number of tosses, and we are almost certain that the next toss will be tails up.\nCoin tossing may be replaced with drawing a card from a well shuffled deck and getting a red card for a number of consecutive drawings, betting on Red in a roulette, etc.\nThat at it's time for tails to show up and the accumulated frustration of this not happening is a real feeling we get. We think, \"What is the probability that heads continue to show up after, e.g. 9 consecutive times of heads up?\" Apparently very low, right? \"That would be too much\", we could think.\nBut let's cool down and think in pure probability terms.\nThere is a basic, fundamental law that applies at any time we are tossing a coin, drawing a card from the deck, betting on Red in a roulette, etc. The probability for heads or a red to come up is 1/2. Similarly of course for tails up or a black card. Always. At any time. Independenty of what has happened until then. The Universe does not keep records. We do. And these records help us producing statistics, etc.\nNow, let's look the tossing problem from another view. We could do an experiment and say, \"We are going to toss a coin 10 times. What is the probability all outcomes to be heads up?\" Easy: It's 1/(2^10), i.e. 1/1024 = ~0.1%. And what is the probability to get at least one tails up? It's 9 times greater, i. ~0.9%. So we note down each time the outcome of a tossing. Then we may think that since at least one tails up is 9 times more probable than 10 heads up, it's 9 times more probable that the 10th toss is tails up. And we may believe this strongly.\nWell, if we come back to the fundamental law described above, we had to come down to earth and accept that the probability of a 10th heads up is the same with the probability of a 10th tails up, i.e. 50%. That is, getting HHHHHHHHHH is the same as HHHHHHHHHT.\nOK, but what about the 9:1 probability as a statistic? Does HHHHHHHHHH invalidates it? No, because it's an extreme case and statistical formulas always provide for deviations from normal. If we were to repeat the experiment foa a large number of times (e.g. 100 times), we would see that on average outcomes are always as expected. And We could also confirm the 9:1 case.\n(It is also known as \"cocodile paradox\". Although its description involves a totally unrealistic situation, as you will see, and it can be described in a hundred of more realistic ways, I use the original version, as it appears in Wikipedia.)\nThe Crocodile dilemma is an unsolvable problem in logic. The premise states that a crocodile who has stolen a child promises the father that his son will be returned if and only if he can correctly predict what the crocodile will do.\nThe outcome is logically smooth (but unpredictable) if the father guesses that the child will be returned, but a dilemma arises for the crocodile if he guesses that the child will not be returned: 1)If the crocodile decides to keep the child, he will violate his terms: the father's prediction has been validated, and the child should be returned. 2) If the crocodile decides to give back the child, he still violates his terms, even if this decision is based on the previous result: the father's prediction has been falsified, and the child should not be returned.\nTherefore, the question of what the crocodile should do is paradoxical, and there is no justifiable solution.\nRelation to \"The king and the jester\" riddle\nThe king, who was tired of his jester and looked for an excuse to get rid of him, calls him in one day and says to him: \"Say something, anything you want. If what you say is a lie I will hang you and if it is true I will slaughter you.\"\nThe jester thought for a while and then he said something to the king. And lived!\nWhat did he say?\n(Hover the mouse pointer over here to see the solution.)\nSuppose there is a card with statements printed on both sides:\nFront: The statement on the other side of this card is TRUE.\nBack: The statement on the other side of this card is FALSE.\nTrying to assign a truth value to either of them leads to a paradox.\n1. Epimenides was a Cretan who made an immortal statement: \"All Cretans are liars\"\n2. \"This sentence is false\"\n3. \"I am lying\"\n4. What happens if Pinocchio says that his nose is about to grow, knowing that it actually grows ONLY when he is telling a lie?\n|A painting by the Belgian René Magritte, featuring a smoking pipe and a message at the bottom saying \"Ceci n'est pas une pipe.\" (\"This is not a pipe.\") Indeed, the painting is not a pipe, but rather an image of a pipe!|\nSocrates' famous phrase: \"I know one thing, that I know nothing\"\nAt start of the week, a teacher announces to his students that he will give a test this week.\nNow, the students think that locically the test cannot be given on Friday because it would be expected since it is the last remaining day. So the teacher would not give the test on Friday. In the same way, it could not give it on Thursday, because it would be expected since it is the last remaining day, excluding of course Friday. And so on ... So, the teacher cannot give an unexpected test!\nWrong! The teacher may well give the test on Friday, and it will be unexpected, since the students, based on the above reasoning, would not expect it on Friday!\nActually, he can give the test any day, since, based on the above reasoning, the students believe it cannot be unexpected anyway!\nConsider a heap of sand from which grains are individually removed. One might well do the following thinking: 1) 1,000,000 grains of sand is a heap of sand. 2) A heap of sand minus one grain is still a heap. 3) Repeated applications of (2) (each time starting with one less grain), eventually forces one to accept the conclusion that a heap may be composed of just one grain of sand.\n(From Smullyan's Puzzle Book)\nThis is a very old problem in logic stemming from ancient Greece. It is said that the famous sophist Protagoras would accept a young person Euathlus as pupil on credit and that hw will get paid for his instruction after he had won his first case. So, Protagoras waited until Euathlus take on a client, but this never happened. So he decided to sue Euathlus for the amount owed.\nProtagoras argued that if he won the case he would be paid his money. If Euathlus won the case, Protagoras would still be paid according to the original contract, because Euathlus would have won his first case.\nEuathlus, however, claimed that if he won then by the court's decision he would not have to pay Protagoras. If on the other hand Protagoras won then Euathlus would still not have won a case and therefore not be obliged to pay. The question is: which of the two men is in the right?\nAnswer: The court decision will be based on what has aleready happened, not on what will happen after the court decision is made. So, actually, there's no case at all, since Euathlus has not yet tried to win a case!\nNow, here's another thing that Protagoras could do: He should let Euathlus win the case and then sue him again, in which case he should legally get his money since Euathlus would have won his first case!\n(This seems a better and more useful math problem. But then, it wouldn't be a paradox!\nThis is something I have thought in 2004 and it can be seen as simply a problem (successful or defective) method or a paradox.\nYou bet one chip on Red. If Red comes out, you keep the earned chip and you bet another chip, always on Red. If Black comes out, you bet 2 chips on Red in the next round. If Red comes out, you get 4 chips back, so have earned one more chip (after subtracting the 3 chips you have bet in total). You keep the earned chip and you bet another chip, always on Red. In short, the method can be summarized as follows: \"Whenever you win, you keep the earned chip and whenever you loose you double the amount of the previous bet.\" In this way, you always earn one chip!\nCan this be possible? Can this method work on a standard basis?\nI have test this by playing roulette games (online and offline) and also with a program I created that produced statistics. Well, After about 5 minutes (i.e. about 100 roulette rounds), I always was over my initial aount (capital). (To this, one has to add the extra 1/37 changes in each round in which both Red and Black lose. But it's too small a probability to affect the results.) So, it looks like it's successful method, insn't it?\nHowever! (There's always a \"but\" in these cases!:)\n1. If this worked, casinos would have closed down! True, but this doesn't say were the problem is, i.e. what is the factor or factors that make this method non-succcessful.\n2. There are betting limitations, different in ach casino (which you can see near the roulette table). The most important of them in our case is maximum bet. The lower this limit is the more chances are that you may loose a lot of chips because you couldn't double the bet anymore! (BTW, it is assumed that there's limit of the amount of money you can bet.)\n3. Each roulette round lasts, what?, 5 minutes (from that start of bettings to the stop of the ball on the roulette wheel. Earning one chip each five mminutes is quite tiresome ... 6 chips in about one hour!\n4. You will be eventually thrown out of the casino!\n5. At a certain point of an unlucky streak, the betting sum will be too large compared to the expected gain (one chip).\n6. Finally, the probability of going bankrupt, as small as this may be, compared to the small amount of money you can earn, is quite discouraging.\nBut you can always do that for fun ...\nWhat is better than eternal bliss? Nothing. But a slice of bread is better than nothing. So a slice of bread is better than eternal bliss.\nYour mission is not to accept the mission. Do you accept?\n(Variation: Your order is not to execute the order. Would you execute it?)\nAnswer truthfully (\"Yes\" or \"No\"): Will the next word you say be \"No\"?\nIf the temperature this morning is 0 degrees and the Weather Channel says, \"It will be twice as cold tomorrow\", what will the temperature be?\n(This is very interesting ... Even with -2 degrees ... -4 degrees does not feel twice as cold, it's only slightly colder.)\nEveryday life statements:\n• Nobody goes to that restaurant; it's too crowded.\n• Don't go near the water 'til you have learned how to swim.\n• The man who wrote such a stupid sentence can not write at all.\nI will be glad to receive your comments and suggestions at email@example.com", "domain": "mathematics"}
{"url": "https://edithkayschool.com/curriculums/entry-level-certificate-mathematics/", "date": "2024-02-26T00:32:52Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474649.44/warc/CC-MAIN-20240225234904-20240226024904-00777.warc.gz", "language_score": 0.9385528564453125, "token_count": 215, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__108686885", "lang": "en", "text": "For Entry Level Certificate (ELC) Mathematics at Edith Kay School, we follow the AQA specification. This qualification is helpful for our students to prepare for GCSE. The component-based structure of the qualification provides our students with the opportunity to work in short programmes. There are eight components:\nThis qualification is linear, where students submit all the eight components that form the assessment at the end of this course.\nAt Edith Kay School ELC lessons are interactive, challenging and fun – with all students fully engaged. There are plenty of maths resources available for our students to help picture abstract maths concepts in the real world, including:\nEach student will complete a portfolio containing all of the eight components of work made up of between four and eight external assignments. Any remaining components will be made up of internally set classwork.\nAll components are internally assessed by the teacher and then moderated by AQA. Each component is marked out of 30, giving a total mark out of 240 for the whole portfolio. The outcomes are awarded from level 1 to level 3.", "domain": "mathematics"}
{"url": "http://www.policetrainingscotland.co.uk/product/number-tests-7-12/", "date": "2020-03-31T06:32:06Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370500331.13/warc/CC-MAIN-20200331053639-20200331083639-00477.warc.gz", "language_score": 0.9454851746559143, "token_count": 108, "dump": "CC-MAIN-2020-16", "global_id": "webtext-fineweb__CC-MAIN-2020-16__0__99304626", "lang": "en", "text": "Police Practice Papers Number Tests 7 – 12 is additional preparation material for those who want to develop their number skills. It includes the following:\n- Preparation techniques for improving number skills\n- Worked examples on how to tackle each of the questions in the numbers test\n- Six number tests with answers\nAs Numbers is the test paper which most candidates fail, a second volume of tests has been developed to allow for additional practice. Both numbers books contain a comprehensive introduction with worked examples and a suggested method of how to work through each question.", "domain": "mathematics"}
{"url": "https://janlng.github.io/", "date": "2024-04-25T05:04:04Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712297284704.94/warc/CC-MAIN-20240425032156-20240425062156-00426.warc.gz", "language_score": 0.6688263416290283, "token_count": 189, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__197117547", "lang": "en", "text": "I am currently a PhD student under supervision of Stefan Schreieder at Leibniz Universität Hannover. Since October 2023, I receive a doctoral scholarship from the Studienstiftung des deutschen Volkes.\nI am working in algebraic geometry and my research interests are mainly algebraic cycles and rationality questions.\nInstitute of Algebraic Geometry\nLeibniz University Hannover\nRationality questions and decomposition of the diagonal (pdf)\nAdvisors: Stefan Schreieder and Nebojsa Pavic\nSchnitttheorie und enumerative Geometrie [in German] (pdf)\nAdvisor: Stefan Schreieder", "domain": "mathematics"}
{"url": "http://teachwithhollyrachel.com/product/counting-in-2s-3s-5s-and-10s-task-cards/", "date": "2018-10-15T11:44:11Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583509170.2/warc/CC-MAIN-20181015100606-20181015122106-00254.warc.gz", "language_score": 0.9379260540008545, "token_count": 266, "dump": "CC-MAIN-2018-43", "global_id": "webtext-fineweb__CC-MAIN-2018-43__0__99244887", "lang": "en", "text": "Only logged in customers who have purchased this product may leave a review.\nCounting in 2s, 3s, 5s and 10s Task Cards\nget link This set of counting task cards is fully aligned to the Year 2 National Curriculum 2014 Maths objective:\nfollow link Pupils should be taught to:\n-count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward\nIncluded are 48 task cards, three to a page, complete with answer grids. There are 12 cards for each counting step; 2s, 3s, 5s and 10s. Pupils will count on in multiples of the particular number, filling in the missing numbers. When counting in tens, pupils will count on and back in tens from any 2-digit number.\nCards 1-12 counting on across multiples of 2\nCards 13-24 counting on across multiples of 3\nCards 25-36 counting on across multiples of 5\nCards 37-48 skip counting on and back in jumps of 10\nSimply print, laminate and cut up the task cards. Pupils may write their answers using a whiteboard pen directly onto laminated cards or they can record their answers on the response sheet.", "domain": "mathematics"}
{"url": "https://www.academicsupport.site/high-school-graduation.html", "date": "2022-12-04T09:05:03Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710968.29/warc/CC-MAIN-20221204072040-20221204102040-00482.warc.gz", "language_score": 0.8695603609085083, "token_count": 161, "dump": "CC-MAIN-2022-49", "global_id": "webtext-fineweb__CC-MAIN-2022-49__0__23016725", "lang": "en", "text": "Milford High School Graduation Requirements:\n24 credits: 4 English, 4 Math (including Algebra II), 3 Science (including Biology), 3 Social Studies (including US History), 2 Foreign Language, 1 PE, 0.5 Health, 3.5 Electives, 3.0 in a Pathway.\nYou can check your transcript to see what classes you have completed on Home Access - go to Grades and then Transcripts.\nMilford High School GPA Calculation:\nFor each final grade on your transcript, you must convert it to quality points and then find the average with all final grades from all courses.\nWeighted quality points must be used with an honors, AP, or dual enrollment course.", "domain": "mathematics"}
{"url": "https://filecr.localee.in/savings-calculator/", "date": "2023-06-08T04:24:55Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224654097.42/warc/CC-MAIN-20230608035801-20230608065801-00485.warc.gz", "language_score": 0.9366997480392456, "token_count": 838, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__288512292", "lang": "en", "text": "See how much you can save over time. Use this calculator any time you need motivation.\nAbout Savings Calculator\nA savings calculator helps you determine the amount you need to save each month. You can enter your initial deposit, the amount that you will save each month, and the interest rate that you anticipate. Then, you can enter the amount of time that you expect to have the money in your account. Then, you can see how much your savings will be worth when it has accumulated to a certain amount. Using a savings calculator will help you plan your spending based on the estimated value of your account at the end of the period you chose.\nInflation affects the value of money. When it is high, the real interest rate is lower. The nominal gains from the investment are not enough to offset the real losses. To calculate the amount of money you need to save for a specified amount of time, use a savings calculator. It’s a good idea to use this tool regularly to make sure you’re making enough money every month. Once you’ve set up your account, you can input the inflation rate to get an estimate of how much you can save each month.\nUsing a savings calculator can help you plan the best way to deposit your money. With these tools, you can see how much you need to save each month and the interest will accumulate. It’s important to remember that interest in a savings account builds on itself, so if you don’t want to make any monthly deposits, you can just run the numbers. A small deposit every month will move you closer to your goal.\nA savings calculator can help you plan your spending. You can set up recurring deposits that will add to your savings each month. By doing so, your savings will grow faster. The annual interest rate is a significant factor in determining how much you can save each year. The interest rate will affect the growth rate of your initial deposit and future contributions. You can find out how much your money will grow based on the interest rate on your bank’s website.\nIf you’re looking for a savings calculator, you need to know the amount of money you need to save. First, you need to understand how much you need to save each month. This is an important decision to make. When you set your monthly contribution, you should also set the interest rate. This will help you determine the maximum amount you should have in your savings account. When you have an idea of how much you need to save, you can then determine how much you need to invest each month.\nBesides saving money each month, a savings calculator can also help you set savings goals. It can help you calculate how much you should contribute each month to save up for your future needs. With a savings calculator, you can set a goal and monitor your progress. Once you’ve set your goals, you can compare the rates and choose the best account to meet them. If you’re concerned about the amount of money you should save each month, you can use a savings calculator to see how much you need.\nWhen you’ve set your goals, you can use a savings calculator to find the best savings account. This will help you determine the amount to deposit each month to reach your savings goal. Some savings calculators will also show you how much money you need to save in a specific time frame to meet your goals. These calculations can help you choose the best savings account for your future. If you want to save more, set up an emergency fund for an unexpected expense.\nA savings calculator can also help you set your goals. This tool can help you determine how much you need to save for your future. The amount you save will depend on your personal financial situation. Once you’ve set your goal, you can use a savings calculator to figure out the amount of money you need to save. It is important to remember that you should never borrow money to pay off a debt. It’s important to pay off your debts as early as possible.", "domain": "mathematics"}
{"url": "https://www.jbrulee.com/cat-tablecloths1.cfm", "date": "2018-02-20T19:50:38Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891813088.82/warc/CC-MAIN-20180220185145-20180220205145-00047.warc.gz", "language_score": 0.8306690454483032, "token_count": 308, "dump": "CC-MAIN-2018-09", "global_id": "webtext-fineweb__CC-MAIN-2018-09__0__3008139", "lang": "en", "text": "Q: What size tablecloth do you need for your table?\nA: It is easy to calculate the proper size of a tablecloth:\n· For a square or oblong table:\no Measure the length and width of the table.\no Decide on the length of the drop you prefer. The drop is the amount of fabric that hangs down from the top of the table. A typical drop ranges between 10 to 12”. If you want your tablecloth to go to the floor, then the drop would usually be 30” (a typical table height), but measure just in case.\no Add the amount of the drop multiplied by two to both the length and the width of the table.\no For example: If the table measures 42” wide x 84\" long and you want a 12” drop, then the oblong tablecloth should measure 66” (42” width + 24” total drop) x 108” (84” length + 24” total drop).\n· For a round table:\no Measure the diameter of your table.\no Decide on the length of the drop.\no Add the amount of the drop multiplied by two to the diameter of the table.\no For example: If the table measures 60” in diameter and you want it to go to the floor with a 30” drop, then the round tablecloth should measure 120” (60” diameter + 60” total drop).", "domain": "mathematics"}
{"url": "http://www.linc.ox.ac.uk/-Maths-Fellowship-Club-Luncheon", "date": "2018-07-20T09:03:44Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591575.49/warc/CC-MAIN-20180720080634-20180720100634-00600.warc.gz", "language_score": 0.9603322744369507, "token_count": 251, "dump": "CC-MAIN-2018-30", "global_id": "webtext-fineweb__CC-MAIN-2018-30__0__96908603", "lang": "en", "text": "The inaugural meeting of the Maths Fellowship Club will take place on Saturday 10 June 2017. The schedule for the day will be as follows:\n11:00 Arrival at College for tea in the Langford Room\n11:30 A talk by Professor Dominic Vella (Tutorial Fellow in Applied Mathematics) in the Oakeshott Room\n12:30 Pre-lunch drinks in the Langford Room\n13:00 Lunch in the Beckington Room\nAfter lunch Tour of the Mathematical Institute (The Andrew Wiles Building)\nThe price of the event is £30 and places can be booked here. Please note that spaces are limited.\nThe Maths Fellowship Club has been established to recognise the interest that many of our alumni retain in the subject, and to encourage a meeting of minds between Fellows, students, and alumni. Our Fellowship Club events will provide an opportunity for alumni to convene in College for annual meetings, as well as to hear about our Fellows’ research, and to talk about shared interests. We are also seeking funds to support one of our Fellowship positions in Maths, a subject which is not currently endowed at Lincoln and, as such, is vulnerable should any of our current Fellows retire.", "domain": "mathematics"}
{"url": "https://jedrzejewski.wppt.pwr.edu.pl/", "date": "2024-04-25T00:12:55Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296820065.92/warc/CC-MAIN-20240425000826-20240425030826-00400.warc.gz", "language_score": 0.9373156428337097, "token_count": 188, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__112788563", "lang": "en", "text": "I'm a doctor of philosophy in physics who is passionate about statistical physics and its interdisciplinary applications.\nI combine methods and theories from non-linear dynamics, non-equilibrium processes, and phase transitions to study various complex systems.\nMy work in this area includes mostly modelling and analysing socio-economic phenomena, like opinion dynamics, diffusion of innovation, or group formations.\nI am also interested in energy forecasting based on time series methods and deep learning.\nI hold a BSc in Theoretical Physics and a MSc in Applied Mathematics with a speciality in Mathematics for Industry and Commerce from Wrocław University of Science and Technology. I work at the same university as a Physicist. Alongside my research and teaching activities, I collaborate with several scientific journals as a reviewer. This year, I also have the pleasure to be a member of the Program Committee at the International Conference on Complex Networks and their Applications.", "domain": "mathematics"}
{"url": "https://doctorinfaabula.wordpress.com/tag/pi/", "date": "2018-06-20T07:53:32Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267863489.85/warc/CC-MAIN-20180620065936-20180620085936-00170.warc.gz", "language_score": 0.9424200654029846, "token_count": 2765, "dump": "CC-MAIN-2018-26", "global_id": "webtext-fineweb__CC-MAIN-2018-26__0__194708405", "lang": "en", "text": "Every year on the 14th day of March a lot of people celebrate π day (written Pi day). Now Pi is by far one of the most interesting numbers in all of mathematics. The reason is because it belongs to a very large class of interesting numbers and it is conjectured to belong to another very interesting class. The first class is that of transcendental numbers; the second is that of normal numbers. Whatever those two words mean, I want to state now the message of this piece: trying to find meaning in the digits of Pi makes no sense.\nFirst things first: one of the reason there’s such a craze about Pi is because of the digits after the decimal point. Let’s recall that Pi starts like this: 3.1415926536… The ellipsis serve a very specific yet very vague purpose: they indicate that the expansion continues, but it is not possible to predict what digit will appear after the last computed digit; in other words: the sequence of digits after the decimal point is “random”. This is the key word. The sort of reasoning that makes Pi interesting for a lot of people with what I call “mystical inclinations” is the fact that randomness seem to entail the possibility of finding any possible sequence of numbers in the digits of Pi; another leap of reason leads to the following “conclusion”: if we codify Joyce’s Ulysses, or Milton’s Paradise Lost, or the Book of Psalms in King James’ Bible as a string of numbers (and there are many ways of doing this) then the digits of Pi will contain them all. Yet another leap of faith leads to the “conlusion” that any possible story, work of art, biography or musical composition will be found within the digits of Pi. This is what I propose to show that is nonsense.\nNow to our first digression: transendental numbers.\nDifferent kinds of numbers\nVery early in our mathematical education we get acquainted with these old chaps: 1,2,3,4,5,… (the positive integers). The ellipsis here is very precise: we know what number comes next, just add 1 to the last one appearing in the sequence. Among the many things one can do with these numbers is dividing them:\nThese three examples will suffice to make my point; I want to discuss what happens after the decimal point in each of these numbers. In the first one things are as simple as can be: some digits (in this case, four) and that’s it, no more. The second case is just an “infinite” string of sixes; this means we know exactly what digit to expect after the last one: the same one. The last one repeats after 6 digits, so we also know exactly what digit will appear next: we just have to count in the repeating string. By the way: this last number is one of the first of the approximations of Pi and it dates back to Archimedes in the third century before Christ.\nFor the three numbers above there are knowable, exact patterns to compute the decimal expansion (that is, the string of digits after the decimal point): it is either finite or it becomes repetitive after a certain number of digits (which can be VEEEERY large; try dividing 355 by 113). It so happens that this is always possible for numbers that result from the division of two integers; they are called rational numbers. These numbers, then, are the ones for which the decimal expansion is completely determined and knowable (though it may take a long time to compute it in practice). Another way of saying this is that the decimal expansion is not random.\nA number that is not rational, meaning it is not the result of dividing two integers, is called irrational. Pi is irrational. So from what we said above it follows that the decimal expansion of Pi is not determined exactly, we have to settle for some approximation. Restating this: if we are given a long string of digits of Pi it is not possible to know which digit comes next just by looking at all the digits we are given, other methods are necessary (but I won’t talk about them here). A number is irrational if its decimal expansion is infinite and non-repeating.\nAnother irrational number is which is approximately 1.414213. The difference between this number and Pi is that can be computed as the solution to the equation (which also returns its negative); Pi on the other hand is not the solution of such an equation; of course, Pi is the solution of , but that is like saying something like “the blue sky is blue”; what I meant earlier is that Pi cannot be expressed as the solution of a polynomial equation with integer coefficients, such as\nMeaning: equations in which powers of an unkown quantity appear multiplied by only integer numbers (the sort of thing one does in an algebra class). Such numbers form the first class Pi belongs to: transcendental numbers are those which are not solution to equations with integer coefficients (like the one above, or ).\nThe second class I referred to above, that of normal numbers, is a little more tricky, so here goes a second digression: probability.\nProbability of things\nIf I put three yellow marbles and four blue ones on a bag, shake it and without peeking into it take a marble out, will it be yellow or blue? There is no way of knowing for certain the colour of the marble but one thing is certain: it is more “probable” that a blue one comes out, because there are more blue marbles than yellow ones. More precisely: there are seven marbles in total of which three are yellow and four are blue. In this case the probability of getting a yellow marble is\nor about 42.8%; similarly the probability of extracting a blue one is or about 57.2% (I cheated here; both numbers’ decimal expansion repeat the sequence before the ellipsis; I rounded them up in percentage so they add 100%). The conclusion is that the probabilites are not equal.\nIf you toss a coin there are only two possible outcomes: heads or tails, each with the same probability (50-50); if you toss the coin a few times (three, five, seven) you may not notice anything particular about how many heads and how many tails appeared; but if you toss it a very large number of times (usually around twenty or thirty will suffice) the number of tails and the number of heads are more or less the same; that is, if we toss the coin seven times and register the events: heads, tails, tails, heads, heads, tails, tails, then evidently the number of times heads appears is not equal to the number of tails; however, doing it many times both events tend to even out. Another way of saying this is that we have two events with the same probability and if we repeat the experiment (tossing) long enough, the appearance of these two events will be approximately equal, that is they will appear with the same probability. This is crucial for what follows.\nAn irrational number is said to be normal if each digit appears with the same probability as any other digit, namely because there are ten digits: 0,1,2,3,4,5,6,7,8 and 9; I’ll explain what that means below. In the numbers above (all rational) there is no chance of normality: the digit 9 never appears in them (even in the ones that have an infinite decimal expansion); so 9 occurs with probability 0 (a mathematically pedantic way of saying it doesn’t occur… with some caveats, that is not what probability zero actually means in math). Now take the following number:\nThis is called Champernowne’s number and its just writing the sequence of positive whole numbers in order. Now, is the sequence of digits “random”? Not in the sense that we cannot predict what number follows, although for doing so we need to check all the digits preceding the one that we are interested in, which in practice is virtually impossible. However this number is normal, since all the digits will appear “equally often”. What this means is that if we take a very big chunk of the sequence of digits, every digit will appear with almost the same probability (recall the experiment of tossing the coins a large number of times); the bigger the chunk the more equal the probability of every digit will be. Of course the sequence doesn’t repeat itself so this number is irrational. This is a normal number.\nDigressions over, back to Pi.\n“O time thy pyramids”\nSo, “the randomness of the digits of Pi means that we can find anything in them”, right? Well, it depends what you mean by that. First of all, it is not known whether Pi is normal or not. Assuming it is normal, then it would follow that the digits of Pi are a random sequence of numbers; but remember, randomness only means in this sense that any digit will appear with the same probability as any other digit. Now, does this means it is possible to find “any given string of numbers” (and “therefore” any possible text, painting, symphony or Grateful Dead song) in the decimal expansion of Pi? Well, not really. In Champernowne’s number you will find it, but only because every single integer will appear there. Consider the number\nwhich is not normal as we defined normality, but is normal in base 2; this means that all possible binary digits (namely: 0 and 1; the pattern is: one 1, one 0, two 1s, two 0s, three 1s, three 0s…) will appear equally often in the above number; what we actually defined above was normality in base 10. Nonetheless it is not possible to find the following string in the above number:\nSo normal numbers don’t necessarily enjoy this property of “having the meaning of life” within their digital expansion.\nEven granting that a normal number will contain any sequence of numbers whatsoever, the question remains: how do we read those numbers? Encoding a text, a piece of music or a painting depends on the choice of code (it can be binary, hexadecimal, scrambling letters around or you can use a set of symbols of your own); so even if you can find whatever sequence you want inside the digits of Pi (as consecutive digits, of course) that leaves you with the daunting and virtually impossible task of encoding all of world literature ever written so you can “find” it in the digits of Pi (or any other normal number). The digits of Pi, by themselves, mean nothing; they’re just numbers that appear in the decimal expansion of one of the most important and useful numbers in math and science. There is no mysticism, no cosmic meaning, no interpretation of your dreams (dry or otherwise) in that string of numbers; if there is, it is you who puts it there, not Pi. I don’t believe in that sort of thing; I don’t have a problem with people that do, but I think they should not forget that those interpretations are not a property of the numbers themselves. In the film Pi the mentor of the main character (a mathematical genius obsessed with finding patterns in the digits of Pi) at one point warns him peremptorily: “once you discard scientific rigor you are no longer a mathematician, you’re a numerologist!”. Caveat credentes.\nA lot of people draw the analogy of having whatever meaning encoded in Pi’s digits from Borges’ story The Library of Babel. In it, a library is described that contains any possible text; Borges mentions a volume that is “a mere labrynth of letters” but contains the sentence “O time thy pyramids” near the end; but this was Borges, he could do that sort of thing and besides, he (nor the narrator) doesn’t draw the conlusion that the library holds meaning; actually quite the contrary… but I wouldn’t deprive you of the pleasure of reading it by yourself. The idea that by randomly concatenating every individual on a set of symbols (be those decimal or binary digits, letters of the latin alphabet or the set of nonce words in a Monty Python sketch) you can obtain any possible meaning is not a new one: Jewish mysticism invented the Kabbalah (and incidentally, the theory of permutations) many centuries ago. Trying to attach meaning to things that intrinsically have none is a sort of mysticism, whether that meaning is of a mystic/religious/occult nature or not. Mysticism by itself is harmless but it breeds fanatism and reality-denial more often than not. Again, belivers beware!\nNumbers are not the guardians of perennial wisdom, nor they hold the key to past, present or future; they are devices, tools we use to understand things around us. The Librarians of Babel, if there are such beings, are not numbers.", "domain": "mathematics"}
{"url": "https://www.sunriseblast.com/funded-phd-studentships-by-ccimi/", "date": "2022-06-25T23:51:34Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103036176.7/warc/CC-MAIN-20220625220543-20220626010543-00327.warc.gz", "language_score": 0.8968076705932617, "token_count": 1308, "dump": "CC-MAIN-2022-27", "global_id": "webtext-fineweb__CC-MAIN-2022-27__0__280907153", "lang": "en", "text": "Funded PhD Studentships in the Mathematics of Information by CCIMI\nThe CCIMI invites applications for fully funded PhD studentships in Mathematics of Information. We held an Open Day on Thursday 15th November where prospective students came along and discovered more about our Cambridge Mathematics of Information (CMI) PhD program. Further information is available on our.\nCCIMI Fully Funded PhD Studentships in the Mathematics\nThe advance of data science and the solution of big data questions heavily relies on fundamental mathematical techniques and in particular, their intra-disciplinary engagement.\nThis is at the heart of the center for the Mathematics of Information which involves mathematical expertise ranging from statistics, applied & computational analysis, to topology and discrete geometry – all with the common goal of advancing data science questions.\nAlongside this, specific questions which feed into fundamental methodology development arise naturally in applications we focus on in interdisciplinary engagements.\nFor instance, economists and social scientists on questions about financial markets and the internet, with physicists and engineers on software and hardware development questions in the context of security, imaging, and structured data processing, as well as biomedical scientists on data science in healthcare and biology.\nMore info – CCIMI invitation on Funded PhD Studentships\nBoth this general advancement of data science, and its applications to specific questions is realized by key mathematical expertise represented in the institute including:\n- inverse problems,\n- convex analysis,\n- sparse optimization\n- stochastic analysis\n- compressed sensing\n- sampling theory\n- approximation theory\n- random matrices\n- harmonic analysis\n- partial differential equations\n- functional analysis\n- quantum computation\n- discrete geometry\n- graph theory.\nWe welcome applications for studentships relating to projects and subject areas covering all aspects of the broad field of mathematics of information. Further information on some of the projects currently being investigated by students and faculty can be found on our website, linked here.\nThe Cantab Capital Institute for the Mathematics of Information is hosted within the Faculty of Mathematics of the University of Cambridge and is a collaboration between DAMTP and DPMMS.\nIt accommodates research activity on fundamental mathematical problems and methodology for understanding, analyzing, processing and simulating data. Data science research performed in the Institute is on the highest international level, aiming to extract the relevant information from large- and high-dimensional data\nEligibility (Funded PhD Studentships)\nThe academic requirements for entry to this PhD are a first-class honors degree, awarded after a four-year course in mathematics or related subject, or a three-year degree with a one-year postgraduate course on advanced mathematics or related subject. For further details on how to apply for this program see the relevant entry on the website.\n- The scheme is open to applicants from all countries.\nApplicants must meet the following criteria:\n- The academic requirements for entry to this PhD are a first-class honours degree, awarded after a four-year course in mathematics or related subject, or a three-year degree with a one-year postgraduate course on advanced mathematics or related subject.\n- The usual minimum entry requirement is a first-class honours degree, awarded after a four-year course in mathematics or mathematics-related subject, or a three-year degree together with a one-year postgraduate course on advanced mathematics or a mathematics-related subject. Part III (MMath/MASt) of the Mathematical Tripos provides such a course. Note, however, that entry is competitive and a higher level of preparation may be required.\nEnglish Language Requirements:\n- Applicants whose first language is not English are usually required to provide evidence of proficiency in English at the higher level required by the University.\nFunding (Funded PhD Studentships)\nFully funded PhD Studentships do include University Composition Fees and maintenance for the duration of your course to match the RCUK minimum level. The scheme is open to applicants from all countries.\n- Applications Deadline: Jan three, 2022\n- Course Level: Studentships area unit out there to pursue Doctor of Philosophy program.\n- Study Subject: Studentships area unit awarded in fields of arithmetic of data.\n- Scholarship Award: office offers:\n- Fully funded Doctor of Philosophy Studentships does embody University Composition Fees and maintenance for the length of your course to match the RCUK minimum level.\n- The theme is hospitable candidates from all countries.\n- Nationality: The theme is hospitable candidates from all countries.\n- Number of Scholarships: ranges not given\n- Scholarship may be taking within Britain.\nPopular searched mathematics scholarships\n- Mathematics Scholarships 2021\n- math scholarships for high school juniors\n- scholarships in mathematics\n- grants for female math majors\n- college scholarships mathematics\n- undergraduate mathematics scholarships\n- graduate mathematics scholarships\n- mathematics scholarships for high school seniors\nWomen mathematics scholarships\n- Mathematics National Scholarships at University of Waterloo, Canada, 2021\n- Microsoft Diversity Conference Scholarship\n- Department of Defense Stem Scholarship 2021 | USA\n- Milliman Opportunity Scholarship 2021\n- STEM International Scholarship for Women at Southern Cross University, Australia\n- 50 Mathematics Scholarships For National and International Students\n- 19 Undergraduate Scholarships for Mathematics Students\nRoute for application (Funded PhD Studentships)\nApply using the standard PhD application procedure via the University’s Graduate Admissions website.\nIt is very strongly encouraging that applications are receive(d) by 3rd January 2023.\nShortlisted candidates will be interview(ed) – the date for interviews will be communicated once shortlisting has taken place.\nPlease contact email@example.com in the first instance for any inquiries about the applications process, and for any inquiries regarding the PPh.D.programme.\nHow to Apply:\n- Apply using the standard PhD application procedure via the University’s Graduate Admissions website (https://www.graduate.study.cam.ac.uk/courses/directory/mapmpdmal); and\n- Send an expression of interest letter to cmi-at-maths.cam.ac.uk which explains why you are interested in this course.", "domain": "mathematics"}
{"url": "https://www.openfsharp.org/speakers/2019/paul-orland/", "date": "2023-06-08T02:10:32Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224654031.92/warc/CC-MAIN-20230608003500-20230608033500-00270.warc.gz", "language_score": 0.9178341031074524, "token_count": 283, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__119964261", "lang": "en", "text": "Thursday, September 26 @ 15:00\nQuantum mechanics is the branch of physics that studies how the universe works at the smallest scales. It has given us technologies like semiconductors, lasers, LEDs, and electron microscopes, and promises even more exciting applications like quantum computing.\nThe quantum world is notoriously difficult to understand, since few of our intuitions about physics apply at the subatomic scale. But not so for functional programmers! Many of the mathematical ideas that we use to understand the quantum world, like Hilbert space, operators, tensors, and group representations, can all be understood in terms of functions. In this talk, I'll use familiar concepts like composition, partial application, and currying to make the foundations of the subject clear and show how to solve some basic problems in F#. At the end, I'll show how these techniques can be used to model a simple quantum computer.\nI'm the co-founder and CEO of a company called Tachyus, where we build enterprise software for the energy industry using the F# programming language. I am also passionate about scientific and mathematical programming, particularly in F# and other functional languages. I did a lot of work in my graduate degree on solving mathematical problems in quantum and particle physics using F#. I also have a forthcoming book called \"Math for Programmers\" teaching professional software developers calculus, linear algebra, and applications.", "domain": "mathematics"}
{"url": "https://cpcc.edready.org/home", "date": "2016-02-14T18:48:22Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454702018134.95/warc/CC-MAIN-20160205195338-00108-ip-10-236-182-209.ec2.internal.warc.gz", "language_score": 0.9462739825248718, "token_count": 142, "dump": "CC-MAIN-2016-07", "global_id": "webtext-fineweb__CC-MAIN-2016-07__0__20983039", "lang": "en", "text": "Math Prep Expressway\nEdReady lets you test yourself in math then further provides you with a customized study plan. If you're thinking about what's next for career and college, then be smart and be prepared!\nCongratulations on your choice to participate in Central Piedmont's Math Prep Expressway experience! We welcome you to CPCC and intend for your EdReady experience to:\n- Prepare you for a more successful attempt on the math portions of the CPCC placement test\n- Provide you with a rich learning experience that is based on independent engagement of math topics\n- Assist you with gaining a realistic understanding of the amount of study time that you will need to regularly commit to spending outside of the classroom", "domain": "mathematics"}
{"url": "https://lingokids.com:443/", "date": "2023-12-08T07:04:36Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100724.48/warc/CC-MAIN-20231208045320-20231208075320-00453.warc.gz", "language_score": 0.9476339221000671, "token_count": 191, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__229846991", "lang": "en", "text": "Play today, learn for life\nYour Playlearning™ adventure starts here\nModern learning for today's world\nExplore learning activities like math and reading with 450+ objectives across school subjects and life skills!\nDiscover their superpowers\nBuild skills to give your child to get a head-start for school—and beyond.\nWhat grown-ups are saying\nI am so happy that I found the free trial so I could see just how many times my kids got on the app. Thank you for making a safe and educationally sound app for my kids!\nThis app has consistently been our favorite. The songs are engaging. Graphics are adorable. We love how much she has learned from Lingokids.\nMy daughter (3 years old) loves this app, she can switch between videos and games easily. The option to choose a different game or play a similar game is so good for her. She especially enjoys the songs and watching the animations.", "domain": "mathematics"}
{"url": "http://avanti.org.uk/avantihouse-primary/ks1-maths/", "date": "2022-05-17T13:46:41Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662517485.8/warc/CC-MAIN-20220517130706-20220517160706-00418.warc.gz", "language_score": 0.9014395475387573, "token_count": 773, "dump": "CC-MAIN-2022-21", "global_id": "webtext-fineweb__CC-MAIN-2022-21__0__174839512", "lang": "en", "text": "Maths is all around us and problem solving is at the heart of the mastery approach. Look for maths problems you can solve together, making connections between what your child has been learning at school and the world around them.\nDemonstrating these connections – and representing them in multiple ways – not only supports your child’s understanding and cements their knowledge; it reinforces the relevance of maths in our lives and makes it fun.\n- Follow a recipe: work together to find out the quantities needed, ask your child to weigh the ingredients, discuss how you’d halve or double the recipe and discuss the ratio of ingredients.\n- Talk about the weather forecast: is today’s temperature higher or lower than yesterday’s? What do the numbers mean?\n- Going shopping: talk about the cost of items and how the cost changes if you buy two items instead of one. Let your child count out the coins when paying and discuss the change you get back. Use coins to explore addition, subtraction, multiplication and division.\n- Planning an outing: discuss how long it takes to get to the park, and so work out what time you need to leave the house. Encourage your child to work out the best solution based on the time and distances. Discuss what shapes you see when you get there\n- Telling the time, discussing the days of the week, talking about money or the coins needed to pay for items, how long things take to cook\n- GROWTH MINDSET – Everyone of us can master mathematics given the opportunity.\nIdeas for Counting\n- Collections of objects – shells, buttons, pretty stones\n- Cars on a journey, e.g. how many red cars?\n- Animals in a field e.g. sheep, cows\n- Stairs up to bed, steps, etc.\n- Pages in a storybook\n- Counting buttons, shoes, socks as a child gets dressed\n- Tidy a cupboard or shelf and count the contents e.g. tins, shoes, etc.\n- Counting particular vehicles on a journey e.g. Eddie Stobart lorries, motorbikes, etc.\n- Keep maths practical and real life\n- Money – paying for things, playing shops, purses\n- Dishing up dinner – problem solving\n- Games (snakes and ladders, dice)\nThink about a picture and see what questions you can derive from it to ask your child. For example, using this picture, look how many questions we can ask related to maths:\nMathematics language often uses common words in a new way. For example, ‘difference’, ‘right’, ‘product’, ‘table’.\nTo support your child’s understanding of mathematical words, ask them to explain the words they’ve been using and what they mean. Find out what new maths vocabulary your child’s teacher is introducing so you can use it at home to complement their learning.\nAlways encourage your child to explain how they have gone about solving a problem, and work with them to test, prove, explain, reflect and spot patterns. Questioning and prompts can be powerful tools to boost your child’s mathematical thinking: ‘What do you think…?’ ‘Why …?’ ‘What will happen if…?’ ‘What do you notice about…?’ ‘Can you see a pattern between…?’ ‘What if we try…?’\nCommunicating and discussing maths problems (in a way that others can understand) demonstrates depth of understanding – another fundamental aspect of mastering mathematics.", "domain": "mathematics"}
{"url": "http://marathonmama.net/2010/06/17/1203/", "date": "2018-01-20T07:28:04Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084889473.61/warc/CC-MAIN-20180120063253-20180120083253-00202.warc.gz", "language_score": 0.9634859561920166, "token_count": 149, "dump": "CC-MAIN-2018-05", "global_id": "webtext-fineweb__CC-MAIN-2018-05__0__58789951", "lang": "en", "text": "This is interesting. Hal Higdon – uses a formula of 5 times your 10K time to predict marathon time potential. That’s a fun way of looking at our times this year after 10ks this summer as many of us prepare for fall marathons.\nThis turned out to be in the ballpark for me last year. I ran a 10k in 1 hr 2 min in June and did my first marathon in October in 4:57. (1:02 x 5 = 5:10 marathon prediction.) I was coming off a hip injury and 3 months of no training when I did the 10k last year, so I think this makes sense.\nIt’ll be fun to see how things go on Saturday.", "domain": "mathematics"}
{"url": "https://csus.academicworks.com/opportunities/10376", "date": "2022-01-28T03:35:59Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320305341.76/warc/CC-MAIN-20220128013529-20220128043529-00548.warc.gz", "language_score": 0.8765196800231934, "token_count": 142, "dump": "CC-MAIN-2022-05", "global_id": "webtext-fineweb__CC-MAIN-2022-05__0__29267165", "lang": "en", "text": "Kearns Mathematics/Statistics Scholarship\n1. Applicant must be a Mathematics Major. Special consideration will be given to applicants planning on meeting the Applied Mathematics and Statistics Area Requirements.\n2. Applicant must be a full-time undergraduate student with Junior or Senior class level standing who will qualify for graduation within the next two semesters.\n3. Applicant must have a minimum 3.0 cumulative GPA.\n4. Applicant must be a U.S. citizen.\n5. Applicant must be an active participant in community and/or campus student activities.\n6. Applicant must require financial assistance in order to continue studies at CSUS.\nNo discrimination shall be made on the basis of sex or ethnicity.", "domain": "mathematics"}
{"url": "https://procasino.org/crash-casino-game-algorithm-demystified-how-it-works/", "date": "2023-10-04T12:58:07Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511369.62/warc/CC-MAIN-20231004120203-20231004150203-00708.warc.gz", "language_score": 0.9478198289871216, "token_count": 588, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__121215373", "lang": "en", "text": "Crash Casino Game Algorithm Demystified: How It Works\nCrash Casino game, also known as Crash, is a popular online gambling game that has gained immense popularity in recent years. The game is a thrilling combination of luck and strategy, where players place bets and try to predict when the game will crash. But have you ever wondered how the algorithm of the Crash Casino game actually works? In this article, we will demystify the algorithm behind this exciting game.\nAt its core, the Crash Casino game algorithm is based on a random number generator (RNG). This RNG ensures that every game outcome is completely random and unbiased, providing a fair playing field for all participants. The algorithm uses complex mathematical formulas to generate these random numbers, ensuring that they cannot be predicted or manipulated.\nWhen the game begins, players place their bets and wait for the multiplier to increase. The multiplier represents the potential payout for each player. As the multiplier increases, so does the risk of the game crashing. Players must decide when to cash out and collect their winnings before the game crashes. The challenge lies in predicting the optimal moment to cash out, as the game can crash at any time.\nThe algorithm behind the Crash Casino game calculates the multiplier based on a variety of factors. These factors include the number of bets placed, the total amount of money wagered, and the rate at which players are cashing out. The algorithm constantly adjusts the multiplier to ensure that the game remains balanced and fair.\nOne important aspect of the algorithm is the concept of \"bust probability.\" This represents the likelihood of the game crashing at any given moment. The bust probability is influenced by the multiplier and the amount of money wagered. As the multiplier increases, the bust probability also rises, making it riskier for players to continue betting.\nAnother factor that affects the algorithm is the house edge. The house edge is the statistical advantage that the casino has over the players. In the Crash Casino game, the house edge is typically around 1%, meaning that the casino is expected to make a profit of 1% of the total bets placed over time. The algorithm ensures that this house edge is maintained, allowing the casino to generate revenue while still providing a fair and enjoyable gaming experience.\nIt is important to note that while the algorithm of the Crash Casino game is designed to be fair and random, there is still an inherent risk involved in playing. The outcome of each game is unpredictable, and players should always approach gambling responsibly and set limits on their bets.\nThe algorithm behind the Crash Casino game is based on a random number generator and utilizes mathematical formulas to determine the multiplier and bust probability. It ensures that each game outcome is fair and unbiased. Understanding the algorithm can help players make informed decisions, but it is important to remember that gambling always carries a risk. Play responsibly and enjoy the excitement of the Crash Casino game!", "domain": "mathematics"}
{"url": "https://www.touchdro.com/resources/dro-manual/arbitrary-hole-circle-function.html", "date": "2024-04-22T16:41:15Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818312.80/warc/CC-MAIN-20240422144517-20240422174517-00014.warc.gz", "language_score": 0.8251503705978394, "token_count": 829, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__102270354", "lang": "en", "text": "TouchDRO Arbitrary Hole Circle Function\nThe Arbitrary Hole Circle function is very similar to the Bolt Hole Circle function but instead of creating holes that are spaced equally, it can be used to create a set of holes with arbitrary spacing.\nThe function has two modes - Basic and Advanced:\n- Basic mode can be accessed by pressing the \"Arbitrary Hole Circle Function\" button in the function strip or \"Arbitrary Hole Circle\" on the \"Add Sub-Datum(s)\" menu\n- Advanced mode can be accessed by long-pressing the \"Arbitrary Hole Circle Function\" button in the function strip or \"Arbitrary Hole Circle\" on the \"Add Sub-Datum(s)\" menu.\nIn basic mode, the function will create a circle in the machine's default projection plane with the center located at the current spindle/cutter position (current absolute position for the relevant axes).\nDefault Projection Planes\nThe project plane is set as follows:\n- Milling machine - XY, 0.0 degrees parallel to positive X direction\n- Lathe - XZ, 0.0 degrees parallel to positive Z direction\nPlease note: in basic mode, the third axis dimension is omitted. For example, milling machine sub-datums will not have Z set to any value.\nThe function accepts the following parameters:\nCircle radius can be any positive decimal number or an arithmetic expression. This value is required.\nCircle radius dimension can be set in inches or millimeters regardless of the currently selected axis units. By default, units will be set based on the TouchDRO default system that is set in the application preferences.\nHole Angle (α)\nHole angle field, in conjunction with the \"+\" button is used to add between 2 and 100 holes at arbitrary angles. The field can accept decimal values between -360.0 and 360.0, as well as basic arithmetic equations.\nIn advanced mode, the Arbitrary Hole Circle function offers more control over the projection plane of the Bolt Hole Circle, position of the center, and the value of the third axis.\nIn advanced mode, the function accepts the following additional parameters:\nMachine plane on which the circle will be created. Default values for the plane are XY for a milling machine and XZ for a lathe. Starting angles are set as follows:\n- XY - 0.0 is parallel to the positive Y direction\n- XZ - 0.0 is parallel to the positive Z direction\n- YZ - 0.0 is parallel to the positive Z direction\nX, Y, and Z Position fields define the location of the Bolt Hole Circle in two or three dimensions. Depending on the selected projection plane, two of the three input fields will be enabled and are required. The third field is optional and can be enabled if desired.\nBy default, enabled fields are pre-filled with the current readings for the relevant axes. If a value is changed, it can be restored by pressing the \"synchronize\" button to the right of the field.\nUnits for each field are set to the current units for each individual axis.\nHow To Use\nDrill Three Pairs of Holes\nGoal: drill three pairs of holes, as shown in the sketch below.\n- Bring up the \"Arbitrary Hole Circle\" function\n- Enter 25/2 into the Circle Radius field\n- Click on \"mm\" radio button to switch to millimeters (if needed)\n- Enter the following values into the \"Angle α\" field; press the \"+\" button after each entry:\n- Press \"Create Circle\"\nThe result will look similar to the screen fragment below:", "domain": "mathematics"}
{"url": "http://www.college.columbia.edu/students/fellowships/catalog/knowles-science-teaching-foundation-teaching-fellowships", "date": "2018-04-26T09:51:27Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125948125.20/warc/CC-MAIN-20180426090041-20180426110041-00503.warc.gz", "language_score": 0.9594151377677917, "token_count": 276, "dump": "CC-MAIN-2018-17", "global_id": "webtext-fineweb__CC-MAIN-2018-17__0__91312611", "lang": "en", "text": "Each year, the Knowles Science Teaching Foundation (KSTF) awards teaching fellowships to exceptional young people committed to teaching physical sciences, biological sciences, or mathematics in U.S. high schools. These fellowships are designed to meet teachers’ needs from the time they begin working on their teaching credentials through the early years of their careers.\nKSTF Teaching Fellowships combine extensive financial and professional support. The total award for each fellow is valued at nearly $150,000 over the course of the five-year fellowship. Fellows receive tuition assistance while participating in a teacher credentialing program, monthly stipends, and grants for professional development and teaching materials.\nApplicants should have received their most recent content (i.e., science, mathematics, or engineering) degree within five years of the start of the fellowship. Individuals in the final year of an undergraduate or master’s degree are also eligible. Applicants must be enrolled or plan to enroll in a recognized teacher education program that leads to a secondary science or mathematics teaching license. Applicants need not be U.S. citizens but must be able to study and work in the U.S. for the term of the fellowship.\nKSTF Teaching Fellowships are awarded based on four selection criteria: science or mathematics content knowledge, commitment to teaching, professional ability, and leadership.", "domain": "mathematics"}
{"url": "http://www.fitall.com/whatfadoes.html", "date": "2024-04-19T16:14:03Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817438.43/warc/CC-MAIN-20240419141145-20240419171145-00041.warc.gz", "language_score": 0.8726613521575928, "token_count": 391, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__76052366", "lang": "en", "text": "What FitAll Does\nFitAll is a general-purpose, nonlinear regression analysis (curve fitting) program that can be used to fit a set of experimental data to any of the defined functions (models).\nFitAll fits data to continuous, single-valued functions with the general form:\nYi = f (Xij, Kj, Pj)\nand implicit functions with the general form:\nYi = f (Yi, Xij, Kj, Pj),\nYi is the dependent variable (measured value of the function for the ith data point).\nXij is the set of j independent variables for the ith data point.\nKk is a set of k constants that can be modified at runtime.\nPp is the set of p parameters that are evaluated.\nLinear Least Squares (lls): minimizes the sum of the squares of the deviations between the observed and calculated values of a function that is linear in its parameters.\nNonlinear Least Squares (nls): minimizes the sum of the squares of the deviations between the observed and calculated values.\nNonlinear Least Absolute Deviations (nlad): minimizes the absolute deviations between the observed and calculated values.\nThree different regression analysis methods can be used to obtain the best fit:\nThe regression analysis can be weighted using four different weighting schemes.\nThe data can be smoothed using the Boxcar and Fast Fourier Transform methods.\nFitAll reports the standard deviation of the overall fit as well as that of each of the resolved parameters.\nAll results and reports can be printed, saved to a file, copied to the clipboard or transferred to a MS Word or LibreOffice Writer.\nCopyright © 2021 by MTR Software All Rights Reserved firstname.lastname@example.org", "domain": "mathematics"}
{"url": "https://farmaciacapdelavila.com/how-to-prequalify-a-buyer-when-you-sell-your-home-by-owner.html", "date": "2024-04-16T13:21:20Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00838.warc.gz", "language_score": 0.9563264846801758, "token_count": 939, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__182851980", "lang": "en", "text": "One questions many “for sale by owner” sellers ask is “how can I determine if a potential buyer can afford to buy my house?” In the real estate industry this is referred to as “pre-qualifying” a buyer. You might think this is a complex process but in reality it is actually quite simple and only involves a little math. Before we get to the math there are a few terms you should understand. The first is PITI which is nothing more than an abbreviation for “principal, interest, taxes and insurance. This figure represents the MONTHLY cost of the mortgage payment of principal and interest plus the monthly cost of property taxes and homeowners insurance. The second term is “RATIO”. The ratio is a number that most banks use as an indicator of how much of a buyers monthly GROSS income they could afford to spend on PITI. Still with me? Most banks use a ratio of 28% without considering any other debts (credit cards, car payments etc.). This ratio is sometimes referred to as the “front end ratio”. When you take into consideration other monthly debt, a ratio of 36-40% is considered acceptable. This is referred to as the “back end ratio”.\nNow for the formulas:\nThe front-end ratio is calculated simply by dividing PITI by the gross monthly income. Back end ratio is calculated by dividing PITI+DEBT by the gross monthly income.\nLet see the formula in action:\nFred wants to buy your house. Fred earns $50,000.00 per year. We need to know Fred’s gross MONTHLY income so we divide $50,000.00 by 12 and we get $4,166.66. If we know that Fred can safely afford 28% of this figure we multiply $4,166.66 X .28 to get $1,166.66. That’s it! Now we know how much Fred can afford to pay per month for PITI.\nAt this point we have half of the information we need to determine whether or not Fred can buy our house. Next we need to know just how much the PITI payment is going to be for our house.\nWe need four pieces of information to determine PITI:\n1) Sales Price (Our example is 100,000.00)\nFrom the sales price we subtract the down payment to determine how much Fred needs to borrow. This result brings us to another term you might run across. Loan to Value Ratio or LTV. Eg: Sale price $100,000 and down payment of 5% = LTV ration of 95%. Said another way, the loan is 95% of the value of the property.\n2) Mortgage amount (principal + interest).\nThe mortgage amount is generally the sales price less the down payment. There are three factors in determining how much the PI& interest) portion of the payment will be. You need to know 1) loan amount; 2) interest rate; 3) Term of the loan in years. With these three figures you can find a mortgage payment calculator just about anywhere on the internet to calculate the mortgage payment, but remember you still need to add in the monthly portion of annual property taxes and the monthly portion of hazard insurance (property insurance). For our example, with 5% down Fred would need to borrow $95,000.00. We will use an interest rate of 6% and a term of 30 years.\n3) Annual taxes (Our example is $2,400.00)/12=$200.00 per month\nDivide the annual taxes by 12 to come up with the monthly portion of the property taxes.\n4) Annual hazard insurance (Our example is $600.00)/12=$50.00 per month\nDivide the annual hazard insurance by 12 to come up with the monthly portion of the property insurance.\nNow, let’s put it all together. A mortgage of $95,000 at 6% for 30 years would produce a monthly PI\nPutting it all together\nFrom our calculations above we know that our buyer Fred can afford PITI up to $1,166.66 per month. We know that the PITI needed to purchase our house is $819.57. With this information we now know that Fred DOES qualify to purchase our house!\nOf course, there are other requirements to qualify for a loan including a good credit rating and a job with at least two years consecutive employment. More about that is our next issue.", "domain": "mathematics"}
{"url": "https://english.dnpeducation.com/careershigher-educationlatest-news/neet-2022-how-to-calculate-score-and-percentile/8488/", "date": "2023-09-24T18:03:22Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00341.warc.gz", "language_score": 0.9512917995452881, "token_count": 574, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__259449860", "lang": "en", "text": "The NEET 2022 results will shortly be made public by the National Testing Agency (NTA). To learn how to calculate NEET percentile, continue reading.\nSoon, the National Eligibility comp Entrance Test results will be released. The results will be uploaded either on nta.ac.in or ntaneet.nic.in. The precise result timings have not yet been disclosed by NTA, the organisation in charge of organising NEET 2022. Before the publication of the NEET results in 2022, candidates can learn how to compute their percentile, nevertheless.\nA candidate must first be aware of his NEET scores and NEET rank in order to compute his NEET percentile. Let’s now look at how to calculate these two components of the NEET 2022 outcome. Before looking at the NEET results, candidates should be informed that, according to the NTA, general category students must receive at least 50 percentile marks, whilst students in reserved categories must receive at least 40 percentile in order to be eligible for NEET counselling.\nHow to calculate NEET rank?\nThe NTA determines a candidate’s NEET rank and publishes it in the rank list. However, candidates can compare their NEET score from the prior year to their NEET rank to determine their NEET 2022 rank before the results are made public. It is also useful to be aware that NTA has said on its official website that it ranks candidates using a variety of tie-breaking procedures after taking into consideration their raw NEET scores.\nHow to calculate NEET 2022 score\nCandidates can use the NTA-provided answer key to compute their NEET score. To determine which questions you successfully answered, students can compare their responses to those listed in the NEET answer key. Each correct response earns 4 points, while each incorrect response loses 1 point. Questions with several answers marked but no response will not receive any points.\n- Total NEET Marks = 180 MCQs X 4 = 720 Marks\n- Your NEET score = (Total number of correct answers x 4) (Total number of incorrect answers x 1)\nHow to calculate NEET percentile?\nMarks based NEET percentile\nA student can easily calculate their NEET percentage with his NEET score and NEET topper’s score in that particular year.\nNEET percentile = your NEET score * 100 / topper’s NEET score\nRank based NEET percentile\n- Students can also calculate their NEET percentile along with their NEET rank and the number of candidates who appeared for NEET in that particular year.\n- NEET percentile = [(total number of candidates appeared in NEET rank) / total no. of appearing candidates] x 100\n- This method is quite difficult compared to the previous one.", "domain": "mathematics"}
{"url": "https://konagaya-lab.sakura.ne.jp/jp/?page_id=106", "date": "2023-03-28T18:54:19Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948868.90/warc/CC-MAIN-20230328170730-20230328200730-00219.warc.gz", "language_score": 0.680234432220459, "token_count": 887, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__211024188", "lang": "en", "text": "Prof. Ken Hayami (National Institute of Informatics)\nDr. Yasunori Aoki (Uppsala University)\nCluster Newton Method Source Code:\nCOPYRIGHT © 2014-2022 Yasunori Aoki, Ken Hayami and Akihiko Konagaya\nReleased under the MIT license:\nHere is the procedure to make the MATLAB code work with version R2015b. To make the MATLAB code work for version R2015b, please change the following lines: In main.m, change line 3 from matlabpool open to poolobj = parpool; and remove line 17 matlabpool close In PBPK_model.m, change line 46 from function [ans]=RHS(t,u) to function [answer]=RHS(t,u) and change line 49 from ans=h(x,u,t)'; to answer=h(x,u,t)'; Then running main.m should perform as usual.\nPlease provide feedback if you have any questions or suggestions.\ninfo-elsi [at] cbiri.cbi-society.info\nThe following MATLAB codes of Aoki’s original Cluster Newton Method and Arikuma Irinotecan PBPK model are released under the MIT license:\nIn zipfile: inverse_prob_PBPK_model_start_here\nYasunori Aoki, Ken Hayami, Hans De Sterck, Akihiko Konagaya: Cluster Newton Method for Sampling Multiple Solutions of Underdetermined Inverse Problems:Application to a Parameter Identification Problem in Pharmacokinetics, SIAM J. Scientific Computing, 36 (1), B14-B44 (2014); available at 10.1137/120885462 and NII-2011-002E\n Arikuma T, Yoshikawa S, Azuma R, Watanabe K, Muramatsu K, Konagaya A.: Drug interaction prediction using ontology-driven hypothetical assertion framework for pathway generation followed by numerical simulation, BMC Bioinformatics, vol. 9 (Suppl 6), S11 (2008); available at doi:10.1186/1471-2105-9-S6-S11\n* Arikuma irinotecan PBPK model was originally written by Takeshi Arikuma in GNU Octave in 2008, and then rewritten and improved by Yasunori Aoki in Matlab in 2011.\nThe following MATLAB codes of Yoshida’s Cluster Newton Method, Gaudreau’s Cluster Newton Method are published as some derivatives of the original cluster newton method under the Academic Free License, version 3.0 specified below. The following references should be cited when publishing related topics with these codes, respectively.\nYoshida K, Maeda K, Kusuhara H, Konagaya A: Estimation of feasible solution space using Cluster Newton Method: application to pharmacokinetic analysis of irinotecan with physiologically-based pharmacokinetic models, BMC Systems Biology 2013, 7 (Suppl 3): S3 (2013); available at doi:10.1186/1752-0509-7-S3-S3\nPhilippe Gaudreau, Ken Hayami, Y. Aoki, Hassan Safouhi, Akihiko Konagaya:\nImprovements to the cluster Newton method for underdetermined inverse problems.J. Computational Applied Mathematics283:122-141(2015); available at doi:10.1016/j.cam.2015.01.014 and NII-2013-002E\nIn zipfile: invprob_140127", "domain": "mathematics"}
{"url": "http://www.feelinkindablue.com/2023/08/24/how-to-calculate-potential-payouts-in-sports-betting/", "date": "2023-09-21T14:45:50Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506028.36/warc/CC-MAIN-20230921141907-20230921171907-00031.warc.gz", "language_score": 0.8939129710197449, "token_count": 3771, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__132905792", "lang": "en", "text": "Sports betting is an exciting mix of sport and the potential to win big! Figuring out your potential payouts is a vital part of this thrilling hobby. Whether you’re a pro or starting out, understanding how to calculate your winnings can enhance your betting experience.\nTo work out potential payouts, consider several factors. These include the bookmaker’s odds (decimals, fractions, or moneyline), the amount wagered, and the type of bet placed. The odds show the chance of a result occurring.\nFor decimal odds, multiply your wager by the decimal odds. For example, £100 on a team with odds of 2.5 = £250 (£100 x 2.5). Fractional odds = multiply your bet by the fraction + 1. So, £50 on a team with fractional odds of 5/1 = £300 (£50 x (5/1 + 1)).\nFor moneyline odds, positive and negative numbers are used. To calculate potential winnings for positive odds, divide your bet by 100 and multiply by the odds. For instance, £200 on an underdog with moneyline odds of +250 = £700 (£200 / 100 x 250 + 200).\nTip: Don’t forget to read the terms and conditions of each bet to ensure accurate calculations and no surprises when it’s time to collect your winnings.\nRemember, calculating potential payouts is key to sports betting. By getting a grip on the odds and using these calculations, you can judge the profitability of a bet and make the right decision. Good luck!\nUnderstanding Odds in Sports Betting\nUnderstanding Odds in Sports Betting\nOdds are an integral part of sports betting, providing crucial information about the potential payouts. To make informed betting decisions, it is essential to understand how odds work and what they represent.\nTo simplify a complex topic, let’s use a table that demonstrates the different types of odds commonly used in sports betting:\n|Type of Odds||Definition||Example|\n|Fractional||Shown as a fraction such as 5/1, indicating the potential profit relative to the stake.||Betting £1 at 5/1 odds would yield a £5 profit if the bet wins, plus the initial stake.|\n|Decimal||Shown as a decimal such as 6.00, representing the total payout including the initial stake.||Betting £1 at 6.00 odds would lead to a total payout of £7 if the bet wins (including the initial stake).|\n|Moneyline||Commonly used in American sports, it shows the amount that would be won on a $100 bet for positive odds or the amount that needs to be bet to win $100 for negative odds.||Odds of +150 would mean a $150 profit on a $100 bet, while odds of -200 would require a $200 bet to win $100.|\nUnderstanding these different odds formats enables bettors to compare them effectively, be it at a bookmaker’s shop or online. Whether fractional, decimal, or moneyline odds, they all serve the same basic purpose of indicating potential payouts.\nNow, here’s a pro tip: It’s crucial to shop for the best odds among different bookmakers. By doing so, you can maximize your potential payout and increase your chances of long-term profitability.\nUnderstanding different types of odds: it’s like decoding a secret language, except instead of finding treasure, you’re just trying to figure out if your team will win or if it’s time to drown your sorrows in ice cream.\nExplaining the Different Types of Odds (Decimal, Fractional, American)\nExploring the world of sports betting needs an understanding of the different types of odds. These are decimal, fractional and American. Each has its own intricacies and nuances.\nDecimal odds are popular in Europe and Australia. This shows how much you can win per unit you bet. For example, betting £10 on a match with decimal odds of 2.50 means a potential win of £25.\nFractional odds are popular in the UK. They show the potential winnings as a fraction of the stake. So, betting £10 on a horse race with 5/1 odds would give you £50.\nAmerican odds are used in America. They come in two forms – positive and negative. Positive shows how much you’d win from a £100 bet, while negative shows how much you need to bet to win £100. For instance, American odds of +250 means a £100 bet could win you £250.\nBookmakers sometimes offer unique variations or combinations tailored to specific events or markets. Oddsmakers consider various factors such as team form, player injuries, weather conditions and historical data when setting betting lines. They help in determining the accurate probabilities for each outcome.\nCalculating payouts with decimal odds can be like doing math in a foreign language – though not understood, you still hope for a jackpot.\nCalculating Potential Payouts Using Decimal Odds\nWhen it comes to calculating potential payouts in sports betting using decimal odds, there are a few key steps to keep in mind. By understanding how decimal odds work and employing a simple formula, you can quickly determine the potential payout for any given bet.\nTo demonstrate this process, let’s create a table that outlines the necessary calculations and showcases the results. This will help you visualize the steps involved and make the process more accessible.\nBet Amount (£)Decimal OddsPotential Payout (£)102.5025.00201.7535.00503.00150.00\nIn this table, the “Bet Amount (£)” column represents the amount of money you are placing on a bet. “Decimal Odds” indicates the odds given for the specific event or match, presented in decimal format. Finally, the “Potential Payout (£)” column provides the amount you could potentially win if your bet is successful.\nTo calculate the potential payout, you simply multiply the “Bet Amount (£)” by the “Decimal Odds.” For example, if you bet £10 with decimal odds of 2.50, your potential payout would be £25. Similarly, a £20 bet with odds of 1.75 would result in a potential payout of £35. This formula allows you to determine your potential winnings with ease.\nIt’s important to note that decimal odds incorporate the initial stake into the potential payout. Unlike fractional odds, where the potential profit is separate from the stake, decimal odds provide a clearer picture of the total amount you could receive if your bet is successful.\nIn the world of sports betting, understanding how to calculate potential payouts is crucial for making informed decisions. Being knowledgeable about decimal odds and their calculations can give you an edge when it comes to evaluating potential betting scenarios. Knowing how to bet on the World Cup can help ensure you make the most of every bet placed.\nSo, the next time you place a bet, take a moment to consider the potential payout using decimal odds. Armed with this information, you can make more informed choices and potentially increase your winnings.\nRemember, gambling should be done responsibly, and it’s always prudent to consult reliable sources for accurate odds and information.\nDecimals may look intimidating, but calculating potential payouts with them is easier than finding a decent pizza topping for pineapple lovers.\nStep-by-Step Guide on Calculating Potential Payouts with Decimal Odds\nCalculating potential payouts with decimal odds is key for sports bettors. It helps you figure out the profitability of your bets and make smart decisions.\nFollow these 6 steps to work out the payouts:\n|1||Find the decimal odds. For example, if the odds are 2.5, you’ll get £2.50 for each £1 you bet.|\n|2||Decide how much you want to wager.|\n|3||Multiply your stake by the decimal odds to get your total potential payout.|\n|4||Add back your original stake to the total payout.|\n|5||Weigh the risk-reward ratio: Higher odds mean higher risk and reward.|\n|6||Make an informed call. Use the analysis to decide whether to place a bet or not.|\nIt’s important to remember that sports betting outcomes can’t always be predicted. Do your research before betting.\nJohn was a betting enthusiast who had a knack for accurately predicting football matches. He saw a game with decimal odds of 4.0 and his favorite team was playing. He put down £50 and his team won.\nThis meant a total potential payout of £200 (4 x £50), including a profit of £50 from his original stake. This teaches us the importance of understanding decimal odds and using them to evaluate payouts.\nCalculating Potential Payouts Using Fractional Odds\nCalculating Potential Payouts Using Fractional Odds\nFractional odds are commonly used in sports betting to calculate potential payouts. These odds represent the ratio of the potential profit to the amount staked. To determine the potential payout using fractional odds, you need to understand the format and make some simple calculations.\nTo illustrate this, let’s consider a hypothetical football match between Team A and Team B. The bookmaker offers the following fractional odds for each team: Team A at 2/1 and Team B at 3/2.\nUsing these odds, we can create a table to calculate the potential payouts:\n|Team||Fractional Odds||Staked Amount||Potential Profit||Potential Payout|\nIn this table, we assume a £10 stake for each team. To calculate the potential profit, we multiply the stake by the numerator of the fractional odds and divide it by the denominator. For Team A, the potential profit is (£10 * 2)/1 = £20. Similarly, for Team B, the potential profit is (£10 * 3)/2 = £15.\nTo determine the potential payout, we add the potential profit to the stake. For Team A, the potential payout is £10 (stake) + £20 (profit) = £30. For Team B, the potential payout is £10 (stake) + £15 (profit) = £25.\nIt’s important to note that the potential payout represents the total amount you would receive if your bet is successful, including the return of your initial stake.\nUnderstanding how to calculate potential payouts using fractional odds is essential for making informed betting decisions. By knowing the potential payout, you can assess the potential risk and reward of a particular bet.\nIn the world of sports betting, calculating potential payouts using fractional odds has been a tried and tested method for decades. Bookmakers have used this system to provide transparent information to bettors, enabling them to make knowledgeable choices when placing their bets. So, the next time you consider placing a bet, make sure you understand how to calculate the potential payouts using fractional odds.\nFractional odds may seem confusing at first, but once you wrap your head around them, you’ll be calculating potential payouts like a mathematically-inclined sports fanatic with a dark sense of humor.\nStep-by-Step Guide on Calculating Potential Payouts with Fractional Odds\nFiguring out payouts with fractional odds requires careful steps. Here’s a guide:\n|1. Find Fractional Odds:|\n|– Look for the fractional odds given by the bookie, like 2/1 or 5/2.|\n|– The first number is potential profit & the second number is the stake.|\n|2. Calculate Potential Profit:|\n|– Divide the first number by the second and add 1. E.g. 2/1 = 2/1 + 1 = 3.|\n|– Multiply this by your stake to get potential profit.|\n|3. Work Out Total Payout:|\n|– Put your original stake and potential profit together for total payout.|\n|– E.g. bet £10 on 2/1 odds = £30 profit, so £10 + £30 = £40 total payout.|\n|4. Learn Different Odds Formats:|\n|– Get used to formats such as decimal and moneyline.|\n|– Converting between formats helps compare different markets.|\n|5. Think About Margin & Value:|\n|– Bookies add margin to guarantee profit no matter the result.|\n|– Find bets with value, i.e. odds higher than expected.|\nIt’s not just calculatin’ payouts with fractional odds, other elements are needed for success. Strategy & research are key, plus practice makes perfect when it comes to identifying value bets. Calculating payouts with American odds is simpler than understanding NFL draft picks!\nCalculating Potential Payouts Using American Odds\nCalculating Potential Payouts Using American Odds can be a complex task, but fear not, we’ve got you covered. To help you navigate through the intricacies of sports betting, let’s explore how to calculate your potential payouts using American odds.\nLet’s begin with a comprehensive table that will assist us in understanding the calculations involved. Take a look at the table below:\nIn the table above, we have different types of bets along with their corresponding odds, stake, profit, and potential payout. The calculations follow a specific formula that takes into account the odds and the amount wagered.\nNow, let’s delve into some key details. It’s important to remember that negative odds indicate the amount you need to bet in order to win $100, while positive odds represent the potential profit on a $100 bet. This knowledge will help you make more informed betting decisions.\nIn addition, understanding the concept of parlays and teasers is crucial. A parlay involves combining multiple bets into one, while a teaser offers the ability to adjust the point spread or total of a game. These strategies can be enticing, but be sure to assess the associated risks before diving in. Casinos ban you for winning if they suspect you‘re taking advantage of their promotional offers.\nNow that you have a clearer understanding of calculating potential payouts using American odds, seize the opportunity to make well-informed bets. Don’t let the fear of missing out keep you on the sidelines. Take a leap and put your newfound knowledge into action. Remember, the thrill of sports betting lies in both the potential payout and the excitement of the game. Good luck!\nCalculating potential sports betting payouts might make your head spin faster than a blackjack dealer on a winning streak!\nStep-by-Step Guide on Calculating Potential Payouts with American Odds\nCalculating potential payouts using American odds can be tricky. But, with the right know-how and help, it’s totally doable! Follow this step-by-step guide to get the info you need for accurate payouts.\nStep 1: Convert American odds to decimal odds. Use this formula: Decimal Odds = (100 / American Odds) + 1. If the American odds are +250, work it out like this: Decimal Odds = (100 / 250) + 1 = 1.40.\nStep 2: Calculate the implied probability. Use this formula: Implied Probability = 1 / Decimal Odds. Using our example, the implied probability would be: Implied Probability = 1 / 1.40 = 0.71 or 71%.\nStep 3: Work out your potential payout. Use this formula: Potential Payout = Stake x Decimal Odds. For instance, if you bet £50 on a game with decimal odds of 1.40, your potential payout would be £70 (£50 x 1.40).\nBe aware that these steps may differ depending on the rules and regulations of sportsbooks and bookmakers.\nWith practice and a better understanding of betting odds, calculating potential payouts won’t be such a challenge anymore. Applying these steps will help make smarter bets and increase your chances of winning.\nDon’t miss out on winning money! Learn this art and you’ll make more confident bets and have a fun and rewarding betting experience. Start using these steps now and watch your betting skills improve!\nIn sports betting, calculating potential payouts is key. To do this, check bookmaker’s odds. These represent the likelihood of an outcome. Compare these to get the best ones with higher payouts. Then, calculate the potential payout by multiplying your stake with the decimal odds given. Click here to learn more about calculating your payouts.\nAn example: Team A vs Team B match. Bookmaker offers 2.50 decimal odds. If you bet £100 on A winning, your return would be £250 (£100 x 2.50). Including your original stake, you’ll get £250.", "domain": "mathematics"}
{"url": "https://www.areawidenews.com/blogs/1215/entry/20085", "date": "2020-12-04T14:35:41Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141737946.86/warc/CC-MAIN-20201204131750-20201204161750-00664.warc.gz", "language_score": 0.9470902681350708, "token_count": 937, "dump": "CC-MAIN-2020-50", "global_id": "webtext-fineweb__CC-MAIN-2020-50__0__173537572", "lang": "en", "text": "There are three kinds of people -- those who are good at math and those who aren't.\nIf you've failed to detect a mathematical error in the previous sentence, perhaps you should read no further.\nWhen I enrolled in college many moons ago, I majored in mathematics. I would have preferred majoring in pocket billiards or chasing skirts, but they weren't on the curriculum.\nMath was always my best subject, but there's no money in it. I eventually switched to Management of Information Systems (computer science) and embarked on a quest to climb corporate ladders. When I finally realized the purpose in life was to discover the purpose in life, I abandoned all that materialistic nonsense and became a writer/teacher/hermit.\nMathematics contains no ambiguity or hypocrisy . It possesses the truth.\nThere is a mathematical sequence that can be seen in all of existence. It's called the Phi Ratio, sometimes referred to as the Golden Mean Spiral.\nThe Phi Ratio is a proportion.\nThe value of a Phi Ratio is approximated at 1.618033988798948482.... This is a transcendental number in that it literally goes on forever without repeating itself.\nSuppose you have a line with a distance of X. If you break X into two segments (X1 & X2) so that the ratio of X to X1 is the same as the ratio of X1 to X2, that ratio is said to be a Phi Ratio.\nIn the form of equations, it would appear as:\nX = X1 + X2\nX / X1 = X1 / X2 = 1.6180339…\nA medieval mathematician, Leonardo Fibonacci, discovered a specific sequence used by plant life during the growth process. The sequence, known as the Fibonacci Sequence, turned out to be 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, etc.\nAs was later determined, this sequence has a mathematical formula.\nIf you start with one and divide by one, then divide the sum of the previous dividend and divisor by the previous dividend, you wind up with the Fibonacci Sequence, the formulation of the Phi Ratio.\nBasically, the results keep approaching the transcendental number of the Phi Ratio (approximately 1.6180339...), as follows:\n1 / 1 = 1\n2 / 1 = 2\n3 / 2 = 1.5\n5 / 3 = 1.667\n8 / 5 = 1.600\n13 / 8 = 1.625\n21 / 13 = 1.6154\n34 / 21 = 1.6190\n55 / 34 = 1.6176\n89 / 55 = 1.6181\n144 / 89 = 1.61798\n233 / 144 = 1.61805\n377 / 233 = 1.61803\nThis logarithmic sequence is a primary geometric pattern of the universe. It can be seen in distant spiral galaxies and all forms of life on earth.\nThe growth of all plant life is based on the Phi Ratio. This growth pattern allows the organism to grow at a constant rate without having to change shape\nThe bone structure of animal and human life is based on the Phi Ratio. In humans, the first bone in the finger is in Phi Ratio to the second bone, which is in Phi Ratio to the third bone, and so forth. The human hand is in Phi Ratio to the forearm, which is in Phi Ratio to the upper arm. The Phi Ratio is also present in the bones of the feet and the legs.\nThe Phi Ratio pattern is the basis for the Golden Mean Spiral, which goes on forever without a beginning or an end. The Golden Mean Spiral is an integral part of Sacred Geometry, a study of the evolution of mind, consciousness and spirit.\nThe great Pyramids of Giza are positioned within a Golden Mean Spiral (Fibonacci Sequence). From aerial photographs, the spiral passes through the exact center of each pyramid.\nJust thought you'd like to know.\nHowever, the odds of Leonardo Fibonacci or the Phi Ratio ever popping up in a conversation are about the same as the odds of winning the Kentucky Derby without a horse between your legs.\nThere are three kinds of people -- those who perceive the mathematical precision of a flower, those you appreciate the magical splendor of a flower, and those who are blind.\nQuote for the Day -- \"The highest form of pure thought is in mathematics.\" Plato", "domain": "mathematics"}
{"url": "http://carzinka.ru/the-moment/", "date": "2018-05-21T18:51:41Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794864466.23/warc/CC-MAIN-20180521181133-20180521201133-00291.warc.gz", "language_score": 0.9012832045555115, "token_count": 207, "dump": "CC-MAIN-2018-22", "global_id": "webtext-fineweb__CC-MAIN-2018-22__0__45022872", "lang": "en", "text": "This book introduces three new criteria (a) moment relations, (b) moment ratios and (c) ratios of the coefficients of the recurrence relations to characterize and indentify probability distributions. In general moment relations criteria are effective but there are some special situations, where the moment relations of two or more suspected distributions are same or one particular moment function takes same value for two or more distributions. In such a situation two moment ratios as extra criteria are proposed for deciding among them. This book also discussed the identification of a distribution by using the ratios of the coefficients of the recurrence relations obtained from its generating function. The significant contribution of this research is to introduce a new special class of exponential family of distributions named ‘transformed Chi-square family”. Explicit expressions for the MVUE with MV of a function of the parameter of this family are given. The critical region and the power function for various tests of hypotheses for the parameter of this family are also obtained. An identification procedure with probability of correct identification is discussed in detail.", "domain": "mathematics"}
{"url": "https://www.eastbayadhd.com/post/what-is-dyscalculia", "date": "2023-12-04T18:35:33Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100534.18/warc/CC-MAIN-20231204182901-20231204212901-00328.warc.gz", "language_score": 0.9303907155990601, "token_count": 1161, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__114056392", "lang": "en", "text": "Dyscalculia Learning Disorder: Understanding, Diagnosis, and Support\nMathematics is an essential skill that permeates our daily lives, from calculating the tip at a restaurant to managing finances or solving complex equations. However, for individuals with dyscalculia learning disorder, a specific learning disability in mathematics, these seemingly straightforward tasks can become daunting challenges. In this blog post, we will delve into the world of dyscalculia, exploring what it is, how it is diagnosed, its impact on individuals, and the strategies and support systems available to help them thrive.\nUnderstanding Dyscalculia Learning Disorder\nDyscalculia, often referred to as \"math dyslexia,\" is a neurological condition that affects a person's ability to understand, process, and perform mathematical tasks. It is characterized by persistent difficulties in learning and comprehending math concepts, despite receiving conventional instruction and demonstrating normal cognitive and linguistic abilities in other areas.\nKey Features of Dyscalculia:\nNumerical Processing Difficulties: Individuals with dyscalculia struggle with basic number recognition and manipulation. This may include difficulty in reading and writing numbers, understanding the concept of place value, and performing basic arithmetic operations.\nDifficulty with Math Symbols: Dyscalculic individuals may find it challenging to understand mathematical symbols, equations, and notations, which can impede their ability to solve problems.\nPoor Sense of Number and Quantity: Dyscalculia can affect a person's understanding of quantity, making tasks like estimating or comparing numbers a significant challenge.\nSpatial and Temporal Confusion: Some individuals with dyscalculia may struggle with understanding concepts of time and space, which are often crucial in mathematical tasks.\nDiagnosing dyscalculia is a complex process that typically involves a multi-step assessment. It's essential to recognize that dyscalculia cannot be diagnosed based on a single test or observation, as it is a neurodevelopmental condition with various underlying factors. Diagnosis typically involves the following steps:\nClinical Interviews: A comprehensive interview with the individual, their parents or guardians, and their teachers to gather a detailed history of mathematical difficulties and their impact on daily life.\nCognitive Assessment: Assessing the individual's cognitive abilities, such as memory, attention, and reasoning, to rule out other factors contributing to math difficulties.\nMathematical Assessment: A series of standardized tests to evaluate mathematical abilities, covering areas like number sense, basic operations, and problem-solving.\nEducational Assessment: An assessment of the individual's educational history, including their progress in math classes and their response to interventions.\nIt's important to note that a formal diagnosis of dyscalculia should be made by a qualified professional, such as a clinical psychologist or a neuropsychologist.\nThe Impact of Dyscalculia\nDyscalculia can have a profound impact on various aspects of an individual's life. Understanding these challenges is crucial for providing appropriate support and accommodation:\nAcademic Struggles: Dyscalculic individuals often experience difficulties in math-related subjects, which can lead to lower academic achievement and reduced self-esteem.\nEmotional and Psychological Effects: Frustration, anxiety, and low self-esteem are common emotional consequences of dyscalculia. The fear of math can create a negative cycle, as anxiety can further hinder mathematical performance.\nEveryday Challenges: Dyscalculia extends beyond the classroom, affecting everyday tasks such as budgeting, time management, and even reading clocks.\nCareer and Financial Implications: Limited math skills can restrict career choices and financial independence, potentially leading to professional challenges and financial difficulties.\nSupport and Interventions\nWhile there is no cure for dyscalculia, individuals with this condition can benefit from a range of interventions and support mechanisms to help them overcome challenges and reach their full potential. Here are some effective strategies and tools:\nEarly Intervention: Identifying dyscalculia early and providing targeted interventions can make a significant difference. Early support can prevent the development of negative attitudes towards math.\nIndividualized Education Plans (IEPs): In many countries, IEPs are developed for students with disabilities, including dyscalculia. These plans outline specific accommodations and modifications to help students succeed in their educational journey.\nSpecialized Math Programs: Some educational institutions offer specialized math programs that use alternative teaching methods and resources tailored to the needs of dyscalculic students.\nAssistive Technology: Utilize technology tools and software designed to support individuals with dyscalculia. These may include digital math workbooks, calculators, and speech-to-text programs for completing math assignments.\nOne-on-One Tutoring: Engaging a qualified math tutor or educational therapist who specializes in working with dyscalculic individuals can provide targeted and personalized support.\nMultisensory Approaches: Incorporate multisensory techniques, such as using physical objects, drawing diagrams, and verbalizing math problems, to enhance understanding and memory retention.\nBuilding Math Confidence: Encourage a growth mindset and emphasize effort over innate ability. Creating a positive attitude towards math can help reduce anxiety and foster a willingness to tackle mathematical challenges.\nDyscalculia is a significant learning challenge that affects a person's ability to understand and work with mathematical concepts. Raising awareness about dyscalculia, promoting early detection, and providing appropriate interventions are essential steps toward a more inclusive and equitable educational system. By understanding the complexities of dyscalculia and embracing the diverse ways in which people learn, we can better support and empower those with dyscalculia to unlock their full potential in the world of mathematics and beyond", "domain": "mathematics"}
{"url": "https://store.down-syndrome.org/collections/see-and-learn-kits/products/see-and-learn-first-counting-kit", "date": "2024-04-24T10:16:40Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296819089.82/warc/CC-MAIN-20240424080812-20240424110812-00012.warc.gz", "language_score": 0.9223523736000061, "token_count": 521, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__135720095", "lang": "en", "text": "See and Learn First Counting provides teaching activities and comprehensive guidance to help parents and educators teach children the number words, numerals and counting from 1 to 10. It follows recommended, evidence-based practice in number teaching, progressing in sequence through the key developmental steps involved in learning the foundational number skills.\nDesigned by internationally recognised researchers and experts in the development and education of children with Down syndrome, See and Learn First Counting is designed to meet the children’s specific learning needs. See and Learn First Counting is also likely to be helpful for other children who benefit from teaching in small steps with visual supports.\n- Evidence-based activities following key developmental steps in early number learning\n- Focus on visual representation of concepts, reduced language and working memory demands to help children with specific learning needs\n- Comprehensive guide included providing explicit, step-by-step guidance and instructions\n- Record forms included for tracking your child’s progress\nSee and Learn First Counting includes eight activities, designed to teach children to say the number words, to recognise the numerals, to link quantities to numbers, to count, and to understand the concepts of cardinality and equivalence for the numbers 1 to 10. See and Learn First Counting is also designed to teach the key maths language needed at this stage of number learning.\n- Learning Number Words\n- Matching Numerals\n- Selecting Numerals\n- Naming Numerals\n- Linking Quantity to Numerals\n- Learning to Count\n- Give a Number\n- Learning Equivalence\n- Guide book, introducing number teaching for children with Down syndrome and step-by-step instructions for each teaching activity\n- Record forms\n- 60 plastic counters\n- 10 laminated quantity + numeral cards\n- 20 (2 x 1-10) laminated numeral cards\n- 4 animal cards (2 x Bear and 2 x Monkey)\n- 40 animal food counter cards (20 x Cookie + 20 x Banana)\nSee and Learn Numbers\nSee and Learn First Counting is the first step in the See and Learn Numbers teaching programme. See and Learn Numbers is designed to teach young children to count, to link numbers to quantity, to understand important concepts about the number system and to calculate with numbers up to 10. It also teaches early mathematical concepts important for understanding space, time and measurement - including colour, size, shape, ordering, sorting and patterns.\nPlease visit the See and Learn web site or contact us for further information and guidance.", "domain": "mathematics"}
{"url": "https://india.learninga-z.com/brands/explorelearning", "date": "2023-09-21T18:04:15Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506029.42/warc/CC-MAIN-20230921174008-20230921204008-00381.warc.gz", "language_score": 0.9431926012039185, "token_count": 181, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__121048773", "lang": "en", "text": "Seriously fun math and science learning.\nExploreLearning® provides interactive simulations that embolden K-12 STEM learners with the power of doing.\nExploreLearning encourages students to embrace their inner scientist and/or mathematician through adaptive, game-based instruction, all while increasing proficiency and deeper learning of foundational STEM concepts in a way that is as fun as it is effective. Their products and services help teachers easily personalize and enliven instruction, while building the skills and confidence students need to succeed in these critical subject areas.\nThe company offers four edtech products and supporting professional learning services, including the recently launched Frax platform. Over the course of the last 20+ years, they have helped hundreds of thousands of teachers and have received numerous awards from SIIA, NSTA, and many others.explorelearning.com", "domain": "mathematics"}
{"url": "https://www.ctu.unibe.ch/about_us/news/new_member_of_staff_maia_muresan/index_eng.html", "date": "2024-04-21T21:49:09Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817819.93/warc/CC-MAIN-20240421194551-20240421224551-00889.warc.gz", "language_score": 0.9395849108695984, "token_count": 223, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__202360291", "lang": "en", "text": "New member of staff: Maia Muresan\n11.08.2023 – We are pleased to welcome Maia Muresan as a new staff member at CTU Bern. Maia holds a bachelor’s degree in mathematics from the University of Grenoble Alpes, France, and recently obtained her master’s degree in Statistics from the University of Geneva, Switzerland.\nHer master's thesis focused on the development of a new method to assess the impact of dosing modifications on the dose-tumor size relationship in early oncology clinical trials, using Tumor Growth Inhibition (TGI) models. This included detailed analysis of effects on tumor size response and refinement of Phase 1 oncology study design. During her master's program, Maia gained extensive experience through biostatistical internships in early development clinical trials in dermatology and oncology at pharmaceutical companies in Switzerland, which fueled her interest in the application of mathematics in medical science. She is excited to be a new member of Statistics & Methodology of CTU Bern. Welcome Maia!", "domain": "mathematics"}
{"url": "https://micro.jonasmoss.com/2020/01/04/problems-with-confidence-intervals/", "date": "2023-12-09T15:33:04Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00147.warc.gz", "language_score": 0.9119845628738403, "token_count": 277, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__114796809", "lang": "en", "text": "In a sense, it is not reasonable to expect finite and well-behaved confidence for parameters. The argument goes as follows:\nWhen testing parameters in classical settings such as for the t-test, the assumption of normality is crucial, or at least semi-crucial. It is possible to construct ok confidence intervals using the Berry-Esseen theorem, but it is at least sometimes possible to show that no well-behaved approximate confidence interval exists when we cannot reliably bound the third moment.\nThe setting of most confidence intervals is some normal approximation of the sampling distribution of $\\theta$, where the implicit hypotheses are that $\\theta$ is some $\\theta_0$ and normality holds for both the alternative and null hypothesis.\nHere the problem comes knocking on the door. Not only do we not know how well normality is approximated for one particular $\\theta$ in terms of the usual Prokhorov metric, but we also don’t know if the moments converge at, and we have no information about the uniformity of the convergence. Uniform convergence of moments is probably needed to make realistic sufficient conditions for asymptotic confidence intervals to work.\nThis is probably worth investigating more. I think the main question that remains to be formulated is something like this: Do we actually have an implicit set of hypotheses as outlined above?", "domain": "mathematics"}
{"url": "https://www.masu.edu.ru/en/news/32861-masu-hosts-a-mathematics-festival-for-students-from-local-schools", "date": "2023-12-07T03:01:29Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100632.0/warc/CC-MAIN-20231207022257-20231207052257-00880.warc.gz", "language_score": 0.9475477933883667, "token_count": 274, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__305507922", "lang": "en", "text": "MASU hosts a mathematics festival for students from local schools\nMASU Mathematics and Natural Sciences Faculty held Polar Coordinates, a popular science festival of maths for students of Murmansk region's schools. More than 130 students attended the Festival and took part in various educational events.\nVera Levites, Dean of Faculty, and 2nd year students organized a mathematical game for eighth and ninth-graders. Children were solving mathematical speed puzzles and challenging tasks.\nAt the workshop led by Victoria Lazutina, a 3rd-year student, high school students learned how to count faster and do unusual maths calculations. At the same time, the youngest participants of the Festival, third and sixth-graders, wrote mini-essays discussing the role of mathematics in their lives.\nThe Festival also included two open lectures: Georgy Wolfson, a mathematics teacher at St. Petersburg Physics and Mathematics Lyceum no. 366, told the audience about the paradoxes of probability theory. Later, Natalia Nedelko, an associate professor of MASU Mathematics, Physics and IT Department, demonstrated the tricks of the Excel spreadsheet software for calculating profits and making forecasts about the projects' development.\nThe organizers of the Festival thank all the participants, MASU students and volunteers, as well as maths and elementary school teachers for their help in organizing the Festival.", "domain": "mathematics"}
{"url": "http://mat03.fe.uni-lj.si/html/people/izidor/homepage/visual14/Projections.html", "date": "2021-10-24T08:58:07Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585916.29/warc/CC-MAIN-20211024081003-20211024111003-00507.warc.gz", "language_score": 0.9139201641082764, "token_count": 468, "dump": "CC-MAIN-2021-43", "global_id": "webtext-fineweb__CC-MAIN-2021-43__0__34512679", "lang": "en", "text": "In the chapter Courious Maps of M. Gardner's Time Travel (W.H. Freeman and Company, New York, 1988), many world's maps are presented, some of them use a projection on a convex solid, that is unfolded into a plane net.\nThe mathematician Charles Sanders Peirce designed a conformal map, namely a projection on eight isosceles right triangles that may be regarded as the faces of an octahedron, flattened until a space diagonal is zero. B.J.S. Cahill patented his butterfly map in 1913. The world is projected onto a regular octahedron. R. Buckminster Fuller's first Dymaxion map was a projection of the world onto the fourteen faces of a cuboctahedron. In March 1, 1943 the map was completed by staff artists of Life. At about the same time, Irving Fisher designed Likaglobe, which folds into an icosahedron. In 1954 Fuller copyrighted his Dymaxion Skyocean Projection World Map, which slightly differed from Fisher's Likaglobe.\nWolfram's Mathematica package WorldPlot consists of various types of projections used in cartography. There is a large data block WorldData, where each country is represented by a set of points on its boundary.\nWe use the data to construct a gnomic projection of the world on any convex polyhedron. If necessary we translate the polyhedron in a position where its mass centre coincides with the origin of the co-ordinate system. Then points on the globe are projected onto the polyhedron. This means that we calculate the intercept of the half-straight line from the origin via given point on the globe by a face of the polyhedron.\nThe following animations use LiveGraphics3D animation applet. To invoke an animation click on a figure. Then drag to rotate, press Shift and drag vertical to change size, or horizontal to rotate. Press S to get stereo view.\nThe next figure shows a cylindrical projection with a maze on it. The task is to join the black and the grey dot on it or for instance to find a path from Belgrade to New York. A set of 19 figures of this sort can be downloaded from here.", "domain": "mathematics"}
{"url": "https://www.littlecrackers.co.uk/news/Default.asp?pid=1039&nid=1&storyid=2759", "date": "2022-06-25T19:30:58Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103036099.6/warc/CC-MAIN-20220625190306-20220625220306-00576.warc.gz", "language_score": 0.9860129952430725, "token_count": 145, "dump": "CC-MAIN-2022-27", "global_id": "webtext-fineweb__CC-MAIN-2022-27__0__87948782", "lang": "en", "text": "Our Little Crackers had a lovely day exploring numbers in nursery when we took part in the NSPCC's Number Day.\nThe children had fun with all sorts of number related activities. We counted forwards and backwards, matched, recognised, added, combined, took away, shared, estimated and checked, made sets and sang songs… inside, outside and even at lunchtime! We all dressed up, had a giggle at Miss Lisa who was the No.1 Numberblock, and spotted numbers wherever we played. The sun came out to add to the fun, and we took our counting outside, had a number hunt and played with the numbers we found. And all for a good cause as well!", "domain": "mathematics"}
{"url": "https://dspace.ncfu.ru/handle/20.500.12258/11909", "date": "2022-01-23T12:43:57Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320304261.85/warc/CC-MAIN-20220123111431-20220123141431-00519.warc.gz", "language_score": 0.6854614615440369, "token_count": 812, "dump": "CC-MAIN-2022-05", "global_id": "webtext-fineweb__CC-MAIN-2022-05__0__165621042", "lang": "en", "text": "Please use this identifier to cite or link to this item:\n|Title:||A division algorithm in a redundant residue number system using fractions|\n|Authors:||Chervyakov, N. I.|\nЧервяков, Н. И.\nLyakhov, P. A.\nЛяхов, П. А.\nBabenko, M. G.\nБабенко, М. Г.\nLavrinenko, I. N.\nЛавриненко, И. Н.\nDeryabin, M. A.\nДерябин, М. А.\nLavrinenko, A. V.\nЛавриненко, А. В.\nNazarov, A. S.\nНазаров, А. С.\nValueva, M. V.\nВалуева, М. В.\n|Keywords:||Algorithm;Fraction;Modular division;Redundant residue number system;Residue number system (RNS)|\n|Citation:||Chervyakov, N., Lyakhov, P., Babenko, M., Lavrinenko, I., Deryabin, M., Lavrinenko, A., Nazarov, A., Valueva, M., Voznesensky, A., Kaplun, D. A division algorithm in a redundant residue number system using fractions // Applied Sciences (Switzerland). - 2020. - Volume 10. - Issue 2. - Номер статьи 695|\n|Series/Report no.:||Applied Sciences (Switzerland)|\n|Abstract:||The residue number system (RNS) is widely used for data processing. However, division in the RNS is a rather complicated arithmetic operation, since it requires expensive and complex operators at each iteration, which requires a lot of hardware and time. In this paper, we propose a new modular division algorithm based on the Chinese remainder theorem (CRT) with fractional numbers, which allows using only one shift operation by one digit and subtraction in each iteration of the RNS division. The proposed approach makes it possible to replace such expensive operations as reverse conversion based on CRT, mixed radix conversion, and base extension by subtraction. Besides, we optimized the operation of determining the most significant bit of divider with a single shift operation of the modular divider. The proposed enhancements make the algorithm simpler and faster in comparison with currently known algorithms. The experimental simulation using Kintex-7 showed that the proposed method is up to 7.6 times faster than the CRT-based approach and is up to 10.1 times faster than the mixed radix conversion approach|\n|Appears in Collections:||Статьи, проиндексированные в SCOPUS, WOS|\nFiles in This Item:\n|scopusresults 1228 .pdf||1.15 MB||Adobe PDF||View/Open|\n|WoS 827 .pdf||193.47 kB||Adobe PDF||View/Open|\nItems in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.", "domain": "mathematics"}
{"url": "http://euanmearns.com/the-energy-return-of-the-three-gorges-dam/", "date": "2017-01-19T06:29:51Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280485.79/warc/CC-MAIN-20170116095120-00334-ip-10-171-10-70.ec2.internal.warc.gz", "language_score": 0.9097669124603271, "token_count": 1000, "dump": "CC-MAIN-2017-04", "global_id": "webtext-fineweb__CC-MAIN-2017-04__0__262527428", "lang": "en", "text": "In preparing my previous post on Net Energy Trends I wanted to include a back of the envelope calculation on the ERoEI of hydro electric power using the Three Gorges Dam as an example. But I got my decimals pretty muddled leading to an answer that was implausible. But I’ve now had a few days off to clear my head and I put a new battery in my calculator and so hopefully the calculation is now on the money.\nLooking at just the labour and embedded energy of the concrete and steel and assuming a 45% capacity factor and 70 year life yields a partial ERoEI of 147. And so, despite substantial environmental harm and social disruption I must give dispatchable hydro electric power a big thumbs up. See the calculation below the fold.\nThe Three Gorges Dam on the Yangtze River in China is the largest hydroelectric scheme in The World. Operational since 2008 it has 22.5 GW installed capacity. The Itaipu Dam on the Parana River between Paraguay and Brazil produces a similar amount of electricity from 14 GW capacity and achieves this through a higher capacity factor.\nRecent posts on ERoEI indicated that hydroelectric power had ERoEI >> 50 and I just wanted to check these claims. But before proceeding lets get the metric prefixes sorted since we have to manipulate some fairly large numbers:\nmega = 10^6 = million\ngiga = 10^9 = billion\ntera = 10^12 = trillion\npeta = 10^15 = one thousand trillion\nexa = 10^18 = one million trillion\nThree Gorges Vital Statistics\nInstalled generating capacity = 22.5 GW \nCapacity factor = 45% (0.45) \nConcrete = 27.2 million m^3 \nConcrete = 65.2 million tonnes*\nSteel = 463,000 tonnes \n*1 m^3 concrete = 2.4 tonnes\n1 TWh = 3600 TJ \n1 toe = 42 GJ \nThe Energy Return\nThis is always the easier part of the ERoEI calculation but even here assumptions need to be made about capacity factor and lifespan. Wikipedia report 45% capacity factor which I presume is based on design criteria and performance to date. And I have assumed a 70 year lifespan. Lifespan could easily be much longer and this will simply add to the ERoEI.\n0.45 * 22.5 GW * 24 hrs * 365.25 days * 70 years = 6213 TWh = 22.37 EJ\nThe Energy Invested\nI am not going to attempt a detailed and complete analysis here but will try and make ball park estimates of energy consumed by labour and the main materials – concrete and steel.\n60,000 workers laboured on the project that began in 1994  and was completed in 2003. Taking 1998 as the mid point China had a population of 1.242 billion and consumed 905 million tonnes oil equivalent (Mtoe) in energy that year . This yields a per capita consumption of 0.75 toe. The sum for the energy cost of labour therefore is:\n60,000 workers * 0.75 toe per annum * 10 years = 450,000 toe = 18.9 PJ\nThere is a range of numbers for the energy content of materials. I am going to use:\nConcrete = 1.9 GJ / tonne \nSteel = 20 GJ / tonne \n65.2 million tonnes concrete * 1.9 GJ / tonne = 123.9 PJ\n463,000 tonnes steel * 20 GJ / tonne = 9.3 PJ\nTotal Energy Invested\nlabour 18.9 PJ + concrete 123.9 PJ + steel 9.3 PJ = 152.1 PJ\nThe partial ERoEI\nEnergy return = 22.37 EJ / energy invested 152.1 PJ = 147\nEnergy pay back time works out at an incredible 6 months.\n(Energy produced in 1 year = 22.37 EJ / 70 = 319 PJ. Energy invested = 152.1 PJ. Hence energy pay back time = 152/319 = 0.48 years.)\nI am quite satisfied with this answer. Some of the input numbers used may be wide of the mark and the energy inputs are far from complete. For example the diesel used on the construction site is not included along with many other energy inputs. But the answer is in the same ball park as calculated by other workers. Hydroelectric power is a tremendous source of dispatchable renewable energy. It does however come with high environmental and social costs. There’s no such thing as a free lunch in the energy world.\n Wikipedia: Three Gorges Dam\n Facts and Details: THREE GORGES DAM PROJECT\n Australian Government: Embodied Energy\n Wikipedia: Embodied Energy", "domain": "mathematics"}
{"url": "https://www.pinnacleadvisory.com/articles/neutral-is-still-a-moving-target/", "date": "2020-10-20T14:25:11Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107872746.20/warc/CC-MAIN-20201020134010-20201020164010-00467.warc.gz", "language_score": 0.9500235319137573, "token_count": 543, "dump": "CC-MAIN-2020-45", "global_id": "webtext-fineweb__CC-MAIN-2020-45__0__220285355", "lang": "en", "text": "A few weeks ago, I introduced you to the concept of pro-forma portfolios, and explained how we use them to estimate our current portfolios’ position in terms of volatility and beta. There is an Italian saying that could be translated as “to trust is good, not to trust is better.” While the pro-forma portfolios give us the best possible ex-ante estimates of the amount of risk in the portfolios, these are by definition estimates and not reality, and we can only trust them so much. For this reason we have developed two very short-term measures of volatility and beta based on the actual daily portfolio returns, which we routinely compare to the pro-forma estimates to make sure the portfolios are in fact behaving as we expected. The first measure is called one-month time-weighted trailing volatility and starts with the calculation of the equal-weighted average of the portfolio’s daily volatility over trailing 5 days (1 week), 10 days (2 weeks) and 20 days (4 weeks). This number is then divided by the same average volatility calculated for the portfolio’s benchmark. The ratio gives us a measure of how volatile the portfolio is being relative to its benchmark:\nRatio = 1 (neutral): the portfolio is experiencing the same volatility as the benchmark;\nRatio > 1 (above neutral or aggressive): the portfolio is experiencing more volatility than the benchmark;\nRatio < 1 (below neutral or defensive): the portfolio is experiencing less volatility than the benchmark;\nThe other measure is called one-month time-weighted trailing beta and uses the same approach to calculate the beta of the portfolios versus their respective benchmarks. Both measures are based on 1 month (4 weeks) of data, but since they are the equal-weighted average of three overlapping time frames they give more weight to more recent data. Specifically, the trailing 5 days are accounted for 3 times, the previous 5 days are accounted for twice, and the previous 10 days are accounted for only once. Because of their short-term nature, these measures can be particularly volatile at times, which is why we introduced a one-month moving average to better gauge the direction of the trend. In the chart to the right, you can see that after a brief spike to nearly 1.2, the two measures have come back down to around 0.9, while the one-month moving average has just reached the Mendoza line of 1. This result is perfectly in line with our initial estimates based on pro-forma portfolios, which had indicated that our last trade would take us very close to neutral.\nCopyright: albund / 123RF Stock Photo", "domain": "mathematics"}
{"url": "http://simon-says-school.com/ordered-pairs-drawings/", "date": "2023-12-11T13:19:09Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679511159.96/warc/CC-MAIN-20231211112008-20231211142008-00155.warc.gz", "language_score": 0.9878268837928772, "token_count": 193, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__301073765", "lang": "en", "text": "My fifth graders just finished their ordered pairs projects, and I am absolutely amazed by their creativity!\nThe assignment asked that kiddos create a picture that included a minimum of five shapes, used only straight lines, and was located in all four quadrants.\nStudents also had to create an organized table for each shape that included the quadrant number and ordered pair for each point. This paper would later be used as a directions page for another student to recreate their picture.\nTake a look at their amazing work!\nFor board work the next day, each kiddo was given a blank four quadrant graph and another student’s direction page. It was so much fun to see how the images were redrawn. Some directions were spot on (all ordered pairs and quadrants were accurate) and the redrawn picture looked identical to the original. Others though, not so much!\nI will definitely be doing this project again next year!", "domain": "mathematics"}
{"url": "http://or.fossee.in/textbook-companion/books-in-progress", "date": "2017-04-27T03:10:06Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121865.67/warc/CC-MAIN-20170423031201-00182-ip-10-145-167-34.ec2.internal.warc.gz", "language_score": 0.7522803544998169, "token_count": 266, "dump": "CC-MAIN-2017-17", "global_id": "webtext-fineweb__CC-MAIN-2017-17__0__42659118", "lang": "en", "text": "Books In Progress\nWe are currently working on Textbook Companions for the following books\n- Probability And Statistics For Engineers And Scientists, S. M. Ross, 3rd edition, Elsevier, New Delhi, 2005.\n- Linear and nonlinear programming, D. Luenberger, 2nd edition, Kluwer Academic Publisher, New York, 1984.\n- Nonlinear programming, D. Bertsekas, 2nd edition, Athena Scientific, 1999.\n- Optimization Techniques, A. K. Malik, S. K. Yadav, S. R. Yadav, 1st edition, I.k. Internationlal Publishing House Pvt. Ltd, 2012.\nSuggested List of Books that can be taken up for TBC project\n- Engineering Optimization Methods and Applications, Reklaitis, G.V., Ravindran, A. and Ragsdell, K. M., 2nd edition, John Wiley,New york 1983.\n- Probability, Random Variables and Stochastic Processes, Athanasios Papoulis, S. Unnikrishna Pillai, 4th edition, McGraw Hill Education (India), 2002\n- Optimisation Techniques , Rao S.S. , 2nd edition, Wiley Eastern, 1985", "domain": "mathematics"}
{"url": "https://www.aweclub.co.uk/conquermaths/", "date": "2023-12-03T03:36:50Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100484.76/warc/CC-MAIN-20231203030948-20231203060948-00052.warc.gz", "language_score": 0.9265385270118713, "token_count": 210, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__82281490", "lang": "en", "text": "Great Discount for Home Educators\nAWE Club discount for ConquerMaths. Due to popular demand, ConquerMaths is now available through AWE Club for Home Educating families.\nTo get this offer follow these steps:\nQuote from NM on Facebook:\n“We’ve used Conquermaths for about 5 or 6 years, to support GCSE and IGCSE maths study (we had it originally as a CD ROM version and now a subscription through AWE). We love that it covers many years of maths up to and including A level, so we can dip in and out of the topics, use it as a supplement to whatever we are studying, and go back, if needed, to fill gaps. I definitely recommend it!”\nConquerMaths covers years Reception, Key Stage 1, KS2, KS3, KS4 (GCSE) and KS5 (A-Level)\nThe A-Level content is Year 12 Core 1 and 2, Year 13 Core 3 and 4", "domain": "mathematics"}
{"url": "http://www.avt.rwth-aachen.de/AVT/index.php?id=541&L=1&Nummer=LPT-2008-12", "date": "2013-12-07T01:10:44Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163052949/warc/CC-MAIN-20131204131732-00020-ip-10-33-133-15.ec2.internal.warc.gz", "language_score": 0.7806729078292847, "token_count": 212, "dump": "CC-MAIN-2013-48", "global_id": "webtext-fineweb__CC-MAIN-2013-48__0__71798814", "lang": "en", "text": "Marc Brendel, Wolfgang Marquardt:\nAn algorithm for multivariate function estimation based on hierarchically refined sparse grids\nComputing and Visualization in Science, 2009, 12(4), 137-153\nAn adaptive function estimation approach is presented to recover an unknown, multivariate functional relation from noisy data. Using a sparse grid combination approach, both discretization and Tikhonov regulariza- tion need to be selected appropriately to resolve func- tional details whilst suppressing measurement noise. An initially coarse, multivariate grid is adaptively refined using sensitivity analysis, creating a sequence of hierar- chically refined grids. The problem of choosing a multi- dimensional discretization level is thus transformed to the identification of a suitable refinement step, giving rise to a nested approach for the selection of both dis- cretization and Tikhonov regularization. Validation on multivariate test functions shows good approximation results.\nMultivariate regression, function estimation, sparse grids, discretization, regularization, L-curve, cross validation", "domain": "mathematics"}
{"url": "https://glowriters.com/diophantus-arithmatica/", "date": "2022-12-05T17:39:55Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711042.33/warc/CC-MAIN-20221205164659-20221205194659-00176.warc.gz", "language_score": 0.9613161087036133, "token_count": 586, "dump": "CC-MAIN-2022-49", "global_id": "webtext-fineweb__CC-MAIN-2022-49__0__5047226", "lang": "en", "text": "Diophantus, known as the Father of Algebra, lived in Alexandria, Egypt during the 3rd century A.D. Little else is known about his personal life. He was the author of the first Greek text on the essential branch of mathematics we know as algebra.\nHis book, Arithmatica, included thirteen books with numerical answers to algebraic questions. Using only positive rational numbers because zeros, negative numbers and irrational numbers were not available to him at the time –\nDiophantus algebraically solved linear and quadratic equations, in addition to simultaneous linear and quadratic equations. With awareness of essential theorems in the number theory, he also found algebraic solutions to questions such as finding the value of y so that some polynomial equations in y are either squares of numbers or their cubes.\nArithmatica solved a total of one hundred and thirty mathematical problems for its readers. Apart from this important text on algebra, Diophantus has been credited with introducing techniques for solving both determinate as well as indeterminate equations. He also developed the method of using symbols for words in algebra. Still, Arithmatica continues to be remembered as one of the most significant works of his life, for the simple reason that the sciences of modern times could not have progressed without the tool of algebra.\nAs a matter of fact, algebra is an integral part of modern existence. Both industry and our daily lives depend on this tool. As examples, algebraic formulas for calculating loan installments; bank interest; distance, speed, and time; and volume, area and perimeter are as indispensable as the variables, relations and functions used in the analysis of activities that involve costs.\nSo, whether we are dealing with the business of construction, managing expenses as consumers, or working on new innovations in chemistry labs, we know it is virtually impossible to do away with algebra – thanks to Diophantus who first introduced the importance of this mathematical tool to the world.\nYou have to be 100% sure of the quality of your product to give a money-back guarantee. This describes us perfectly. Make sure that this guarantee is totally transparent.Read more\nEach paper is composed from scratch, according to your instructions. It is then checked by our plagiarism-detection software. There is no gap where plagiarism could squeeze in.Read more\nThanks to our free revisions, there is no way for you to be unsatisfied. We will work on your paper until you are completely happy with the result.Read more\nYour email is safe, as we store it according to international data protection rules. Your bank details are secure, as we use only reliable payment systems.Read more\nBy sending us your money, you buy the service we provide. Check out our terms and conditions if you prefer business talks to be laid out in official language.Read more", "domain": "mathematics"}
{"url": "https://yt.ax/watch/international-mathematical-olympiad-18314859/", "date": "2020-08-08T21:13:47Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738351.71/warc/CC-MAIN-20200808194923-20200808224923-00011.warc.gz", "language_score": 0.6856536865234375, "token_count": 135, "dump": "CC-MAIN-2020-34", "global_id": "webtext-fineweb__CC-MAIN-2020-34__0__174314836", "lang": "en", "text": "International Mathematical Olympiad\nThe International Mathematical Olympiad (IMO) is an annual six-problem, 42-point mathematical olympiad for pre-collegiate students and is the oldest of the International Science Olympiads.The first IMO was held in Romania in 1959.\nLicense: Creative Commons Attribution-Share Alike 3.0 (CC BY-SA 3.0)\nImage Source: https://en.wikipedia.org/wiki/File:Geo_prob_diagram.svg\n-Video is targeted to blind users\nArticle text available under CC-BY-SA\nimage source in video", "domain": "mathematics"}
{"url": "http://pbandjd.blogspot.com/2008/05/mystery-monday-2.html", "date": "2018-07-20T00:37:33Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591455.76/warc/CC-MAIN-20180720002543-20180720022543-00605.warc.gz", "language_score": 0.9585226774215698, "token_count": 103, "dump": "CC-MAIN-2018-30", "global_id": "webtext-fineweb__CC-MAIN-2018-30__0__11445335", "lang": "en", "text": "It is time again for Mystery Monday, brought to you by Professor Layton and the Curious Village. A glass jar holds a single germ. After one minute, the germ splits into two germs. One minute after that the two germs each split again, forming a total of four germs. Continuing at this rate, a single germ can multiply to fill a whole jar in exactly one hour. Knowing this, how long in minutes would it take to fill the jar if you had started with two germs?", "domain": "mathematics"}
{"url": "http://adventureswithmyfour.blogspot.com/2010/03/spontaneous-math.html", "date": "2014-07-13T18:43:27Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1404776438539.21/warc/CC-MAIN-20140707234038-00037-ip-10-180-212-248.ec2.internal.warc.gz", "language_score": 0.9690787196159363, "token_count": 243, "dump": "CC-MAIN-2014-23", "global_id": "webtext-fineweb__CC-MAIN-2014-23__0__120793763", "lang": "en", "text": "They put the little animals into different piles based on categories they made up themselves. These included jungle animals, horses, trees, dangerous animals, animals that live in the woods, farm animals, ninja turtles, people, blocks, weapons, frogs, lizards, dinosaurs, and one alien.\nThen they began lining up and counting each pile. I helped collect the data by writing down the numbers for each pile.\nUsing the data we collected Kai and I made a graph. Sitting around the table at lunch we all studied our graph. The boys answered questions like, \"Which piles have the same amount?\" \"Which is biggest?\" \"Which is smallest?\" \"How many more would this pile need to equal that one?\" \"How much smaller is this pile than that one?\" etc.\nI can't tell you how much the boys loved this. They now have ideas of all different things they want to sort, it's a new favorite activity. And think of all the math skills involved - classification, grouping, numeration, ordering, comparing, counting, graphing, subtraction, addition! Sometimes, you just never know what is going to excite your children!\nmore ww posts here.", "domain": "mathematics"}
{"url": "https://www.kabeditions.com/gematria/", "date": "2023-12-04T08:52:20Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100527.35/warc/CC-MAIN-20231204083733-20231204113733-00397.warc.gz", "language_score": 0.6789631247520447, "token_count": 674, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__71218791", "lang": "en", "text": "There are different systems of interpretation of the hidden meanings of the Torah. One of them is the Gematria, where the mathematical values of each letter or word are calculated. Each letter having its own numerical value, the fact that some words have the same total is not just coincidence, but denotes a similarity or complementarity.\nIt is one of the different systems of interpretation of the hidden meanings of the Torah, where mathematical values of letters, words, and sentences are calculated to find a similarity or complementarity. Each letter has its own numerical value.\nThe final letters also have their own numerical values:\nThere are seven main types of Gematriot:\n- Ragil – regular\n- Katan – small value\n- HaKlali – value squared\n- Kolel – regular plus a value for one or all the letters\n- HaKadmi – regular plus the value of the preceding letters\n- HaPerati – each letter squared\n- Miluy- sum of the spellings\n1 – Ragil: the numbers of the letters are as follows:\n|א||ט||1 – 9|\n|ק||ת||100 – 400|\nEx : הארץ = 1106\n2 – Katan: tens and hundreds are reduced to one digit.\n|א||ט||1 – 9|\n|י||צ||1 – 9|\n|ק||ת||1 – 4|\nEx : הארץ = 17\n3 – HaKlali: the Ragil value of the word squared.\nEx : הארץ = 1106 * 1106 = 1 223 236\n4 – Kolel: the Ragil value of the word + the numbers of letters, or + 1 for the word.\nEx : הארץ = 1106 + 4 = 1110\nor 1106 + 1 = 1107\n5 – HaKadmi: each letter has its Ragil value plus the total of all the ones preceding it.\n|א||ט||1 – 45|\n|י||צ||55 – 495|\n|ך||ץ||1995 – 4995|\nEx : הארץ = 15+1+795+4995 = 5806\n6 – HaPerati: each letter is squared.\nEx : הארץ = 5 * 5 = 25, 1 * 1 = 1\n200 * 200 = 40 000, 900 * 900 = 810 000 Total = 850 026\n7 – Miluy: the sum of the spelling of each letter.\nEx : הארץ = 731\nBy the Gematriot, we see that each letter and word has a dynamic meaning beyond the simple definitions. Gematria is only one of the secret ways of interpreting the hidden meanings in the Torah.\nThere are also permutation systems where letters are replaced by others in a set order as “ATBaSH” where the first letter is replaced by the last, the second by the one before the last etc. “Notrikun”, where initials of different words make a new word, and many other systems.", "domain": "mathematics"}
{"url": "https://forums.evga.com/m/tm.aspx?m=3618569&fp=1", "date": "2024-04-20T13:53:31Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817650.14/warc/CC-MAIN-20240420122043-20240420152043-00169.warc.gz", "language_score": 0.930540919303894, "token_count": 440, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__122797124", "lang": "en", "text": "It's that time of year again for the Tour de Primes\nHere is the PG webpage for this years TDP https://www.primegrid.com/forum_thread.php?id=10427#168083\nLooks like GFN16 and PPSE are large enough for the T5K the book of the 5,000 largest primes.\nThey are the best bet to get a P badge for the TDK\nI would think it starts at 00:01 UTC Feb.1\nResults will be available at http://www.primegrid.com/challenge/tdp_2024.php\nFrom the PG thread:\nFor the month of February, an informal competition is offered. There are no challenge points to be gained... just a simple rare jersey at the end of the month to add to your badge list. No pressure or stress other than what you put on yourself. :)\nFor 2024, we're bringing back the badges introduced in 2018:\n- Red Jersey -- discoverer of largest prime\n- Yellow Jersey -- prime count leader (tiebreaker will be prime score)\n- Green Jersey -- points (prime score) leader\n- Polk-a-dot Jersey -- on the 29th of February we'll have a \"Mountain Stage\" and award the Polk-a-dot Jersey to the one who finds the most primes on that day (tiebreaker will be prime score for that day). Yes, it's a leap year, so the Mountain Stage will be on the 29th.\n- Prime badge -- awarded to everyone who finds an eligible prime during the month of February. This is a counter badge, so if you find more than one prime it will show how many you've found, up to 99.\n- Mega prime badge -- awarded to everyone who finds a mega prime during February. This is a counter badge.\n- Mountain Stage prime badge -- awarded to everyone who finds an eligible prime during the Mountain Stage. This is a counter badge.\n- Mountain Stage mega prime badge -- awarded to everyone who finds a mega prime during the Mountain Stage. This is a counter badge.", "domain": "mathematics"}
{"url": "http://societyofoldpriceans.co.uk/Roy_Daysh_archives.html", "date": "2021-05-14T23:37:54Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991829.45/warc/CC-MAIN-20210514214157-20210515004157-00296.warc.gz", "language_score": 0.9848998188972473, "token_count": 156, "dump": "CC-MAIN-2021-21", "global_id": "webtext-fineweb__CC-MAIN-2021-21__0__116501818", "lang": "en", "text": "The Archives of Roy Daysh\nRoy Daysh - Former Joint Head Boy and Mathematics Master\nNotable former pupil, joint Head Boy with John Cole and mathematics master, Roy Daysh, has died at the age of 85.\nJohn was captain of cricket, Roy was captain of hockey. He joined the RAF in 1945, retiring in 1965 to train as a teacher, and he returned to teach maths at Prices, until his retirement in about 1990. He was a staunch Old Pricean, and held various positions including that of Treasurer. Hear Roy reciting Olly's Prayer \"Support us O Lord....\"\nRoy's son, Michael, supplied this wonderful photograph of John Cole, John Suggate and Roy in 1945.\nMichael Daysh has also added the following:", "domain": "mathematics"}
{"url": "https://dariusmehri.com/education-the-achievement-gap/", "date": "2020-03-29T10:56:30Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370494331.42/warc/CC-MAIN-20200329105248-20200329135248-00351.warc.gz", "language_score": 0.9641408324241638, "token_count": 1087, "dump": "CC-MAIN-2020-16", "global_id": "webtext-fineweb__CC-MAIN-2020-16__0__218755498", "lang": "en", "text": "While a graduate student at UC Berkeley, I took a statistics course in linear and logistic regression and it introduced me to the issues with the achievement gap in secondary schools. For the analysis, I used linear and logistic regression packages in Stata and a survey of eighth-graders from the National Education Longitudinal Study.\nI was interested in understanding the potential for students to enter and succeed in a STEM field. To achieve this goal, I ran two regressions.The first was a linear regression with math test scores as the response variable and socio-economic status, future plans, locus of control, self-concept, race and gender as the explanatory variables.The second was a logistic regression with the same explanatory variables as the linear regressions but with being “held back” as the response variable. Locus of control can be interpreted as a measure of control over “life chances” and self-concept a measure of self-esteem.\nI ran two models for both the linear regression and logistic regressions, one with the response variable and the explanatory variables and the other with interactions. I added higher order polynomial terms for continuous variables that were not initially significant to test whether there was a non-linear relationship between the response and explanatory variable. I used backward elimination to eliminate explanatory variables with p>0.05 and I checked for changes in R squared to ensure that it did not change significantly after a variable was dropped.\nBelow discusses the results of the regression analysis. The results show that math test scores and success in school are highly associated with the future plans of attending college, socio-economic status and race. The paper with the complete analysis including hypotheses and graphs can be found here: Achievement Gap Paper.\n1. Linear Regression\nThe most significant effect on the mean standard math scores was future plans. Comparing children who had plans to finish high school to those who did not, there was no significant difference in mean standard scores. The differences rose when children stated they planned on attending a vocational school or college, mean standard scores on average were higher by 2.27 and 2.37 respectively compared to those who would not finish high school. For students who planed on finishing college or who had plans on post college degrees, the mean standard math scores on average increased by 6.3 and 8.05 points respectively.\nThe regression also revealed strong associations between math test scores and socio-economic status and race. A one unit increase in socio-economic status (range -2.894 to 1.854, sd=0.8) resulted in an approximate 3.75 point increase in the estimated mean standardized math score, and a one unit increase in locus of control (range -3 to 1.52, sd=0.7) resulted in a 1.84 increase in the estimated mean standardized math score. Race was also significantly associated with math scores, on average when controlling for the other explanatory variables, African-Americans, Native Americans and Hispanics had a 5.5, 3.7 and 2.1 estimated mean standard score lower than whites respectively. Asian Pacific Islanders, on the other hand, had a 2.4 higher estimated mean standard score compared to whites. Men scored 1.3 points higher compared to females. Self-concept was not significant and was dropped from the model.\nI interacted race and future plans on socio-economic status, and locus of control. The only variables that turned out to be significant were the interactions between African-American and socio-economic status, and Native Americans attending college. The interaction between African-Americans and socio-economic status revealed that on average, controlling for other explanatory variables, if socio-economic status increases by one unit, African-American children had an estimated mean standard score rate of increase of 1.8 less compared to whites.\nChecking Model Assumptions\nI checked for multicollinearity, homoscedasticity, normally distributed errors and linearity between the response variable and the continuous explanatory variables. The models did not violate any of the linear regression assumptions.\n2. Logistic Regression\nThe logistic regression showed that being held back a grade is positively correlated with being male and African-American but negatively correlated with students who plan on attending a higher level education school upon graduating from high school. Being held back was also negatively correlated with an increase in social economic status and locus of control. Controlling for other variables, a one unit increase in socio-economic status reduced the odds of being held back by 47% and a one unit increase in locus of control reduced the odds by 25%. Controlling for other variables, attending education after high school reduced the odds of being held back by 37%. Compared to those students not planning on a post-high school education. Controlling for all other variables, males had a 59% greater odds of being held back compared to females.\nAll variables were significant at the 5% level. Those variables that were not significant at the 5% level such as self-concept and some of the race variables were dropped from the model. I interacted socio-economic status on the race variables and none of the interactions were significant. After discovering that self concept was not significant, I added quadratic and cubic polynomial variables but they were not significant and were dropped from the model.", "domain": "mathematics"}
{"url": "http://www.reuk.co.uk/wordpress/storage/minimising-line-losses-in-re-systems/", "date": "2022-08-20T01:38:01Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573876.92/warc/CC-MAIN-20220820012448-20220820042448-00749.warc.gz", "language_score": 0.9082679748535156, "token_count": 1020, "dump": "CC-MAIN-2022-33", "global_id": "webtext-fineweb__CC-MAIN-2022-33__0__123491156", "lang": "en", "text": "In most renewable energy systems low voltage DC (direct current) electricity is generated. When this is from a wind turbine generator or a hydro electricity generator there is usually quite a distance between the location of the generator and the battery bank or power inverter.\nIf the wire (cable) taking this electricity is not thick enough you may potentially lose vast amounts of expensively generated power in resistive line losses – basically speaking, you will be heating the wire rather than charging your batteries. However, with the recent jump in the price of copper, if you choose wire which is unnecessarily thick, the extra costs incurred will seriously get in the way of your generating free (not that such a thing exists) electricity.\nIn an ideal situation line losses should be kept at or below 10% – i.e. no more than 10% of the power you generate should be lost in the wires you use to transmit it to your battery bank or inverter.\nWhat You Need to Know to Calculate Line Losses\nCalculating your likely line losses is quite a simple process requiring no more than a standard calculator and a little knowledge – supplied here.\nNOTE – If you are not interested in the mathematics then scroll down to the final equations so you can start making some calculations for your system.\nNEW You can also click here to go to our new Line Losses Calculator which will automatically calculate the size of wire you require for your system, or calculate the line losses for a given wire size.\nThe one constant you need is the resistivity of copper (rho) = 0.000000017 Ohms per metre at 20 degrees Celcius.\nYou should know the charging voltage (peak) and current (peak) of your generator. The charging voltage is always higher than the rated voltage of a generator – e.g. a 12 Volt solar panel will actually have an open circuit voltage of at least 18 Volts. You need to use the higher value in your calculations.\nThe cross-sectional area of your wire is given by multiplying the radius (half the diameter) of the wire squared by PI (3.14159).\nIf the wire is made up of multple strands then the cross-sectional area is given by squaring the radius of one strand and multiplying it by PI and then by the number of strands.\nOnce you know these values you are ready to calculate the resistance of your power lines and therefore your power losses.\nCalculating Line Losses\nThe resistance of a length of wire is equal to 1,000,000 multiplied by the length of the wire (in metres) multiplied by rho and then divided by the cross sectional area of the wire (in square mm). Note that 1,000,000 square mm is equal to one square metre – hence the factor of 1,000,000 in the equation.\nA wire 200 metres long with a cross sectional area of 2.25 square mm has a resistance of:\nThe power loss is given by the square of the current in amps multiplied by the resistance of the wire, so with a 30 amp peak power output wind turbine generator and the example wire above, the power loss is:\nIf the example wind turbine has a charging voltage of 65 volts (typical of a 48 Volt rated wind turbine) then the peak power output of this wind turbine would be equal to the charging voltage multiplied by the current = 65 x 30 = 1,950 Watts.\nTherefore of the 1.95kW generated by the wind turbine, 1.36kW would be lost as line losses = 70%!\nUsing the Equation to Select wire for Your System\nAll the mathematics above can be simplified into one easy (relatively) equation:\n|Power Loss (%) =||\nIn order to choose wire for your own renewable energy system you just need to choose the amount of line losses you are willing to accept (e.g. 10%), feed the numbers into the equation below, and out comes the minimum cross-sectional area of wire you will need.\n|Wire X-Sectional Area =||\nSo with the example 48V wind turbine generator which had a 65 Volt charging voltage and 30 amp maximum current, a 200 metre run of wire required, and no more than 10% line losses acceptable – wire with a cross sectional area of 15.7 square mm is required:\nLooking at the wires available on the market around this size there is 6 AWG (13.29 sq.mm) and 5 AWG (16.76 sq.mm). To keep line losses under 10% the 5 AWG would have to be selected giving 9.3% resistive line losses in this example.\nClick here to visit our new automatic Line Losses Calculator.\nConverting and Understanding Wire Sizes\nTo convert wire sizes from American Wire Gauge (AWG) to cross sectional area, mm diameter, or inches diamter click here to view our Wire Size Conversion Table", "domain": "mathematics"}
{"url": "https://blog.quikkloan.com/personal-loan-emi-calculator/", "date": "2024-02-29T17:38:09Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474852.83/warc/CC-MAIN-20240229170737-20240229200737-00630.warc.gz", "language_score": 0.933168351650238, "token_count": 1497, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__101233891", "lang": "en", "text": "An online personal loan EMI calculator helps in calculating your EMIs in a hassle-free manner. This online device with its simple and well-designed algorithms allows you to know the exact calculations of your monthly installments, interest outgo and the total amount payable. This tool comes with a lot of features like accuracy, time-saver, easy comparisons, adjustable, etc. The tool starts functioning the moment you feed-loan amount, tenure and interest rate into the same. And, gives the correct values in the least time frame. Thus, it helps in taking a calculative decision as far as availing a personal loan is concerned.\nWhat is a Personal Loan EMI Calculator\nAn online tool that can be used to calculate EMIs, Interest Outgo and Total Amount Payable towards a personal loan. It works on a well-designed algorithm wherein it simplifies the values and shows the results quickly. The device starts to function the moment you feed:\nYes, soon after feeding the credentials above, the device churns out the accurate values, making your personal loan a hassle-free experience.\nComponents of EMI Calculator\nPrincipal Paid:This is the portion of your monthly payment that is applied towards the loan principal. And, this portion keeps on increasing each month as the loan matures.\nInterest Paid:This is the interest portion of your monthly payment that is applied towards interest. This portion will keep on decreasing every month as the loan matures.\nTotal Payment:It is a total sum of principal and interest paid.\nOutstanding Loan Balance:The remaining loan balance at any given period corresponds to the principal amount that is owed to the lender at the end of that period.\nWhat EMI Stands for\nEquated Monthly Installment or commonly known as EMI is the amount that you pay every month to the lender to pay off your loan.\nEMI Consist of Interest on the loan along with the principal amount.\nHowever, the total sum of the principal amount and interest is further divided by the tenure of the loan.\nHow Personal Loan EMI Calculator Works\nAn online EMI calculator for personal loan works on a simple phenomenon and lets you know the values faster. The smart tool basically works on two basic formulae.\nThe first one is used to calculate the monthly interest rate while on the other hand the second one is used to calculate the monthly installments.\nLet’s get into the detail and understand the functioning of both.\nHow to Calculate Monthly Interest\nWhenever you apply for a personal loan online, it would not be wrong to say that interest rate is the first and foremost thing that grabs the attention of all. So, before you start using the EMI calculator, you need to convert your annual interest rate into the monthly interest rate. And, in order to convert that, below formula is used:\nr=annual interest rate/12\nFor example- If a bank offers you 18% of interest rate annually, your monthly interest rate will be:\nThus, 1.5% will be your monthly interest rate for personal loan\nHow to Calculate EMI\nCalculating the EMI is a bit difficult as compared to calculating the monthly interest rate. To calculate your EMI, you need to use the below formula:\nE = P . r . (1+r)^n/((1+r)^n – 1)\nP=Principal Loan Amount\nr=Monthly Interest Rate\nn=Monthly Loan Tenure\nFor example- If you have borrowed a sum of Rs. 10,00,000 from a bank at an annual interest rate of 10.5% (10.5%/12=0.875 monthly) for 10 years ( 10×12=120 months), your EMI will be:\nRs.10,00,000 *0.00875 * (1 + 0.875)120 / ((1 + 0.875)120 – 1) = Rs. 13,493\nNow, you will pay Rs. 13, 493 for 120 months to repay your personal loan amount. Thus, your total payable=13, 493×120=16,19,220.\nFeatures of Personal Loan EMI Calculator\nAccuracy: This device is so accurate that it will perform the calculations in a few seconds.\nTime Saving: It does complex calculations in just a few seconds thus saves a lot of time of the user.\nEasy Comparisons: EMI calculator allows you to have easy comparisons. Yes, you can compare different lenders easily, and know different EMIs offered by them.\nAdjustable: An EMI calculator can be used endlessly which means you can use it many times. Also, you can re-adjust the settings, and can get the results endlessly.\nTells You More Than Just the EMI: The calculator helps you gain more information about your loan. Yes, apart from calculating your monthly EMIs, the device showcases interesting graphic representations, pie charts ,and tables.\nFactors Affecting Personal Loan EMI\nLoan Amount: The higher loan amount you demand, the higher EMIs you need to pay. However, the maximum loan amount is decided by the lender based on your personal loan eligibility factors.\nInterest Rate: The rate of interest is directly linked to the EMIs. If the personal loan interest rates are higher, your EMI amount is also higher. Well, your interest rate is determined by several factors like income, cibil score, credit history, repayment capacity, etc.\nLoan Tenure: The personal loan tenure that you choose is inversely proportional to the EMI. The shorter the tenure, the higher the EMI amount. A personal loan tenure ranges between 1 year to 5 years.\nWays to Reduce Personal Loan EMI\n- Go for a Low Interest Rate: The lower interest rate you have, the better as it keeps your EMI pocket-friendly. Both of them are directly proportional so if your rates are lower, your monthly installments are also reduced.\n- Opt a Suitable Tenure: If you opt for a longer tenure, EMI payable would also be reduced. Yes, both of them are inversely proportional. So, expect to have a reduced EMI burden with longer personal loan tenure.\n- Category of the Employer:In case you work in a leading MNC or Fortune 100/500 company, it would be easy for you to get a personal loan at attractive interest rates. And, by getting a loan at competitive interest rates, you can expect to have pocket-friendly personal loan EMI.\n- Get Balance Transfer: Opt for personal loan balance transfer and enjoy affordable EMIs. Simply transfer your existing personal loan to a lender offering a lower interest rate and enjoy a reduced monthly installment.\nFrequently Asked Questions (FAQs)\nQ.Should I enter the monthly interest rate or yearly interest rate in the EMI calculator?\nA.You have to enter the yearly interest rate in the online EMI calculator to get the precise EMI amount.\nQ.How long does it take to calculate the personal loan EMI?\nA. One cannot describe the exact timing as each personal loan calculator is different. But a calculator roughly takes a few seconds to calculate the EMIs on time.", "domain": "mathematics"}
{"url": "https://www.ccc.ox.ac.uk/people/dr-paul-dellar", "date": "2023-03-29T09:39:31Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948965.80/warc/CC-MAIN-20230329085436-20230329115436-00696.warc.gz", "language_score": 0.9060481190681458, "token_count": 684, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__122565751", "lang": "en", "text": "I returned to Corpus in October 2007 as Tutor in Applied Mathematics, having been a lecturer in mathematics at Imperial College London. I was previously a Junior Research Fellow at Corpus from October 2001 until September 2004, while I held one of the University's Glasstone Research Fellowships. My earlier career as an undergraduate, graduate student, and then research fellow, was at the University of Cambridge. I am an alumnus of the Woods Hole Summer Study Programme in Geophysical Fluid Dynamics.\nResearch and Teaching\nMy main research interests are in lattice Boltzmann approaches for simulating fluid dynamics, and for more exotic applications to electromagnetic and quantum systems. Originally inspired by the kinetic theory of gases, the lattice Boltzmann approach has recently become very popular because the microscopic models are very easy to implement on modern parallel computers. I create microscopic models of colliding particles whose statistically averaged behaviour I can show approaches the solution of the Navier-Stokes, Maxwell, or Dirac equations. Practical applications range from simulating blood flow through surgical stents to a software package widely used in the car industry. One of my algorithms for magnetohydrodynamics is being developed into another software package for the nuclear industry.\nI also work on the fluid dynamics of the atmosphere and oceans, chiefly using shallow water descriptions derived from variational principles to study their large-scale behaviour. Along with a former Corpus DPhil student Andrew Stewart, I have derived shallow water equations with a better approximation to the Coriolis force experienced by a fluid moving on a rotating planet. They are using these equations to model the flow of deep ocean currents across the equator, such as how cold, deep water from Antarctica crosses the equator to reach the Caribbean, where it goes on to form the warm Gulf Stream that moderates the UK's climate despite its high latitude.\nI am also interested in many other things, including topics in scientific computation and further practical applications of mathematics in industry through the 'study group' format.\nMy teaching of applied mathematics encompasses first and second year undergraduate tutorials on vector calculus, differential equations, calculus of variations, and electromagnetism, all topics that overlap with my research activities.\nP. J. Dellar (2019) Relativistic properties and invariants of the Du Fort-Frankel scheme for the one-dimensional Schrödinger equation J. Comput. Phys. X 2 (2019) 100004\nE. S. Warneford & P. J. Dellar (2017) Super- and sub-rotating equatorial jets in shallow water models of Jovian atmospheres: Newtonian cooling versus Rayleigh friction J. Fluid Mech. 822 484-511\nA. L. Stewart & P. J. Dellar (2016) An energy and potential enstrophy conserving numerical scheme for the multi-layer shallow water equations with complete Coriolis force J. Comput. Phys 313 99-120\nE. S. Warneford & P. J. Dellar (2014) Thermal shallow water models of geostrophic turbulence in Jovian atmospheres Phys. Fluids 26 016603\nP. J. Dellar (2013) Lattice Boltzmann magnetohydrodynamics with current-dependent resistivity J. Comput. Phys. 237 115-131", "domain": "mathematics"}
{"url": "https://arts-inspiredlearning.org/programs/vault-of-secret-dreams/", "date": "2020-09-23T09:13:33Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400210616.36/warc/CC-MAIN-20200923081833-20200923111833-00545.warc.gz", "language_score": 0.9466694593429565, "token_count": 168, "dump": "CC-MAIN-2020-40", "global_id": "webtext-fineweb__CC-MAIN-2020-40__0__146905192", "lang": "en", "text": "In this incredible residency, students design, build and cast a three-dimensional mosaic and cement sculpture, challenging them with math and engineering concepts. Students write down their dreams, secrets and fears and place them in a vault, a secure place they create and seal with cement. The outside of the vault is beautiful mosaic that the students design themselves. The students calculate the amount of cement needed in cubic feet and they figure out what kind and how much mesh to use inside the sculpture. Students estimate what the final weight of the piece will be using mathematical calculations. This unique experience creates a lasting and beautiful piece of art that will endure for decades and can be displayed inside or outside your school! A completed vault can weigh several hundred pounds and may be made in any shape desired. This residency typically takes several days to complete. Material fee determined by project.", "domain": "mathematics"}
{"url": "https://www.iitportal.com/syllabus/Graduate-Aptitude-Test-in-Engineering-GATE-Syllabus-Civil-Engineering", "date": "2020-09-24T03:47:12Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400213454.52/warc/CC-MAIN-20200924034208-20200924064208-00096.warc.gz", "language_score": 0.843898355960846, "token_count": 905, "dump": "CC-MAIN-2020-40", "global_id": "webtext-fineweb__CC-MAIN-2020-40__0__201336929", "lang": "en", "text": "Graduate Aptitude Test in Engineering (GATE) Syllabus | Civil Engineering\nLinear Algebra: Determinants, algebra of matrices, systems of linear equations, eigen values and eigen vectors.\nCalculus: Functions of single variable: limit, continuity and differentiability, mean value theorems, theorems “‘of integral calculus; evaluation of definite and improper integrals. Functions of two variables: limit, continuity, partial derivatives, total derivative and directional derivative, maxima and minima, multiple integrals and their applications, sequences and series, test for convergence, Fourier series.\nOrdinary Differential Equations: First order equations (linear and nonlinear), higher order linear differential equations with constant coefficients, method of variation of parameters, Cauchy’s or Euler’s equations, initial and boundary value problems, Laplace transform.\nStatistics: Basic concepts of Probability and Statistics.\nMechanics: Bending moments and. shear forces in statically determinate beams; simple stress and strain: relationship; stress and strain in two dimensions, principal stresses, stress transformation, Mohr’s circle; v-srrrTple1)ending theory; flexural shear stress; thin-walled pressure vessels; uniform torsion.\nStructural Analysis: Analysis of statically determinate trusses, arches and frames; displacements in statically determinate structures and analysis of statically indeterminate structures by force/energy methods; .-o”analysis by displacement methods (slope-deflection and moment-distribution methods); influence lines for determinate and indeterminate structures; basic concepts of matrix methods of structural analysis.\nConcrete Structures: Basic working stress and limit states design concepts; analysis of ultimate load capacity and design of members subject to flexure, shear, compression and torsion (beams, columns and isolated footings); basic elements of prestressed concrete: analysis of beam sections at transfer and service loads.\nSteel Structures: Analysis and design of tension and compression members, beams and beam-columns, column bases; connections – simple and eccentric, beam-column connections, plate girders and trusses; plastic analysis of beams and frames.\nSoil Mechanics: Origin of soils; soil classification; three-phase system, fundamental definitions, relationship and inter-relationships; permeability and seepage; effective stress principle: consolidation, compaction; shear strength.\nFoundation Engineering: Sub-surface investigation – scope, drilling bore holes, sampling, penetrometer tests, plate load test; earth pressure theories, effect of water table, layered soils; stability of slopes – infinite slopes, finite slopes; foundation types – foundation design requirements; shallow foundations; bearing capacity, effect of shape, water table and other factors, stress distribution, settlement analysis in sands and clays; deep foundations – pile types, dynamic and static formulae, load capacity of piles in sands and clays.\nWater Resources Engineering\nFluid Mechanics and Hydraulics: Hydrostatics, applications of Bernoulli equation, laminar and turbulent flow in pipes, pipe networks; concept of boundary layer and its growth; uniform flow, critical flow and gradually varied flow in channels, specific energy concept, hydraulic jump; forces on immersed bodies; flow measurement in channels; tanks and pipes; dimensional analysis and hydraulic modeling. Applications of momentum equation, potential flow, kinematics of flow; velocity triangles and specific speed of pumps and turbines.\nHydrology: Hydrologic cycle; rainfall; evaporation infiltration, unit hydrographs, flood estimation, reservoir design, reservoir and channel routing, well hydraulics.\nIrrigation: Duty, delta, estimation of evapo-transpiration; crop water requirements; design of lined and unlined canals; waterways; head works, gravity dams and Ogee spillways. Designs of weirs on permeable ” foundation, irrigation methods.\nWater requirements; quality and standards, basic unit processes and operations for water treatment, distribution of water. Sewage and sewerage treatment: quantity and characteristic of waste water sewerage; primary and secondary treatment of waste water; sludge disposal; effluent discharge standards.\nHighway planning; geometric design of highways; testing and specifications of paving materials; design of flexible and rigid pavements.", "domain": "mathematics"}
{"url": "http://mrantoniograde2.weebly.com/blog/money-around-the-world", "date": "2019-04-26T14:51:03Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578806528.96/warc/CC-MAIN-20190426133444-20190426155109-00009.warc.gz", "language_score": 0.9498209357261658, "token_count": 114, "dump": "CC-MAIN-2019-18", "global_id": "webtext-fineweb__CC-MAIN-2019-18__0__85423906", "lang": "en", "text": "|Mr. Antonio's Grade 2|\nIn Math class we have studied the use of money, specifically buying something and receiving change. We connected our study of money to our Social Studies focus in Unit 1 by looking at the relative values of different money around the world. The students cut out copies of money used in the United States, South Korea, China, Singapore, Europe, and Mexico. We discussed their relative value, and then the students used the money to create addition and subtraction problems independently. Grade 2 had lots of fun learning about money around the world!", "domain": "mathematics"}
{"url": "http://schools.polk-fl.net/ojp/", "date": "2014-07-29T10:40:02Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510267075.55/warc/CC-MAIN-20140728011747-00272-ip-10-146-231-18.ec2.internal.warc.gz", "language_score": 0.8372510671615601, "token_count": 594, "dump": "CC-MAIN-2014-23", "global_id": "webtext-fineweb__CC-MAIN-2014-23__0__41534800", "lang": "en", "text": "Welcome to Our Website\nWelcome to the Oscar J. Pope Elementary Web site! We are very excited that you visited! We are proud of each and every Stallion!\nWe are OSCAR!\n- O: On task\n- S: Safe\n- C: Caring\n- A: Accepting Responsibility\n- R: Respectful\nNew Bell Schedule for 2014-2015\nFor the 2014-2015 academic year, the first bell will ring at 8:00 A.M. and the dismissal bell will ring at 3:00 P.M. This will provide an additional fifteen minutes of instructional time to our academic day.\nRegister New Students Now\nIf you are moving into the Oscar J. Pope Elementary School attendance zone, don't wait to register your children for school. School staff members are available to assist you with registration paperwork and requirements. Our office is open Monday through Thursday from 7:00 A.M. to 5:00 P.M. The office is closed on Fridays.\nFree Online Math Resource\nSummer learning loss in math is an issue that impacts students at all grade levels. Students lose an average of more than two months of math comprehension every summer. Polk County Public Schools is offering a free online math resource this summer for Polk County Public School students rising to first grade through Algebra 2.\nTo access this free resource for your child, go to www.tenmarks.com, click on \"Parents-Sign Up\", and enter your information with S14P3351 as the \"Access Code From Your School\" code. Complete the general grade information for your child and he/she will be given access to the grade specific math material.\n|August 11||Teachers Return||Welcome Back #1 Teachers!|\n|August 11||Teacher Workday|\n|August 12||Staff Development Day|\n|August 13||Teacher Workday (1/2 Day)|\n|August 13||Staff Development Day (1/2 Day)|\n|August 14||Student Orientation Day||3:00 - 6:00 P.M.|\n|August 14||Non-Instructional Staff Breakfast and Meeting||8:00 A.M.\nJay W. Erwin Media Center\n|August 14||Teacher Workday|\n|August 15||Teacher Workday (1/2 Day)|\n|August 15||Staff Development Day (1/2 Day)|\n|August 15||OSCARbration Planning Meeting||1:00 P.M.\n|August 18||First Day of School||Welcome Back #1 Students!|\n|August 28||Open House||6:00 - 7:00 P.M.|\n|August 29||OSCARbration: Outdoor Games||No horseshoes are required to attend. All students are invited to participate.|\n|September 1||Labor Day Holiday||School Closed|", "domain": "mathematics"}
{"url": "https://www.dtsheffler.com/notebook/2022-08-24-bayesian-reasoning/", "date": "2022-11-28T17:50:20Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710534.53/warc/CC-MAIN-20221128171516-20221128201516-00691.warc.gz", "language_score": 0.9645064473152161, "token_count": 1142, "dump": "CC-MAIN-2022-49", "global_id": "webtext-fineweb__CC-MAIN-2022-49__0__88049039", "lang": "en", "text": "I wrote the following in response to a class I just taught on arguments for the existence of God. A student asked about what happens to the strength of probabilistic arguments when they are combined. Bayesian reasoning often shows us that the likelihood of something being true given our evidence is lower than we think. In this post, however, I examine what happens when we have multiple lines of converging evidence, which often turns out to raise the probability higher than we might guess.\nI thought I would write up a brief further explanation of this kind of probabilistic reasoning since it came up in class, and it seemed that most people were unfamiliar with how to think through such problems. (Human intuition is actually really bad at guessing probabilities, which is why pro poker players can clean you out.) It’s also pretty hard to understand without seeing it written out.\nSuppose you go in for a cancer screening and the doctor brings you the unfortunate news that the test is positive. Suppose he also tells you the following facts:\n- Only 1% of people in general have cancer.\n- If someone has cancer, the test gives a positive result 80% of the time.\n- If someone does not have cancer the test gives a false positive 10% of the time.\nWhat are the chances that you actually have cancer? Seems pretty scary, right? Wouldn’t you guess that your chances are pretty high? The answer, however, is that they aren’t actually that high at all.\nCall the probability that you have cancer P(C), and the probability that you have cancer given the positive test result P(C|T).\nP(C|T) = P(C)P(T|C)/P(T)\nIn plain English, this means that the probability you have cancer equals the proportion of true positive test results divided by the total positive test results including all the false ones. This last bit is the crucial thing to see. There are actually many many more false positive test results than true positive test results even though the false positive rate is only 10% and the true positive rate is 90%.\nWhy is this? It happens because its so unlikely that you have cancer in the first place. Let’s do the math.\nTrue positives = 1% * 80% = 0.008.\nIn a population of 10,000 people 1% have cancer, so that’s 100 people. If all of those took the test, 80 of them would test positive.\nBut how many people would test positive who don’t have cancer?\nFalse positives = 99% * 10% = .099.\nIn a population of 10,000 people 99% don’t have cancer, so that’s 9,900 people. If all of those took the test, 990 would test positive.\nSo given that you have a positive test result, what are the chances that you are in the first group rather than the second group?\nWell, we take the ratio of the true positives by all the positives, which equals,\n80/(80+990) = 0.747663\nSo you have a roughly 7.5% chance of having cancer given the test result. Surprisingly low right?\nNow here’s the real zinger regarding converging lines of evidence that I explained to Micah above in abbreviated fashion. Suppose that you took a second test with similar numbers:\n- If a person has cancer, then test 2 gives a true positive 90% of the time.\n- If a person does not have cancer, then test 2 gives a false positive 10% of the time.\nUnfortunately, this second test also comes back positive. What are the chances that you have cancer now? You might think that it’s just the union of the two probabilities P(C|T1) ∪ P(C|T2), but you would be wrong. That number would actually be way too low, now. (That comes out to 15.18% if you’re curious.)\nThe trick is to see that given the first test result you have to update the likelihood that you have cancer from 1% likely to 7.5%. (The other, shorter but less intuitive way is just to do an additive version of the Bayes’ Theorem.)\nSo now we go through the same steps we did above, but instead of multiplying 1% * 80% to get the number of true positives, we have to multiply 7.5% * 90%, which is obviously much higher. We also need to lower the number of false positives. Instead of multiplying 99% * 10% we are now multiplying 92.5% * 10%.\nWhen we run the numbers, we get a result of approximately 42.2% likely that you have cancer given two separate positive results. Interestingly, it is still more likely than not that you don’t have cancer because of how rare cancer actually is, but that second number is way higher than you might think given the low likelihood of either test result independently indicating that you have cancer. This is the power of converging lines of evidence. You can see that if we add a third and fourth test, this likelihood would shoot up pretty fast.\nSimilarly, lines of argument that on their own only raise the probability of God’s existence slightly can combine to make a very powerful total case, just like multiple pieces of evidence in a trial, provided that they are actually independent pieces of evidence and not just recycling the same evidence in a circular fashion.", "domain": "mathematics"}
{"url": "https://platinumhomework.com/fincance/", "date": "2022-12-01T23:00:45Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710870.69/warc/CC-MAIN-20221201221914-20221202011914-00040.warc.gz", "language_score": 0.9383407235145569, "token_count": 273, "dump": "CC-MAIN-2022-49", "global_id": "webtext-fineweb__CC-MAIN-2022-49__0__172877787", "lang": "en", "text": "An investor buys three shares of XYZ at the beginning of 2002 for $100 apiece. After one year,\nthe share price has increased to $110 and he receives a dividend per share of $4. Right after\nreceiving the dividend, he buys two additional shares at $110. After another year, the share price\nhas dropped to $90, but the investor still receives a dividend per share of $4. Right after\nreceiving the dividend, he sells one share at $90. After another year, the share price has gone up\nto $95, the investor receives a dividend per share of $4 and sells all shares at $95 immediately\nafter receiving dividends.\n1 What are the arithmetic and geometric average time-weighted rates of return and what is the\ndollar-weighted rate of return of the investor in the above example (for the dollar-weighted\nreturn assume that (i) the cash flows from dividends received at the end of a given year are based\non the number of shares held at the beginning of that year, and (ii) cash flows from dividends\noccur on the same day as the cash flows from buying and selling shares)?\n2 Why is the dollar-weighted average rate of return in the above example lower than the\ngeometric average rate of return?", "domain": "mathematics"}
{"url": "http://wilmingtonma.universitytutor.com/wilmingtonma_statistics-tutoring", "date": "2017-10-21T11:53:53Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824775.99/warc/CC-MAIN-20171021114851-20171021134851-00820.warc.gz", "language_score": 0.664608895778656, "token_count": 255, "dump": "CC-MAIN-2017-43", "global_id": "webtext-fineweb__CC-MAIN-2017-43__0__259037024", "lang": "en", "text": "Statistics Tutors in Wilmington, MA\nFind Private & Affordable Statistics Tutoring in the Wilmington Area!\nHarvard University - BA, Environmental Science and Public Policy\nUniversity of Central Florida - BS, Molecular Biology , Tufts Univ School of Medicine - MS and MD, Biomedical Sciences\nUniversity of Notre Dame - B.S., Biological Science & Theology , University of Notre Dame - M.Ed., Education - High School Science\nNortheastern - Current Undergrad, Business and Economics\nSUNY College at Plattsburgh - BS, Mathematics\nFlorida Institute of Technology - B.S., Meteorology - Communications\nBoston UNiversity - BA, Mathematics and Philosophy , Bentley University - MBA, Finance\nWorcester Polytechnic Institute - BS, Actuarial Mathematics\nUniversity of Michigan - BS, Chemistry , Cornell University - MS, Chemistry\nMichigan State University - BS, Mathematics , Tufts University - MA, International Studies\nVanderbilt University - BS, Mathematics and Secondary Education\nUniversity of Maine - BS, Secondary Math Education , University of Maine - MS, Mathematics Education\nHamilton College - BA, Mathematics\nUniversity of Massachusetts, Amherst - BA, Social Thought and Political Economy , University of Chicago - MS, Computational Analysis...", "domain": "mathematics"}
{"url": "http://www.costelloschool.co.uk/learning/mathematics", "date": "2018-12-15T21:44:37Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827097.43/warc/CC-MAIN-20181215200626-20181215222626-00567.warc.gz", "language_score": 0.9591763615608215, "token_count": 135, "dump": "CC-MAIN-2018-51", "global_id": "webtext-fineweb__CC-MAIN-2018-51__0__142657363", "lang": "en", "text": "From September 2015 the course covers the new 6 areas of Mathematics using the new 9-1 grading system:\n- Ratio, proportion and rates of change\n- Geometry and Measures\nBuilding on the work completed at Key Stage 3.\nThere are still two tiers of entry for Mathematics. The Higher tier covers grades 4 to 9 and The Foundation tier covers grades 1 to 5. A student’s Maths set will determine which tier of entry they take. Each tier covers all areas of Mathematics. Students are set across the whole year group based on their ability and their results during Key Stage 3.\nThere is no coursework for Mathematics as everything is exam based.", "domain": "mathematics"}
{"url": "http://ibpastpapers.com/ib-past-papers-888/", "date": "2020-09-25T16:35:32Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400227524.63/warc/CC-MAIN-20200925150904-20200925180904-00413.warc.gz", "language_score": 0.8845352530479431, "token_count": 1027, "dump": "CC-MAIN-2020-40", "global_id": "webtext-fineweb__CC-MAIN-2020-40__0__56130614", "lang": "en", "text": "This is the most comprehensive collection of IB past papers in the World!\nQUESTIONBANKS VERSION 4\nPAST PAPERS BY GROUP (2001-2019)\nGROUP 1 - Studies in language and literature GROUP 2 - Language acquisition GROUP 3 - Individuals and societies GROUP 4 - The sciences GROUP 5 - Mathematics GROUP 6 - The arts\nDownload Textbooks (this includes all popular new and legacy textbooks for all major subjects)\nTOK TEXTBOOKS GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 GROUP 6 DATA BOOKS & FORMULAS EE TEXTBOOKS This site is compiled for teachers and students who maybe don't have the means to buy the papers to practice with. We expect all users of this site to have permission from their teachers to use these examination papers.\nThis site is no way endorsed by the IBO and we cannot verify the veracity of the files enclosed within.\nWhat is Revision Village?\nVoted the #1 IB Mathematics Resources in 2019 & 2020, Revision Village is an award-winning education website that helps IB students learn, practice and revise for IB maths exams. More than 70% of IB Students & Teachers worldwide use Revision Village ~ 350,000+ IB Students from 1,500+ IB Schools.\nWho uses Revision Village?\nRevision Village is for International Baccalaureate (IB) Diploma Program candidates studying all levels of IB Mathematics.\nWhat IB Subjects does Revision Village cover?\nIB Mathematics HL, SL, Studies, Analysis and Approaches SL & HL, Applications and Interpretation SL & HL. We love mathematics and IB students love using Revision Village! Our mission is to create the highest quality IB Math resources available online. We are proud to be voted the #1 IB Mathematics Resource in 2019 & 2020 by IB Students & Teachers worldwide.\nWhat resources are on Revision Village?\nMaths Questionbank: The #1 Maths Exam Questionbank for IB Students. IB Maths exam style questions by topic, sub-topic & difficulty. Video solutions & mark schemes for all questions. Learn, practice and master IB mathematics questions.\nIB Maths Practice Exams: Test yourself with a wide range of full-length IB Maths Practice Exams. Paper 1 & Paper 2 Practice Exams, Topic Exams, IB Summary Exams, Easy / Medium / Hard Exams and more.\nPast IB Exams – Video Solutions: Step-by-step video worked solutions to past IB Maths exams. Short instructional videos taught by experienced teachers.\nIB Maths Key Concepts: Short summary videos that teach every topic tested in IB Maths exams. Discover all of the IB Maths exam secrets and practice the most commonly asked questions.\nRV Prediction Exams: Carefully created IB Prediction Papers to help you prepare for your finals.\nHow much does Revision Village cost?\nWill Revision Village be updating all resources for the new IB Maths Curriculum? (exams starting in 2021)\nYes! Revision Village will be releasing all features and resources for IB Mathematics Analysis and Approaches & IB Mathematics Applications and Interpretations in late 2019 and throughout 2020. The Revision Village team is in the final stages of publishing learning videos, 1,200+ exam-style questions filtered by topic with videos, practice exams and more…. stayed tuned!\nCurrent courses (IB Math HL, SL, Studies) will continue to be updated & available until November of 2020 (last exam period).\nWhy is Revision Village better than YouTube/ Khan Academy?\nUnlike many mathematics websites, Revision Village is 100% focused on IB Mathematics. Students don’t need to spend time searching the internet for IB specific maths videos, tutorials and exam style questions. Revision Village is the perfect place for an IB Student to learn, practice and prepare for their IB Maths Exam stress free.\nWhat are Revision Village Prediction Exams?\nThe RV Prediction Exams are developed by IB Examiners and Teachers to help students prepare for their upcoming final exams. The RV Prediction Exams are released approximately 1 month prior to May/November IB exams and the questions in the prediction papers are directly aligned to the current trends seen in past IB papers (topics, question style, weighting and difficulty). More than 180,000 IB Students around the world used the 2019 RV Prediction Papers to successfully prepare for their final exams.\nStudents are encouraged to practice the underlying concepts in the prediction exams, not just simply memorize the questions. As the Revision Village Prediction Exams are ‘Predictions’, Revision Village cannot take responsibility for outcomes due to discrepancies between the prediction and IB papers.\nThe official Revision Village Prediction Exams & Prediction Video Series are exclusively available to RV Gold Members.\nWhich devices can I use Revision Village on?\nRevision Village is optimized on all devices. Desktop, Tablet, Mobile.\nWho are the RV Teachers?\nThe Revision Village team is made up of experienced IB teachers, examiners and graduates. The team is dedicated to helping IB students around the world achieve their best possible maths grade.", "domain": "mathematics"}
{"url": "https://it.mhsmi.org/2017/05/20/tech-in-the-mhs-math-dept/", "date": "2023-03-22T23:03:09Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944452.97/warc/CC-MAIN-20230322211955-20230323001955-00193.warc.gz", "language_score": 0.9115163087844849, "token_count": 157, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__73256667", "lang": "en", "text": "This is the tenth in a series of blog “snapshots” of how Mercy students benefit from using iPad technology (and other tools) throughout the school day.\nIn the photos below, students in Geometry Honors are using GeoGebra to investigate the relationship between angles formed by parallel lines and a transversal. They will use the results to develop conjectures about the congruent or supplementary angle pairs. The final component of the activity is to write the formal proof for each conjecture, thus developing the theorems found in geometry textbooks. — Carol Baron\nPhotos by L. Baker\nPatty Perry uses Explain Everything to make tutorials for students to explain difficult concepts. She also uses it to respond to email or message questions.", "domain": "mathematics"}
{"url": "https://edgeofthewebradio.com/marketing-concepts/predictive-modelling/", "date": "2023-09-21T12:49:12Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506027.39/warc/CC-MAIN-20230921105806-20230921135806-00165.warc.gz", "language_score": 0.9508458375930786, "token_count": 193, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__63299312", "lang": "en", "text": "Predictive modelling leverages statistics to predict outcomes. Most often the event one wants to predict is in the future, but predictive modelling can be applied to any type of unknown event, regardless of when it occurred. For example, predictive models are often used to detect crimes and identify suspects, after the crime has taken place. In many cases the model is chosen on the basis of detection theory to try to guess the probability of an outcome given a set amount of input data, for example given an email determining how likely that it is spam. Models can use one or more classifiers in trying to determine the probability of a set of data belonging to another set, say spam or ‘ham’. Depending on definitional boundaries, predictive modelling is synonymous with, or largely overlapping with, the field of machine learning, as it is more commonly referred to in academic or research and development contexts. When deployed commercially, predictive modelling is often referred to as predictive analytics.", "domain": "mathematics"}
{"url": "https://excellenthomeworks.com/what-is-the-probability-that-an-accident-occurred-in-the-first-mile-along-this-stretch-of-highway/", "date": "2024-04-23T01:11:49Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818452.78/warc/CC-MAIN-20240423002028-20240423032028-00421.warc.gz", "language_score": 0.9530019164085388, "token_count": 731, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__91608472", "lang": "en", "text": "- What is the probability of being born on:\na) February 28?\nb) February 29?\nc) February 28 or February 29?\n- A patient newly diagnosed with a serious ailment is told he has a 60% probability of surviving 5 or more years. Let us assume this statement is accurate. Explain the meaning of this statement to someone with no statistical background in terms he or she will understand.\n- A lottery offers a grand prize of $10 million. The probability of winning this grand prize is 1 in 55 million (about 1.8×10-8). There are no other prizes, so the probability of winning nothing = 1 – (1.8×10-8) = 0.999999982. The probability model is:\nWinnings (X) 0 $10 x 106\nP(X = xi) 0.999999982 1.8 x 10-8\na) What is the expected value of a lottery ticket?\nb) Fifty-five million lottery tickets will be sold. How much does the proprietor of the lottery need to charge per ticket to make a profit?\n- Suppose a population has 26 members identified with the letters A through Z.\na) You select one individual at random from this population. What is the probability of selecting individual A?\nb) Assume person A gets selected on an initial draw, you replace person A into the sampling frame, and then take a second random draw. What is the probability of drawing person A on the second draw?\nc) Assume person A gets selected on the initial draw and you sample again without replacement. What is the probability of drawing person A on the second draw?\n- Let A represent cat ownership and B represent dog ownership. Suppose 35% of households in a population own cats, 30% own dogs, and 15% own both a cat and a dog. Suppose you know that a household owns a cat. What is the probability that it also owns a dog?\n- What is the complement of an event?\n- Accidents occur along a 5-mile stretch of highway at a uniform rate. The following “curve” depicts the probability density function for accidents along this stretch:\na) What is the probability that an accident occurred in the first mile along this stretch of highway?\nb) What is the probability that an accident did not occur in the first mile?\nc) What is the probability that an accident occurred between miles 2.5 and 4?\n- Suppose there were 4,065,014 births in a given year. Of those births, 2,081,287 were boys and 1,983,727 were girls.\na) If we randomly select two women from the population who then become pregnant, what is the probability both children will be boys?\nb) If we randomly select two women from the population who then become pregnant, what is the probability that the first woman’s child will be a boy and the second woman’s child will be a boy?\nc) If we randomly select two women from the population who then become pregnant, what is the probability that both children will be boys given that at least one child is a boy?\n- Explain the difference between mutually exclusive and independent events.\n- Suppose a screening test has a sensitivity of 0.80 and a false-positive rate of 0.02. The test is used on a population that has a disease prevalence of 0.007. Find the probability of having the disease given a positive test result.", "domain": "mathematics"}
{"url": "https://www.xyzmanhwa.com/the-art-of-math-problem-solving-techniques-for-success/", "date": "2024-02-21T10:50:28Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473472.21/warc/CC-MAIN-20240221102433-20240221132433-00896.warc.gz", "language_score": 0.895359218120575, "token_count": 1078, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__41940879", "lang": "en", "text": "In the tapestry of mathematical exploration, problem-solving stands as a masterpiece—a form of art that requires creativity, precision, and a deep understanding of mathematical concepts. This article, “The Art of Math: Problem-Solving Techniques for Success,” delves into the techniques that transform mathematical problem-solving into an artistic endeavor, guiding individuals on a journey to success in the realm of mathematics.\n1. Recognizing Mathematics as an Art Form:\nUnderstanding mathematics as an art form sets the stage for appreciating the beauty and creativity inherent in problem-solving. Rather than viewing problems as mere exercises, recognize them as opportunities for artistic expression, where each solution is a brushstroke contributing to the masterpiece of mathematical understanding.\n2. Embracing the Creative Mindset:\nThe creative mindset is the palette from which problem-solving artistry emerges. Embrace a mindset that values innovation, curiosity, and the exploration of multiple solution paths. The creative mindset encourages thinking beyond conventional approaches, fostering a spirit of ingenuity in the face of mathematical challenges.\n3. Mastering the Art of Questioning:\nThe art of questioning is a technique that propels problem-solving into the realm of exploration. Pose insightful questions about the problem at hand—question its assumptions, seek hidden patterns, and inquire about alternative approaches. Mastering the art of questioning elevates problem-solving from a routine task to an engaging and thought-provoking pursuit.\n4. Creating Mental Images with Visualization:\nVisualization is the brush that paints mental images, bringing mathematical concepts to life. Create mental images, draw diagrams, and visualize abstract ideas to enhance your understanding of the problem. Visualization not only aids comprehension but also adds a layer of artistic expression to your problem-solving process.\n5. Crafting Solutions with Elegant Simplicity:\nIn the art of math, elegance lies in simplicity. Strive to craft solutions that are not only accurate but also elegantly simple. Avoid unnecessary complexities and convoluted approaches, aiming for solutions that embody the beauty of simplicity. The art of crafting elegant solutions showcases a deep mastery of mathematical concepts.\n6. Appreciating Patterns as Artistic Elements:\nPatterns are the artistic elements that grace the canvas of mathematical problems. Appreciate the beauty of recurring sequences, relationships between numbers, and hidden structures within problems. Recognizing and leveraging patterns not only accelerates problem-solving but also adds an aesthetic dimension to your approach.\n7. Blending Logic and Intuition:\nThe art of math involves a delicate balance between logic and intuition. Blend deductive reasoning with intuitive insights to create a harmonious composition in problem-solving. Logic provides a structured foundation, while intuition allows for creative leaps and innovative solutions. The interplay between logic and intuition enriches the artistic tapestry of mathematical problem-solving.\n8. Expressing Individual Style in Approaches:\nJust as artists have unique styles, mathematicians can express individuality in their problem-solving approaches. Experiment with various techniques, develop your signature style, and find approaches that resonate with your mathematical intuition. Expressing individual style adds a personal touch to your problem-solving artistry.\n9. Iterative Refinement:\nProblem-solving, like any art form, benefits from iterative refinement. Approach problems as works in progress, refining your solutions through successive iterations. Embrace the process of continuous improvement, allowing your problem-solving artistry to evolve and mature over time.\n10. Learning from Historical Masterpieces:\nThe art of math has a rich history filled with masterpieces created by legendary mathematicians. Study the works of mathematical pioneers, learn from their problem-solving techniques, and draw inspiration from the timeless masterpieces that have shaped the field. Learning from historical masterpieces provides a sense of continuity and connection with the broader mathematical tradition.\n11. Collaborative Artistry:\nProblem-solving becomes a collaborative art form when mathematicians come together to share ideas and insights. Engage in collaborative problem-solving sessions, exchange perspectives with peers, and appreciate the collective artistry that emerges from diverse minds working in harmony. Collaborative artistry fosters a sense of community within the world of mathematics.\n12. Reflecting on Artistic Growth:\nReflection is the gallery where you showcase your artistic growth as a problem solver. After completing a problem, take a moment to reflect on your approach, the artistic elements incorporated, and the lessons learned. Reflective practice not only enhances your problem-solving skills but also deepens your appreciation for the artistic nuances embedded in mathematical exploration.\n“The Art of Math: Problem-Solving Techniques for Success” is an invitation to approach mathematical challenges with the mindset of an artist. By embracing creativity, questioning with depth, and appreciating the beauty of patterns, individuals can elevate problem-solving to an art form. Remember, the art of math is not just about finding solutions; it’s about expressing creativity, fostering individuality, and contributing to the timeless masterpiece of mathematical understanding. As you embark on your journey through the world of mathematics, let the canvas of problems inspire your artistic expression and lead you to new heights of problem-solving mastery.", "domain": "mathematics"}
{"url": "https://gtown-ds.netlify.app/2021/07/28/round-13-2021/", "date": "2024-02-24T22:21:20Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474569.64/warc/CC-MAIN-20240224212113-20240225002113-00867.warc.gz", "language_score": 0.8962680697441101, "token_count": 217, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__19697459", "lang": "en", "text": "To refresh your memory, here’s a description of how my model works.\nPredictions for the twelfth round are given in the table below. The priors for these distributions are based on the final abilities from last season and the results to round 12.\n|Chance of home team winning\n|Sunshine Coast Lightning\n|West Coast Fever\nScore Differential Distributions\nThe distribution of the predicted score differentials is shown in the figures below. For each game, the chance of the home team winning is calculated and shown in the figure title. Each distribution is coloured by the team’s colours, and the more of a single team’s colour, the higher the chance that team has of winning. Overlaid on each figure are two vertical, dashed dark green lines; these show the score differential that has a 50% predicted chance of happening.\nComparison of Game Results Against Predictions\nThe following figure shows the results (score difference of the home team) in round 12 (blue vertical line) against the predictions from the model.", "domain": "mathematics"}
{"url": "https://www.kirkwoodschools.org/Page/10604", "date": "2023-12-10T20:12:36Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102637.84/warc/CC-MAIN-20231210190744-20231210220744-00388.warc.gz", "language_score": 0.9136133790016174, "token_count": 428, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__307028773", "lang": "en", "text": "AP Calculus BC is an introductory college-level calculus course. Students cultivate their understanding of differential and integral calculus through engaging with real-world problems represented graphically, numerically, analytically, and verbally and using definitions and theorems to build arguments and justify conclusions as they explore concepts like change, limits, and the analysis of functions.\nStudents enrolled in AP Calculus BC will enhance their understanding of topics covered in AP Calculus AB and will also engage in a complete analysis of parametric equations, vectors, series and sequences. Because of the timing of the AP exam, AP Calculus BC students will proceed at an accelerated pace. Throughout the course, students will practice AP type problems and questions in preparation for the AP exam. This course encompasses two full semesters of university-level calculus.\n*This course is offered for dual credit through UMSL.\nGrade Level(s): 10th-12th\nCurricula for Advanced Placement (AP) courses are created by the American College Board, which offers high level coursework and exams to high school students. Colleges and universities may grant placement and course credit to students who obtain high scores on examinations. Curriculum for each subject area is created by a panel of experts and college-level educators in that field of study. The Course & Exam Description (CED) for AP Calculus AB and BC can be found HERE.\nCourse-Level Scope & Sequence (Units &/or Skills)\n- Unit 1: Limits and Continuity\n- Unit 2: Differentiation: Definition and Fundamental Properties\n- Unit 3: Differentiation: Composite, Implicit, and Inverse Functions\n- Unit 4: Contextual Applications of Differentiation\n- Unit 5: Analytical Applications of Differentiation\n- Unit 6: Integration and Accumulation of Change\n- Unit 7: Differential Equations\n- Unit 8: Applications of Integration\n- Unit 9: Parametric Equations, Polar Coordinates, and Vector-Valued Functions\n- Unit 10: Infinite Sequences and Series\nDate Last Revised/Approved: 2014", "domain": "mathematics"}
{"url": "https://er.jsc.nasa.gov/seh/math14.html", "date": "2022-05-18T13:33:25Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662522270.37/warc/CC-MAIN-20220518115411-20220518145411-00780.warc.gz", "language_score": 0.8977941870689392, "token_count": 523, "dump": "CC-MAIN-2022-21", "global_id": "webtext-fineweb__CC-MAIN-2022-21__0__120277183", "lang": "en", "text": "PROBLEM 9. The light-year is the distance traveled by light during one Earth year. To three significant digits, the speed of light is 3.00 x 10^5 km/s. Find the length of the light-year in km and in AU.\nSolution:1 Earth year = 365.25 days = 365.25 x 24 x 60 x 60 seconds. In one year, light travels 3.00 x 10^5 x 365.25 x 24 x 60 x 60 km = 9.47 x 10^12 km.\nTo express this distance in AU,\n1 light-year = 9.47 x 1O^I2 km x 1 AU/(1.50 x lO^8km)\n= 6.31 x 10^4 AU.\nThe \"parsec\" is the astronomical unit of distance that relates to observational measurements. In order to define this unit, we must consider the fact that when we observe the heavens, we have no direct perception of depth or distance. A useful model developed to portray the heavens is the celestial sphere. In this model, Earth is surrounded by an imaginary sphere with infinite radius. A coordinate system, similar to latitude and longitude, is imposed on the celestial sphere by projecting Earth's rotation axis on the sphere to identify the celestial north pole (CNP) and celestial south pole (CSP) as shown in Fig. 2.1. Since the radius of the celestial sphere is infinite, all parallel lines point to the same spot on the sphere, and so every line parallel to Earth's rotation axis also points to the celestial north and south poles.\nEvery star or celestial object can now have its position identified by the ordered pair of angles in the previous example. Because Earth rotates with respect to the celestial sphere, the time of observation must also be known in order to use the coordinate system. Differences in the positions of two objects on the celestial sphere are expressed in terms of the angle subtended at Earth by the arc joining these points. As Earth revolves around the Sun, very distant stars show no discernible changes in position, but closer stars will show apparent motion with respect to the celestial sphere when viewed from different points in Earth's orbit, as shown in Fig. 2.3. This apparent motion is called \"parallactic motion\", and the change in position is called the \"parallax angle\". In this context, 1 parsec is defined as the distance at which the radius of Earth's orbit subtends an angle measuring 1 arc-second (see Fig. 2.4).", "domain": "mathematics"}
{"url": "https://www.tamiltrading.net/post/the-fibonacci-retracements", "date": "2020-09-30T02:32:51Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600402101163.62/warc/CC-MAIN-20200930013009-20200930043009-00570.warc.gz", "language_score": 0.9334330558776855, "token_count": 1241, "dump": "CC-MAIN-2020-40", "global_id": "webtext-fineweb__CC-MAIN-2020-40__0__202912401", "lang": "en", "text": "The topic on Fibonacci retracements is quite intriguing. To fully understand and appreciate the concept of Fibonacci retracements, one must understand the Fibonacci series. The origins of the Fibonacci series can be traced back to the ancient Indian mathematic scripts, with some claims dating back to 200 BC. However, in the 12th century, Leonardo Pisano Bogollo an Italian mathematician from Pisa, known to his friends as Fibonacci discovered Fibonacci numbers.\nThe Fibonacci series is a sequence of numbers starting from zero arranged in such a way that the value of any number in the series is the sum of the previous two numbers.\nThe Fibonacci sequence is as follows:\n0 , 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610…\nNotice the following: 233 = 144 + 89 144 = 89 + 55 89 = 55 +34\nNeedless to say the series extends to infinity. There are few interesting properties of the Fibonacci series.\nDivide any number in the series by the previous number; the ratio is always approximately 1.618.\nFor example: 610/377 = 1.618 377/233 = 1.618 233/144 = 1.618\nThe ratio of 1.618 is considered as the Golden Ratio, also referred to as the Phi. Fibonacci numbers have their connection to nature. The ratio can be found in human face, flower petals, animal bodies, fruits, vegetables, rock formation, galaxial formations etc. Of course let us not get into this discussion as we would be digressing from the main topic. For those interested, I would suggest you search on the internet for golden ratio examples and you will be pleasantly surprised. Further into the ratio properties, one can find remarkable consistency when a number is in the Fibonacci series is divided by its immediate succeeding number.\nFor example: 89/144 = 0.618 144/233 = 0.618 377/610 = 0.618\nAt this stage, do bear in mind that 0.618, when expressed in percentage is 61.8%.\nSimilar consistency can be found when any number in the Fibonacci series is divided by a number two places higher.\nFor example: 13/34 = 0.382 21/55 = 0.382 34/89 = 0.382\n0.382 when expressed in percentage terms is 38.2%\nAlso, there is consistency when a number in the Fibonacci series is divided by a number 3 place higher.\nFor example: 13/55 = 0.236 21/89 = 0.236 34/144 = 0.236 55/233 = 0.236\n0.236 when expressed in percentage terms is 23.6%.\n16.1 – Relevance to stocks markets\nIt is believed that the Fibonacci ratios i.e 61.8%, 38.2%, and 23.6% finds its application in stock charts. Fibonacci analysis can be applied when there is a noticeable up-move or down-move in prices. Whenever the stock moves either upwards or downwards sharply, it usually tends to retrace back before its next move. For example if the stock has run up from Rs.50 to Rs.100, then it is likely to retrace back to probably Rs.70, before it can move Rs.120.\n‘The retracement level forecast’ is a technique using which one can identify upto which level retracement can happen. These retracement levels provide a good opportunity for the traders to enter new positions in the direction of the trend. The Fibonacci ratios i.e 61.8%, 38.2%, and 23.6% helps the trader to identify the possible extent of the retracement. The trader can use these levels to position himself for trade.\nHave a look at the chart below:\nI’ve encircled two points on the chart, at Rs.380 where the stock started its rally and at Rs.489, where the stock prices peaked.\nI would now define the move of 109 (380 – 489) as the Fibonacci upmove. As per the Fibonacci retracement theory, after the upmove one can anticipate a correction in the stock to last up to the Fibonacci ratios. For example, the first level up to which the stock can correct could be 23.6%. If this stock continues to correct further, the trader can watch out for the 38.2% and 61.8% levels.\nNotice in the example shown below, the stock has retraced up to 61.8%, which coincides with 421.9, before it resumed the rally.\nWe can arrive at 421 by using simple math as well –\nTotal Fibonacci up move = 109\n61.8% of Fibonacci up move = 61.8% * 109 = 67.36\nRetracement @ 61.8% = 489- 67.36 = 421.6\nLikewise, we can calculate for 38.2% and the other ratios. However one need not manually do this as the software will do this for us.\nHere is another example where the chart has rallied from Rs.288 to Rs.338. Therefore 50 points move makes up for the Fibonacci upmove. The stock retraced back 38.2% to Rs.319 before resuming its up move.\nThe Fibonacci retracements can also be applied to stocks that are falling, in order to identify levels upto which the stock can bounce back. In the chart below (DLF Limited), the stock started to decline from Rs.187 to Rs. 120.6 thus making 67 points as the Fibonacci down move.\nAfter the down move, the stock attempted to bounce back retracing back to Rs.162, which is the 61.8% Fibonacci retracement level.", "domain": "mathematics"}
{"url": "https://europaludi.com/simplest-form-algebra-calculator-ten-features-of-simplest-form-algebra-calculator-that-make-everyone-love-it-222507", "date": "2020-01-24T19:25:35Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250625097.75/warc/CC-MAIN-20200124191133-20200124220133-00496.warc.gz", "language_score": 0.9069907665252686, "token_count": 1802, "dump": "CC-MAIN-2020-05", "global_id": "webtext-fineweb__CC-MAIN-2020-05__0__56568827", "lang": "en", "text": "Simplest Form Algebra Calculator Ten Features Of Simplest Form Algebra Calculator That Make Everyone Love It\nThe protractor and the Bunsen burner. Playing the recorder in music class. Drawing arcs and circles with a ambit in geometry. These accoutrement of the apprenticeship barter become allotment of our lives for a analysis or two and afresh we move on.\nToday, NPR Ed begins a new alternation analytical these icons of the classroom. We alpha off with a accessory that already was capital to higher-level math, in academy and in the workplace, but now has all but disappeared:\nThe accelerate rule.\n“Take your batteries out,” Jim Hus says, watching his pre-calculus acceptance abolish the AA batteries that adeptness their calculators. “Let’s do those multiplication problems again.”\nFor the abutting calculations, Hus’s juniors and seniors at Highland Aerial Academy in Highland, Ind., will use a altered tool: A apparatus that dates aback 400 years.\nBefore the smartphone, the laptop and the graphing calculator, there was the accelerate rule. It’s a able automated accretion device, generally no beyond than a 12-inch ruler, apparent with numbers — but allotment of it slides in an out to to appearance relationships amid altered sets of numbers.\nThat acutely simple apparatus has a austere resume. NASA engineers acclimated accelerate rules to body the rockets and plan the mission that landed Apollo 11 on the moon. It’s said that Buzz Aldrin bare his abridged accelerate aphorism for last-minute calculations afore landing.\n“The accelerate aphorism is an apparatus that was acclimated to architecture around everything,” says Deborah Douglas, the administrator of collections and babysitter of science and technology at the MIT Building in Cambridge, Mass. The building aloof concluded a three-year display on accelerate rules. “The admeasurement of a avenue pipe, the weight-bearing adeptness of a agenda box, alike rocket ships and cars.”\nSo, What Is A Accelerate Rule?\nSlide rules are about ellipsoidal and about the admeasurement of a ruler. They are disconnected into thirds, the top and basal are anchored in place, but the average area slides aback and forth. Each area has scales — numbers and band marks for calculations.\nThe aboriginal one was congenital by William Oughtred, a apostolic teaching algebraic in England in the 1600s. It was based on John Napier’s analysis of logarithms.\nIn its simplest form, the accelerate aphorism adds and subtracts lengths in adjustment to account a absolute distance. But accelerate rules can additionally handle multiplication and division, acquisition aboveboard roots, and do added adult calculations.\nFor ancestors of engineers, technicians and scientists, the accelerate aphorism was an capital allotment of their circadian lives. Until, all of a sudden, it wasn’t.\nIn 1972 Hewlett-Packard came out with the aboriginal handheld cyberbanking calculator. Practically overnight, the accelerate aphorism had become obsolete.\n“The afterlife of the accelerate aphorism was appealing instantaneous,” says Bob De Cesaris, who oversees dent accomplishment at Intel and has one of the better collections of accelerate rules in the country. De Cesaris estimates his accumulating has about 4,000 accelerate rules.\nHe is additionally the admiral of the Oughtred Society — a accumulation of 400 accelerate aphorism collectors and enthusiasts gluttonous to bottle the device’s history (and area you can acquisition out all sorts of advice about them).\nAnd yet, admitting the artful adeptness these canicule in alike your handheld phone, the accelerate aphorism isn’t absolutely dead.\nHere and there, agents like Jim Hus still use them in the classroom. Sister Paula Irving, a nun at the Community of Jesus in Orleans, Mass., teaches a computer programming advance to homeschooled aerial academy students. And aback she covers the history of the computer, she teaches acceptance how to use a apparatus she remembers watching her ancestor use as he affected their family’s finances.\nMore than a thousand afar west, Laurie Emery, a algebraic abecedary at South Winneshiek Aerial Academy in Calmar, Iowa, will advise her inferior pre-calculus chic how to do intricate calculations after a calculator.\nThere’s alike a apprentice academy about the accelerate aphorism at the University of California, San Diego, that Professor Joe Pasquale has been teaching aback 2003.\n“We alive in this age aback accretion is accepting exponentially added able but we generally don’t alike anticipate about the calculations actuality made,” says Pasquale. “We aloof let our computer do all the work.”\nIn the seminar, Pasquale says his acceptance are generally afraid that the accelerate rule’s answers accomplish sense.\nThinking About The Math\n“The nice affair about a calculator is you don’t accept to anticipate – but it’s additionally a bad thing,” he adds. “When you’re application a accelerate aphorism you accept to be engaged. You accept to be cerebration about math.”\nAnd that’s one of the capital affidavit some agents still adhere on to the old “slipsticks.”\nMIT’s Debbie Douglas says that alike admitting the accelerate aphorism isn’t as absolute as a calculator, acceptance can accept the abstraction of what it’s doing. “It absolutely makes one affianced with the process.”\nJim Hus still remembers chief to advance $400 in a calculator and abandoning his accelerate aphorism during his apprentice year at Purdue, aback in 1974.\nBut it’s a accessory he’ll never balloon and he hopes his acceptance at Highland Aerial Academy in Indiana won’t either. He’s planning to accept his acceptance body a classroom accelerate rule.\n“I antic it will be the better accelerate aphorism in the world,” he says, laughing. “But this way, I’m not aloof handing the acceptance a tool, we’re acquirements how it operates so we can admission college algebraic concepts.”\nCopyright NPR 2019.\nSimplest Form Algebra Calculator Ten Features Of Simplest Form Algebra Calculator That Make Everyone Love It – simplest form algebra calculator\n| Encouraged to be able to the blog site, on this period I’m going to teach you about keyword. And after this, this can be a primary impression:\nWhy not consider impression preceding? will be in which incredible???. if you think maybe therefore, I’l t provide you with a number of graphic all over again under:\nSo, if you wish to secure all of these wonderful graphics about (Simplest Form Algebra Calculator Ten Features Of Simplest Form Algebra Calculator That Make Everyone Love It), simply click save icon to download these images for your personal computer. They are all set for obtain, if you’d prefer and wish to obtain it, just click save badge in the web page, and it’ll be directly down loaded in your laptop.} Lastly if you want to get unique and recent picture related to (Simplest Form Algebra Calculator Ten Features Of Simplest Form Algebra Calculator That Make Everyone Love It), please follow us on google plus or save this site, we attempt our best to provide daily update with fresh and new graphics. Hope you love keeping right here. For some up-dates and latest information about (Simplest Form Algebra Calculator Ten Features Of Simplest Form Algebra Calculator That Make Everyone Love It) photos, please kindly follow us on tweets, path, Instagram and google plus, or you mark this page on bookmark area, We try to give you update regularly with fresh and new shots, like your searching, and find the ideal for you.\nHere you are at our site, contentabove (Simplest Form Algebra Calculator Ten Features Of Simplest Form Algebra Calculator That Make Everyone Love It) published . Today we’re pleased to announce that we have discovered an extremelyinteresting nicheto be reviewed, namely (Simplest Form Algebra Calculator Ten Features Of Simplest Form Algebra Calculator That Make Everyone Love It) Many people attempting to find information about(Simplest Form Algebra Calculator Ten Features Of Simplest Form Algebra Calculator That Make Everyone Love It) and definitely one of them is you, is not it?", "domain": "mathematics"}
{"url": "http://littleeinstein.co.id/math/", "date": "2019-07-17T13:00:08Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195525187.9/warc/CC-MAIN-20190717121559-20190717143559-00509.warc.gz", "language_score": 0.9537202715873718, "token_count": 224, "dump": "CC-MAIN-2019-30", "global_id": "webtext-fineweb__CC-MAIN-2019-30__0__152760907", "lang": "en", "text": "Dr. Montessori demonstrated that if children have access to concrete mathematical equipment in the early years, they can easily and joyfully assimilate many number facts and skills.\nSpecially designed concrete materials are used, these represent all types of quantities and allow children to become interested in counting by touching or moving the items around as they enumerate them. By combining this equipment, separating it, sharing it, counting it, and comparing it, they can demonstrate to themselves the basic operations of mathematics.\nAt Little Einstein children never sit down to memorize addition and subtraction facts; they never simply memorize multiplication tables. They learn these facts by actually performing the operations with concrete materials. The concrete experiences allow greater concentration and ensure the children gain a real understanding of what each operation means. Our classroom is full of materials in multiple quantities which can be used for numeration, adding, subtracting, multiplying, dividing and working with fractions, that each child has an individual access to them and as early as 6 years old, children can learn numbers up to 9,999 along with a solid understanding of the Decimal system.", "domain": "mathematics"}
{"url": "http://learnpythonthehardway.org/book/ex21.html", "date": "2014-03-08T15:26:27Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999654886/warc/CC-MAIN-20140305060734-00008-ip-10-183-142-35.ec2.internal.warc.gz", "language_score": 0.8476354479789734, "token_count": 603, "dump": "CC-MAIN-2014-10", "global_id": "webtext-fineweb__CC-MAIN-2014-10__0__89504032", "lang": "en", "text": "You have been using the = character to name variables and set them to numbers or strings. We're now going to blow your mind again by showing you how to use = and a new Python word return to set variables to be a value from a function. There will be one thing to pay close attention to, but first type this in:\n1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33\ndef add(a, b): print \"ADDING %d + %d\" % (a, b) return a + b def subtract(a, b): print \"SUBTRACTING %d - %d\" % (a, b) return a - b def multiply(a, b): print \"MULTIPLYING %d * %d\" % (a, b) return a * b def divide(a, b): print \"DIVIDING %d / %d\" % (a, b) return a / b print \"Let's do some math with just functions!\" age = add(30, 5) height = subtract(78, 4) weight = multiply(90, 2) iq = divide(100, 2) print \"Age: %d, Height: %d, Weight: %d, IQ: %d\" % (age, height, weight, iq) # A puzzle for the extra credit, type it in anyway. print \"Here is a puzzle.\" what = add(age, subtract(height, multiply(weight, divide(iq, 2)))) print \"That becomes: \", what, \"Can you do it by hand?\"\nWe are now doing our own math functions for add, subtract, multiply, and divide. The important thing to notice is the last line where we say return a + b (in add). What this does is the following:\nAs with many other things in this book, you should take this real slow, break it down, and try to trace what's going on. To help there's extra credit to get you to solve a puzzle and learn something cool.\n$ python ex21.py Let's do some math with just functions! ADDING 30 + 5 SUBTRACTING 78 - 4 MULTIPLYING 90 * 2 DIVIDING 100 / 2 Age: 35, Height: 74, Weight: 180, IQ: 50 Here is a puzzle. DIVIDING 50 / 2 MULTIPLYING 180 * 25 SUBTRACTING 74 - 4500 ADDING 35 + -4426 That becomes: -4391 Can you do it by hand?\nThis exercise might really whack your brain out, but take it slow and easy and treat it like a little game. Figuring out puzzles like this is what makes programming fun, so I'll be giving you more little problems like this as we go.", "domain": "mathematics"}
{"url": "http://www.prism.uvsq.fr/index.php/accueil1?start=5", "date": "2019-02-23T20:45:24Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550249550830.96/warc/CC-MAIN-20190223203317-20190223225317-00276.warc.gz", "language_score": 0.8927615880966187, "token_count": 290, "dump": "CC-MAIN-2019-09", "global_id": "webtext-fineweb__CC-MAIN-2019-09__0__178275319", "lang": "en", "text": "Nous accueillons Antoine Deza qui est depuis peu professeur à Orsay.\nOn the polynomial Hirsch conjecture and its continuous analogue\nThe simplex and primal-dual interior point methods are the most computationally successful algorithms for linear optimization. While simplex methods follow an edge path, interior point methods follow the central path. Within this framework, the curvature of a polytope, defined as the largest possible total curvature of the associated central path, can be regarded as the continuous analogue of its diameter. In this talk, we highlight links between the edge and central paths, and between the diameter and the curvature of a polytope. We recall continuous results of Dedieu, Malajovich, and Shub, and discrete results of Holt and Klee and of Klee and Walkup, as well as related conjectures such as the Hirsch conjecture that was disproved by Santos. We also present analogous results dealing with average and worst-case behaviour of the curvature and diameter of polytopes, including a result of Allamigeon, Benchimol, Gaubert, and Joswig who constructed a counterexample to the continuous analogue of the polynomial Hirsch conjecture. Based on joint work with Tam ́as Terlaky (Lehigh), Feng Xie(Microsoft), and Yuriy Zinchenko (Calgary).", "domain": "mathematics"}
{"url": "http://aibostuff.iofreak.com/wiki.php?n=Aibo.DOF", "date": "2019-04-20T12:57:04Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578529813.23/warc/CC-MAIN-20190420120902-20190420142902-00311.warc.gz", "language_score": 0.8665899634361267, "token_count": 121, "dump": "CC-MAIN-2019-18", "global_id": "webtext-fineweb__CC-MAIN-2019-18__0__46705977", "lang": "en", "text": "The concept of Degrees of Freedom is a mathematical idea that suggests there is one degree of freedom for every independant mode of motion.\nFor example the ERS210?'s Degrees of Freedom can be calculated as follows.\n|Mouth||1 Degree of Freedom|\n|Head||3 Degrees of Freedom|\n|Legs||3 Degrees of Freedom (x4 Legs)|\n|Ears||1 Degree of Freedom (x2 Ears)|\n|Tail||2 Degrees of Freedom|\n| || |\n|Total||20 Degrees of Freedom|", "domain": "mathematics"}
{"url": "https://www2.mnstate.edu/policies/course-placement.aspx", "date": "2021-05-11T13:12:53Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989614.9/warc/CC-MAIN-20210511122905-20210511152905-00432.warc.gz", "language_score": 0.89273601770401, "token_count": 275, "dump": "CC-MAIN-2021-21", "global_id": "webtext-fineweb__CC-MAIN-2021-21__0__193494524", "lang": "en", "text": "Custodian of Policy: Registrar\nRelevant Minnesota State System Policy: Minnesota State System Policy 3.3Relevant Procedures: Minnesota State System Procedure 3.3.1Effective Date: Spring 2020Last Review: Fall 2016Next Review: Fall 2022\nEnglish Placement Policy\nIn order to be considered valid for placement purposes, ACT/SAT scores and ACCUPLACER scores must have been earned within five years from the start of the class. High school GPA must be within the last ten years. The English Placement policy will be reviewed every two years.\nEnglish Placement for International Students who do not have English as their first language.\nMath Placement Policy\nTwo sets of Accuplacer placement scores are available:\nACT Math and SAT Math Scores Comparison: ACT 19 = SAT 510; ACT 22 = SAT 540; ACT 23 = SAT 560; ACT 24 = SAT 580.\nACT, MCA and SAT scores are valid for 5 years. Accuplacer scores are valid for 2 years.\n*MCA, Minnesota Comprehensive Assessment, Mathematics score will be used for only MATH105, MATH134, and MATH127 placement.\nThe purpose of this policy is to improve student success in college and university courses through student assessment and course placement that addresses reading comprehension, written English, and mathematics knowledge and skills.", "domain": "mathematics"}
{"url": "https://endumbeni.org.za/members/hubgeese8/activity/36463/", "date": "2021-05-11T06:21:08Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991904.6/warc/CC-MAIN-20210511060441-20210511090441-00255.warc.gz", "language_score": 0.9287222027778625, "token_count": 1760, "dump": "CC-MAIN-2021-21", "global_id": "webtext-fineweb__CC-MAIN-2021-21__0__17246926", "lang": "en", "text": "Pihl Hatch posted an update 3 weeks, 4 days ago\nDo you understand how to calculate the chances of winning the lottery, like the Florida Lottery? It is possible to calculate each group of odds for every different lottery game you play. With the help of a small handheld calculator or with the free calculator on your pc, you merely multiply the numbers together and add one division process when \"the order\" of one’s chosen numbers is not required for a particular lottery game.\nWhat you \"have to know\" is the number of total balls that the winning numbers are drawn from…..could it be 59, 56, 42, 49, or 39? When there is a second drawing for the single extra ball, like the \"red ball\" with Powerball or the Mega Millions’ \"gold ball\" you have to know how many balls are in this group as well. Is there 49 or 39?\nIt doesn’t matter if it’s the Florida, Ohio, Texas, PA or NJ Lottery. This strategy or formula gives you the true odds. Florida Lottery is 6/53. New York Lottery is 6/59. The Ohio Lottery, Massachusetts Lottery, Wisconsin Lottery, and the State of Washington Lottery carry a 6/49 lottery numbers ratio. Illinois Lottery posesses 6/52.\nOnce you have this information correctly before you and your calculator at hand, you can start working the formulas.\nHongkong Lottery You should choose five regular balls and one extra ball correctly matched to the winning drawn numbers to win the multi-million dollar jackpot that most of us dream of winning someday.\nIn the first example you can find 56 balls in the initial group and 46 balls in the secondary group. So that you can win the Jackpot you should match each one of these balls (5 + 1) exactly, but not necessarily in order. The California Lottery’s Super Lotto Plus is 47/27. The big drum is spinning with the initial part of the drawing. You have a 1/56 chance to match your number to this first ball.\nWith one ball removed following the first number has been drawn, at this point you have a 1/55 potential for matching another one of your numbers to the next ball drawn. With each drawn number a ball is removed lowering the number of remaining balls by way of a total of one.\nThe odds of you correctly matching the quantity on the 3rd ball to be drawn is now 1/54 from the total number of balls remaining in the drum. With the third ball removed from the drum and sitting with the other two winning numbers, your odds of correctly matching the fourth ball is reduced to 1/53.\nAs you can see whenever a ball is released from the drum the odds are reduced by one. You started with a 1/56 chance, then with each new winning number it really is reduced to 1/55, 1/54, 1/53, sufficient reason for the fifth ball you have the odds of 1/52 correctly matching this fifth winning number. It is the first the main formula of how exactly to calculate your probability of winning the lottery, including the Florida Lottery.\nNow take these five odds representing the five winning numbers (1/56, 1/55, 1/54, 1/53, and 1/52). The \"1\" along with the fraction represents your only possiblity to correctly match the drawn number.\nNow you take your calculator and multiply all top numbers (1x1x1x1x1) equal one (1). After that you multiply all the bottom numbers (56x55x54x53x52). Correctly entered and multiplied you discover the total is 458,377,920. The brand new fraction becomes 1/458,377,920. It is a 458 million to one possiblity to win. If you were necessary to pick the numbers in order just like they are drawn, then these would be the odds against you to win this Pick 5/56 ball lottery game.\nFortunately or unfortunately, you are not required to pick the numbers in the precise order they are drawn. The next step of the formula will certainly reduce the odds, which allows you to match these five winning numbers in any order. In this step you’ll multiply the quantity of balls drawn — five (1x2x3x4x5). With calculator at hand you see that the full total equals 120.\nTo give you the proper to choose your five matching numbers in any order, you create these odds by dividing 120/417,451,320. You certainly need a calculator because of this one. 120/458,377,920 minimises your odds of winning this lottery to 1/3,819,816. They are over 3.5 million to 1 odds against you of winning this Pick 5/56 ball lottery game.\nIf this were the Mega Millions Lottery, you need to add the \"gold ball\" to these five winning drawn balls in order to win the Multi-Million Dollar Jackpot. The single gold ball is calculated as a 1/46 potential for matching it correctly, and since you are drawing just one number it has to be an exact match. Again, you merely have that \"1\" chance to do it right. Now you need to multiply 3,819,816 by 46.\nGrab your calculator and do the multiplication. Your final odds against you winning the Mega Millions Jackpot are calculated to be 175,711,536 or clearly stated 175 million, 711 thousand, 500 36 thirty-six to one (175,711,536 to at least one 1). Now you learn how to calculate the chances of winning the Mega Millions Lottery.\nThe Powerball Lottery calculations are based on a 1/59 for the first five white balls and 1/39 for the \"red\" power ball. The first set of multipliers is 59x58x57x56x55. This group totals 600,766,320. Now divide 600,766,360 by 120 (1x2x3x4x5). Your brand-new total is 5,006,386. You will find a 1/39 chance to catch the \"red\" ball. 39 x 5,006,386 gives you the real probability of winning the Powerball Jackpot, namely 195,249,054 to at least one 1.\nAnother 5 +1 Lottery that is apparently everywhere in the United States is the \"Hot Lotto\" that includes a 39/19 count. It really is played in 15 different States. DC Lottery, Delaware Lottery, Idaho Lottery, Iowa Lottery, Kansas Lottery, Maine Lottery, Minnesota Lottery, Montana Lottery, New Hampshire Lottery, New Mexico Lottery, North Dakota Lottery, Oklahoma Lottery, South Dakota Lottery, Vermont Lottery, and the West Virginia Lottery. The ultimate probability of winning the minimum $1 Million Jackpot is 10,939,383 to at least one 1.\nA Pick 6/52 ball Lottery game formula looks like this: (1/52, 1/51, 1/50, 1/49, 1/48, 1/47) for a total of 14,658,134,400 divided by 720 (1x2x3x4x5x6) for the odds of 1/20,358,520. Your possiblity to win the 6/52 Lottery has ended 14.5 million to 1 to win, like the Illinois Lotto.\nThe Hoosier Lottery that uses Indiana State’s nickname, posesses 6/48. Michigan Lottery is 6/47, Arizona Lottery and Missouri Lottery are 6/44, Maryland Lottery is 6/43, and Colorado Lottery is 6/42. Compare this to the Florida Lottery.\nA Pick 5/39 ball Lottery game formula looks like this: (1/39, 1/38, 1/37, 1/36, 1/35) for a complete of 69,090,840 divided by 120 (1x2x3x4x5) for the chances of 1/575,757 of winning the Jackpot like the Illinois Little Lotto. Other States with the same 5/39 lottery numbers are the NC Lottery, Georgia and Florida Lottery Fantasy 5, and Tennessee Lottery’s Pick 5. Virginia Lottery’s Cash 5 carries a 5/34 range.", "domain": "mathematics"}
{"url": "https://www.holyfamilylive.net/news/detail/year-2-blog/", "date": "2022-09-29T02:22:21Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335303.67/warc/CC-MAIN-20220929003121-20220929033121-00345.warc.gz", "language_score": 0.9527726173400879, "token_count": 349, "dump": "CC-MAIN-2022-40", "global_id": "webtext-fineweb__CC-MAIN-2022-40__0__286949387", "lang": "en", "text": "In Maths we have been delving deeper into the concept of subtraction. We have been using a range of concrete and pictorial examples in our lessons to help us build our understanding of this operation. We have applied our skills of subtracting both one and two digit numbers from a two digit number in a variety of ways. We have also been using our previous learning on addition to help us understand that subtraction is the inverse of addition and vice versa. We have practiced applying this knowledge to help us double check our answers and ensure that we have used careful counting skills.\nIn English, we have been exploring a range of villains. We have been generating powerful adjectives to describe these nasty, hostile characters on the inside and outside. Building on our previous learning within our Rainbow Fish topic, we have explored the work of other authors and analysed how they use characterisation to control villains in their work in order to make sure that they are disliked by their reader. We have been using our learning to build up a bank of ideas and words that will support us to write a character description about George’s vile grandma. In SPaG, we have been exploring proper nouns and a range of co-ordinating conjunctions.\nIn our Religion lessons, we have begun our learning about the Liturgical season of Advent. During an extra special collective worship we worked together to prepare our prayer table for the season. We changed the prayer cloth from green, which represents ordinary time, to purple which represents a time for preparation. We also worked together to create an Advent Wreath for our classroom. We will use this to help us countdown to Christmas and prepare for the birth of Baby Jesus.", "domain": "mathematics"}
{"url": "http://ccrc.tc.columbia.edu/person/seung-eun-park.html", "date": "2017-04-28T12:11:49Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122955.76/warc/CC-MAIN-20170423031202-00132-ip-10-145-167-34.ec2.internal.warc.gz", "language_score": 0.9486520290374756, "token_count": 118, "dump": "CC-MAIN-2017-17", "global_id": "webtext-fineweb__CC-MAIN-2017-17__0__253930830", "lang": "en", "text": "Seung Eun \"Rina\" Park conducts quantitative research on the impact of financial aid program to college enrollment and labor market outcomes.\nPark is a doctoral student in the economics and education program at Teachers College, Columbia University. She holds an MA in statistics from Stanford University and a BA with double majors in applied mathematics and economics from the University of California, Berkeley.\nPrior to joining CCRC, Park worked as a research assistant for the Center for Education Policy Analysis (CEPA) at Stanford University. Her research interests include higher education finance, fiscal federalism, and correctional education.", "domain": "mathematics"}
{"url": "http://www.rsj.com/en/", "date": "2014-04-24T20:54:08Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223206672.15/warc/CC-MAIN-20140423032006-00651-ip-10-147-4-33.ec2.internal.warc.gz", "language_score": 0.9162395596504211, "token_count": 187, "dump": "CC-MAIN-2014-15", "global_id": "webtext-fineweb__CC-MAIN-2014-15__0__138944165", "lang": "en", "text": "RSJ is one of the world’s largest algorithmic traders currently trading in London (NYSE Liffe), Chicago (CME), and Frankfurt (Eurex). RSJ is the largest algo trader at NYSE Liffe, and one of the largest algo traders at Chicago Mercantile Exchange and Eurex.\nAll volume is conducted fully automatically by a state of the art technology. The monthly traded volumes exceeds 20 million lots. In 2011 we traded 238 million contracts. The trading algorithms used by RSJ are based on sophisticated mathematical models. The models are an outcome of applying the results of deep theoretical mathematics on financial markets.\nRSJ is a Prague based company employing top mathematicians, statisticians, developers and traders.\nWe are convinced that the success of our civilization depends on the quality of education and the ability to bolster logical thinking. Therefore we provide grants for higher education, science and research.", "domain": "mathematics"}
{"url": "https://plainsart.org/events/art-business-breakfast-7/", "date": "2020-09-21T00:21:15Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400198868.29/warc/CC-MAIN-20200920223634-20200921013634-00422.warc.gz", "language_score": 0.93892902135849, "token_count": 247, "dump": "CC-MAIN-2020-40", "global_id": "webtext-fineweb__CC-MAIN-2020-40__0__121483935", "lang": "en", "text": "Keeping the “A” in STE(A)M\nPlease join us at Plains Art Museum’s next gathering in the Art & Business Breakfast series. This innovative program brings Fargo-Moorhead-West Fargo artists together with business and cultural leaders. Through presentations, conversations, and activities, we explore the connections art and business share.\nSTEM appears in 2005 when two US House members “set up the Science, Technology, Engineering, and Math, or STEM, caucus” in Congress. A few more mentions of STEM appear in 2006. And by 2008, STEM is making headlines. STEAM—the addition of ART—arrived around 2010-2011. But why has it been so difficult for the “A” to stay in STEM? What will it take keep it there? Join us as Lisa Parrish tells us why and how.\nParrish is founder of Musical Bridges, a Fargo-Moorhead based organization that connects cultures through music, uses STEAM concepts by relating Science, Technology, Engineering, Art, and Math to one another, demonstrating that the whole is stronger than its parts.\nRegistration required for this FREE event, generously sponsored by Heartland Trust Company.", "domain": "mathematics"}
{"url": "https://iosr.surrey.ac.uk/projects/PMMP/ccc.php", "date": "2023-12-06T20:51:41Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100603.33/warc/CC-MAIN-20231206194439-20231206224439-00199.warc.gz", "language_score": 0.9435727596282959, "token_count": 385, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__98719631", "lang": "en", "text": "The central segment of the measurement model uses a series of cross-correlation calculations as shown in the equation below. This function essentially measures the similarity of two signals.\n- where x and y are the two signals whose correlation is to be measured\n- t1 and t2 are the period over which the correlation is measured\n- and τ is an offset between the two signals under measurement\n- (adapted from [Ifeachor and Jervis 1993])\nThis equation may be applied to any two signals, though for the purpose of our measurement model it is employed to analyse a pair of binaural signals (the signals that reach the ears of a listener or a head and torso simulator as discussed previously\n). In this case, τ is usually measured over a range that is large enough to encompass the maximum interaural time difference that is caused by the physical separation of human ears, typically ±1 ms, though this can be specified in the measurement model.\nThe final output value is then commonly taken to be the maximum absolute value across the range of τ. However, we tend to use the maximum value, not the maximum absolute value for two reasons. Firstly, we believe that positive and negative output values relate to different perceived attributes and using the absolute value causes this difference to be lost. Secondly, the use of half-wave rectification as described previously\ncauses the range of results from the measurement to be between 0 and 1, meaning that the absolute and raw value maxima will be identical.\nAlso useful is the fact that the value of τ of the maxima relates to the interaural time difference of the sound. This can be used to predict the perceived location of the sound, though is not a full model of the perceptual process of localisation.\nBoth the maximum value of the calculation and the related value of τ are passed on for further processing in the measurement model.", "domain": "mathematics"}
{"url": "https://jaysentrueblood.wordpress.com/2014/11/11/math-instruction-versus-natural-math-benezets-example/", "date": "2018-04-20T14:51:02Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125938462.12/warc/CC-MAIN-20180420135859-20180420155859-00391.warc.gz", "language_score": 0.9301475882530212, "token_count": 204, "dump": "CC-MAIN-2018-17", "global_id": "webtext-fineweb__CC-MAIN-2018-17__0__67549328", "lang": "en", "text": "this is how you actually reform education. Not corporatizing or privatizing.\nChildren are intrinsically eager and able to learn. If we step back from our limiting preconceptions about education, we discover learning flourishes when we facilitate it rather than try to advance it through force, intimidation, and coercion.\nOver 85 years ago a pioneering educator proved that delaying formal instruction, in this case of mathematics, benefits children in wonderfully unexpected ways. Louis P. Benezet, superintendent of the Manchester, New Hampshire schools, advocated the postponement of systematic instruction in math until after sixth grade. Benezet wrote,\nI feel that it is all nonsense to take eight years to get children thru the ordinary arithmetic assignment of the elementary schools. What possible needs has a ten-year-old child for knowledge of long division? The whole subject of arithmetic could be postponed until the seventh year of school, and it could be mastered in two years’ study by any normal child.\nView original post 877 more words", "domain": "mathematics"}
{"url": "http://marcounchained.blogspot.com/2013/07/another-reason-to-love-pisa-leonardo.html", "date": "2018-07-16T02:36:27Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589172.41/warc/CC-MAIN-20180716021858-20180716041858-00534.warc.gz", "language_score": 0.9601497054100037, "token_count": 904, "dump": "CC-MAIN-2018-30", "global_id": "webtext-fineweb__CC-MAIN-2018-30__0__84777290", "lang": "en", "text": "f(n+2) = f(n+1) + f(n)\nwhere n begins with 1, f(1) = 1, and f(2) =1\nThe series is named for Leonardo Fibonacci, an Italian mathematician who first posed a mathematical problem (based on reproduction patterns in rabbits) the answer to which is the sequence that would later bear his name. (See, generally, wikipedia.org/wiki/Fibonacci.) Fibonacci lived from around 1170 to 1250, and he is widely considered to be the greatest western mathematician of the Middle Ages. He haled from Pisa -- hence his nickname: Leonardo of Pisa.\nWell, the Fibonacci Sequence is absolutely everywhere. It proves, definitively, that if God is not a lawyer, s/he is a mathematician. I need one quick detour to back up that conclusion. It concerns the \"Golden Ratio.\"\nIf you take two consecutive Fibonacci numbers and divide the later one by the earlier one, a pattern quickly emerges:\n1/1 = 1\n2/1 = 2\n3/2 = 1.5\n5/3 = 1.666666....\n8/5 = 1.6\n13/8 = 1.625\n21/13 = 1.615384...\nWhat you see is that the ratios approach a special number called the Golden Ratio, which is approximately 1.618. (The actual number is 1 plus the square root of 5 where the entire sum is divided by 2.) A rectangle where the ratio of length to width is 1.618 is considered to be most pleasing to the eye and is called a \"golden rectangle.\" The Greeks knew this, so the Parthenon is a \"golden\" rectangle. Da Vinci knew this, so he used golden rectangles everywhere including in the Mona Lisa. The same goes for other famous works of art that are too numerous to mention here.\nWe find the golden ratio and Fibonacci numbers in music too, most famously in the work of Bela Bartok.\nAnd nature. The spiral of the chambered nautilus spins out in a path that tracks the golden ratio and the Fibonacci Sequence. (See, e.g., 2muchfun.info/nautilusshell.html.) Likewise for the spirals on pine cones and on the faces of sunflowers. (See, e.g., io9.com/5985588/15-uncanny-examples-of-the-golden-ratio-in-nature.) Reproductive patterns in some species -- like bees -- follow the Fibonacci Sequence. (Id.) Even the patterns of spots on Dalmatians are organized according to Fibonacci numbers. (OK, I totally made that last one up; just wanted to see if anyone was still reading.)\nBut, seriously, other examples from the arts, nature, aesthetics, sex, computer science, physics, and other branches of mathematics abound. I could go on and on. And I did -- this was a project for three straight years in high school, and even in one class during college.\nSo, the point here is that Pisa remains proud of its greatest mathematical son. In the Camposanto, which is one of the 4 buildings that constitute the Campo dei Miracoli, stands a statue of Fibonacci. Seeing it live was a thrill for me and I'm sure it would be the same for you. The crowd around the statue of Fib was not quite as huge as the line for the Leaning Tower. But it was close.\nThere is actually more. According to a website I read on the train ride up to Pisa, as well as the map on my iPhone, there is a street in Pisa named after Fibonacci. It's a little bit out of the way and completely on the other side of town from the Leaning Tower. But we trekked over there. I mean, how many times will you get to see the intersection of 2 streets where one is named after Galileo and one is named after Fibonacci?!?!? The only problem is that the street sign for Rue de Fibonacci was missing. It was cute to see Galileo Avenue though.\n|This is where the street sign for Leonardo Fibonacci is supposed to go.|", "domain": "mathematics"}
{"url": "https://imo2021.ru/news/st-petersburg-becomes-the-center-of-attraction-for-mathematicians-from-all-over-the-world/", "date": "2022-09-27T01:36:43Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030334974.57/warc/CC-MAIN-20220927002241-20220927032241-00767.warc.gz", "language_score": 0.927706241607666, "token_count": 231, "dump": "CC-MAIN-2022-40", "global_id": "webtext-fineweb__CC-MAIN-2022-40__0__63671402", "lang": "en", "text": "St. Petersburg becomes the center of attraction for mathematicians from all over the world!\nOnly a few days left before the start of the 62nd International Mathematical Olympiad, which will be virtual this year. St. Petersburg will be the organizer of this world event again and will become a center of attraction for participants from all over the world.\nSt. Petersburg is the city with an amazing history, the city of drawbridges and white nights, the city that inspires the greatest minds of mankind.\nIt is from St. Petersburg that Russian science, Russian mathematics, Russian higher and, above all, mathematical and technical education began. In 1724, by decree of the Russian Emperor Peter I, the St. Petersburg Academy of Sciences, the first higher scientific institution in the Russian Empire, was founded in the city on the Neva River.\nFor three centuries, the St. Petersburg Mathematical School has been one of the leaders not only in Russia, but also in the world. We invite you to get to know the city even closer and present you a short film about the history of mathematics in St. Petersburg.", "domain": "mathematics"}
{"url": "https://spottedtoad.wordpress.com/2016/01/27/cutoffs/", "date": "2022-01-20T20:49:50Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320302622.39/warc/CC-MAIN-20220120190514-20220120220514-00063.warc.gz", "language_score": 0.9506790041923523, "token_count": 538, "dump": "CC-MAIN-2022-05", "global_id": "webtext-fineweb__CC-MAIN-2022-05__0__160373184", "lang": "en", "text": "Schools are full of cutoffs: how many credits you need to graduate, the test score you need to avoid summer school or to get out of ESL class, how many checks next to your name on the board before you get sent to the principal’s office.\nThere is an increasingly popular evaluation design called Regression Discontinuity that makes use of cutoffs. The idea is to compare the kids right above the cutoff with those right below the cutoff, using regression to control for their difference in score. While, for example, you would expect the kids who got sent to summer school because they flunked the end-of-year math test to do worse in next year’s math course than the kids who passed, if you compare the outcomes of the kids who just barely flunked with the kids who just barely passed, and control for their test score, you can get a good picture of whether summer school helped them. Because kids can’t control if they get one point under or one point over the cutoff score very well, this design (in theory) might neutralize some of the unobserved differences in who enters a program, without the sturm und drang of making schools randomly assign some kids to summer school and some kids to summer vacation who got the exact same score on the test.\nIt’s a good enough study design in its way, but what if the important policy isn’t the program you are testing, but the cutoff itself? For example, one of the big controversies in math education (as I understand it) has long been how many kids can benefit from a full year of Algebra in middle school , with some zealots claiming that everyone can take it just fine, and the City of San Francisco deciding recently that if some kids can’t take Algebra in middle school, nobody can, and then taking its toys and going home.\nA valuable use of federal research money, I think, would be to proffer grants to a reasonably large group of districts to agree to randomly agree to a test score cutoff for taking Algebra in middle school, each district assigned to a single cutoff across a wideish but reasonable range. Call it “random cutoff regression discontinuity.” It might make some people mad (what education policy or study doesn’t?) but it would tell us something useful about what works well for whom.\nOf course, it would require an explicit acknowledgement that the appropriate course for kids varies depending on ability– a fact that literally everyone in education agrees on implicitly (thus the ubiquitous use of cutoffs) but no one likes to say.", "domain": "mathematics"}
{"url": "https://www.cameronhume.com/staff/kevin-kidney/", "date": "2021-05-12T04:12:19Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991252.15/warc/CC-MAIN-20210512035557-20210512065557-00309.warc.gz", "language_score": 0.9491118788719177, "token_count": 170, "dump": "CC-MAIN-2021-21", "global_id": "webtext-fineweb__CC-MAIN-2021-21__0__33866432", "lang": "en", "text": "Dr Kevin Kidney, CFA\nKevin’s role is to develop strategic ideas within the Cameron Hume investment team. He is also responsible for modelling the risks of individual investment strategies, thereby ensuring that the investment team has a clear and precise view of exposures held within portfolios.\nPrior to joining Cameron Hume, Kevin worked at Standard Life Investments where he managed segregated UK fixed income mandates, contributed to economic research, and was responsible for the modelling of investment strategies, volatilities and correlations within the absolute return bonds portfolio. He began his career at JPMorgan Asset Management in 2006 as an analyst with the European Technology and Operations division.\nKevin holds a first class honours degree in mathematics from the University of Strathclyde and a PhD in the mathematics of liquid crystal theory from the same institution. He is also a CFA Charterholder.", "domain": "mathematics"}
{"url": "https://hsu-foundation.org/programs/", "date": "2023-12-03T17:43:53Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100508.42/warc/CC-MAIN-20231203161435-20231203191435-00285.warc.gz", "language_score": 0.8902020454406738, "token_count": 313, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__307819803", "lang": "en", "text": "Bringing business leaders together to recognize and empower teaching excellence in the areas of science, technology, engineering and math.\nHelping students achieve success and acquire promising careers, HSU scholarship endowments impact local students year after year.\nSupport for programs that encourage entrepreneurship, leadership, career technical training, and cultural enrichment.\nOur Science, Technology, Engineering, and Math (STEM) programs raise interest and inspire students to prepare for careers of future demand.\nGame Changers Squad\nThe HSU Educational Foundation encourages families to explore emerging technologies together by interacting with local industry.\nThe AFA CyberPatriot CyberCamps are designed to excite student interest in cybersecurity and STEM career opportunities.\nDrone Team Challenge\nDrone Team Challenge is a student UAV competition focused on introducing students to autonomous UAV technology at an early age while fostering a community of mentorship.\nINNOV8+ is a coalition of educational organizations from the 8 coastal counties of Northwest Florida who share a common interest in creating transformational inspiration among STEM students.\nTransforming Our Community’s Future by Inspiring Innovation\nThe HSU Educational Foundation strives to support innovative opportunities and programming that will best prepare students for careers of global demand. As our community’s greatest asset, students need a solid foundation of skills in leadership, critical thinking, and team collaboration. By combining these skills with an early exposure to the careers of tomorrow in Science, Technology, Engineering, and Math, we inspire innovation, encourage entrepreneurship, and transform our community’s future.", "domain": "mathematics"}
{"url": "http://www.grayswoodschool.co.uk/key-stage-results-and-statistics/", "date": "2019-06-16T04:50:50Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627997731.69/warc/CC-MAIN-20190616042701-20190616064701-00214.warc.gz", "language_score": 0.947325587272644, "token_count": 219, "dump": "CC-MAIN-2019-26", "global_id": "webtext-fineweb__CC-MAIN-2019-26__0__157363454", "lang": "en", "text": "Our results are uploaded to our website as soon as nationally available. We currently have results from the end of our KS1 but will not have results from the end of KS2 until July 2018.\nChanges to 2016 Performance Data\nKey Stage 2 national curriculum test outcomes will no longer be reported using levels, and instead will be reported as scaled scores. Key Stage 2 national curriculum teacher assessments will be reported against the new interim frameworks for teacher assessment.\nThe headline measures will be:\n- the percentage of pupils achieving the expected standard in reading, writing and mathematics\n- the percentage of pupils achieving the higher standard in reading, writing and mathematics\n- the school’s progress score in each of reading, writing and maths\n- the pupil’s average scaled score in each of reading and mathematics\nA school will be above the floor standard if:\n- 65% of pupils meet the expected standard in reading, writing and mathematics (i.e. achieve that standard in all three subjects) or\n- the school achieves sufficient progress scores in all of reading, writing and mathematics.", "domain": "mathematics"}
{"url": "http://www.ie-guide.com/energy-saving-calculator.html", "date": "2017-11-23T01:37:25Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806715.73/warc/CC-MAIN-20171123012207-20171123032207-00672.warc.gz", "language_score": 0.8385072946548462, "token_count": 113, "dump": "CC-MAIN-2017-47", "global_id": "webtext-fineweb__CC-MAIN-2017-47__0__252681222", "lang": "en", "text": "The free energy saving calculator from SEW-EURODRIVE helps you to determine the energy and CO2 saving potentials offered by energy-efficient motors.\n- Quick and user-friendly\n- With a few mouse clicks, you can compare the energy consumption and CO2 emission of standard motors (IE1 = Standard Efficiency) and energy-efficient motors (IE2 = High Efficiency, IE3 = Premium Efficiency) and calculate the amortization time of the required investment\n- The calculation result can be downloaded in PDF\nTo the energy saving calculator", "domain": "mathematics"}
{"url": "https://teachertech.rice.edu/", "date": "2021-07-25T21:45:46Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046151866.98/warc/CC-MAIN-20210725205752-20210725235752-00008.warc.gz", "language_score": 0.9074282050132751, "token_count": 165, "dump": "CC-MAIN-2021-31", "global_id": "webtext-fineweb__CC-MAIN-2021-31__0__9931117", "lang": "en", "text": "Applied analysis and computation are essential to research in virtually every field of science and engineering. Modern engineering is, to a large extent, computational engineering. Computational and applied mathematics (CAAM) is the fundamental discipline that underlies practice and intellectual advancement in mathematical modeling, applied analysis, the development and analysis of numerical algorithms, and the implementation and dissemination of mathematical software. CAAM provides a key enabling technology for all aspects of computational engineering and numerical simulation.\nThe CAAM faculty at Rice are leading researchers with international reputations. There are cutting edge research activities in inverse problems, discrete and continuous optimization, computational neuroscience, partial differential equations (PDE), PDE constrained optimization, and large scale numerical linear algebra. Our work is often highly interdisciplinary and involves interaction with all of the other departments within the School of Engineering.", "domain": "mathematics"}
{"url": "http://redthread.utah.edu/author/kmgolden", "date": "2017-03-30T08:49:56Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218193288.61/warc/CC-MAIN-20170322212953-00451-ip-10-233-31-227.ec2.internal.warc.gz", "language_score": 0.965995728969574, "token_count": 175, "dump": "CC-MAIN-2017-13", "global_id": "webtext-fineweb__CC-MAIN-2017-13__0__95140277", "lang": "en", "text": "I am a Professor of Mathematics and Adjunct Professor of Bioengineering at the University of Utah. I first started studying sea ice at NASA when I was in high school. Then I did research on radar propagation in sea ice, viewed as a composite material of pure ice with brine and air inclusions, at the US Army Cold Regions Research and Engineering Lab (CRREL) while I was an undergraduate at Dartmouth College. My early studies of sea ice led to a career as a mathematician specializing in theoretical models of the effective properties of composite materials. I've traveled to Antarctica five times - my first time in college, and five times to the Arctic. All my previous trips south have been on US or Australian icebreakers studying sea ice in the Southern Ocean around Antarctica. I am excited that I will finally have the chance this time to set foot on the frozen continent itself.", "domain": "mathematics"}
{"url": "http://olmcwecdsb.blogspot.com/2013/05/way-to-go-mathletes.html", "date": "2018-07-17T07:37:38Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589618.52/warc/CC-MAIN-20180717070721-20180717090721-00304.warc.gz", "language_score": 0.9644064903259277, "token_count": 165, "dump": "CC-MAIN-2018-30", "global_id": "webtext-fineweb__CC-MAIN-2018-30__0__22471553", "lang": "en", "text": "On Wednesday May 15th at approximately 9am, grade 7 and 8 students all across North and South America wrote the 2013 Gauss Mathematics Contest (Eastern Hemisphere wrote the contest the next day). A growing number of keen students in Grade 6 also wrote the Grade 7 contest. The Gauss Mathematics Contest is a great opportunity to inspire students who already have a strong interest in mathematics and also help to increase confidence and ability in mathematics for other students. Although the emphasis is on participation for the sake of enrichment, rather than competition, 31 students from Our Lady of Mount Carmel took on the challenge and did quite well. The University of Waterloo, Mathematics Department awarded Certificates of Recognition to all contestants, with several students being awarded Certificates of Distinction for ranking in the top 25%!!! Way to go Mathletes!!!", "domain": "mathematics"}
{"url": "https://jacobzelko.com/01052021044121-arithmetic-series/", "date": "2024-04-18T11:49:08Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817206.28/warc/CC-MAIN-20240418093630-20240418123630-00825.warc.gz", "language_score": 0.9158223271369934, "token_count": 240, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__128220772", "lang": "en", "text": "Date: January 4 2021\nSummary: A brief overview on what arithmetic series are and some of its underlying math.\nKeywords: ##zettel #arithmetic #sums #series #proof #archive\nAn arithmetic sequence is one which the difference between one term and the next only differs by a constant. One example is this:\nwhere the difference between each proceeding term is the constant value, 1.\nAn arithmetic series is one in which values in an arithmetic sequence are summed together:\nThis is a visual proof of the Arithmetic Series algorithm:\nA formalization of the above is:\nwhich is equivalent to:\nThe latter formalization is somewhat more common and it works as gives the same values as what the size of the sequence is which is . From the visual proof, the constant comes from halving the size of each region.\n(Thanks to Mark Kittisopikul, Yingbo Ma, and Benoit Pasquier for these explanations)\nZelko, Jacob. Arithmetic Sums & Series. https://jacobzelko.com/01052021044121-arithmetic-series. January 4 2021.", "domain": "mathematics"}
{"url": "https://assets-plus.eu/education-training/artificial-intelligence-based-optimization-in-aerospace-engineering/", "date": "2023-12-01T09:07:26Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100286.10/warc/CC-MAIN-20231201084429-20231201114429-00220.warc.gz", "language_score": 0.7874813079833984, "token_count": 293, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__260616943", "lang": "en", "text": "1. Introduction to the theory of complex optimization: computational complexity, combinatorial problems, NP-hard problems (K1-K4).\n2. Evolutionary algorithms I (K1-K4).\n3. Evolutionary algorithms II (K1-K4).\n4. Simulated annealing (K1-K4).\n5. Ant colony and bee colony algorithms (K1-K4).\n6. Particle swarm optimization (K1-K4).\n7. Hybrid optimization methods (K1-K4).\n8. Test (1 hour).\n1. Introduction to the workshops: organization, set up of work teams, assignment of topics. Introduction to available software tools to be used for solving optimization tasks (S6).\n2. Presentation of literature review on selected optimization methods and their real-world applications (S9).\n3. Problem definition, presentation of projects concepts proposed by every work team (S1, S2, S3, S5, S7).\n4. Mastering software used for solving the selected optimization task (S6).\n5. Practical realization of the projects, discussion (S2, S5, S6, S8, S9, S10).\n6. Presentation of the project reports and obtained results by every work team\n(S8, S9, S10).\nIndividual activity: 70 hours.", "domain": "mathematics"}
{"url": "https://excelsior.universitytutor.com/excelsior_tutoring", "date": "2018-02-18T08:18:10Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891811795.10/warc/CC-MAIN-20180218081112-20180218101112-00701.warc.gz", "language_score": 0.6689466238021851, "token_count": 316, "dump": "CC-MAIN-2018-09", "global_id": "webtext-fineweb__CC-MAIN-2018-09__0__240247269", "lang": "en", "text": "Tutors in Excelsior, MN\nFind Private & Affordable Tutoring in the Excelsior Area!\nOberlin College - Bachelor in Arts, Biology, General , Johns Hopkins University - Master of Science, Elementary Education\nOberlin College - BA, Biology , Johns Hopkins University - MS, Elementary Education\nDenison University - BA, Psychology , Ohio State University-Main Campus - PhD, Cognitive Psychology\nUniversity of Minnesota-Twin Cities - BS, Mechanical Engineering , William Mitchell College of Law - JD, Law\nNew York University - BA, History , Columbia University in the City of New York - MS, Journalism\nUniversity of Minnesota-Twin Cities - BS, Physics; Mathematics\nUniversity of Minnesota - BA, Political Science , University of Minnesota - M. Ed, Math Education\nBethany Lutheran College - Bachelors, Mathematics , University of Minnesota-Duluth - Masters, Applied and Computational Mathematics\nMacalester College - BA, Economics\nMinnesota State University-Mankato - Bachelors, Mathematics & Physics , Minnesota State University-Mankato - Masters, Mathematics &...\nUniversity of Wisconsin-Eau Claire - BA, Spanish for Business\nFranklin W. Olin College of Engineering - Bachelor of Science, Engineering: Materials Science , KTH - Royal Institute of Technology -...\nUniversity of MN - BS, Physiology , Augsburg College - MS, Physician Assistant Studies\nGeorgetown University - BS, Foreign Service , University of Minnesota-Twin Cities - M.A., History", "domain": "mathematics"}
{"url": "http://www.full-parallax-imaging.eu/trainees/esr14/", "date": "2018-02-23T18:16:26Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814827.46/warc/CC-MAIN-20180223174348-20180223194348-00227.warc.gz", "language_score": 0.8580783009529114, "token_count": 408, "dump": "CC-MAIN-2018-09", "global_id": "webtext-fineweb__CC-MAIN-2018-09__0__217831707", "lang": "en", "text": "I have accomplished my BSc and MSc in Mathematics and Physics at the University of Warwick in the United Kingdom and I’m a researcher at the world leading company in lightfield camera technology Raytrix.\nMy current and future research interests include respectively analysis and modelling of point spread functions for lightfield cameras and will developing an elaborate mathematical distortion model for enhanced metric calibration.\nThe point spread function (PSF) of an optical system gives fundamental insight into the imaging performance of a camera. So modelling and understanding this optical property of the imaging system is significantly advantageous in a number of ways.\nOne major complication however is that in a lightfield camera, there is not a single PSF, but rather an array of them formed behind the microlenses imaging the object point relayed through the main lens.\nHaving an accurate PSF simulation model at hand allows for faster computational imaging and scene rendering for synthetic data, (as intensity images form from a convolution of the PSF with the object profile). From this, one can then test the performance of depth estimation algorithms of pixel matching and how these change with the optical setup. Thus we can ultimately optimise the system’s configuration to achieve the most accurate depth maps.\nFurthermore, by knowing the depth dependent PSF, we can construct our lightfield cameras better. This is because with knowledge of the PSF, we can attain the relationship between the intensity PSF spot size at the sensor with respect to the microlens array (MLA) to sensor distance.\nAs lightfield camera already provides us with a depth map of our scene, then for a corresponding object depth, we can determine an initial estimate on the defocus parameter. As a result, one can then apply an iterative algorithm which alternates between estimating depth from disparity and deconvolution for image restoration of lightfield images.\nAs a result we obtain enhanced lateral resolution in our final microimages and therefore improved depth/3D scene reconstruction.\nMehdi Daniel Ardebili", "domain": "mathematics"}
{"url": "https://www.xmlgrrl.com/2005/02/17/strange-attractors/", "date": "2023-11-30T14:02:07Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100227.61/warc/CC-MAIN-20231130130218-20231130160218-00374.warc.gz", "language_score": 0.8816107511520386, "token_count": 129, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__237678419", "lang": "en", "text": "Want a weekend stitching project? Do a little crocheting (well, okay, a lot) with a chaotic attitude, and you could even win some bubbly:\nDr Hinke Osinga and Professor Bernd Krauskopf, of Bristol University’s engineering mathematics department, used 25,511 crochet stitches to represent the Lorenz equations.\nThe equations describe the nature of chaotic systems – such as the weather or a turbulent river.\nThe academics are offering a bottle of champagne to anyone who cares to follow the pattern published in the journal Mathematics Intelligencer.\nThanks to Bob DuCharme for the pointer.", "domain": "mathematics"}
{"url": "https://socketzone.com/game-poker-odds-teacher-12-for-ios/", "date": "2021-05-18T21:08:39Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00096.warc.gz", "language_score": 0.8829229474067688, "token_count": 973, "dump": "CC-MAIN-2021-21", "global_id": "webtext-fineweb__CC-MAIN-2021-21__0__61906768", "lang": "en", "text": "(ONE-TIME purchase, no further in-app purchases or continuing fees / tricks.)\nDon’t just memorize the odds, *understand* them … This app teaches you a general method for estimating the odds for just about any Texas Hold’em scenario in your head in real time.\n*** Pay once and enjoy forever ***\nNo in-app purchases/fees.\nContinual improvement for many years.\nNew: A user interface upgrade for iPhone X-series models.\nThis is a challenging app. You need to be pretty good at doing basic math operations in your head. For example, what’s the value of:\n16% * 20%\nWe’ve added a “Math” help button to show you how to calculate this in your head. One way is, 20% means one-fifth. One-fifth of 16% is (16% / 5), which is a little more than 3%. 3.2% to be exact. Or, convert to decimals, multiply, then convert back to %age’s.\nThis app uses specific hand situations, and some people don’t see the value in this because in real life play we don’t know our opponents’ cards. There’s still value in specific hand situations, because they’re the building blocks that we can use to put together and estimate the odds for more complex hand range situations. For example every good player should know the odds for specific hand situations like AJ vs. QQ pre-flop, or FlushDraw vs. TopPair on the flop. Our other apps e.g. PokerCruncher handle both specific hands and hand ranges.\n“… helps players learn some of the math behind poker … teaches a general method of estimating odds for different Texas Hold’em situations.”\nMany more great reviews from poker experts, pros, and coaches, and on our TwoPlusTwo forum thread.\n(See our website.)\nPoker trainers, odds tables, etc. are useful tools but do they help you learn why the odds are what they are or are you just memorizing specific situations? And you can’t use these tools or odds calculators in the middle of a live hand (would you really want to?; could be a “fish” tell :)). This app takes a new and different approach to poker odds – understanding instead of memorizing, so you can handle any situation that comes your way.\nOur odds estimation method is a pretty simple 3-step procedure. First you count your outs and estimate your odds of improving (using for example the “Rule of 4&2”; this app shows you how). Then you consider your opponent’s counter-outs. Then you put the two together to come up with a good odds estimate.\nWe’ve provided about 20 common and important pre-flop and post-flop scenarios for you to practice the method on. This app will take you through the 3 steps for each practice scenario, one screen per step, and will make sure that you’re on track towards a good odds estimate each step of the way, correcting you if needed. We’ve provided info/help buttons for each sub-step.\nYou might be thinking, how can you cover a game as complex as Texas Hold’em in 20 scenarios? Well, we agree, you can’t! But this app is about learning a general method not many specific situations, and we picked these 20 scenarios to cover a good cross-section of common and important pre-flop and post-flop situations. If you understand how to calculate the odds for say one generic TopPair vs TopPairTopKicker scenario or one representative Pair vs LowerPair pre-flop scenario, you’ll be able to apply your knowledge to other similar situations easily.\nNow, we’re not saying that you’re going to master this in 5 or 10 minutes. You’re going to have to practice the method more than a few times, think about the outs and counter-outs, and do simple math operations in your head – basic +, -, *, /; let’s not let our math teachers down :). We hope you feel that acquiring this odds skill and knowledge is more than worth the learning/practice time.\nSee our website for our strong free app update history over many years.\nFollow us on Facebook and Twitter.\nApp Store reviews are greatly appreciated, thank you.\nAlso please check out our companion apps Hold’em Odds Quizzer and PokerCruncher.", "domain": "mathematics"}
{"url": "https://casino545.com/baccarat/", "date": "2019-12-10T16:10:28Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540528457.66/warc/CC-MAIN-20191210152154-20191210180154-00529.warc.gz", "language_score": 0.9689933657646179, "token_count": 496, "dump": "CC-MAIN-2019-51", "global_id": "webtext-fineweb__CC-MAIN-2019-51__0__89836280", "lang": "en", "text": "Baccarat, is a casino game, that despite the several strands its main objective is to get a hand as close as possible to 9.\nTwo hands are distributed on the baccarat, for the players and for the bench. The goal is to correctly bet which hand has the highest value from 0 to 9 or tie.\nUnlike many card games, the cards do not have the normal value, for example in many games the Ace is the highest card with the highest score in baccarat the Ace is worth 1, while the 10, king, jack and queen are worth 0. The rest of the cards have the value shown in their number.\nHow to play Baccarat\nWhen the value is greater than 10, you will have to remove the extra digit. For example, two 8 make up the total of 16: so and according to what you need, you will take the 10 and stick with the 6.\nTo start the game, the player bets on both the player and the bank, a draw in the player and bank or a combination of three. After that the dealer will distribute the cards to the players and two cards to the bank. The two cards decide whether a third card is needed.\n- If the player has a total of 8 or 9 on this hand, it will be given as a natural and no more cards will be dealt\n- If the total of the players is 5 or less, a third card will be given\n- If the player does not receive the third card and the bank has 6 or more, the bank wins\n- If the player receives the third card, there are new rules for the bank.\nTo the bank, if the total is:\n- 7 – the bank wins\n- 3 and the player’s third card was not 8 …\n- 4 and the player’s third card was not 0.1.8 …\n- 5 and the player’s third card was 4,5,6 or 7 …\n- 6 and the player’s third card was 6 or 7 … … then the bank draws a third card.\n- If the total is 7 then the hand wins.\nThe player wins if he bets on a high hand or bets on a draw and the total is equivalent to the total of the bank. If you bet on the player or bench and the result is a draw, it is left for the next round.", "domain": "mathematics"}
{"url": "https://help.scalenut.com/how-is-the-plan-upgrade-or-downgrade-cost-calculated/", "date": "2024-02-24T03:12:35Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474482.98/warc/CC-MAIN-20240224012912-20240224042912-00744.warc.gz", "language_score": 0.9105427265167236, "token_count": 543, "dump": "CC-MAIN-2024-10", "global_id": "webtext-fineweb__CC-MAIN-2024-10__0__190726293", "lang": "en", "text": "How is the plan upgrade or downgrade cost calculated?\nAt Scalenut, we understand that your business may need changes over time, and you may wish to upgrade or downgrade your plan accordingly. To provide flexibility and ensure a fair cost calculation, we use a Pro Rata Basis approach when determining the cost of plan upgrades or downgrades. This article aims to explain how the plan upgrade or downgrade cost is calculated, so you can make informed decisions about your subscription.\nPlan Upgrade or Downgrade Calculation:\nWhen you decide to switch from one plan to another, the cost is calculated based on the Pro Rata Basis. Let's break down the calculation process using an example:\nDetermine the Daily Rate:\nTo calculate the cost, we first determine the daily rate of your current plan. For instance, if you are on the Growth plan (Monthly) priced at $79, we divide the monthly cost by the number of days in the month. Assuming there are 31 days in the month, the daily rate would be $79/31 = $2.55.\nCalculate the Consumed Amount:\nNext, we calculate the amount you have consumed based on the number of days you have used the current plan. Suppose you decide to upgrade to the Pro plan (Annual) after using the Growth plan for 10 days. Multiply the daily rate ($2.55) by the number of days used (10), resulting in $2.55 * 10 = $25.5. Therefore, you have consumed a total of $25.5 from the initial $79.\nAdjust the Plan Cost:\nTo determine the final cost of the new plan, we subtract the consumed amount from the total cost of the desired plan. The Pro plan (Annual) is priced at $1072.8 with a 40% discount. Subtracting the unconsumed amount ($53.5) from the total plan cost, we get $1072.8 - $53.5 = $1019.3\nFinal Cost After Upgrade or Downgrade:\nAfter 10 days of using the Growth plan, the cost of upgrading to the Pro plan (Annual) would be $1019.3. This amount reflects the remaining cost of the new plan after deducting the consumed amount from the initial price.\nWe aim to provide transparent and fair pricing when it comes to plan upgrades or downgrades. Our Pro Rata Basis calculation ensures that you are charged proportionately based on the number of days you have used your current plan. By understanding how the cost is calculated, you can make informed decisions about upgrading or downgrading your subscription.", "domain": "mathematics"}
{"url": "https://themacgrinders.com/pages/removal-rates", "date": "2023-09-24T17:28:40Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00651.warc.gz", "language_score": 0.8470100164413452, "token_count": 363, "dump": "CC-MAIN-2023-40", "global_id": "webtext-fineweb__CC-MAIN-2023-40__0__49612127", "lang": "en", "text": "For most tool post grinding operations, the material removal rate is dependent upon three factors: work diameter, depth of cut, and traverse rate. The removal is expressed in cubic in./min. and can be found using the following equation:\nRemoval Rate = Traverse (in./min.) x Depth (in.) x work diameter (in.) x 3.14\nExample: Find the metal removal rate for an external grinding operation of 6\" diameter shaft with a .001\" depth of cut and a 12 in./min. traverse.\nRemoval Rate = 12 x .001 x 6 x 3.14 = .023 in3 / min.\nTraverse feed depends upon the width of the wheel being used and the grinding operation being performed. For roughing, 3/4 the width of the wheel should be fed per work revolution. To find the traverse rates, the following formulas can be used.\n- Traverse (ipr) = 0.75 x wheel width\nExample: Find the traverse rate for a roughing operation using a 6 x 1/2 x 1/2 wheel\nTraverse = 0.75 x ( 1/2 ) = .375 ipr\n- Traverse (ft/min) = 0.75 x wheel width x SFM (work)\nExample: Same as above with 50 SFM (work)\nTraverse = .75 x 1/2 (50)\n= 1.56 ft./min.\nFor finishing operations, a finer feed of 1/8 or less the width of the wheel per work revolution is used.\nThe depth cut used for roughing should be as much as the wheel can stand without breaking down. For finishing, the depth of cut is always light - .001\" or less.", "domain": "mathematics"}
{"url": "https://smartlybyssb.com/shop/course/vedic-maths/", "date": "2023-11-29T01:45:06Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100047.66/warc/CC-MAIN-20231129010302-20231129040302-00420.warc.gz", "language_score": 0.9271671772003174, "token_count": 151, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__129979965", "lang": "en", "text": "Vedic Maths is a collection of techniques/sutras to solve mathematical problem sets in a fast and easy way. These tricks introduce wonderful applications of Arithmetical computation, theory of numbers, mathematical and algebraic operations, higher-level mathematics, calculus, and coordinate geometry, etc.\nBenefits of Vedic Maths:\n- 1. It helps students to solve mathematical problems many times faster\n- 2. It helps in making intelligent decisions to both simple and complex problems\n- 3. It reduces the burden of memorizing difficult concepts\n- 4. It increases the concentration of a student and his determination to learn and develop his/her skills\n- 5. It helps in reducing silly mistakes which are often created by students", "domain": "mathematics"}
{"url": "http://michaelcarteronline.com/FOME/about.html", "date": "2020-02-21T18:18:53Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145534.11/warc/CC-MAIN-20200221172509-20200221202509-00372.warc.gz", "language_score": 0.9411028623580933, "token_count": 171, "dump": "CC-MAIN-2020-10", "global_id": "webtext-fineweb__CC-MAIN-2020-10__0__8321540", "lang": "en", "text": "This book provides a comprehensive introduction to the mathematical foundations of economics, from basic set theory to fixed point theorems and constrained optimization. Rather than simply offer a collection of problem-solving techniques, the book emphasizes the unifying mathematical principles that underlie economics. Features include an extended presentation of separation theorems and their applications, an account of constraint qualification in constrained optimization, and an introduction to monotone comparative statics. These topics are developed by way of more than 800 exercises. The book is designed to be used as a graduate text, a resource for self-study, and a reference for the professional economist.\nAbout the author\nMichael Carter received his PhD in economics from Stanford University in\n1980. He has taught economics and game theory in New Zealand, as well as\nat various universities in Asia, Europe and North America.", "domain": "mathematics"}
{"url": "https://no.getitglossary.org/term/risk+ratio", "date": "2023-12-10T18:08:02Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102612.80/warc/CC-MAIN-20231210155147-20231210185147-00795.warc.gz", "language_score": 0.925019383430481, "token_count": 111, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__278247743", "lang": "en", "text": "RR, relative risk\nThe risk ratio is the probability of an outcome in one treatment comparison group divided by the probability in another.\nIt is commonly used as a measure of the relative effectiveness of treatments.\nFor example, if 20 out of 100 participants (20%) die in one treatment comparison group and 50 out of 100 (50%) die in the other group, the risk ratio is 20/50 = 0.40.\nIf you feel that this definition hasn't helped you to understand the term, click on our monkey to let us know.", "domain": "mathematics"}
{"url": "https://www.nmspacemuseum.org/inductee/johannes-kepler/", "date": "2024-04-22T23:55:12Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818374.84/warc/CC-MAIN-20240422211055-20240423001055-00156.warc.gz", "language_score": 0.974526584148407, "token_count": 1278, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__11967784", "lang": "en", "text": "Johannes Kepler was born on December 27, 1571, in Weil der Stadt, Wurttemberg, in what is now Germany. His father, a mercenary soldier, left the family when Kepler was five. Historians believe his father died soon afterwards. His mother was the daughter of an innkeeper and Johannes was put to work at the inn at a young age. Despite his poverty, he was able to attend Latin School at Maulbronn and at the age of twelve, enrolled in a Protestant Seminary in Adelberg. He earned a scholarship to the Lutheran University of Tübingen in 1589. By the time he received an M.A. in theology there in 1591 he had read of the Copernican model of the universe that stated the Sun, not the Earth, was the center of the Universe. Intrigued by this view, he decided to change his major studies to mathematics and astronomy. In 1594, he left the University to become a mathematics tutor in Graz, Austria where he continued his interest in astronomy. In 1596, he wrote the first influential defense of the Copernican system, the Mysterium Cosmographicum (The Sacred Mystery of the Cosmos).\nIn 1600, Kepler was forced out of his teaching post at Graz due to his Lutheran faith, and moved to Prague to work for the renowned Danish astronomer, Tycho Brahe. In 1601 Tycho died, and Kepler inherited his post as Imperial Mathematician to the Hapsburg Emperor. Using the precise data that Tycho had collected, Kepler discovered that the orbit of Mars was an ellipse, the first step towards his formulation of the laws of planetary motion. In 1606, he published De Stella Nova (Concerning the New Star) on a supernova (new star) that had appeared two years before. In 1609, Kepler published his book Astronomia Nova (New Astronomy) , which contained his first two laws of planetary motion. Due to his detailed calculations and data, some credit Kepler with the creation of what is now known as the scientific method.\nIn 1610, Kepler learned of Galileo’s use of the newly invented telescope in astronomy, which inspired him to build his own telescope. Later that year Kepler published a confirmation of Galileo’s observations of Jupiter’s moons, the Narratio de Observatis Quatuor Jovis Satellitibus (Narration about Four Satellites of Jupiter observed) , which lent further support to the Copernican model. In 1611, Kepler published Dioptrice, the first scientific discussion of the telescope.\nKepler lost his post in 1612 as Imperial Mathematician when Lutherans were expelled from Prague. He moved to Linz, Austria but had to return often to Wurttemberg where he successfully defended his mother against charges of witchcraft. In 1619, he published Harmonices Mundi (Harmony of the Worlds) , which contained his third law of planetary motion. In spite of more personal tragedies and the religious strife of the Thirty Years War, (1618-1648) Kepler continued his research, publishing the seven-volume Epitome Astronomiae Copernicanae (Epitome of Copernican Astronomy) in 1621. This important work played a major role in the eventual acceptance of Copernicus’ theories.\nIn 1627, Kepler completed the Rudolphine Tables, begun by Tycho Brae the previous century. These included calculations using logarithms, which Kepler developed, and provided perpetual tables for calculating planetary positions for any past or future date, forming the most concrete proof yet for the Copernican model of the Universe. Kepler also used the tables to predict a pair of transits by Mercury and Venus of the Sun, although he did not live long enough to witness the events.\nJohannes Kepler died in Regensburg, Germany on November 15, 1630. His grave there was destroyed in 1632 by the Swedish army during the Thirty Years War. In poor health most of his life, and caught up in the religious turmoil of the Reformation, Kepler’s accomplishments as an astronomer, physicist, and mathematician seem even more remarkable. His greatest feat in astronomy was his explanation of planetary motion, which has earned him the title “founder of celestial mechanics” as he was the first person to identify “natural laws” in the modern sense. He was the first to prove that the ocean’s tides are due to the Moon’s gravity and pioneered the use of stellar parallax caused by the Earth’s orbit to measure the distance to the stars. Kepler was also the first to suggest that the Sun rotates about its axis, and coined the word “satellite.”\nKepler’s book Astronomia Pars Optica (the Optical Part of Astronomy) has earned him the title “founder of modern optics,” while his work Stereometria Doliorum Vianiaorum (The Stereometry of Wine Barrels) forms the basis of integral calculus. A devout Lutheran, he derived the birth year of Christ that is now universally accepted, and was the first to derive logarithms purely based on mathematics. Johannes Kepler’s most influential accomplishments in astronomy were his three Laws of Planetary Motion, which were used by Isaac Newton to develop his theory of universal gravitation:\n-Kepler’s First Law: The planets move in elliptical orbits with the sun at a focus.\n-Kepler’s Second Law: In their orbits around the sun, the planets sweep out equal areas in equal times.\n-Kepler’s Third Law: The squares of the times to complete one orbit are proportional to the cubes of the average distances from the sun.\nKepler Crater on the Moon, Kepler Crater on Mars, asteroid 1134 Kepler, and Supernova 1604 are all named in his honor, as is the Kepler Space Observatory, NASA’s first planetary detection mission, which is due to be launched in October 2008. The Johannes Kepler University of Linz is also named for him.", "domain": "mathematics"}
{"url": "https://blog.locut.us/category/technology/", "date": "2023-02-06T10:00:41Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500334.35/warc/CC-MAIN-20230206082428-20230206112428-00392.warc.gz", "language_score": 0.931081235408783, "token_count": 969, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__253600566", "lang": "en", "text": "More than once I’ve seen people ask questions like “In A/B Testing, how long should you wait before knowing which option is the best?”.\nI’ve found that the best solution is to avoid a binary question of whether or not to use a variation. Instead, randomly select the variation to present to a user in proportion to the probability that this variation is the best based on the data (if any) you have so-far.\nHow? The key is the beta distribution. Let’s say you have a variation with 30 impressions, and 5 conversions. A beta distribution with (alpha=5, beta=30-5) describes the probability distribution for the actual conversion rate. It looks like this:\nThis shows that while the most likely conversion rate is about 1 in 6 (approx 0.16), the curve is relatively broad indicating that there is still a lot of uncertainty about what the conversion rate will be.\nLet’s try the same for 50 conversions and 300 impressions (alpha=50, beta=300-50)”):\nYou’ll see that while the curve’s peak remains the same, the curve gets a lot narrower, meaning that we’ve got a lot more certainty about what the actual conversion rate is – as you would expect given 10X the data.\nLet’s say we have 5 variations, each with various numbers of impressions and conversions. A new user arrives at our website, and we want to decide which variation we show them.\nTo do this we employ a random number generator, which will pick random numbers according to a beta distribution we provide to it. You can find open source implementations of such a random number generator in most programming languages, here is one for Java.\nSo we go through each of our variations, and pick a random number within the beta distribution we’ve calculated for that variation. Whichever variation gets the highest random number is the one we show.\nThe beauty of this approach is that it achieves a really nice, perhaps optimal compromise between sending traffic to new variations to test them, and sending traffic to variations that we know to be good. If a variation doesn’t perform well this algorithm will gradually give it less and less traffic, until eventually it’s getting none. Then we can remove it secure in the knowledge that we aren’t removing it prematurely, no need to set arbitrary significance thresholds.\nThis approach is easily extended to situations where rather than a simple impression-conversion funnel, we have funnels with multiple steps.\nOne question is, before you’ve collected any data about a particular variation, what should you “initialize” the beta distribution with. The default answer is (1, 1), since you can’t start with (0, 0). This effectively starts with a “prior expectation” of a 50% conversion rate, but as you collect data this will rapidly converge on reality.\nNonetheless, we can do better. Let’s say that we know that variations tend to have a 1% conversion rate, so you could start with (1,99).\nIf you really want to take this to an extreme (which is what we do in our software!), let’s say you have an idea of the normal distribution of the conversion rates, let’s say its 1% with a standard deviation of 0.5%.\nNote that starting points of (1,99), or (2,198), or (3,297) will all give you a starting mean of 1%, but the higher the numbers, the longer they’ll take to converge away from the mean. If you plug these into Wolfram Alpha (“beta distribution (3,297)”) it will show you the standard deviation for each of them. (1,99) is 0.0099, (2,198) is 0.007, (3, 297) is 0.00574, (4, 396) is 0.005 and so on.\nSo, since we expect the standard deviation of the actual conversion rates to be 0.5% or 0.005, we know that starting with (4, 396) is about right.\nYou could find a smart way to find the starting beta parameters with the desired standard deviation, but it’s easier and effective to just do it experimentally as I did.\nNote that while I discovered this technique independently, I later learned that it is known as “Thompson sampling” and was originally developed in the 1930s (although to my knowledge this is the first time it has been applied to A/B testing).", "domain": "mathematics"}
{"url": "http://xn--80aajbf1bhf9b.xn--p1ai/cryptocurrency/time-series-momentum-cryptocurrency.php", "date": "2020-11-29T20:16:37Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141202590.44/warc/CC-MAIN-20201129184455-20201129214455-00023.warc.gz", "language_score": 0.890418529510498, "token_count": 981, "dump": "CC-MAIN-2020-50", "global_id": "webtext-fineweb__CC-MAIN-2020-50__0__14998797", "lang": "en", "text": "How well do time series (intrinsic) and cross-sectional (relative) momentum work for different types of currency exchange rates? In their April 2017 paper entitled “Momentum in Traditional and Cryptocurrencies Made Simple”, Janick Rohrbach, Silvan Suremann and Joerg Osterrieder compare the effectiveness of time series and cross-sectional momentum as applied to three groups of currency exchange rates: G10 currencies; non-G10 conventional currencies; and, cryptocurrencies.\nTo measure momentum they employ three pairs (one fast and one slow) of exponential moving averages (EMA) spanning short, intermediate and long horizons.\nAHL Explains - Momentum\nWhen the fast EMA of a pair is above (below) the slow EMA, the trend is positive (negative). They extract a momentum signal for each exchange rate from these three EMA pairs by:\n- For each EMA pair, taking the difference between the fast and slow EMA.\n- For each EMA pair, dividing the output of step 1 by the standard deviation of the exchange rate over the last three months to scale currency fluctuations to the same magnitude.\n- For each EMA pair, dividing the output of step 2 by its own standard deviation over the last year to suppress series volatility.\n- For each EMA pair, mapping all outputs of step 3 to signals between -1 and 1.\n- Averaging the signals across the three EMA pairs to produce an overall momentum signal.\nThe time series portfolio holds all currencies weighted each day according to their respective prior-day overall momentum signals.\nThe cross-sectional portfolio is each day long (short) the three currencies with the highest (lowest) overall momentum signals.\nKey performance metrics are annualized average gross return, annualized standard deviation of returns, annualized gross Sharpe ratio (assuming risk-free rate 0%) and maximum drawdown. Using daily foreign currency exchange rates for 23 conventional currencies and seven cryptocurrencies versus the U.S.\ndollar as available through late March 2017, they find that:\n- For G10 currencies (data start July 1974):\n- The time series (cross-sectional) portfolio generates annualized average gross return 22% (7%), with annualized standard deviation 41% (24%) and annualized gross Sharpe ratio 0.53 (0.27).\n- Maximum drawdown of the time series (cross-sectional) portfolio is about -17% (-35%).\nThis drawdown for the cross-sectional portfolio commences in 2001 and has not yet recovered its high water mark.\n- For 13 non-G10 conventional currencies (data start January 1995):\n- The time series (cross-sectional) portfolio generates annualized average gross return 31% (21%), with annualized standard deviation 38% (28%) and annualized gross Sharpe ratio 0.82 (0.78).\n- Maximum drawdown of the time series (cross-sectional) portfolio is about -25% (-35%).\n- For seven cryptocurrencies (data start March 2015):\n- The time series (cross-sectional) portfolio generates annualized average gross return 299% (359%), with annualized standard deviation 185% (242%) and annualized gross Sharpe ratio 1.62 (1.48).\n- Maximum drawdown of the time series (cross-sectional) portfolio is about -40% (-70%).\n- Across the samples:\n- Time series portfolios offer higher risk-adjusted performances returns than corresponding cross-sectional portfolios.\n- Strategies work well during calm markets but suffer crashes during unusual events.\nIn summary, evidence indicates that time series momentum generally works better than cross-sectional momentum across different groups of currency exchange rates on a gross risk-adjusted basis.\nCautions regarding findings include:\n- As noted in the paper, return calculations are gross, not net.\nAccounting for trading frictions (likely substantial due to daily portfolio reformation) would reduce all returns. Since turnovers may vary by currency and by strategy (time series or cross-sectional), net findings may differ from gross findings.\n- There may be an issue of performing all required calculations and executing portfolio reformation in a timely manner on a daily basis.\n- Assuming a risk-free rate of 0% in calculating Sharpe ratio seems unreasonable, especially for the sample of G10 currencies that commences in the mid-1970s.\n- Signal generation rules are elaborate, suggesting potential for snooping bias in rule construction and/or parameter settings and therefore overstatement of expected returns.\n- As noted in the paper, the sample period for cryptocurrencies is extremely short in terms of variety of currency market and economic conditions.\nSee also “When Carry, Momentum and Value Work”.", "domain": "mathematics"}
{"url": "http://gazino-oyunlari.info/lingerie/latex-math-document.php", "date": "2020-01-26T05:18:56Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251687725.76/warc/CC-MAIN-20200126043644-20200126073644-00451.warc.gz", "language_score": 0.9366729259490967, "token_count": 571, "dump": "CC-MAIN-2020-05", "global_id": "webtext-fineweb__CC-MAIN-2020-05__0__159464648", "lang": "en", "text": "The first time you insert an equation, select Use MathType, or turn it on in Preferences:. To make equation authoring easier, the equation editor is in math mode by default, so it isn't necessary to add math mode commands to your equations. If an equation is by itself on a line of text, the equation centers based on the equals sign.\nThis section will cover how to typeset mathematics. It will also cover how to handle complicated equations and multiple equation environments. For many people the most useful part of LaTeX is the ability to typeset complex mathematical formulas.\nThis article will detail how to work with math mode in LaTeX and how to display equations, formulas, and mathematical expressions in general. LaTeX uses a special math mode to display mathematics. Save the document press Ctrl-S or click File, then Save as 'mymath' don't include the quote marks in the name in a folder of your choice.\nOne of the greatest motivating forces for Donald Knuth when he began developing the original TeX system was to create something that allowed simple construction of mathematical formulae, while looking professional when printed. The fact that he succeeded was most probably why TeX and later on, LaTeX became so popular within the scientific community. Typesetting mathematics is one of LaTeX's greatest strengths. It is also a large topic due to the existence of so much mathematical notation.\nMathematician Al Maneki and Alysha Jeans, an electrical engineer working in Virginia, draw upon their experiences as blind professionals as they describe an option that has exciting possibilities. Blind and visually impaired students in the fields of mathematics, science, and engineering often encounter difficulties when they need to present mathematical material to sighted instructors and classmates. Fortunately, advances in digital technology offer interesting possibilities.\nThere are two major modes of typesetting math in LaTeX one is embedding the math directly into your text by encapsulating your formula in dollar signs and the other is using a predefined math environment. You can follow along and try the code in the sandbox below. I also prepared a quick reference of math symbols. To make use of the inline math feature, simply write your text and if you need to typeset a single math symbol or formula, surround it with dollar signs:.\nGo to home page. Let's examine the contents of a simple LaTeX file which has been used as a first example in this tutorial. First we must take a quick look at LaTeX syntax.\nTeX is an advanced typesetting system which was majorly developed by Donald Knuth. TeX is mainly popular because of its ability to handle complex technical text and in displaying mathematical formulae. So, what is LaTeX? In short, it is a document preparation system which is predominantly used for technical or scientific writing and publishing.", "domain": "mathematics"}
{"url": "https://www.aiproblog.com/index.php/2020/08/09/pricing-options-using-monte-carlo-simulations/", "date": "2023-12-11T06:34:09Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679103558.93/warc/CC-MAIN-20231211045204-20231211075204-00843.warc.gz", "language_score": 0.7181353569030762, "token_count": 1035, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__15440609", "lang": "en", "text": "Author: Kevin Mekulu\n- Monte Carlo simulation is one of the most important algorithms in quantitative finance\n- Monte Carlo simulation can be utilized as an alternative tool to price options ( the most popular option pricing model is based on the Black-Scholes-Merton formula)\nHow Does Monte Carlo Simulation Work?\nBefore demonstrating the implementation of the Monte Carlo algorithm, it’s important to fully comprehend the science behind it. Simply put, Monte Carlo simulation generates a series of random variables that have similar properties to the risk factors which the simulation is trying to simulate.\nThe simulation produces a large number of possible outcomes along with their probabilities. In summary, it’s used to simulate realistic scenarios (stock prices, option prices, probabilities…).\nNote: Monte Carlo simulations can get computationally expensive and slow depending on the number of generated scenarios.\nNext, I will demonstrate how we can leverage Monte Carlo simulation to price a European call option and implement its algorithm in Python.\nPricing a European Call Option Using Monte Carlo Simulation\nLet’s start by looking at the famous Black-Scholes-Merton formula (1973):\nEquation 3–1: Black-Scholes-Merton Stochastic Differential Equation (SDE)\nS(t) = Stock price at time t\nr = Risk free rate\nσ = Volatility\nZ(t) = Brownian motion\nOur goal is to solve the equation above to obtain an explicit formula for S(t).\nWe utilized Euler Discretization Scheme to solve the stochastic equation above. The solution is given by the expression:\nEquation 3–2: Euler Discretization of SDE\nLet’s apply the logarithm function to equation 3–2 above which will allow a faster implementation in Python (the vectorization process using the numpy package in Python would easily ingest the log version of the solution above).\nEquation 3–3: Euler Discretization of SDE (log version)\nMonte Carlo Implementation in Python\nWe will utilize the numpy package and its vectorization properties to make the program more compact, easier to read, maintain and faster to execute. The source code below is available here.\n# Monte Carlo valuation of European call options with NumPy (log version)\nfrom numpy import *\nfrom time import time\n# star import for shorter code\nt0 = time()\nS0 = 100.; K = 105.; T = 1.0; r = 0.05; sigma = 0.2\nM = 50; dt = T / M; I = 250000\n# Simulating I paths with M time steps\nS = S0 * exp(cumsum((r – 0.5 * sigma ** 2) * dt\n+ sigma * math.sqrt(dt)\n* random.standard_normal((M + 1, I)), axis=0))\n# sum instead of cumsum would also do\n# if only the final values are of interest\nS = S0\n# Calculating the Monte Carlo estimator\nC0 = math.exp(-r * T) * sum(maximum(S[-1] – K, 0)) / I\n# Results output\ntnp2 = time() – t0\nprint(‘The European Option Value is: ‘, C0) # The European Option Value is: 8.165807966259603\nprint(‘The Execution Time is: ‘,tnp2) # The Execution Time is: 0.9024488925933838\nThe graph below displays a plot of the first 10 simulated paths. Those simulated paths represent different outcomes for the price of the underlying asset (index level).\nimport matplotlib.pyplot as plt\nFigure 3–1: Simulated index levels by time steps\nNext, let’s investigate the frequency of the simulated index levels at the end of the simulation period.\nplt.rcParams[\"figure.figsize\"] = (15,8)\nFigure 3–2: Histogram of all simulated end-of-period index values\nNext, let’s look at the histogram of all simulated end-of-period option values.\nimport numpy as np\nplt.rcParams[\"figure.figsize\"] = (15,8)\nplt.hist(np.maximum(S[-1] - K, 0), bins=50)\nplt.xlabel('option inner value')\nFigure 3–3: Histogram of all simulated option values\nWe notice something very interesting in the latter plot. The European call option expires worthless the majority of the time. This might be useful information for an astute options trader! But that’s a discussion for another day.\nHilpisch, Y. (2015). Python for Finance: Analyze Big Financial Data\nOriginally posted here", "domain": "mathematics"}
{"url": "http://dccc.iisc.ac.in/aks.html", "date": "2019-01-18T22:36:28Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583660818.25/warc/CC-MAIN-20190118213433-20190118235433-00430.warc.gz", "language_score": 0.9041363000869751, "token_count": 184, "dump": "CC-MAIN-2019-04", "global_id": "webtext-fineweb__CC-MAIN-2019-04__0__127063151", "lang": "en", "text": "|Our group brings tools from nonlinear dynamics, statistics, and decision-sciences to study problems in monsoon dynamics, climate dynamics, and climate change policy.\n- Nonlinear climate dynamics:   An important research theme in our group is understanding monsoons from a dynamical systems perspective, using techniques in nonlinear dynamics, model-reduction, and time-series analysis.\n- Statistical methods in climate:  We work on development and application of statistical methods, with ongoing work in spatial statistics, renewable energy integration, and learning directed graphs from data to understand climate teleconnections.\n- Climate change economics and policy:  Related to global warming, we have studied origins of path independence between cumulative CO2 emissions and global warming and comparing mitigation of different climate forcers having different atmospheric lifetimes. We have integrated simple climate modeling and economics to study mitigation, and are collaborating on economics of climate change.", "domain": "mathematics"}
{"url": "https://nmsalvatore.com/notes/conceptualizing-the-two-crystal-ball-problem", "date": "2024-04-13T23:27:15Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816853.44/warc/CC-MAIN-20240413211215-20240414001215-00535.warc.gz", "language_score": 0.9258288741111755, "token_count": 456, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__22937371", "lang": "en", "text": "Conceptualizing the two crystal ball problem\nYou have two identical crystal balls and have to determine the most efficient way to figure out the lowest floor in a given building where the crystal balls will break when dropped.\nSetting up the problem\nIf all you had was one crystal ball, the only way to guarantee success in finding the answer would be with a linear search, or simply dropping the ball from each story, starting at the first, until you found the solution. Because we have 2 crystal balls though, we have more freedom to jump around. Suppose that the building in the problem has 120 floors. With a linear search, your worst case scenario would be 120 drops. If you moved in intervals of 2 floors though, your worst case scenario would be 61 steps. 60 steps forward, 1 step backward to see if the previous floor was the breaking point or if the floor at step 60 was the breaking point. If you moved in intervals of 3, your worst case scenario would be 42 steps. 40 steps forward, 1 step backward to the floor above the previous interval and 1 more step forward to complete scanning the entire interval.\nTo write this out mathematically, you could use use the following variables:\nn = total number of floors\nm = step interval\nAnd the equation would look like this:\nn / m + (m - 1) = total number of steps in the worst case\nFor the example using intervals of 3, the equation would be applied as:\n120 / 3 + (3 - 1) => 40 + 2 => 42\nSo in order to figure out the optimal, or most efficient, interval size, we want to minimize the total number of drops and we can do this by finding the derivative of the function of n / m + (m - 1) which is the square root of n. Another way to find this solution without the use of calculus is to approximate m - 1 as m and set n / m = m. Solve for m, which is also the square root of n.\nGiven this minimization, the optimal way to find the lowest floor at which one of the crystal balls would break is by traversing the building in intervals of the square root of n.", "domain": "mathematics"}
{"url": "https://wedidit.zendesk.com/hc/en-us/articles/208636476-Processing-Transaction-Fees", "date": "2021-05-18T11:24:30Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989819.92/warc/CC-MAIN-20210518094809-20210518124809-00042.warc.gz", "language_score": 0.945915699005127, "token_count": 357, "dump": "CC-MAIN-2021-21", "global_id": "webtext-fineweb__CC-MAIN-2021-21__0__21235305", "lang": "en", "text": "The standard fees on all donations processed through WeDidIt are:\nProcessing (WeDidIt) fee: 1-4% for Subscription clients\nTransaction (WePay) fee: 2.2% + 30 cents per transaction (3.5% for Amex)\nExample: Donor gives $100 to an organization with a 1% processing fee\nProcessing fee: $1\nTransaction fee: $2.2 + $0.30 = $2.5\nNet amount received: $100 - $1 - $2.5 = $96.5\nDonors have the option to cover the transaction (WePay) fees for their donations. Clicking the 'Cover transaction fees' button will automatically calculate and tell the donor how much their payment will increase in order to cover the fee.\nWhen donors opt to cover the transaction fee, the fee is applied to the total of their payment, which is their donation + the standard transaction fee.\nSo for a $100 donation, the standard transaction fee is $2.5. This means that the total amount that the fee is applied to is $102.5, not $100 - The donor pays the fee on the fee as well. This is to get the organization as much of the donation as possible.\n2.5% of $102.5 = $2.56.\nSo the total the donor will pay is $100 + $2.56 + $0.30 = $102.86.\nThe WeDidIt fee is also applied to the $102.86 total, so 1% = $1.03.\nNet amount received: $103.18 - $3.18 - $1.03 = $99.27.", "domain": "mathematics"}
{"url": "https://alphaarchitect.com/2019/06/value-factor-valuations-over-time-us-and-developed/", "date": "2023-03-25T07:35:29Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945317.85/warc/CC-MAIN-20230325064253-20230325094253-00227.warc.gz", "language_score": 0.7929635643959045, "token_count": 402, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__244486200", "lang": "en", "text": "We built a simple tool recently to review so-called value spreads over time. (1)\nThis tool maps out the median valuations for the top decile and bottom decile “cheap stock” portfolios (e.g. EBIT/TEV or sales/price).\nWhy might this be useful?\nThis tool allows one to identify the “valuation” spread between the cheapest stocks and the most expensive stocks in the universe. Some research suggests this can be a useful prediction device.\nThe analysis to build the data works as follows:\n- Identify Universe: Top 1500 stocks by market cap (US and EAFE)\n- Identify Valuation: Calculate a valuation metric (e.g., EBIT/TEV) for all firms in the universe\n- Decile Splits: Sort the 1500 stocks into 10 buckets, 150 stocks each, equal-weight, rebalance monthly\n- Calculate Median Valuation: For each decile, calculate the median valuation metric (e.g., EBIT/TEV)\n- Plot the data\nWe create the following time series (assuming EBIT/TEV is the value metric):\n- US Value = Top Decile EBIT/TEV (1)\n- US Glamour = Bottom Decile EBIT/TEV (10)\n- US Spread = US Value – US Glamour\n- EAFE Value = Top Decile EBIT/TEV (1)\n- EAFE Glamour = Bottom Decile EBIT/TEV (10)\n- EAFE Spread = US Value – US Glamour\nHere is a chart of the spreads since 1992 for the US and EAFE. You can dig in to the tool for the raw data and additional breakouts on the data.\nSpreads aren’t crazy and fairly in line with historical norms. Surprising.", "domain": "mathematics"}
{"url": "https://www.expresswaystolearning.com/etm", "date": "2023-12-10T22:24:42Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102697.89/warc/CC-MAIN-20231210221943-20231211011943-00888.warc.gz", "language_score": 0.9049676060676575, "token_count": 286, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__151218814", "lang": "en", "text": "Expressways To Math®\nLevel 1 and A-Vip\nExpressways To Math® makes use of the same A-VIP techniques used in Expressways To Reading®. A-VIP is used to embed into permanent memory the fundamental facts of calculation. Expressways To Math® then exercises and integrates the accumulating memory base so that the learner can apply it to developing math skills through computer games, recitation to music and rhythms, and contests.\nLevel I simultaneously integrates number theory, counting, addition, subtraction, multiplication and division as applied to practical situations. The goal is to commit to memory the 400 math facts, to understand counting and number theory, and to be able to recall the facts for quick mental applications. When the math facts are thoroughly mastered, students often generate computational speeds that rival electronic calculators.\nLevel 2 and Level 3\nExpressways To Math® Level II involves telling time, handling money, inequalities, types of fractions and their processes, decimal numbers, ruler fractions, percentages, measurements in the English and metric systems, basic plane geometric forms, averages, estimates, ratio, probability, exponents, circles, areas of circles, volumes of solids, negative numbers, temperature and some advanced lessons for logical thinkers. Each lesson has an interactive instructional introduction before a student is directed to perform the exercises.\nLevel III consists of the section of word problems from QuikComp®.", "domain": "mathematics"}
{"url": "https://www.thetargetclasses.com/nda/nda-syllabus/", "date": "2024-04-25T07:16:27Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712297290384.96/warc/CC-MAIN-20240425063334-20240425093334-00399.warc.gz", "language_score": 0.837051272392273, "token_count": 2386, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__30955397", "lang": "en", "text": "Welcome to Target Defence Academy here we have detailed syllabus for NDA. NDA written examination is divided into two papers namely Mathematics and General Ability Test (GAT). The boys and girls who are seeking to apply for NDA must begin their preparation for the written exam by following the detailed NDA Syllabus which has been discussed in this article.\nImportant Information about NDA Exam:\nName of the Exam\nNational Defence Academy (NDA)\nUnion Public Service Commission, UPSC.\nFrequency Of Exam\nTwice in a Year (April & September)\nWritten Test consisting of Objective Type QuestionsIntelligence & Personality Test (SSB)\nMode of exam\nPapers in NDA Exam\nMathematicsGeneral Ability Test\nMathematics: 300 MarksGAT: 600 Marks\nTotal No. of Questions\nMathematics: 120GAT: 150\nMathematics: -0.83GAT: -1.33 marks\n2.5 Hours For Each Paper (5 hours total)\nLanguage of Question Paper\nEnglish &Hindi English Language paper has to be attempted in English.\nAfter getting to know the NDA Exam Pattern it is important for the candidates to know the Syllabus of NDA Exam. The NDA Syllabus is discussed below.\nNDA Maths Syllabus:\nThe chapters covered for NDA Maths Syllabus are given in the table below.\nSets, Venn diagrams, De Morgan laws, Cartesian product, relation, equivalence relation. Real numbers, Complex numbers, Modulus, Cube roots, Conversion of a number in Binary system to Decimals, and vice-versa. Arithmetic, Geometric and Harmonic progressions. Quadratic equations, Linear inequations, Permutation and Combination, Binomial theorem, and Logarithms.\nConcept of a real-valued function, domain, range, and graph of a function. Composite functions, one-to-one, onto, and inverse functions. The notion of limit, Standard limits, Continuity of functions, algebraic operations on continuous functions. Derivative of function at a point, geometrical and physical interpretation of a derivative-application. Derivatives of sum, product, and quotient of functions, a derivative of a function concerning another function, the derivative of a composite function. Second-order derivatives. Increasing and decreasing functions. Application of derivatives in problems of maxima and minima\nMatrices and Determinants\nTypes of matrices, operations on matrices. Determinant of a matrix, basic properties of determinants. Adjoint and inverse of a square matrix, Applications-Solution of a system of linear equations in two or three unknowns by Cramer’s rule and by Matrix Method.\nIntegral Calculus and Differential Equations\nIntegration as inverse of differentiation, integration by substitution and by parts, standard integrals involving algebraic expressions, trigonometric, exponential, and hyperbolic functions. Evaluation of definite integrals—determination of areas of plane regions bounded by curves—applications.Definition of order and degree of a differential equation, formation of a differential equation by examples. General and particular solution of differential equations, solution of the first order, and first-degree differential equations of various types—examples. Application in problems of growth and decay.\nAngles and their measures in degrees and radians. Trigonometric ratios. Trigonometric identities Sum and difference formulae. Multiple and Sub-multiple angles. Inverse trigonometric functions. Applications-Height and distance, properties of triangles.\nVectors in two and three dimensions, magnitude, and direction of a vector. Unit and null vectors, the addition of vectors, scalar multiplication of a vector, scalar product, or dot product of two vectors. Vector product or cross product of two vectors. Applications—work done by a force and moment of a force and in geometrical problems.\nAnalytical Geometry Of Two and Three Dimension\nRectangular Cartesian Coordinate system. Distance formula. Equation of a line in various forms. The angle between two lines. Distance of a point from a line. Equation of a circle in standard and a general form. Standard forms of parabola, ellipse, and hyperbola. Eccentricity and axis of a conic. Point in a three-dimensional space, the distance between two points. Direction Cosines and direction ratios. Equation two points. Direction Cosines and direction ratios. Equation of a plane and a line in various forms. The angle between two lines and the angle between two planes. Equation of a sphere.\nStatistics and Probability\nProbability: Random experiment, outcomes, and associated sample space, events, mutually exclusive and exhaustive events, impossible and certain events. Union and Intersection of events. Complementary, elementary, and composite events. Definition of probability—classical and statistical—examples. Elementary theorems on probability—simple problems. Conditional probability, Bayes’ theorem—simple problems. Random variable as function on a sample space. Binomial distribution, examples of random experiments giving rise to Binomial distribution.\nThe topic-wise question distribution in Maths\nGeometry, Matrices & Determinants\nStatistics & Probability\nNDA General Ability Test Syllabus:\nThe General ability test comprises two papers English and General Knowledge. The English paper consists of 200 Marks while the General Knowledge is of 400 Marks.\nNDA Syllabus- English\nThe question paper in English will be designed to test the candidate’s understanding of English. The syllabus covers various aspects like as given below:\nNo. of Questions\nNo. of Marks\nOrdering of Words in a Sentence\nNDA Syllabus- General Knowledge\nCheck the topic-wise number of questions and marks distribution in the table below.\nNo. of Questions\nNo. of Marks\nHistory & Freedom Movement\nNDA Syllabus- Physics\nNDA Syllabus For Physics\nPhysical Properties and States of MatterModes of transference of HeatMass, Weight, Volume, Sound waves and their propertiesSimple musical instrumentsRectilinear propagation of LightDensity and Specific GravityReflection and refractionPrinciple of ArchimedesSpherical mirrors and LensesPressure BarometerHuman EyeMotion of objectsNatural and Artificial MagnetsVelocity and AccelerationProperties of a MagnetNewton’s Laws of MotionEarth as a MagnetForce and MomentumStatic and Current ElectricityParallelogram of ForcesConductors and Non-conductorsStability and Equilibrium of bodiesOhm’s LawGravitationSimple Electrical CircuitsElementary ideas of workHeating, Lighting, and Magnetic effects of CurrentPower and EnergyMeasurement of Electrical PowerEffects of HeatPrimary and Secondary CellsMeasurement of Temperature and HeatUse of X-RaysGeneral Principles in the working of Simple Pendulum, Simple Pulleys, Siphon, Levers, Balloon, Pumps, Hydrometer, Pressure Cooker, Thermos Flask, Gramophone, Telegraphs, Telephone, Periscope, Telescope, Microscope, Mariner’s Compass; Lightning Conductors, Safety Fuses.\nNDA Syllabus- Chemistry\nNDA Syllabus For Chemistry\nPreparation and Properties of Hydrogen, Oxygen, Nitrogen and Carbon Dioxide, Oxidation and Reduction.Acids, bases and salts.Carbon— different formsPhysical and Chemical ChangesFertilizers—Natural and ArtificialElementsMaterial used in the preparation of substances like Soap, Glass, Ink, Paper, Cement, Paints, Safety Matches, and GunpowderMixtures and CompoundsElementary ideas about the structure of AtomSymbols, Formulae, and simple Chemical EquationAtomic Equivalent and Molecular WeightsLaw of Chemical Combination (excluding problems)ValencyProperties of Air and Water\nNDA Syllabus- General Science\nNDA Syllabus For General Science\nCommon Epidemics, their causes, and preventionDifference between the living and non-livingFood—Source of Energy for manBasis of Life—Cells, Protoplasms, and TissuesConstituents of foodGrowth and Reproduction in Plants and AnimalsBalanced DietElementary knowledge of the Human Body and its important organsThe Solar System—Meteors and Comets, Eclipses. Achievements of Eminent Scientists\nNDA Syllabus- History, Freedom Movement\nNDA Syllabus For History\nForces shaping the modern world;RenaissanceExploration and Discovery;A broad survey of Indian History, with emphasis on Culture and CivilisationFreedom Movement in IndiaFrench Revolution, Industrial Revolution, and Russian RevolutionWar of American Independence,Impact of Science and Technology on SocietyElementary study of Indian Constitution and AdministrationConcept of one WorldElementary knowledge of Five Year Plans of IndiaUnited Nations,Panchsheel,Panchayati Raj, Democracy, Socialism and CommunismRole of India in the present worldCo-operatives and Community DevelopmentBhoodan, Sarvodaya,National Integration and Welfare StateBasic Teachings of Mahatma Gandhi\nNDA Syllabus- Geography\nNDA Syllabus For Geography\nThe Earth, its shape and sizeOcean Currents and Tides Atmosphere and its compositionLatitudes and LongitudesTemperature and Atmospheric Pressure, Planetary Winds, Cyclones, and Anticyclones; Humidity; Condensation and PrecipitationConcept of timeTypes of ClimateInternational Date LineMajor Natural Regions of the WorldMovements of Earth and their effectsRegional Geography of IndiaClimate, Natural vegetation. Mineral and Power resources;Location and distribution of agricultural and Industrial activitiesOrigin of Earth. Rocks and their classificationImportant Sea ports and main sea, land, and air routes of IndiaWeathering—Mechanical and Chemical, Earthquakes and VolcanoesMain items of Imports and Exports of India\nNDA Syllabus For Current Events\nKnowledge of Important events that have happened in India in recent yearsProminent personalities of both Indian and International level, Cultural activities and sports activities, Current important world events.\nIntelligence and Personality Test\nThe SSB procedure consists of two stages. Only those candidates who clear written exam are permitted to appear for SSB round. The details o SSB exam are given below:\nNDA SSB Personality Test\nOfficer Intelligence Rating (OIR)Picture Perception Description Test (PP&DT).", "domain": "mathematics"}
{"url": "http://www.math.niu.edu/~ogorman/research/aasm.html", "date": "2018-11-16T16:26:13Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039743105.25/warc/CC-MAIN-20181116152954-20181116174954-00078.warc.gz", "language_score": 0.8647996783256531, "token_count": 168, "dump": "CC-MAIN-2018-47", "global_id": "webtext-fineweb__CC-MAIN-2018-47__0__182235780", "lang": "en", "text": "Resource page for the book: Applied Adaptive Statistical Methods\nBy T. W. O'Gorman\nPublished by SIAM in 2004.The book contains a detailed description of an adaptive testing method, which is based on permutations of independent variables. It also includes adaptive confidence intervals, and adaptive estimation procedures. To obtain SAS macros or an R function for computing adaptive tests of significance for this book click here.\nTo obtain SAS macros for computing adaptive confidence intervals, using the approach described in the book, click here.\nTo obtain SAS macros for computing adaptive estimates click here.\nTo obtain an executable file for performing variable selection with case-control data click here.\nIf you are interested in adaptive testing please do not hesitate to contact me at my e-mail address (firstname.lastname@example.org) .", "domain": "mathematics"}
{"url": "http://monarchbayplaza.com/stores/mathnasium-math-learning-center", "date": "2017-04-29T11:26:30Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917123491.68/warc/CC-MAIN-20170423031203-00439-ip-10-145-167-34.ec2.internal.warc.gz", "language_score": 0.9197767972946167, "token_count": 325, "dump": "CC-MAIN-2017-17", "global_id": "webtext-fineweb__CC-MAIN-2017-17__0__158325641", "lang": "en", "text": "The post is not in this menu.\nWhen math makes sense, kids leap way ahead. Mathnasium’s specially trained math instructors will teach your child how to understand math in an individual setting. Our unique approach enables us to effectively explain math concepts well and lend a helping hand to every student.\nEvery day, students around the world attend Mathnasium learning centers to boost their math skills. We are highly specialized; we teach only math. Members usually attend two or three times a week for about an hour. Our goal is to significantly increase your child’s math skills, understanding of math concepts, and overall school performance, while building confidence and forging a positive attitude toward the subject.\nOur approach is to use sophisticated techniques to determine, with great accuracy, what a student knows and does not know. Next, we tailor-make a personalized and prescriptive learning program. Each student follows the program with the help of specially trained Mathnasium math tutors who provide instruction—and lots of warm encouragement. For proof of progress, we rely on the student’s report card, independent tests, and parent testimony to measure the speed and magnitude of improvement in math skills, numerical thinking, and attitude. Multiple independent studies have found Mathnasium to be effective 100 percent of the time, increasing student performance on standards-based tests in 20 sessions or fewer. Student skills jumped at least a grade level and in most cases, multiple grade levels.\n32932 Pacific Coast Hwy\nDana Point, CA 92629\n(888) 962-MATH (6284)", "domain": "mathematics"}
{"url": "https://cngmid.brooklynpaper.com/stories/37/12/dtg-bb-pi-throwing-2014-03-21-bk_37_12.html?comm=1", "date": "2019-04-18T23:40:52Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578526904.20/warc/CC-MAIN-20190418221425-20190419002440-00015.warc.gz", "language_score": 0.9739989042282104, "token_count": 363, "dump": "CC-MAIN-2019-18", "global_id": "webtext-fineweb__CC-MAIN-2019-18__0__162945091", "lang": "en", "text": "She sang for her pi — and threw it, too.\nA student whose jingle helped her memorize more than 125 digits of the infinitely long number that begins with “3.14” was allowed to smear a real pie in the face of her math teacher during a competition that was part of the March 14 Pi Day festival at Bedford-Stuyvesant Collegiate school on Gates Avenue. Even she was surprised by the feat.\n“It is exciting to know that I was able to memorize a larger amount of pi,” said 14-year-old Yolanda Dunbar. “I am impressed with myself.”\nAs a reward, Dunbar got to throw a pie — the edible kind — in the face of her math teacher. The second- through fourth-place winners were awarded the opportunity to challenge the teacher of their choice to a pie-eating contest.\nDunbar said she learned half the digits of pi by listening to a song she found on Youtube and half by rote memorization.\nThis is the second year Dunbar won. Back in the sixth grade, she beat out her classmates and creamed then-math-teacher Caitlin Webster, who says the annual party is an excuse to inject some fun into the sometimes-dry subject.\n“We celebrate Pi Day to create some joy and excitement around math,” said Webster. “It is something that is fun and not strictly challenging.”\nThe school hosts a handful of other wacky math events. For example, they celebrate a Fun Facts Friday, where teachers dressed as ninjas randomly storm classrooms and students have to correctly multiply to help free their space-traveling tiger mascot, Cosmo, whom the ninjas have supposedly kidnapped.", "domain": "mathematics"}
{"url": "https://www.stmaryseg.co.uk/class-r-5/", "date": "2021-03-01T09:19:35Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178362481.49/warc/CC-MAIN-20210301090526-20210301120526-00605.warc.gz", "language_score": 0.971713662147522, "token_count": 136, "dump": "CC-MAIN-2021-10", "global_id": "webtext-fineweb__CC-MAIN-2021-10__0__34456694", "lang": "en", "text": "Happy New Year to all the friends and families of Class R!\nIt is safe to say that this is not how we expected the Spring term to start but we at St. Mary's hope you all remain safe and well throughout this time.\nEach day there will be learning activities uploaded to the website for your child to complete. I ask that four observations are uploaded to tapestry each week consisting of one phonics, one literacy, one mathematics and one piece of work that the child is proud of. I understand the strain that home learning places on many families so please do not feel that each observation needs a length description - just the photo and a caption is sufficient.", "domain": "mathematics"}
{"url": "https://www.officeplus.my/products/kami-graph-sheet-a4-60g-20cm-x-24cm-30s-skot6030", "date": "2021-05-16T14:57:47Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991224.58/warc/CC-MAIN-20210516140441-20210516170441-00093.warc.gz", "language_score": 0.76155024766922, "token_count": 128, "dump": "CC-MAIN-2021-21", "global_id": "webtext-fineweb__CC-MAIN-2021-21__0__209541992", "lang": "en", "text": "KAMI GRAPH SHEET A4 60G 20CM X 24CM - 30S SKOT6030\nProduct Code : SKOT6030\nProduct Name : KAMI Graph Sheet A4 60g 20cm x 24cm - 30S\nBrand : KAMI\n- Kami brand graph sheet\n- Size: 60gsm 200mm x 240mm.\n- Specifications: printed with fine lines making up a regular grid.\n- The lines are often used as guides for plotting graphs of functions or experimental data and drawing curves.\n- Measured graph/grid paper for use in a variety of math learning situations.", "domain": "mathematics"}
{"url": "https://boluzetyzoraxo.dsc-sports.com/mathematical-methods-in-economics-book-5639dm.php", "date": "2021-04-18T09:22:37Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038469494.59/warc/CC-MAIN-20210418073623-20210418103623-00384.warc.gz", "language_score": 0.8485025763511658, "token_count": 2463, "dump": "CC-MAIN-2021-17", "global_id": "webtext-fineweb__CC-MAIN-2021-17__0__136478844", "lang": "en", "text": "Mathematical methods in economics\n- 283 Pages\n- 4.87 MB\n- 1085 Downloads\nNew York University Press, Croom Helm , New York, N.Y, London\n|LC Classifications||HB135 .S36 1984|\n|The Physical Object|\n|Pagination||vii, 283 p. :|\n|LC Control Number||84011502|\nStudent Achievement Testing Program bulletin\n208 Pages1.21 MB4592 DownloadsFormat: EPUB\nGrambling State University\n480 Pages2.51 MB209 DownloadsFormat: PDF/EPUB\nThe Australasian journal of pharmacy\n228 Pages3.73 MB8378 DownloadsFormat: PDF/EPUB\nMy Sister is Different\n406 Pages2.41 MB2225 DownloadsFormat: PDF/EPUB\nHVAC inspection notes\n648 Pages1.15 MB4155 DownloadsFormat: PDF/EPUB\nThe author has provided solutions to selected problems so that the book will function as an effective teaching tool on introductory courses in mathematics for economics, quantitative methods and for mathematicians taking a first course in economics.\nMathematics in Economics has been developed from a course taught jointly by Ken Binmore Cited by: 4. Mathematical Methods in Economics book.\nMathematical Methods in Economics. DOI link for Mathematical Methods in Economics. Mathematical Methods in Economics book. By Norman Schofield.\nEdition 1st Edition. First Published eBook Published 5 March Pub. location London. Imprint by: User Review - Flag as inappropriate This book provides mostly definitions and virtually NO examples on how to execute economic and mathematical problems.\nFurthermore it assumes you remember everything from past courses in trigonometry, precalculus, and calculus; offering no review chapter at the begging of the touches mathematical methods for economics on a very superficial level.1/5(1). This book is a good and fairly clear guide to mathematical applications in Economics and Finance.\nPlenty of explanations and worked examples in order to help the student solve problems. However, this is not a text for people who are completely unfamiliar with algebra, trigonometry Mathematical methods in economics book precalculus/5(33).\nAlpha C. Chiang, Kevin Wainwright-Fundamental Methods of Mathematical Economics, 4th Edition-McGraw-Hill () pd 03 April () Post a Review. di erential equations and numerical methods. The eld of mathematical nance is only 50 years old, uses leading-edge mathematical and economic ideas, and has some controversial foundational hypotheses.\nMathematical nance is also data-rich and even advanced results are testable in the market. Using ideas illustrated daily in nancial news, the book. Infinitesimal Methods in Mathematical Economics Robert M. Anderson1 Department of Economics and Department of Mathematics University of California at Berkeley Berkeley, CAU.S.A.\nand Department of Economics Johns Hopkins University Baltimore, MDU.S.A.\nDescription Mathematical methods in economics FB2\nJanu 1The author is grateful to Marc Bettz¨uge, Don Brown, Hung. matics, statistics, and mathematical economics. With this volume we hope to present a formulary tailored to the needs of students and working professionals in economics.\nIn addition to a selection of mathematical and statistical formulas often used by economists, this volume contains many purely economic results and theorems. Mathematical Economics Material You Must Know as a Bare Minimum. You'll certainly want to read a good undergraduate \"Mathematics for Economists\" type book.\nThe best one that I've seen happens to be called Mathematics for Economists written by Carl P. Simon and Lawrence Blume.\nIt has a quite diverse set of topics, all of which are useful tools. Mathematical Methods of Economics Joel Franklin California Institute of Technology, Pasadena, California WThe American Mathematical Monthly,AprilVol Number 4, pp.\n– hen Dr. Golomb and Dr. Bergquist asked me to give a talk on economics,my. Mathematical methods in economics by Norman Schofield,Taylor & Francis Group edition, in EnglishCited by: Mathematics has become indispensable in the modelling of economics, finance, business and management.\nWithout expecting any particular background of the reader, this book covers the following mathematical topics, with frequent reference to applications in economics and finance: functions, graphs and equations, recurrences (difference equations), differentiation, exponentials and logarithms. Mathematical Methods for Economics (2nd Edition) 2nd Edition by Michael Klein (Author) out of 5 stars 20 ratings.\nISBN ISBN Why is ISBN important. ISBN. This bar-code number lets you verify that you're getting exactly the right version or edition of a book. The digit and digit formats both by: Fundamental Methods of Mathematical Economics, 4th Edition | Alpha C.\nChiang, Kevin Wainwright | download | B–OK. Download books for free. Find books. If you are a beginner then read: (1). Mathematics for economists by Taro Yamane (2). Mathematics for Economists by C.P.\nSimon (3). Fundamental Methods of Mathematical Economics by A.C. Chiang and K. Wainwright B. If you want to look into mathem. Mathematical Methods in Economics Hardcover – November 1, by Norman Schofield (Author) › Visit Amazon's Norman Schofield Page.\nFind all the books, read about the author, and more. See search results for this author. Are you an author. Learn about Author Central Author: Norman Schofield. Mathematical Methods for Economic Analysis∗ Paul Schweinzer School of Economics, Statistics and Mathematics Birkbeck College, University of London Gresse Street, London W1T 1LL, UK Email: [email protected] Tel:Fax: Chiang's Fundamental Methods of Mathematical Economics is an introduction to the mathematics of economics.\nIt starts with a review of algebra and set theory then goes on through calculus, differential equations, matrix algebra, integration. It serves well as a transition from very basic economics up to graduate level by: This book offers an introductory text on mathematical methods for graduate students of economics and finance–and leading to the more advanced subject of quantum mathematics.\nThe content is divided into five major sections: mathematical methods are covered in the first four sections, and can be taught in one : Springer. Facts is your complete guide to Fundamental Methods of Mathematical Economics.\nIn this book, you will learn topics such as Linear Models and Matrix Algebra, Linear Models and Matrix Algebra, Comparative Statics and the Concept of Derivative, and Rules of Differentiation and Their Use in Comparative Statics plus much : CTI Reviews.\nstudent of economics must possess a good proficiency in the fundamental methods of mathematical economics. One of the significant developments in Economics is the increased application of quantitative methods and econometrics. A reasonable understanding of econometric principles is indispensable for further studies in economics.\nMathematical economics and game theory approached with the fundamental mathematical toolbox of nonlinear functional analysis are the central themes of this text. Both optimization and equilibrium theories are covered in full detail.\nThe book's central application is the fundamental economic. Introduction. In this book we use the language of mathematics to describe situations which occur in economics. The motivation for doing this is that mathematical arguments are logical and exact, and they enable us to work out in precise detail the consequences of economic by: Mathematical economics is the application of mathematical methods to represent theories and analyze problems in economics.\nBy convention, these applied methods are beyond simple geometry, such as differential and integral calculus, difference and differential equations, matrix algebra, mathematical programming, and other computational methods.\nAn excellent book which should find wide use. — Mathematics this classic volume, a noted economist and teacher has combined a modern text for graduate courses in mathematical economics with a valuable reference book of analytical economics for professional.\nECONOMICS DEPARTMENT. ECON MATHEMATICAL METHODS IN ECONOMICS Thayer Watkins. Texts: Michael W. Klein Mathematical Methods for Economics. Course Syllabus. Topics: By the method of construction b cannot fit into any place in the sequence because if b=x J we would have the contradiction that its J-th digit was not equal to its J-th digit.\nFundamental Methods of Mathematical Economics book. Read 32 reviews from the world's largest community for readers.\nAs in the previous edition, the purpo 4/5. Mathematical Methods For Economics book.\nDownload Mathematical methods in economics EPUB\nRead reviews from world’s largest community for readers. Mathematical Methods for Economics uses an applications /5. This formalism can often deter graduate students. The progression of ideas presented in this book will familiarize the student with the geometric concepts underlying these topological methods, and, as a result, make mathematical economics, general equilibrium.\nOriginally published inMathematical Techniques in Finance has become a standard textbook for master’s-level finance courses containing a significant quantitative element while also being suitable for finance PhD students. This fully revised second edition continues to offer a carefully crafted blend of numerical applications and theoretical grounding in economics, finance, and.\nDetails Mathematical methods in economics PDF\nThis book describes a system of mathematical models and methods that can be used to analyze real economic and managerial Download the eBook Mathematical Methods and Models in Economic Planning, Management and Budgeting - Galimkair Mutanov in PDF or EPUB format and read it directly on your mobile phone, computer or any device.The book also explores the analogs of the duality theorem, the equivalence of game problems to linear programming problems, and also the inter-industry nonlinear activity analysis model requiring special mathematical methods.\nThe text will prove helpful for students in advanced mathematics and calculus.Originally published in Since the logic underlying economic theory can only be grasped fully by a thorough understanding of the mathematics, this book will be invaluable to economists wishing to understand vast areas of important research.\nIt provides a basic introduction to the fundamental mathematical ideas of topology and calculus, and uses these to present modern singularity theory.\n579 Pages2.95 MB6595 DownloadsFormat: FB2\nWorking with artists and craftspeople.\n704 Pages1.98 MB3596 DownloadsFormat: FB2\nreport of the Presidents Water Resources Policy Commission.\n735 Pages1.45 MB3920 DownloadsFormat: FB2\nEnvironmental chemistry and toxicology of aluminum\n468 Pages3.51 MB48 DownloadsFormat: PDF\n418 Pages2.26 MB3360 DownloadsFormat: FB2\nRepresentative passages from English literature\n668 Pages2.43 MB3255 DownloadsFormat: FB2\nChristianity, Judaism and Other Greco-Roman Cults\n487 Pages0.22 MB4776 DownloadsFormat: PDF\nIcd-9-cm Easy Coder Optometry, 2003\n767 Pages4.57 MB9759 DownloadsFormat: FB2\nGod of speed\n526 Pages4.95 MB1393 DownloadsFormat: FB2\nPeacemaking in the 1990s\n725 Pages4.63 MB9528 DownloadsFormat: FB2\nCarnegie-Rochester conference series on public policy\n553 Pages3.68 MB5046 DownloadsFormat: FB2\nThe 2007-2012 Outlook for Parts and Attachments for Elevators and Moving Stairways in Japan\n244 Pages1.35 MB4864 DownloadsFormat: PDF\nThe Phi Gamma Delta\n378 Pages1.12 MB3875 DownloadsFormat: PDF\nMothers & Daughters\n202 Pages0.43 MB1786 DownloadsFormat: PDF\nphotographers troubles ...\n366 Pages4.56 MB8151 DownloadsFormat: PDF\n603 Pages2.56 MB8365 DownloadsFormat: FB2", "domain": "mathematics"}
{"url": "https://www.maillie.com/data-analytics-for-fraud-prevention/", "date": "2023-12-10T23:16:54Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102697.89/warc/CC-MAIN-20231210221943-20231211011943-00622.warc.gz", "language_score": 0.9361050128936768, "token_count": 636, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__89171055", "lang": "en", "text": "Amanda J. Bernard, CPA, CFE, CMA\nPrincipal, Maillie LLP\nMaillie LLP utilizes IDEA™ data analysis software, a powerful data mining tool used to perform data analysis quickly, by importing, analyzing and reviewing a variety of data. If you would like us to perform any of these data analysis procedures or would like more information on how you can use data analytics to improve your organization, please contact us at firstname.lastname@example.org.\nBenford’s Law is a mathematical theory of leading digits, meant specifically for real-life numerical data sets distributed in a non-uniform way. The theory is based on probability of occurrences. A logical assumption seems to be that each number, 1-9, would appear as the leading digit of a number consistently at 11.1% (or 1/9) of the time. However, Benford’s Law actually states the number 1 will appear as the first digit of a number about 30% of the time, while the larger digits occur in the first position less frequently, with 9 appearing as the first digit less than 5% of the time.\nWhy does it work? Believe it or not, there is a certain logic behind Benford’s Law. A number that begins with 1 needs to increase by 100% to become a 2, while a number that begins with 5 needs to increase by only 20% to become a 6, and a number that begins with 8 needs to increase by only 12.5% to become a 9, and so on.\nThe history of Benford’s Law dates back as far as 1881; the phenomenon was then made popular in 1938 by the physicist Frank Benford after he tested it on data sets from 20 different domains, including surface areas of rivers, population sizes, molecular weights, numbers contained in Reader’s Digest, street addresses, and death rates. Today, Benford’s Law is used to detect possible red flags of fraud in financial and other data based on the assumption that people who make up numbers tend to distribute their digits fairly uniformly. The made-up figures simply do not follow the expected Benford’s distribution.\nAn example of fraud that can be easily detected using Benford’s Law is avoidance of purchase approval policies. One method used to avoid obtaining approval on a purchase transaction is to make sure the cost does not exceed the established threshold requiring approval by splitting larger transactions into multiple smaller ones. For example, if the threshold for approval is $5,000 and the expense data shows a spike in transactions beginning with the number 4, it could indicate someone is avoiding the organization’s purchase approval procedures.\nOther data sets where Benford’s Law is especially useful include credit card transactions, customer balances and refunds, vendor disbursements, purchase orders, travel and entertainment expenses, and many more.\nMaillie LLP can help you use data analytics, including these Benford’s Law examples, to analyze your financial data for potential red flag indicators of fraud. Contact us today for more information.", "domain": "mathematics"}
{"url": "https://mainecrimewriters.com/2013/09/19/arithmetical-problems/", "date": "2023-03-31T00:29:20Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949506.62/warc/CC-MAIN-20230330225648-20230331015648-00641.warc.gz", "language_score": 0.9693959951400757, "token_count": 1485, "dump": "CC-MAIN-2023-14", "global_id": "webtext-fineweb__CC-MAIN-2023-14__0__186754979", "lang": "en", "text": "Since I write for both adults and children, I often visit classrooms. And when I do, I usually bring early 19th century school books with me, to show children what text books were like two hundred years ago, when students had to supply their own books, and often books were shared. (I have one Webster’s speller that was once re-covered in wood – which is now cracked and split – to protect it.)\nMost of the books I have are concerned with reading, writing, and speaking. So a couple of weeks ago when I was at an antique show I was happy to pick up a copy of an arithmetic book. It was a little later than my early books — it was published in 1863 — but I love it. The title, Arithmetical Problems or Questions in Arithmetic, for the Use of Advanced Classes in Schools, says it all. It was written by W.H. Farrar, the principal of the Woonsocket (Rhode Island) High School. And it’s a collection of one thousand – yes — one thousand – “word problems. — all of which are actually practical applications of arithmetic.\nAt some time a student — perhaps the Charles T. Haynes who signed it in 1871 — started the book, and penciled in the answers to the problems. But he gave up at #99.\nSince there’s a lot of talk today about our schools, and how our students are falling behind those in other countries, I thought today I’d share (without solutions) ten of the “arithmetical problems” in this little book. You might even want to share them with a young friend or relative.\nHere then, for your edification and amusement ….\n1. What must I pay per hogshead for molasses, that I may keep it 8 months, when money is worth 6 percent, and then sell it at $42 per hogshead, and gain 12 per cent?\n2. The foot of a ladder, 60 feet long, remaining in the same place, the top will just reach a window 40 feet high on one side of the street and another 30 feet high on the other side. How wide is the street?\n3. If a certain number be diminished by 7 and the remainder be divided by 8, and the quotient be multiplied by 5, that product increased by 4, the square root of the sum extracted, and 3/4 of that root be cubed, and that cube be divided by 9, the last quotient will be 24. What is that number?\n4. Bought 200 yards of cambric for 90 pounds, but, it being damaged, I am willing to lose 7 pounds 10 shillings on it. What must I demand per ell English?\n5. How many square yards of paper in a book of 672 pages, the leaves being 6 1/2 by 10 1/4 inches?\n6. A house is 36 feet long and 28 feet wide, and the ridge is 12 feet above the beam. The roof projects one foot over the ends and eaves in all directions. How many shingles will be required to cover the roof, 6 shingles being allowed to the foot, and 10 per cent for waste?\n7. A field is 72 chains long and 131 rods 10 feet wide. How many acres does it contain?\n8.A stone weighs 120 pounds in the air and 100 pounds in water. What is the specific gravity of the stone, water being 1000?\n9. If 63 men can build a wall, 45 1/3 feet long, 6 7/12 feet high and 3 1/8 feet thick, in 34 days of 11 1/3 hours each, in how many days of 8 1/2 hours each will 21 men build a wall 98 3/4 yards long, 2 1/2 yards high, and 1 1/4 yards thick?\n10. A man lost in a speculation 1/4 of his money. He then gained a sum equal to 1/3 of what he then had. Afterwards he lost 1/5 of what he then had, and then gained a sum equal to 1/4 on what he had left, when he found he had $1200. How much had he at first?\nAnd they didn’t even have calculators ……\nOkay, we’re talking cruel and unusual punishment here! I hated word problems in math. One of the hardest things for me to do as a principal was tutor some 4th graders in math problems. Oh, my goodness. I confess to not even reading all of these. They mess with my brain so bad. Of course some of that is the vocabulary, but even if I knew what some of those terms were, I’d be out of luck. LOL\nAs someone who taught math for thirty years, I have to say that although these problems could not be solved by the average college student today, some of them are pedagogically unsound. Problem 2, for example, is an ingenious use of the Pythagorean theorem. The ladder forms two right triangles when it is leaned against the windows on each side of the street with the length of the ladder being the hypotenuse and the height of the windows being one other leg. Solve for the missing led in each triangle, add them together, and you get the width of the street. If a student can see that is the solution, she has mastered mathematical reasoning. But she may not get the answer because the actual calculation requires finding square roots, both of which are irrational numbers. The problem would be be so elegant if different lengths had been chosen. After all, the width of any actual street is always a rational number. One wonders whether the intent was to instruct or torment! Thanks for this post. It was fun.\nDo we get the answers too?\nThese are problems I would have to pass on to my math-whiz children. What a fun post, Lea.\nSo, anyone know what is meant by “when money is worth 6 percent”? A hogshead is a barrel or cask of liquid (about 63 gallons or 300L). An ell is 45 inches. A schilling is 0.05 pounds and there are 12 pence per schilling. A chain is 66 feet and there are 4 rods in a chain. A mile is 80 chains. A furlong is 10 chains. An acre is 1 chain by 10 chains or 4840 square yards or 43560 square feet. With that information these are all easily solvable without the use of a calculator. The square roots needed to solve problem two can be estimated knowing that 40 squared is 1600, 50 squared is 2500, and 60 squared is 3600. Hope that helps…I have answers to the first 5 and only used a calculator to check my work at the end. As an interesting side note, calculus had already been around for over 100 years at the date of publication of this book…so there was much more advanced math being done without the aid of calculators or computers at that time. I will work answers to the others when I have time in the next day or two.", "domain": "mathematics"}
{"url": "https://www.elis.ugent.be/web/ext/publ/abstract.jsp?klnr=P114.303", "date": "2018-06-21T15:51:09Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864191.74/warc/CC-MAIN-20180621153153-20180621173153-00246.warc.gz", "language_score": 0.9573616981506348, "token_count": 168, "dump": "CC-MAIN-2018-26", "global_id": "webtext-fineweb__CC-MAIN-2018-26__0__119581657", "lang": "en", "text": "Recently nearly exact expressions for the distortion in a commonly used family of Pulse Width Modulators (PWMs) known as Asynchronous Sigma Delta Modulators (ASDMs) were presented. Such an ASDM consists of a feedback loop with a schmitt-trigger (or a comparator), and a continuous time loop filter. However these previous results are not yet practically applicable because the effect of unavoidable loop delay (e.g. in the schmitt trigger) was not taken into account. Therefore we now present a more general theory that is also valid when there is a nonzero loop delay. A comparison of the resulting equations with computer simulations demonstrated a very good matching, confirming the validness of the theory. This way, a designer can now easily understand the relationship between the loop filter dynamics and the linearity of an ASDM.", "domain": "mathematics"}
{"url": "https://lingpipe-blog.com/2011/01/04/monitoring-convergence-of-em-for-map-estimates-with-priors/", "date": "2017-03-26T17:02:38Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189244.95/warc/CC-MAIN-20170322212949-00117-ip-10-233-31-227.ec2.internal.warc.gz", "language_score": 0.8689584136009216, "token_count": 897, "dump": "CC-MAIN-2017-13", "global_id": "webtext-fineweb__CC-MAIN-2017-13__0__60463412", "lang": "en", "text": "I found it remarkably hard to figure out how to monitor convergence for the expectation maximization (EM) estimtation algorithm. Elementary textbook presentations often just say “until convergence”, which left me scratching my head. More advanced presentations often leave you in a sea of generalized maximization routines and abstract functionals.\nTypically, EM is phrased for maximum likelihood estimation (MLE) problems where there are no priors. Given data and parameters , the goal is to find the parameters that maximize the likelihood function .\nLikelihood and Missing Data\nUsually EM is used for latent parameter problems, where there are latent variables which are treated like missing data, so that the full likelihood function is actually . For instance, might be mixture component indicators, as in soft (EM) clustering. Typically the full likelihood is factored as .\nEven though the expectation (E) step of EM computes “expectations” for given current estimates of and the data , these “expectations” aren’t used in the likelihood calculation for convergence. Instead, the form of likelihood we care about for convergence marginalizes away. Specifically, the maximum likelihood estimate is the one that maximizes the likelihood with marginalized out,\nMonitoring Likelihood or Parameters\nThere’s more than one way to monitor convergence. You can monitor either the differences in log likelihoods (after marginalizing out the latent data) or the differences in parameters (e.g. by Euclidean distance, though you might want to rescale). Log likelihood is more task-oriented, and thus more common in the machine learning world. But if you care about your parameters, you may want to measure them for convergence, because …\nLinearly Separable Data for Logistic Regression\nIn data that’s linearly separable on a single predictor, the maximum likelihood coefficient for that predictor is infinite. Thus the parameters will never converge. But as the parameter approaches infinity, the difference its (absolute) growth makes to log likelihood diminishes (we’re way out on the extremes of the logistic sigmoid at this point, where the slope’s nearly 0).\nConvergence with MAP?\nTextbooks often don’t mention, either for philosophical or pedagogical reasons, that it’s possible to use EM for general maximum a posterior (MAP) estimation when there are priors. Pure non-Bayesians talk about “regularization” or “shrinkage” (specifically the ridge or lasso for regression problems) rather than priors and MAP estimates, but the resulting estimate’s the same either way.\nAdding priors for the coefficients, even relatively weak ones, can prevent estimates from diverging, even in the case of separable data. In practice, maximum a posteriori (MAP) estimates will balance the prior and the likelihood. Thus it is almost always a good idea to add priors (or “regularize” if that goes down better philosophically), if nothing else to add stability to the estimates in cases of separability.\nMaximization Step with Priors\nIn EM with priors, the maximization step needs to set , the parameter estimate in the -th epoch, to the value that maximizes the total probability, , given the current “expectation” for the latent parameters based on the the data and previous epoch’s estimate of . That is, you can’t just set to maximize the likelihood, . There are analytic solutions for the maximizer in many conjugate settings like Dirichlet-Multinomial or Normal-Normal, so this isn’t as hard as it may sound. And often you can get away with increasing it rather than maximizing it (leading to the so-called generalized EM algorithm, GEM).\nConvergence with Priors\nWell, you could just monitor the parameters. But if you want to monitor the equivalent of likelihood, you need to monitor the log likelihood plus prior, , not just the log likelihood . What EM guarantees is that every iteration increases this sum. If you just monitor the likelihood term , you’ll see it bouncing around rather than monotonically increasing. That’s because the prior’s having its effect, and you need to take that into account.", "domain": "mathematics"}
{"url": "http://ericw.ca/notes/smallest-palindrome-bases-in-haskell.html", "date": "2023-06-05T20:51:43Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224652161.52/warc/CC-MAIN-20230605185809-20230605215809-00204.warc.gz", "language_score": 0.9385868310928345, "token_count": 144, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__114669131", "lang": "en", "text": "Everybody loves palindromes, right? I do, at least. That’s why I was excited\nwhen I learned that every number can be a palindrome when it’s written in the\nappropriate base. There is a trivial proof for this property: any number N > 3\nis a palindrome in base N-1 because it may be written “11”. So here is my\nsolution, in Haskell, to this CodeChef\nproblem, that finds the smallest base\nthat makes any given number a palindrome.\nThis is certainly not the fastest solution possible. Indeed it is downright\nnaive. But hopefully the logic is clear.", "domain": "mathematics"}
{"url": "https://goddardef.gabbarthost.com/414639_4", "date": "2023-12-10T16:46:31Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102612.80/warc/CC-MAIN-20231210155147-20231210185147-00567.warc.gz", "language_score": 0.9547962546348572, "token_count": 389, "dump": "CC-MAIN-2023-50", "global_id": "webtext-fineweb__CC-MAIN-2023-50__0__228308239", "lang": "en", "text": "Multi-Sensory Math Manipulatives\nThank you to the Goddard Education Foundation and generous donors. Innovative Teacher Grants are engaging Goddard Public Schools Students in new and exciting ways each day. In Kristina Scott’s Elementary Math classes, her Innovative Teacher Grant is putting math in the palm of her student’s hands (literally!).\nMrs. Scott’s Innovative Teacher Grant provided TouchMath into her small group instruction classes. TouchMath is a research-based method of instruction with the ability to bridge the gap between concrete and representational mathematics. These manipulatives provide students with another unique learning experience that helps them achieve learning goals. “This is that One More Thing as a teacher I needed to help some of my students ‘get it’, says Mrs. Scott.” She goes on to say, “It helps bridge the gap visually using these manipulatives and adds to a variety of different tools we have to offer concepts based on the needs of each student.”\nIn the short time utilizing these new manipulatives, Mrs. Scott has seen a positive impact in students, not only by improving their math skills but also by increasing their self-esteem and confidence that comes with understanding math concepts. First Grade student, Vada Moore said “Making the numbers felt good. It made me feel like I was doing it on my own. I know how to draw these numbers now.” The excitement of Mrs. Scott's rising mathematicians was evident in her math class as her students’ smiles lit up the classroom, smiles that captured the moment they “got it”.\nWithout our generous donors, resources like TouchMath would not be possible for our Goddard USD Students. The Goddard Education Foundation is dedicated to creating opportunities and expanding possibilities for Goddard students to be successful learners, like Vada Moore a rising first-grade Mathmetician.", "domain": "mathematics"}
{"url": "https://www.modafabric.co.uk/moda-geometry-euclid-graph-dark-blue-fabric.ir", "date": "2021-01-27T07:03:16Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704821253.82/warc/CC-MAIN-20210127055122-20210127085122-00165.warc.gz", "language_score": 0.8863187432289124, "token_count": 424, "dump": "CC-MAIN-2021-04", "global_id": "webtext-fineweb__CC-MAIN-2021-04__0__90863461", "lang": "en", "text": "Moda Geometry Euclid Graph Dark Blue Fabric\n- Buy 6 or more for £3.09 each and save 5%\n- Buy 12 or more for £2.93 each and save 10%\n- Buy 40 or more for £2.76 each and save 15%\nThe Moda Geometry Euclid Dark Blue Fabric is a 100% cotton quilting fabric, sold and priced as a 1/4m Long Length. It can be used for patchwork and quilting, home decor, light to medium weight curtains, cushions, craft projects and for making beautiful clothes\nThe Moda Geometry fabric collection, by Janet Clare, celebrates here love of maths equipment; from rulers, protractors, compasses to the best of them all - the graph paper. Give Janet Clare some indigo ink and a piece of squared paper and she's a very happy quilter!. The Geometry Fabric range features isosceles triangles, right angles, quadrants and cubes all painted by hand on graph paper, in co-ordinating colours with the addition of a nice sharp green for added flair. Why not use Geometry for your next quilting masterpiece....\nPriced Per 1/4m Long Length, with multiple lengths supplied in a continuous length. (e.g. a quantity of 5 meaning 5 x 1/4m = 1.25 metres, which would be cut and sent as a 1.25 metre piece.\nThis Cotton patchwork fabric material is 44 Inch Wide Wide.\nPlease note, that this product cannot be returned once cut from the roll. Thank you.\n|Manufacturer Code||1495 21|\n|Theme of Fabric||Geometric|\n|Type of Fabric||100% Cotton|\n|Available in the Future?||No|\n|Width of Fabric||44 Inches Wide (112cm)|\n|Sold as||Cut as a 1/4m Length x the width of the fabric. When you buy 5, we will supply 1.25m of fabric in one piece|", "domain": "mathematics"}
{"url": "https://constantlyconnie.me/software/", "date": "2024-04-12T14:40:06Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816024.45/warc/CC-MAIN-20240412132154-20240412162154-00550.warc.gz", "language_score": 0.9290485382080078, "token_count": 284, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__181637567", "lang": "en", "text": "I’ve written a few small projects that I’ve released and have semi-maintained. Some of these are from my PhD, while others are work related. All are currently hosted on GitHub.\n- brandseyer2 is an R library that wraps the DataEQ JSON API, providing a convenient interface for analysing and visualising a client’s account data in R. It’s licensed under the MIT license.\n- CL-HEAP provides various implementations of heap data structures (a binary heap and a Fibonacci heap) as well as an efficient priority queue. The Fibonacci heap has interesting run time constraints, with many operations occurring in constant or amortised constant time, making it ideal for use in implementing other algorithms, such as Dijkstra’s shortest path and Prim’s minimum spanning tree algorithms. The project is licensed under the GPLv3, and written in Common Lisp.\n- L-MATH is a Common Lisp library for simple linear algebra in geometric applications. Vector and matrix classes are available, as are linear interpolation functions and various operations related to creating rotation matrices. It also has some spline support (Hermite and Bézier curves, B-Splines and Catmull-Rom splines)! The code is licensed under the GPLv3, with the Classpath linking exception.", "domain": "mathematics"}
{"url": "http://www.aboutonlinetips.com/what-is-google-pagerank/", "date": "2013-05-21T13:06:49Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368700014987/warc/CC-MAIN-20130516102654-00066-ip-10-60-113-184.ec2.internal.warc.gz", "language_score": 0.9274791479110718, "token_count": 478, "dump": "CC-MAIN-2013-20", "global_id": "webtext-fineweb__CC-MAIN-2013-20__0__32961326", "lang": "en", "text": "The heart of Google is PageRank™, a system for ranking web pages developed by founders Larry Page and Sergey Brin at Stanford University. And while they have dozens of engineers working to improve every aspect of Google on a daily basis, PageRank continues to play a central role in many of our web search tools.\nIt measures page importance on a scale from 0 – 10, where 10 is the highest. The PageRank algorithm analyzes the quality and quantity of links that point to a page.\nPageRank aka PR is one of the methods Google uses to determine the relevance or importance of a Web page. PageRank is a vote, by all the other Web pages on the Internet, about how important a Web page is. A link to a Web page counts as a vote of support. If there are no incoming links to a Web page then there is no support.\nA graphical representation of a web of links between sites used for PageRank calculations.\nTo calculate the PageRank for a page, all of its inbound links are taken into account. These are links from within the site and links from outside the site.\nPR(A) = (1-d) + d(PR(t1)/C(t1) + … + PR(tn)/C(tn))\nThat’s the equation that calculates a page’s PageRank. It’s the original one that was published when PageRank was being developed, and it is probable that Google uses a variation of it but they aren’t telling us what it is. It doesn’t matter though, as this equation is good enough.\nIn the equation ‘t1 – tn’ are pages linking to page A, ‘C’ is the number of outbound links that a page has and ‘d’ is a damping factor, usually set to 0.85.\nWe can think of it in a simpler way:-\na page’s PageRank = 0.15 + 0.85 * (a “share” of the PageRank of every page that links to it)\n“share” = the linking page’s PageRank divided by the number of outbound links on the page.\nTo add the PageRank Widget to your blog Click here !!", "domain": "mathematics"}
{"url": "https://www.saints.mw/school-life/departments/maths/", "date": "2023-02-04T01:42:51Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500080.82/warc/CC-MAIN-20230204012622-20230204042622-00284.warc.gz", "language_score": 0.9649555683135986, "token_count": 186, "dump": "CC-MAIN-2023-06", "global_id": "webtext-fineweb__CC-MAIN-2023-06__0__199588367", "lang": "en", "text": "Mathematics is a creative discipline. The language of mathematics is international. The subject transcends cultural boundaries and its importance is universally recognised. Mathematics has developed over time as a means of solving problems and also for its own sake.\nMathematical thinking is important for all members of a modern society as a habit of mind for its use in the workplace, business and finance; and for personal decision-making. Mathematics is fundamental to national prosperity in providing tools for understanding science, engineering, technology and economics. It is essential in public decision-making and for participation in the knowledge economy.\nThe department is committed to enhancing learning through the use of ICT. All five mathematics classrooms now have data projectors and two have interactive whiteboards. We subscribe to the MyiMaths.com website which is used both as a teaching resource, as well as a personalised learning tool.", "domain": "mathematics"}
{"url": "http://xeuk.supersummit.net/visit", "date": "2024-04-20T10:31:01Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817576.41/warc/CC-MAIN-20240420091126-20240420121126-00621.warc.gz", "language_score": 0.9163579344749451, "token_count": 140, "dump": "CC-MAIN-2024-18", "global_id": "webtext-fineweb__CC-MAIN-2024-18__0__15697304", "lang": "en", "text": "Impressive, top-notch research labs. Our 70,000-square-foot Connie and Jim John Recreation Center. A residence facility with two courtyards, multiple lounges, a kitchen, computer labs, a gaming area and more. Make a plan to visit campus to see all of this and more — inside and outside of the classroom — at Kettering University.\nAt Kettering, we prepare students like you for extraordinary lives of service and leadership. Here, you’ll find the perfect combination of state-of-the-art facilities and rigorous degree programs in business, engineering, mathematics and science — and Kettering’s unmatched experiential learning opportunities.", "domain": "mathematics"}
{"url": "https://leefilters.uservoice.com/knowledgebase/articles/23057-what-filter-do-i-need-to-convert-a-xk-lamp-to-a-co", "date": "2023-06-03T04:04:40Z", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224649105.40/warc/CC-MAIN-20230603032950-20230603062950-00606.warc.gz", "language_score": 0.80862957239151, "token_count": 156, "dump": "CC-MAIN-2023-23", "global_id": "webtext-fineweb__CC-MAIN-2023-23__0__239338161", "lang": "en", "text": "What filter do I need to convert a xK lamp to a colour temperature of yK?\nFor example converting a 4200k lamp to 6000K you need to do the following calculation. Divide initial source into 1,000,000 = 1,000,000 / 4200 = 238 mireds, then divide the desired colour temperature into 1,000,000 = 1,000,000 / 6000 = 167 mireds. Subtract sum one from sum two 167 – 238 = -71 mired shift (the minus sign is important!). Select the filter with the nearest mired shift to -71, in this case it is 202 Half CT Blue (-78 mired shift). For mired shift values see our mired shift calculator on this website.", "domain": "mathematics"}