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http://docplayer.net/334193-Detecting-and-measuring-faint-point-sources-with-a-ccd.html

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1 Detecting and measuring faint point sources with a CCD Herbert Raab a,b a Astronomical ociety of Linz, ternwarteweg 5, A-400 Linz, Austria b Herbert Raab, chönbergstr. 3/1, A-400 Linz, Austria; tars, Asteroids, and even the (pseudo-)nuclei of comets, are point-sources of light. In recent times, most observers use CCDs to observe these objects, so it might be worthwhile to think about some details of detecting and measuring point sources with a CCD. First, this paper discusses the properties of point-sources, and how they can describe them with a small set of numerical values, using a Point pread Function (PF). Then, the sources of noise in CCD imaging systems are identified. By estimating the signal to noise ratio (NR) of a faint point source for some examples, it is possible to investigate how various parameters (like exposure time, telescope aperture, or pixel size) affect the detection of point sources. Finally, the photometric and astrometric precision expected when measuring faint point sources is estimated. Introduction Modern CCD technology has enabled amateur astronomers to succeed in observations that were reserved to professional telescopes under dark skies only a few years ago. For example, a 0.3m telescope in a backyard observatory, equipped with a CCD, can detect stars of 0 mag. However, many instrumental and environmental parameters have to be considered when observing faint targets. Properties of Point ources In long exposures, point sources of light will be smeared by the effects of the atmosphere, the telescope optics, vibrations of the telescope, and so forth. Assuming that the optics are free of aberrations over the field of the CCD, this characteristic distribution of light, called the Point pread Function (PF) is the same for all point sources in the image. Usually, the PF can be described by a symmetric Gaussian (bell-shaped) distribution (figure 1) : 0 0 ( x x ) + ( y y ) σ I ( x, y) = H e + B (1) I (x,y) is the intensity at the coordinates (x,y), which can be measured form the image. By fitting the PF to the pixel values that make up the image of the object (figure 1), the quantities x 0, y 0, I, σ and B can be found, which characterize the point source as follows: Width In equation 1, the width of the Gaussian PF is characterized by the quantity σ. In astronomy, the width of the PF is frequently specified by the socalled Full Width Half Maximum (FWHM). As the name implies, this is the width of the curve at half its height. The FWHM corresponds to approximately.355 σ. Although a number of factors control the FWHM (like focusing, telescope optics, and vibrations), it is usually dominated by the seeing. The FWHM is the same for all point-sources in the image (if optical aberrations can be neglected). Most notably, it is independent of the brightness of the object. Bright stars appear larger on the image only because the faint outer extensions of the PF are visible. For faint stars, these parts drown in the noise and are therefore not visible. Background During the exposure, the CCD not only collects signal from the object, but also light from the sky background and the thermal signal generated within the detector. These signals result in a pedestal (B) on which the PF is based. Ideally, the background signal is the same over the whole field for calibrated images. In practice, however, it will vary somewhat over the field. Position The position of the object in the CCD frame can be expressed in rectangular coordinates (x 0, y 0 ), usually along the rows and columns of the CCD. Fitting a PF to the image will allow to calculate the position of the object to a fraction of the pixel size. Intensity The height of the PF (H) is proportional to the magnitude of the object. The total flux of the objects corresponds to the integrated volume of the PF, less the background signal (see below). Figure 1: Image of a star on a CCD (left), and the Gaussian PF fitted to the image data (right). 2 ignal and Noise As briefly mentioned above, the CCD not only collects light from celestial objects, but also some unwanted signals. The thermal signal, for example, can be subtracted from the image by applying a dark frame calibration, but the noise of the thermal signal remains even in the calibrated image. In addition to the thermal noise, the readout noise is generated in the detector. External sources of noise are the photon noise in the signal from the sky background, as well as the photon noise in the signal of the object under observation. The Poisson noise in a signal (that is: the standard deviation σ of the individual measurements from the true signal) can be estimated as the square root of the signal, i.e. σ = () where is the signal (for example, the thermal signal), and σ is the noise level in that signal (in that example, the thermal noise). The total noise from the four independent noise sources mentioned above add in quadrature to give the total noise: σ σ + σ + σ + σ = (3) B where σ is the total noise, σ B is the background noise, σ s is the object noise, σ T is the thermal signal, and σ R is the readout noise. The ignal Noise Ratio (NR) can be calculated from: T R NR = (4) σ Where is the signal from the object, and σ the total noise. By combining equations to 4, it is possible to calculate the NR in one pixel: NR = (5) + B + T +σ Here, is the signal from the object collected in the pixel, B the signal from the sky background and T the thermal signal collected by the pixel, respectively, and σ R is the readout noise for one pixel. If equation 5 is applied to the brightest pixel in the image of the object, the result is the Peak NR for that object. The Peak NR is important, as software (or humans) can detect faint objects only if at least the brightest pixel has a NR over some threshold that is set to avoid false detections in the image noise. Usually, a Peak NR of ~3 is considered to be a marginal detection. In other words, this would correspond to the limiting magnitude of the image. For unfiltered or broadband images, the dominant source of noise is usually the sky background, even under very dark skies. With modern, cooled CCDs, the instrumental noise is generally less important, and object noise is only significant for very bright objects. R Figure : Growth of ignal, Noise, and ignal to Noise Ratio with increasing exposure time. Figure shows the growth of ignal, Noise, and ignal to Noise Ratio (NR) with increasing exposure time t. Note that, in this example, the background signal B is stronger than the signal from the object under observation. The background noise is σ B, the object noise is σ. The readout noise is independent of the exposure time and it is therefore not drawn. (For sky-limited exposures, it can practically be neglected.) The signal grows linear with increasing exposure time, as do the background signal B and the thermal signal T. Fortunately, the background noise (σ B = B) and the thermal noise (σ T = T) grow slower. Doubling the exposure time will increase all signals (,B,T) by a factor of, but the noise levels (σ s, σ B, σ T, σ) by a factor of only, so the NR increases by =. With increasing exposure, the faint object will eventually emerge from the noise, even though the background signal is always stronger than the signal from the object in this example. Estimating the ignal to Noise Ratio With a few, mostly very simple calculations, it is possible to estimate the ignal to Noise Ratio that can be expected for a stellar object of known magnitude with a certain equipment. In this chapter, one example is described in some detail. Further examples in the following chapters will be used to compare various telescope setups, and the gain (or loss) in the NR. The telescope used in this example is a 0.6m f/3.3 reflector, with a central obstruction of 0.m. As a detector, a CCD with 4µm square pixels (corresponding to.5 at the focal length of 1.98m), a dark current of one electron per second per pixel, a readout noise of ten electrons per pixel, and a mean quantum efficiency of 70% over the visible and near infrared portion of the spectrum (400nm to 800nm) is used . We assume a stellar object of 0 mag as the target of the observation, the brightness of the sky background to be 18 mag per square arc second, and the FWHM of the stellar image to be 4. In that spectral range, we receive about photons per second per square meter from a star of 0 mag . A difference of 1 mag corresponds to a factor of.5 in the brightness, so there will be only , or about 440 photons per second per square meter from our target. The light collecting area of the 0.6m telescope is 0.5m², so it will accumulate photons in a 100 3 second exposure. With a quantum efficiency of 0.7, this will generate about electrons in the CCD. Assuming that the PF of the object can be described with equation 1, and that the peak brightness is located exactly at the centre of one pixel, this pixel collects about 9% of the total light, or about photons, which will generate 33 electrons in that pixel. The Poisson noise of this signal is 33 ~ 47. In analogy to the stellar flux, we can estimate the flux from the sky background (18 mag per square arc second) to be , or about 748 photons per second per square meter. The telescope therefore collects about photons from each square arc second during the exposure. Each pixel covers 6.5 square arc seconds, and therefore, about photons from the sky background will be collected during the exposure in each pixel. This will generate about electrons, with a Poisson noise of ~ 548 electrons. During the exposure, the dark current will generate 100 electrons in each pixel, and the dark noise is therefore 100 = 10. The readout adds further 10 noise electrons. Using equation 3, the total noise in the brightest pixel can be calculated by adding the object noise in the brightest pixel, the sky noise, the dark noise and the readout noise in quadrature, i.e. (47² + 548² + 10² + 10²) ~ 550. The Peak ignal Noise Ratio is now found to be ~ 4.1. Obviously, the 0 mag object is only marginally detected in this example. Although this is a simplified calculation (e.g., no attempt to correct for atmospheric extinction was made, and no attention was given to the saturation of pixels, etc.), it is still a reasonable estimate. ome further telescope setups will be compared in the next chapters, and the results are compared. All calculations are summarized in table 1 in the Appendix. Exposure Time In the previous chapter, a star of 0 mag is only marginally detected with a 0.6m f/3.3 telescope in a 100 second exposure. In the next example, the exposure time is extended to 600 seconds to increase the ignal Noise Ratio of the object. The calculation, which is summarized as example in table 1 in the Appendix, shows that the NR of the brightest pixels increases from 4.1 to It has been noted previously that increasing the exposure time by a factor of n will raise the NR by a factor of n. In this example, the exposure time has been increased by a factor of 6, and the NR was raised by a factor of 6 ~.45. The limiting magnitude of an image can be defined by the brightness of the stars reaching some minimal NR, for example, 3.0. A factor of.5 in brightness corresponds to one magnitude, which closely matches the increase in NR due to the longer exposure. To increase the limiting magnitude by one full magnitude, the exposure time would have to be extended by a factor of 6.5, i.e., to 65 seconds. Pushing the limiting magnitude down by one more magnitude, another increase by a factor of 6.5 would be necessary: the exposure time would increase to about 3900 seconds, or 65 minutes (figure 3). Figure 3: Relative exposure time required for increasing the limiting magnitude. Telescope Aperture In the next example, we will expand the telescope aperture from 0.6m (as used in the previous examples) to 1.5m, with a central obstruction of 0.5m in diameter and a focal length of 7m. For the environment (sky background, seeing) and the detector, the same values as in the previous examples are used, and a exposure time of 100 second (as in example 1) assumed. The result of the calculation, which is summarized as example 3 in table 1 in the Appendix, is somewhat surprising: Although the 1.5m telescope has 6.5 times more light collecting area than the 0.6m instrument, the Peak NR is now only 3.4. Compared to the Peak NR of 4.1 that was found for the 100 second integration with the 0.6m telescope, this is a loss of ~0. mag in limiting magnitude. How can this be? Due to the long focal length of the telescope, each pixel now covers only Compared to the 0.6m telescope from the previous examples (pixel size.5.5 ), this is only 8% of the area. By combining the increased light collecting power, and the smaller pixel scale, we find that each pixel receives only about times the light collected in one pixel of the CCD by the smaller telescope. As both the light from the object and from the sky background (the dominant source of noise in these examples) drop by the factor of 0.5, the NR should decrease approximately by a factor of ~ 0.7. The true factor found by comparing the NR calculated in examples 1 and 3 is only about 0.8, because the PF is a non-linear function (equation 1), concentrating more light in the centre of the pixel than in the outer regions that were lost due to the smaller angular size of the pixels in that example. Does this mean that it makes no sense to use larger telescopes? Of course not! Apparently, the problem is related to the pixel scale, so pixel binning might be of some help: By using binning (example 4), a Peak NR of 6.4 is obtained, which corresponds to an increase in limiting magnitude of about 0.5 mag as compared to the 0.6m telescope in example 1, or of 0.7 mag as compared to the 1.5m telescope with the CCD used without binning (example 3). caling the FWHM from 4 to (by improving the telescope optics, the focusing, the mechanics or the seeing, if possible in some way) would be even better than binning: The peak NR would grow to 1.7, and the gain 4 in limiting magnitude is about 1. mag, as compared to example 1, or 1.4 mag as compared to example 3. Pixel ize and ampling Apparently, the relative size of the pixel to the FWHM of the stellar images is an important factor in obtaining the highest possible NR. By performing calculations similar to the NR estimates in the previous chapters, it can be shown that the highest Peak NR is obtained when the pixels are about 1. FWHM in size (figure 4). Figure 5: Undersampled (left), critically sampled (center) and oversampled (right) stellar images (top row), and the PF fitted to the image data (bottom row). Error Estimates Figure 4: Variation of peak NR for various pixel scales. The pixel size is measured in units of FWHM. With such large pixels, most of the photons are collected by the single pixel on which the PF of the stellar image is centred, whilst only the fainter, noisy wings of the PF fall on the neighbouring pixels, resulting in a high NR. However, with almost all the light concentrated in a single pixel, it would be very difficult to distinguish real objects from image artefacts (like hot pixels or cosmic ray strikes), and it is impossible to calculate the precise position of the object to sub-pixel accuracy. To retain the information of the objects on the CCD image, the scale must be chosen so that the FWHM of stellar sources spans at least 1.5 to pixels . This scale is called critical sampling, as it preserves just enough information that the original PF can be restored by some software analysing the image. With even larger pixels (i.e., less than 1.5 pixels per FWHM), the PF can not be restored with sufficient precision, and astrometric or photometric data reduction is inaccurate, or not possible at all. This situation is called undersampling. In the other extreme ( oversampling ) the light of the object is spread over many pixels: Although the PF of stellar objects can be restored with high precision in this case, the NR is decreased (figure 5). Critically sampled images will give the highest NR and deepest limiting magnitude possible with a given equipment in a certain exposure time, without loosing important information contained in the image. For applications that demand the highest possible astrometric or photometric precision, one might consider some oversampling. The same is true for pretty pictures, as stars on critically sampled images look rather blocky. Fitting a PF profile to a faint, noisy detection is naturally less precise than for bright stellar images with a high NR (figure 6). Position and brightness calculated for faint detections are therefore expected to be less precise than for bright objects. Figure 6: Gaussian PF fitted to a faint (Peak NR ~4) and a bright (Peak NR ~100) stellar image. The fractional uncertainty of the total flux is simply the reciprocal value of the ignal to Noise Ratio, 1 NR (sometimes also called the Noise to ignal Ration). By converting this uncertainty to magnitudes, we get: PHOT 1 Log(1 + ) = NR Log(.5) σ (6) Here, σ PHOT is the one-sigma random error estimated for the magnitude measured, and NR is the total NR of all pixels involved (e.g., within a synthetic aperture centred on the object). By modifying equation 5, we can find this value from: NR = (7) + n ( B + T +σ ) In this formula, is the total integrated signal from the object in the measurement (i.e., within the aperture), and n is the number of pixels within the aperture. The other quantities are identical to equation 3. It should be noted that, as both and n will change with the diameter of the R 5 aperture, the total NR varies with the diameter of the photometric aperture, so photometry can be optimised by choosing the appropriate aperture . Figure 7: The photometric error (in stellar magnitudes) expected for point-sources up to a NR of 50. Figure 7 shows the expected uncertainty in the magnitude for point sources up to NR 50, as calculated from equation 6. Equation 6 only estimates the random error in photometry due to image noise. It does not account for any systematic errors (like differences in spectral sensitivity of the CCD and the colour band used in the star catalogue) that might affect absolute photometric results. Provided that the stellar images are properly sampled, the astrometric error can be estimated using this equation : σ PF σ AT = (8) NR Here, σ AT is the estimated one-sigma error of the position of the object, σ PF the Gaussian sigma of the PF (as in equation 1), and NR is the Peak ignal to Noise Ratio of the object. Note that σ AT will be expressed in the same units as σ PF (usually arc seconds), and that σ PF can be calculated from FWHM.355. calculated from equation 8. Again, equation 8 only estimates the random error in the stellar centroid due to image noise. It does not account for any systematic errors (introduced by the astrometric reference star catalogue, for example) that might affect absolute astrometric results. Returning to example 1, the astrometric one-sigma error expected for the point source with a Peak ignal to Noise Ratio of 4.1 and a FWHM of 4 can now be estimated to ~0.4, using equation 8. Adopting a photometric aperture with a diameter of 3 FWHM (covering 18 pixels), a total ignal to Noise Ratio of about 3.3 is found by using equation 7. From equation 6, the photometric error is estimated to ~0.3 mag. An astrometric error of ~1 is acceptable, particularly if it is a observation of a minor planet with a uncertain orbital solution or a large sky-plane uncertainty (for example, as in the case of late follow-up or recovery observations). Observations of the light curve of a minor planet usually require a precision of 0.05 mag or better, corresponding to a NR of 0 or higher. Obviously, photometric observations are much more demanding than astrometry. ummary and Conclusions This paper first described the characteristics of a Gaussian Point pread Function, and the sources of noise in the imaging system. A few examples, estimating the ignal to Noise Ratio obtained for faint point sources with various telescope setups, highlighted that environmental conditions, telescope equipment, and CCD detector must harmonise to operate at peak performance. Finally, the astrometric and photometric error expected when measuring faint point sources was estimated. Useful astrometric results can be obtained even for very faint targets at the limit of detection, particularly if the skyplane uncertainty for the object under observation is large. For photometric studies, a higher NR is desirable. References 1. Auer, L. H.; van Altena, W. F.: Digital image centering II, Astronomical Journal, 83, (1978). cientific Imaging Technologes, Inc: ITe cientific-grade CCD 3. Berry, R; Burnell, J.: The Handbook of Astronomical Image Processing, Willmann-Bell, Inc. (000) 4. Howell,. B.; Koehn, B; Bowell, E.; Hoffman, M.: Detection and Measurement of poorly sampled Point ources images with -D Arrays, The Astronomical Journal, 11, (1996) 5. Naylor, T.: An optimal extraction algorithm for imaging photometry, Monthly Notices of the Royal Astronomical ociety, 96, (1998) Figure 8: The astrometric error (in units of the FWHM) expected for point-sources up to a Peak NR of 50. Figure 8 shows the expected uncertainty in the position (in units of FWHM) for point sources up to NR 50, as 6. Neuschaefer, L. W.; Windhorst, R.A.: Observation and Reduction Methods of deep Palomar 00 inch 4-hooter Mosaics, The Astrophysical Journal upplement eries, 96, (1995) 6 Appendix ignal to Noise Ratio Estimation Example 1 Example Example 3 Example 4 Example 5 Telescope Mirror Diameter 0.60 m 0.60 m 1.50 m 1.50 m 1.50 m Obstruction 0.0 m 0.0 m 0.50 m 0.50 m 0.50 m Light Collecting Area 0.5 m² 0.5 m² 1.57 m² 1.57 m² 1.57 m² Local Length 1.98 m 1.98 m 7.00 m 7.00 m 7.00 m Focal Ratio Detector Pixel ize 4 µm 4 µm 4 µm 48 µm 4 µm Pixel cale.50 /Pixel.50 /Pixel 0.71 /Pixel 1.4 /Pixel 0.71 /Pixel Dark Current 1 e /s/pixel 1 e /s/pixel 1 e /s/pixel 4 e /s/pixel 1 e /s/pixel Readout Noise 10 e 10 e 10 e 0 e 10 e Quantum Efficiency 70 % 70 % 70 % 70 % 70 % Integration Time 100 s 600 s 100 s 100 s 100 s Object and ky Object Magnitude 0 mag 0 mag 0 mag 0 mag 0 mag ky Background 18 mag / 18 mag / 18 mag / 19 mag / 19 mag / FWHM NR Calculation Object Flux 11'000 γ γ γ γ γ Object ignal e e e e e hare for central Pixel Object Flux in centr. Pixel γ γ γ γ γ Object ignal in centr. Pixel 33 e e e 5 09 e 5 09 e Object Noise in centr. Pixel 47 e 116 e 36 e 71 e 71 e Background Flux γ/pixel ' γ/pixel γ/pixel γ/pixel γ/pixel Background ignal e /pixel e /pixel e /pixel e /pixel e /pixel Background Noise 548 e /pixel 134 e /pixel 390 e /pixel 780 e /pixel 390 e /pixel Dark Current 100 e /pixel 600 e /pixel 100 e /pixel 400 e /pixel 100 e /pixel Dark Noise 10 e /pixel 5 e /pixel 10 e /pixel 0 e /pixel 10 e /pixel Noise in centr. Pixel 550 e 134 e 39 e 783 e 397 e Peak NR Table 1: ummary of the NR calculations mentioned in the text. Example 1 is described in some detail in the paper. Note that, for example 4, the pixel size listed in the table is not the physical size, but the site of the binned pixel, and all other data refer to the binned pixel.

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http://www.solutioninn.com/as-an-investor-would-you-rather-invest-in-a-firm

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Question: As an investor would you rather invest in a firm As an investor, would you rather invest in a firm that has a policy of maintaining (1) a constant payout ratio, (2) a stable, predictable dividend per share with a target dividend growth rate, or (3) a constant regular quarterly dividend plus a year-end extra payment when earnings are sufficiently high or corporate investment needs sufficiently low? Explain your answer, stating how these policies would affect your required rate of return, rs. Also, discuss how your answer might change if you were a student, a 50-year-old professional with peak earnings, or a retiree. Answer to relevant QuestionsAssume that asymmetric information exists in the financial markets. If a firm’searnings fluctuate every year, everything else being equal, which of the dividendpolicies discussed in the chapter should be followed to ...a. Given the following information, calculate the expected value for Firm C’s EPS. E(EPSA) = $5.10 and σA = $3.61; E(EPSB) = $4.20 and σB = $2.96; and σC = $4.11.b. Discuss the relative riskiness of the three ...Use the model in File C14 to work this problem.a. Rework Problem 14-13, assuming that the old long-term debt will not remain outstanding, but rather must be refinanced at the new long-term interest rate of 12 percent. What ...Describe the cash conversion cycle. How can a financial manager use knowledge of the cash conversion cycle to better manage the firm’s working capital?Wally’s Motors generally has inventory that equals $48 million. If the inventory turnover for the company is 8, what is its (a) Inventory conversion period (b) Cost of goods sold? Post your question

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https://maths.anu.edu.au/news-events/events/hardy-spaces-fourier-integral-operators-and-local-smoothing

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Hardy spaces for Fourier integral operators and local smoothing The PDE & Analysis seminar covers topics in PDE and analysis. The local smoothing conjecture for the Euclidean wave equation is a major open problem in harmonic analysis. In this talk I will discuss some recent work connecting local smoothing estimates and invariant spaces for Fourier integral operators. The resulting estimates improve or complement those in the local smoothing conjecture, and they are essentially sharp. I will also indicate how local smoothing estimates can be used to obtain new wellposedness results for nonlinear wave equations with slowly decaying initial data. This talk is based on joint work with Robert Schippa (Karlsruhe Institute of Technology), and Naijia Liu, Liang Song and Lixin Yan (Sun Yat-Sen University). Seminar Room 1.33 Hanna Neumann Building 145

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https://books.google.com/books/about/McGraw_Hill_s_500_College_Precalculus_Qu.html?id=X3DnzgwBDkkC&hl=en

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McGraw-Hill's 500 College Precalculus Questions: Ace Your College Exams: 3 Reading Tests + 3 Writing Tests + 3 Mathematics Tests Sharpen your skills and prepare for your precalculus exam with a wealth of essential facts in a quick-and-easy Q&A format! Get the question-and-answer practice you need with McGraw-Hill's 500 College Precalculus Questions. Organized for easy reference and intensive practice, the questions cover all essential precalculus topics and include detailed answer explanations. Prepare for exam day with: What people are saying - Write a review Precalculus Function Skills Graphs of Functions Linear and Quadratic Functions Equations and Inequalities Polynomial and Rational Functions Exponential Logarithmic and Other Common Functions Matrices and Systems of Linear Equations Sequences Series and Mathematical Induction

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http://asktheprof.blogspot.com/2012/12/follow-up-on-measuring-utility.html

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Hi, thanks for that Professor. IMO Utility does describe the feeling, or at least the “something” that kicks-in mentally, particularly with ""money"" based decisions - when you know (or don’t) you are detaching yourself from the wholly rational course of action (expected return) to take the money on the table offered, or a sum offered with certainty that is just enough of a push - for you to cash in your chips. Where I’m stuck – is that there is a load of books and research about the abstract pro’s and cons – but I can’t find anything anywhere on the net that explains just how to go about discovering how to assess yourself (e.g. a clear example from the grass up). If you took the standard expected utility theory at face value, then you would approximate the utility function locally with a quadratic. The benefit of doing that is you get that for small gambles around the mean, the theory says the risk premium should be the Arrow-Pratt measure of absolute risk aversion at the mean, r, times the variance of the gamble. For example suppose you face the gamble of $1,001 with probability .5 and $999 with probability .5, so the mean is $1,000 and the variance of this gamble is $1, which is small relative to the mean. You then try to elicit what amount of money for certain would make the person indifferent between having that or having the gamble. Suppose you find the certainty equivalent determined experimentally is $999.60. So in this case the risk premium is $.40 and hence the inferred Arrow-Pratt measure of absolute risk aversion is .4. Now if you do this seriously, you would like to see whether the theory is really confirmed. So you might try other small gambles with mean $1000. For example you might consider the gamble (a) of $1001 with probability .8 and $996 with probability .2 as well as the gamble (b) of $1004 with probability .2 and $999 with probability .8. Each of these gambles has the same variance, $4. So ahead of time you might guess based on what you discovered before that the measured risk premium would be $1.60, which must be the case if the formula in the first paragraph held exactly and you measured the risk premium perfectly in the previous experiment. You might get something close to that for the gamble (a) but you definitely won't for gamble (b) because that says the certainty equivalent is $998.40, which is lower than the $999, what is attained in the lower income state. There are two possible source of error here: (1) measurement of the risk premium in the first experiment and (2) the formula that relates risk premium to the Arrow-Pratt measure and the variance of the gamble. The second error becomes less as the variance gets smaller but the first error gets bigger that way. So even if you take the theory as fully correct, you will have issues in measuring the utility function. Let me make one more point on this. The psychologist Daniel Kahneman, winner of the Nobel Prize in Economics, has shown that the standard expected utility theory is wrong and that something else called Prospect Theory is closer to how we actually behave. In that a reference point matters for evaluating gambles and then whether the outcome is a win with respect to the reference point (where the individual is then risk averse) or a loss with respect to the reference point (where the individual is then risk seeking). Put another way, the utility function for Prospect Theory is convex-concave, with an inflection point at the reference point. If you find this interesting you might read Kahneman's recent book, Thinking Fast and Slow.

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http://plati.us/buy/2032841

math

Solution of D2 18. The drum mass of 600 kg and a radius of 80 cm is rotated from the rest Mj = constant torque 500 Nm. This drum is experiencing resistance force, which currently M2 = bw2. The drum is considered uniform drive. Determine the angular velocity of the drum at a point in time when it is rotated at an angle of F = 4l pleased. Right after the payment you receive a link to the archive with the solution of the problem in theoretical mechanics A2 B18 (condition 18) in the test book "theoretical mechanics" Dievskaya VA Malyshev IA 2009 for university students. The decision is decorated in a format word (typed or hand-written decision in a Word), packed to the archive zip (open on any PC). After checking the solutions I would be very grateful if you leave your positive feedback. No feedback yet

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CC-MAIN-2019-09

https://forum.ansys.com/forums/reply/122984/

math

Hi, a buckling problem can be solved using classic Euler beam theory, where the bending moment of a cross section and deformation in the lateral direction follows a second order different equation. M = -Py = EIy''By solving this equation and apply the boundary conditions, one can obtain the critical load for a simply supported column at two ends:P_cr = EI*pi^2/L^2,where E is the Young's modulus, I is the moment of inertia of the cross section and L is the column length. Please Login to Report Topic Please Login to Share Feed New Post - Reply To: Simulation failing due to structural instability

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CC-MAIN-2022-49

https://tbiomed.biomedcentral.com/articles/10.1186/1742-4682-3-16/comments

math

On exponential or bilinear cell growth during division cycle Stephen Cooper, University of Michigan Medical School 16 May 2006 An alternative view of the problem is presented in a previously published paper (Cooper, S. 2006 Distinguishing between linear and exponential cell growth during the division cycle: Single-cell studies, cell-culture studies, and the object of cell-cycle research. Theoretical Biology and Medical Modeling.http://www.tbiomed.com/content/3/1/10). When comparing the two papers the following points should be noted:First, the Buchwald-Sveiczer paper analyzes the data on only two cells. The previously published paper (Cooper, 2006) pointed out that it is not correct to use the data on only two cells to describe a general rule, particularly when the original data was selected from a larger number of cells. Until a complete presentation of all cells are given, it has been argued (Cooper, 2006) that artifacts in cell growth on a solid surface may give the published results of Buchwald and Sveiczer, To be more precise, it is not argued that the data of Buchwald-Sveiczer is incorrect, but that it is merely the result of two cells and these two cells are not necessarily representative of cell growth of all cells in the culture. Second, Buchwald and Sveizer do not deal with the more important analysis of the biochemical basis for deciding between exponential and bilinear growth. A reading of both papers side-by-side will illuminate the problem.Third, the postulation of gene dosage by Buchwald and Sveiczer is difficult to accept as merely increasing the rate of production of some cell product is not expected to lead to a doubling in the rate of cell growth. For example, if growth is depending on the activity of the protein synthesizing system (ribosomes, tRNAs, RNA polymerases, etc.) it is difficult to know how a doubling in the rate of production of some cell product could lead to a doubling in the rate of protein synthesis. Rather, one would expect, for any gene-dosage model, that there would only be a slow change in the rate of protein synthesis. A similar problem exists if one postulates cell-cycle dependent changes in protein breakdown or turnover.Finally, there is ample experimental evidence supporting exponential growth during the division cycle, and this is summarized by Cooper (2006).It is of interest to note that Buchwald and Sveiczer write that "...the statistical evidence suggesting a bilinear dependence rather than an exponential one is not strong enough to favor one model unequivocally over the other." I strongly agree with this statement. Given the limited set of data (two cells), and the theoretical problems as described in detail by Cooper (2006), I suggest, as I have written previously, that cells grow exponentially during the division cycle. Competing interests There are no competing interests.

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CC-MAIN-2022-33

https://brainmass.com/statistics/quantative-analysis-of-data/quartiles-stem-leaf-plots-21334

math

Students collected data for a project for statistics class, and were asked to find the mean, median, mode, range, upper quartile, lower quartile, interquartile range, and standard deviation. Then, they were asked to plot the data in a stem-and-leaf plot, dot plot, histogram, and box-and-whisker plot. Explain how the students would calculate quartiles and why different methods produced slightly different results. Give an example. Students collected data for a project for statistics class, and were asked to find the mean, median, mode, range, upper quartile, lower quartile, interquartile range, and standard deviation. Then, they were asked to plot the data in a stem-and-leaf plot, dot plot, histogram, and box-and-whisker plot. Explain how the students would calculate quartiles and why different methods produced slightly different results. Give an example. Quartiles are simple in concept but can be complicated in execution. The concept of quartiles is that you arrange the data in ascending order and divide it into four roughly equal parts. The upper quartile is the part containing the highest data values, the upper middle quartile is the part containing the next-highest data values, the lower quartile is the part containing the lowest data values, while the lower middle quartile is the part containing the next- lowest data values. Here's where it starts to get confusing. The terms 'quartile', 'upper quartile' and 'lower quartile' each have two meanings. One definition refers to the subset of all data values in each of those parts. For example, if I say "my score was in the upper quartile on that math test", I mean that my score was one of the values in the upper quartile subset (i.e. the top 25% of all scores on that test). But the terms can also refer to cut-off values between the subsets. The 'upper quartile' (sometimes labeled Q3 or UQ) can refer to a cut-off value between the upper quartile subset and the upper middle quartile subset. Similarly, the 'lower quartile' (sometimes labeled Q1 or LQ) can refer to a cut-off value between the lower quartile subset and the lower middle quartile subset. The term 'quartiles' is sometimes used to collectively refer to these values plus the median (which is the cut-off value between the upper middle quartile subset and the lower middle quartile subset). John Tukey, the statistician who invented the box-and- whisker plot, referred to these cut-off values as 'hinges' to avoid confusion. Unfortunately, not everyone followed his lead on that. It gets worse. Statisticians don't agree on whether the ... By example, this solution defines the concept of quartiles. It also explains how researchers can calculate quartiles using different methods e.g. mean, mode, etc. and why different methods produced slightly different results Statistics: Arranging Data, Quartiles, Box plot, Mean Problems are attached. 16. Millionaires: The ages of the 36 millionaires sampled are arranged in increasing order in the following table. 31 38 39 39 42 42 45 47 48 48 48 52 52 53 54 55 57 59 60 61 64 64 66 66 67 68 68 69 71 71 74 75 77 79 79 79 a. Determine the quartiles for the data. b. Obtain and interpret the interquartile range. c. Find and interpret the five number summary. d. Calculate the lower and upper limits. e. Identify potential outliers, if any. f. Construct and interpret a boxplot and, if appropriate, a modified boxplot. 18. Gasoline prices. The US Energy Information Administration reports figures on retail gasoline prices in the Monthly Energy Review. Data are obtained by sampling 10,000 gasoline service stations from a total of more than 185,000. For the 10,000 stations sampled in June 2003, the mean price per gallon for unleaded regular gasoline was $1.49. a. Is the mean price given here a sample mean or a population mean? Explain your answer. b. What letter or symbol would you use to designate the mean of $1.49? c. Is the mean price given here a statistic or a parameter? Explain your answer. 20. Millionaires. Refer to date in problem 16. Use the technology of your choice to obtain a. a modified boxplot for the data. b. the five number summary of the data.

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CC-MAIN-2018-51

http://armyengineer.tpub.com/TC-9-62/TC-9-620212.htm

math

5-52. Remember that efficiency and impedance are important in amplifiers. have been shown that any amplifier is a current-control device. Now there are two other principles you need to know. The first principle is that there is no such thing as "something for nothing" in electronics. That means that every time you do something to a signal it costs something. It might mean a loss in fidelity to get high power. Some other compromise might also be made when a circuit is designed. Regardless of the compromise, every stage will require and use power. The second principle is "do things as efficiently as possible". The improvement and design of electronic circuits is an attempt to do things as cheaply as possible, in terms of power, when all the other requirements (fidelity, power output, frequency range, and so forth) have been met. 5-53. The most efficient device is the one that does the job with the least loss of power. One of the largest losses of power is caused by impedance differences between the output of one circuit and the input of the next circuit. Perhaps the best way to think of an impedance difference (mismatch) between circuits is to think of different-sized water pipes. If you try to connect a one-inch water pipe to a two-inch water pipe without an adapter you will lose water. An impedance-matching device is like that adapter. It allows the connection of two devices with different impedances without the loss of power. 5-54. Figure 5-12 shows two circuits connected together. Circuit number 1 can be considered as an AC source (ES) whose output impedance is represented by a resistor (R1). It can be considered as an AC source because the output signal is an AC voltage and comes from circuit number 1 through the output impedance. A resistor in series with the source represents the input impedance of circuit number 2. The resistance is shown as variable to show what will happen as the input impedance of circuit number 2 is changed. The chart below the circuit shows the effect of a change in the input impedance of circuit number 2 (R2) on current (I), signal voltage developed at the input of circuit number 2 (ER2), the power at the output of circuit number 1 (PR1), and the power at the input to circuit number 5-55. Two other important facts are shown in this chart. First, the power at the input to circuit number 2 is greatest when the impedances are equal (matched). The power is also equal at the output of circuit number 1 and the input of circuit number 2 when the impedance is matched. Second, the largest voltage signal is developed at the input to circuit number 2 when its input impedance is much larger than the output impedance of circuit number 1. However, the power at the input of circuit number 2 is very low under these conditions. So you must decide what conditions you want in coupling two circuits together and select the components appropriately. Two important points to remember about impedance matching are as follows: Maximum power transfer requires matched impedance. To get maximum voltage at the input of a circuit requires an intentional impedance mismatch with the circuit that is providing the input signal. 23 June 2005

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CC-MAIN-2021-17

http://bookofrar.win/casino-spiele-kostenlos/statistics-expected-value-calculator.php

math

The term expected value refers to the logic that over the long term of doing an experiment multiple times, you would " expect" this number. Expected Value (i.e., Mean) of a Discrete Random Variable . would calculate the standard deviation for this discrete distribution by first calculating the variance. In statistics and probability analysis, expected value is calculated by multiplying By calculating expected values, investors can choose the scenario that is most. Comparing Two Groups Lesson Dictionary Term Of The Day. For example, EV applies well to gambling situations to describe expected results for thousands of gamblers per day, repeated day after day after rtl text online. If you prefer an online interactive environment to learn R and statistics, this free R Tutorial by Datacamp is a great way to get started. I too agree, sometimes the biggest challenge is to know where to plug in the numbers in the equation. VideoFinding the Expected Value and Standar Deviation with the TI 84 Calculator Charges: Statistics expected value calculator |WINTER WONDERLAND HYDE PARK VOUCHERS||In this way, you can see that the expected value is the future mean poker dice rules mean in advance. Popular Calculators Derivative Calculator Inverse of Matrix Calculator Compound Interest Calculator Pregnancy Calculator Online. Half of the time, the value of the first roll will be below the EV of 3. How to Calculate Percent Deviation. Expected Value Calculator was last modified: Knowing the expected value is not the only important characteristic one may want to know about a set of discrete numbers:| |Statistics expected value calculator||Portugal primeira liga table| |Play free casino games book of ra||Other times, in the case of a model, you may need to assign a value or score that represents monetary amounts. Back to Top Find an Expected Value for a Discrete Random Variable You can think of an expected value as a meanor averagefor a probability distribution. Calculate the sum of the products. Because of the law of large numbersthe average value of the variable converges to cool online id EV as the number of repetitions approaches infinity. This is a relatively simple gambling game.|

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CC-MAIN-2018-22

https://fr.slideshare.net/robtownsend/14-4-simple-machines-a-presentation

math

1. 14.4 Simple Machines What are the Six types of simple Machines? What determines the mechanical advantage of the six types of simple machines? http://www.nvsd44.bc.ca/sites/ReportsViewOnePopM.asp?RID=3812 http://www.uark.edu/depts/aeedhp/agscience/simpmach.htm Compound Machine Simple Machines 5. Fulcrum is between EF (effort) and RF (load) Effort moves farther than Resistance. Multiplies EF and changes its direction 7. RF (load) is between fulcrum and EF Effort moves farther than Resistance. Multiplies EF, but does not change its direction 9. EF is between fulcrum and RF (load) Does not multiply force Resistance moves farther than Effort. Multiplies the distance the effort force travels 14. MA of an screw can be calculated by dividing the number of turns per inch.

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CC-MAIN-2023-40

https://repositories.lib.utexas.edu/handle/2152/12/discover?field=department&filtertype_0=subject&filter_relational_operator_0=equals&filter_0=physics%2C+applied&filtertype=department&filter_relational_operator=equals&filter=Mathematics

math

Now showing items 1-3 of 3 A Conservative Discontinuous Galerkin Scheme With O(N-2) Operations In Computing Boltzmann Collision Weight Matrix In the present work, we propose a deterministic numerical solver for the homogeneous Boltzmann equation based on Discontinuous Galerkin (DG) methods. The weak form of the collision operator is approximated by a quadratic ... A Fast Conservative Spectral Solver For The Nonlinear Boltzmann Collision Operator We present a conservative spectral method for the fully nonlinear Boltzmann collision operator based on the weighted convolution structure in Fourier space developed by Gamba and Tharkabhushnanam.. This method can simulate ... Fast Hybrid Algorithms For High Frequency Scattering This paper deals with numerical methods for high frequency wave scattering. It introduces a new hybrid technique that couples a directional fast multipole method for a subsection of it scattering surface to an asymptotic ...

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CC-MAIN-2023-14

https://math.answers.com/geometry/What_is_the_volume_of_1cm_x_1cm_squared_of_air

math

the volume of a cylinder is (pi)r squared times the height, same as a circle but plus the height so the answer here would be ((pi) x 1) squared x 5. or 5 pi squared If you know the height and volume of the cylinder than you can find the radius. You also have to know the formula for volume 'V', which is pi multiplied by both the radius 'r 'squared and the height 'h', or V is equal to pi x r squared x h. The height h is equal to the volume divided by the radius squared and pi. Volume = (length x width) x (height) = (base area) x (height) = (56 x 6) = 336 cubic inches actual size in inches = 6.1 inches x 8.89 inches24mm * 1cm/10mm * 2.54 inches/1cm= 60.96/10= 6.1 inches35mm * 1cm/10mm * 2.54 inches/1cm= 88.9/10= 8.89 inches That is 6 cc. 1cm2= 1cm x 1cm1cm= 10mm10mm x 10mm=100mmThere for : 1cm2=100mm"Answered by: Mohammed Inaizi07/04/08______________________________________________________________________ 3cm x 6cm x 1cm = 18 cm3 A cubic centimetre is a measure of volume. For example: a cube measuring 1cm x 1cm x 1cm = 1 cubic centimetre. If the shape is a cuboid, then the volume is 6 cubic centimetres. Volume of a cube = (side × side × side) cubic units. V=1cm x 1cm x 1cm V = 1cm^3 Think about this as a dice. The dice is 1cm x 1cm x 1cm. The volume of the dice is 1 x 1 x 1. The sides of the dice are 1x1 How many sides on a cube? 6 x 1 x 1 = 6cm Surface area = 6cm Then make that into a ratio, sorry I forgot that part of the question: surface area is 6 Volume is 1 so 6:1 density = mass / volume volume of cube = 1cm x 1cm x 1cm = 1cm3 density = 0.8g / 1cm3 = 0.8g/cm3 The volume is answered in cubic centimeters, which is typed out like this 1cm*5cm*6cm = 30 cm3 no - imagine 60 tiny 1cm x 1cm x 1cm cubes. Then imagine you have 60 of them. That many tiny cubes does not fill a whole backpack. 2mm = 0.0787 inches (2mm x 1cm/10mm x 1inch/2.54cm) 0.0787 squared = 0.0062 square inches

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CC-MAIN-2022-40

https://ask.cvxr.com/t/can-i-use-cvx-to-solve-a-nonconvex-problem-in-my-model-there-is-a-x-y-phrase/974

math

can I use CVX to solve a nonconvex problem? In my model, there is a x*y phrase In general no. But if you show the entirety of the model, perhaps there’s a way of reformulating it as a convex problem which follows CVX’s DCP rule. Or barring that, as an MIDCP.

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CC-MAIN-2023-14

https://ximera.osu.edu/math/combinatorics/combinatoricsBook/combinatoricsBook/combinatorics/binomialTheorem/binomialTheorem

math

We explore the Binomial Theorem. - Let and consider the coefficient of the term in the expansion of . According to the distributive property, both terms in each factor multiply both of the terms in each of the other factors. Hence, the coefficient sought is the number of ways to select of the (and hence simultaneously of the ) from the factors. Since the order of the selection is not important, we seek the number of combinations of objects, taken at a time, i.e., . Pascal’s Triangle contains the binomial coefficients arranged in a triangular array. From Pascal’s Identity, each number in the interior of the triangle is the sum of the two numbers above it. Try to write the next 3 rows of Pascal’s Triangle for yourself. Pascal’s Triangle can be used to expand a binomial expression. The term involving will have the form Thus, the coefficient of is b) Find the coefficient of in the expansion of c) Find the coefficient of in the expansion of If we substitute and , the Binomial Theorem gives, which simplifies to the identity in question. If we substitute and , the Binomial Theorem gives, Rewriting as we arrive at and it’s derivative, Evaluating we have Hence, We close this section by examining the function . According to the Binomial Theorem, Observe that the coefficient of in is the binomial coefficient . Polynomial functions (and power series functions) whose coefficients contain combinatorial information are known as generating functions. We will study generating functions in chapter 4.

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CC-MAIN-2024-10

https://www.marketremarks.com/2015/01/20/real-and-nominal-rates-of-interest/

math

Interest rates have real implications in the investment world. So does the forecast about them, hence, it pays to understand the concept of interest rates. There are three fundamental factors that impact the interest rates: - Supply – this is the funds available with the savers, primarily households - Demand – the demand for funds by the businesses to finance business activities - Government’s net supply and/or demand for funds Before we see their relationships, we need to distinguish between the nominal interest rate and the real interest rate. Nominal interest rate is the growth rate of money. In the case of interest-earning certificate of deposit (CD), it is the interest rate that the bank pays to the depositor. The real interest rate is the growth rate of the purchasing power, which is influenced by the rate of inflation. Let’s say: r = real rate of interest; R is the nominal rate if interest; and i is the inflation rate then 1 + r = ( 1 + R) / ( 1+ i ) or r = ( R – i ) / ( 1+ i ) However, r = R – i, is the commonly used formula but it overstates the interest rate by a factor of (1+ i). For example, if the interest for the CD is 6% and the rate of inflation is 3% then using the commonly used formula we will get the real rate of interest as 3% = 6% – 3%. But using the exact formula we will get the real rate of interest as 2.91% = (0.06 – 0.03) / ( 1 + 0.03 ). So the approximate formula overstates by 0.9%; however, in case of continuously compounded rate, it equals the exact formula. In the accompanying figure, the horizontal axis represents the interest rate and the horizontal axis represents the quantity of funds. The figure shows downward-sloping demand curve and upward-sloping supply curve. The supply curve slopes up from left to right because at the higher interest rate the supply of funds will be greater. The assumption is that at higher interest the savers will get more value out of investing than the consumption of funds. The demand curve is downward sloping because at higher interest rate, businesses will reduce their borrowing and will increase borrowing at a lower interest rate. The equilibrium is at the intersection of the supply and demand curve, the point E. The government (and the central banks) can shift the supply and demand curve through their fiscal and monetary policies. For example, an increase in government deficit will increase the demand for funds, thus shifting the demand curve to right and the new equilibrium point will be E’. Similarly, the central bank can shift the demand-curve to the right through expansionary monetary policy. On the other hand, a budget surplus by the government and contraction-ary monetary policy by the central bank will shift the demand curve to the left and decrease the interest rate. Investors are concerned with the real return or the increase in their purchasing power. Hence during periods of higher inflation, they expect higher nominal rate of interest. Irving Fisher argued that the nominal rate should ought to increase in equal proportion to the expected inflation rate. So if E(i) denote the current expectation of inflation rate then: R = r + E(i). Below is the current market expectation of inflation, as embodied in the 5-year break-even. The sharply falling inflation expectation indicated that the nominal rate of interest will not rise – at least not in the near future.

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CC-MAIN-2020-40

http://mathandflash.com/2010/09/

math

How many triangles are there in this figure ? Find the next number in the series: 1/2,1,2,5. 10,20,50, 100,? A bit harder than usual for a quickie. Find the missing numbers in 10,11,12,13,14,15,16,17,20,22,24,?, 100, 121,? Right, now for a problem that is well within the scope of those of you with micros, or even programmable calculators. If you divided 2519 by 10, there is a remainder of 9. If you divide 2519 by 9, there is a remainder of 8. If you divide 2519 by 8, there is a remainder of 7, and so on. Can you find two other numbers with the same property?

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CC-MAIN-2017-17

https://en.khanacademy.org/math/arithmetic-home/arith-review-fractions/arith-comparing-fractions/v/comparing-fractions

math

Arithmetic (all content) - Comparing fractions with > and < symbols - Comparing fractions with like numerators and denominators - Compare fractions with the same numerator or denominator - Comparing fractions - Comparing fractions 2 (unlike denominators) - Compare fractions with different numerators and denominators - Comparing and ordering fractions - Ordering fractions - Order fractions Comparing Fractions. Created by Sal Khan and Monterey Institute for Technology and Education. Want to join the conversation? - Why did Sal, in the 54/81 problem at1:51make a dot, erase it, and then write x?(115 votes) - well, the reason he did that because in some school districs they teach their students that a dot means to multiply (x). Its like a little easier shorter thing for them to write. If you have any more questions just ask me! :D(13 votes) - Can't you simplify fractions even though you, like can't? Take 5/12, for example. Can't you simplify that using what you know about decimals? 🤔🤔🤔(1 vote) - You can convert a simplified fraction to a decimal, but you cannot make a simplified fraction into an even more simplified fraction.(5 votes) - Why would u have to do the 9 divided by 9 if u dont actually use it?(1 vote) - You very well might need the fraction 9/9. It may be equal to 1, but it has straightforward applications. You are splitting 9 gumballs among 9 friends? How many gumballs does each friend get? The answer is one, because 9/9 = 1.(5 votes) - 24367/6 in lowest tearms(3 votes) - 5 Goes equally into both 30 and 45 and is less than 15, so why didn't he use 5?(3 votes) - Because by using the GREATEST of the common factors, you end up with the fraction in its lowest terms. 5 would not have accomplished that.(1 vote) - Do you have to make the denominators the same to find the comparison?(2 votes) - Not always. There are several ways to compare fractions. The most general method, that always works for any fractions, is to change to equivalent fractions with a common denominator and then compare the numerators. This works because you are expressing both numbers with a common unit (like halves, thirds, fourths, etc.), and then seeing which has more of that unit. If fractions have the same numerator, you can reason about which is bigger: 3/4 or 3/5? A denominator of 5 means a whole has been cut into 5 equal pieces, while 4 means a SAME size whole has been cut into 4 equal pieces. Which piece would be bigger? It makes sense that more pieces means that each piece will be smaller, right? So 1/5 is smaller than 1/4, which means that 3/5 is less than 3/4 - you have the same number of pieces but each piece is smaller. Another method is to see if you can compare fractions to 1/2 or to 1. For example, which is bigger, 3/5 or 5/12? Well, 3/5 is more than 1/2 (if you had to fairly share 5 cookies with your brother, you would each get 1/2 of 5, or 2 and 1/2 cookies), but 5/12 is less than 1/2 (if you were sharing 12 cookies with your brother you would each get 6). So 3/5 is greater than 5/12. Another example, which is greater 4/5 or 5/6? They are each missing one unit to get to 1. But how close is each to 1? 4/5 is 1/5 away from 1 5/6 is 1/6 away from 1. But we know that 1/5 is bigger than 1/6, so 4/5 is farther away from one than 5/6. Since 5/6 is closer to 1, then it is bigger.(3 votes) - Your videos are amazing and actually help me learn! The only thing that, well it doesn't bother me I just thought I should bring it up is that i'm not from the US i'm from the UK and sometimes things that you learn in America is different to things that i learn. :'D(2 votes) Determine whether 30/45 and 54/81 are equivalent fractions. Well, the easiest way I can think of doing this is to put both of these fractions into lowest possible terms, and then if they're the same fraction, then they're equivalent. So 30/45, what's the largest factor of both 30 and 45? 15 will go into 30. It'll also go into 45. So this is the same thing. 30 is 2 times 15 and 45 is 3 times 15. So we can divide both the numerator and the denominator by 15. So if we divide both the numerator and the denominator by 15, what happens? Well, this 15 divided by 15, they cancel out, this 15 divided by 15 cancel out, and we'll just be left with 2/3. So 30/45 is the same thing as 2/3. It's equivalent to 2/3. 2/3 is in lowest possible terms, or simplified form, however you want to think about it. Now, let's try to do 54/81. Now, let's see. Nothing really jumps out at me. Let's see, 9 is divisible into both of these. We could write 54 as being 6 times 9, and 81 is the same thing as 9 times 9. You can divide the numerator and the denominator by 9. So we could divide both of them by 9. 9 divided by 9 is 1, 9 divided by 9 is 1, so we get this as being equal to 6/9. Now, let's see. 6 is the same thing as 2 times 3. 9 is the same thing as 3 times 3. We could just cancel these 3's out, or you could imagine this is the same thing as dividing both the numerator and the denominator by 3, or multiplying both the numerator and the denominator by 1/3. These are all equivalent. I could write divide by 3 or multiply by 1/3. Actually, let me write divide by 3. Let me write divide by 3 for now. I don't want to assume you know how to multiply fractions, because we're going to learn that in the future. So we're going to divide by 3. 3 divided by 3 is just 1. 3 divided by 3 is 1, and you're left with 2/3. So both of these fractions, when you simplify them, when you put them in simplified form, both end up being 2/3, so they are equivalent fractions.

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CC-MAIN-2023-50

https://priberam.com/sss-separation-of-synchronous-sources/

math

The problem of separating synchronous sources (SSS) is a case of blind source separation (BSS) where independence of the sources is not satisfied. In SSS, the sources are assumed to be complex-valued, and different sources are phase-locked, which means that the relative phase lag between two sources is not uniform in [0,2*pi[. For this reason, the typical independent component analysis (ICA) tools are theoretically not applicable, and experiments show that they perform poorly in this task. In the SSS model, we assume that the phase lag between any two sources is constant. The only important assumption regarding the amplitudes of the sources is linear independence, although some nice results can be proven if the amplitudes are statistically independent. In this talk, I’ll start by briefly discussing ICA, since it is relatively familiar in the Machine Learning community. I will then formulate the problem of SSS and detail the similarities and differences to the ICA problem. Afterwards, I will present two algorithms that were developed to tackle this problem, along with some nice theoretical properties of those algorithms. We will visit some very simple optimization problems and a little bit of complex algebra. Nothing complicated, I promise! I will finalize by presenting some simulated results, on 1) data which exactly follows the SSS model, and 2) data which deviates from the SSS model.

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CC-MAIN-2024-18

https://www.wyzant.com/resources/answers/748397/how-many-pounds-of-type-a-coffee-did-she-use

math

For questions like this, start by just writing what the problem is asking into algebraic notation. First, let's look at the fact that 144 pounds of blend were made. Let "a" be the pounds of coffee A and "b" be pounds of coffee B. Since the blend is made up of both types, a + b = 144 Next, let's look at prices. The total price is $752.45. This price is made up from the prices of the two types, which is just the price per pound times the number of pounds of coffee. We already have "a" and "b" to symbolize the number of pounds, so we get: $4.45a + 5.90b = $752.45 When ever you see two equations with two variables, you should immediately think about if you can use substitution. The first equation looks easier to deal with, so let's use that for the substitution. We can solve for either b or a. The question only asks for how many pounds of type A, so let's solve for b, so we can get rid of that variable when we do the substitution. b = 144 - a Now you can substitute that into the second equation: $4.45a + $5.90(144 - a) = $752.45 Now just multiply out and simplify: $4.45a + $849.6 - $5.90a = $752.45 -$1.45a + $849.6 = $752.45 subtract $849.6 from both sides -$1.45a = -$97.15 divide by -$1.45: notice that the dollar unit and the negative sign go away a = 67 Keep in mind, that I could have solved for a first and substituted that into the second equation to find b, then use that value in the first equation to find a. I could also have solved for a or b in the second equation and substituted that into the first, etc. There is no one "right" way to solve it, and if you are not sure which is the best way, you should just try. You start to notice patterns and efficient strategies as you get practice. So for questions like this, just remember to first write down everything the problem is telling you as algebraic expressions and equations. Then solve for one variable to substitute into the other equation. Then just simplify and manipulate the equation to isolate the variable you want to solve. Don't be afraid to just keep trying valid algebraic manipulations; have faith that you will get to the answer eventually even if it looks messy. With some practice, you'll begin to see the easier strategies right away.

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CC-MAIN-2020-24

http://www.ams.org/mathscinet-getitem?mr=MR0440716

math

Portenko, N. I. Generalized diffusion processes. Proceedings of the Third Japan-USSR Symposium on Probability Theory pp. 500–523. Lecture Notes in Math., Vol. 550, Springer, Berlin, 1976. Links to the journal or article are not yet available For users without a , Relay Station allows linking from MR numbers in online mathematical literature directly to electronic journals and original articles. Subscribers receive the added value of full MathSciNet reviews.

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CC-MAIN-2016-50

http://brhomeworkcbqm.paycheckadvance.us/explain-how-you-would-respond-if-you-were-palmer-at-the-end-of-the-case.html

math

Links for math and arithmetic recent also if you give math the teachera bad answer she might swat you define asymotote and explain the relationship between. Guidelines for giving your deposition if there are some issues about your case that you never attempt to explain or justify your answer you are there. Yahoo answers popular also, if we were at one time, an australopithecine can you please explain this to me 11 answers. Describe how you would handle a situation if you were required to wrap on your end) do you ask if any of the through as you formulate an answer in. What happens if the plaintiff does not give me if the plaintiff does not respond, you can file a in the motion you explain to the judge that you. View essay - m&m 1 from business c 123 at university of economics and bussiness - vnu explain how you would respond if you were palmer at the end of the case based. 2 loftus and palmer concluded, at the end of loftus and palmer (b) explain the reason participants returned to the laboratory and were asked ‘did you. Ask here on yahoo answers focus on finishing 2nd cl qualification is a given really if you show more best answer: the devil for sure. Describe an actual case where a 16 of the textbook and explain why you believe the please respond to the following: • assume you were. 500 of the top interview questions and answers so at some point you'll have to take no for an answer but then learn why you were explain why you were. Explain chapter 04 how would you respond to each if you were a leader do you believe this is truly the case, or can you think of other explanations. You have to respond quickly before people make judgments about your competence or case study #1: a supportive boss she and the rest of the sehn team were. Answer to if you were palmer at the end of the case, how would you respond. You will be expected to answer all or - what were some of the things you did not they were so impressed with my answers i was offered the job at the end of. Case study #1: mill & the death of cecil the as exemplified at the end of this document each answer is to explain a concept as if you were the teaching. If you were palmer at the end of the case how would you respond - 8357481. Explain how you would respond if you were palmer at the end of the case it is obvious that everyone involved could have handled things differently in order to. In that case, you would mention your interest in learning if you were to start work here your answer to this depends on how much catherine's career corner. But you were refused, and now you are being sued for at the end of the case if you so you can explain to the court why you were not. Documents or witnesses to explain your side of the case to perhaps end the dispute without further delay if you don if you were not served. What happens in traffic court: trial by judge you will explain why you are guilty of the you whether you knew you were speeding, in which case both yes and. 1 explain how you would respond if you were palmer at the end of the case it appears as though palmer was operating in a weak matrix structure where he had indirect. The accountant interview so how do you answer this question if you're right out college or member of an academic case study where you were able to help. Information about will a lawyer take my case provided by job and the attorney needs to know how you were damaged and explain what you think your. Explain how you would respond if you were palmer at the end of the case explain how you would perform the role of haemon during his interaction with creon, in. Moss and mcadams accounting firm case study (see the attached) questions 1 explain how you would respond if you were peter at the end of the case 2 - 499006. To analyze a case, you need to apply what you've learned to each of the events that were the most unusual or the most essential for its development into the. Criminal records and employment on another case or were found incompetent to stand trial explain a: answer “yes” if you were convicted of a misdemeanor. Case study: moss and mcadams accounting firm if you were palmer at the end of the case, how would you respond if i were in palmer’s position. Case study: mosses and mcadams accounting firm 1 if you were palmer at the end of the case, how would you respond ans: if i am palmer my response is firstly i. You were given the total distance and the velocity toward the end of the motion is _____ answer: find the length of the vector c ⃗ c_vec starting from the.

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CC-MAIN-2018-34

https://upcommons.upc.edu/handle/2117/873

math

Nonholonomic LR systems as Generalized Chaplygin systems with an invariant measure and geodesic flows on homogeneous spaces We consider a class of dynamical systems on a compact Lie group G with a left-invariant metric and right-invariant nonholonomic constraints (so called LR systems) and show that, under a generic condition on the constraints, such systems can be regarded as generalized Chaplygin systems on the principle bundle G → Q = G/H, H being a Lie subgroup. In contrast to generic Chaplygin systems, the reductions of our LR systems onto the homogeneous space Q always possess an invariant measure. We study the case G = SO(n), when LR systems are multidimensional generalizations of the Veselova problem of a nonholonomic rigid body motion, which admit a reduction to systems with an invariant measure on the (co)tangent bundle of Stiefel varieties V (k, n) as the corresponding homogeneous spaces. For k = 1 and a special choice of the left-invariant metric on SO(n), we prove that under a change of time, the reduced system becomes an integrable Hamiltonian system describing a geodesic flow on the unit sphere Sn−1. This provides a first example of a nonholonomic system with more than two degrees of freedom for which the celebrated Chaplygin reducibility theorem is applicable. In this case we also explicitly reconstruct the motion on the group SO(n).

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CC-MAIN-2021-25

https://www.ventureline.com/accounting-glossary/C/current-face-definition/

math

CURRENT FACE, in securities, is the current monthly remaining principal of a certificate computed by multiplying the original face value of the certificate by the current principal balance factor. ACCUMULATED AMORTIZATION is the cumulative charges against the intangible assets of a company over the expected useful life of the assets. BREAK-EVEN EQUATION is the equation that determines BREAK-EVEN POINT. Let p = unit selling price, v = unit variable cost, FC = total fixed costs, x = sales in units. The equation: px = vx + FC. Enter a term, then click the entry you would like to view.

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CC-MAIN-2021-39

https://www.brainkart.com/article/Solved-Example-Problems_42539/

math

From a point on the ground, the top of a tree is seen to have an angle of elevation 60°. The distance between the tree and a point is 50 m. Calculate the height of the tree? Angle θ = 60° The distance between the tree and a point x = 50 m Height of the tree (h) = ? For triangulation method tan h = x tan θ = 50 × tan 60° = 50 × 1.732 h = 86.6 m The height of the tree is 86.6 m. The Moon subtends an angle of 1° 55’ at the base line equal to the diameter of the Earth. What is the distance of the Moon from the Earth? (Radius of the Earth is 6.4 × 106 m) Radius of the Earth = 6.4 × 106 m From the Figure 1.5 AB is the diameter of the Earth (b)= 2 × 6.4 × 106 m Distance of the Moon from the Earth x = ? A RADAR signal is beamed towards a planet and its echo is received 7 minutes later. If the distance between the planet and the Earth is 6.3 × 1010 m. Calculate the speed of the signal? The distance of the planet from the Earth d = 6.3 × 1010 m The speed of signal Solved Example Problems for Error Analysis In a series of successive measurements in an experiment, the readings of the period of oscillation of a simple pendulum were found to be 2.63s, 2.56 s, 2.42s, 2.71s and 2.80s. Calculate (i) the mean value of the period of oscillation (ii) the absolute error in each measurement (iii) the mean absolute error (iv) the relative error (v) the percentage error. Express the result in proper form. Solved Example Problems for Propagation of errors Two resistances R1 = (100 ± 3) Ω, R2 = (150 ± 2) Ω, are connected in series. What is their equivalent resistance? Equivalent resistance R = ? Equivalent resistance R = R1 + R2 The temperatures of two bodies measured by a thermometer are t1 = (20 + 0.5)°C, t2 = (50 ± 0.5)°C. Calculate the temperature difference and the error therein. The length and breadth of a rectangle are (5.7 ± 0.1) cm and (3.4 ± 0.2) cm respectively. Calculate the area of the rectangle with error limits. The voltage across a wire is (100 ± 5)V and the current passing through it is (10±0.2) A. Find the resistance of the wire. A physical quantity x is given by x If the percentage errors of measurement in a, b, c and d are 4%, 2%, 3% and 1% respectively then calculate the percentage error in the calculation of x. The percentage error in x is given by The percentage error is x = 17.5% Solved Example Problems for Significant Figures State the number of significant figures in the following v. 2.65 × 1024 m Solution: i) four ii) one iii) one iv) five v) three vi) four Round off the following numbers as indicated i) 18.35 up to 3 digits ii) 19.45 up to 3 digits iii) 101.55 × 106 up to 4 digits iv) 248337 up to digits 3 digits v) 12.653 up to 3 digits. i) 18.4 ii) 19.4 iii) 101.6 × 106 iv) 248000 v) 12.7 1) 3.1 + 1.780 + 2.046 = 6.926 Here the least number of significant digits after the decimal is one. Hence the result will be 6.9. 2) 12.637 - 2.42 = 10.217 Here the least number of significant digits after the decimal is two. Hence the result will be 10.22 1) 1.21 × 36.72 = 44.4312 = 44.4 Here the least number of significant digits in the measured values is three. Hence the result when rounded off to three significant digits is 44.4 2) 36.72 ÷ 1.2 = 30.6 = 31 Here the least number of significant digits in the measured values is two. Hence the result when rounded off to significant digit becomes 31. Solved Example Problems for Application of the Method of Dimensional Solved Example Problems Convert 76 cm of mercury pressure into Nm−2 using the method of dimensions. In cgs system 76 cm of mercury pressure = 76 × 13.6 × 980 dyne cm−2 The dimensional formula of pressure P is [ML−1T−2] If the value of universal gravitational constant in SI is 6.6x10−11 Nm2 kg−2, then find its value in CGS System? Let GSI be the gravitational constant in the SI system and Gcgs in the cgs system. Then The dimensional formula for G is M−1 L3T −2 Check the correctness of the equation using dimensional analysis method Both sides are dimensionally the same, hence the equations is dimensionally correct. Obtain an expression for the time period T of a simple pendulum. The time period T depends on (i) mass ‘m’ of the bob (ii) length ‘l’ of the pendulum and (iii) acceleration due to gravity g at the place where the pendulum is suspended. (Constant k = 2π) i.e Here k is the dimensionless constant. Rewriting the above equation with dimensions Comparing the powers of M, L and T on both sides, a=0, b+c=0, -2c=1 Solving for a,b and c a = 0, b = 1/2, and c = −1/2 From the above equation T = k. m0 l1/2 g−1/2 The force F acting on a body moving in a circular path depends on mass of the body (m), velocity (v) and radius (r) of the circular path. Obtain the expression for the force by dimensional analysis method. (Take the value of k=1) where k is a dimensionless constant of proportionality. Rewriting above equation in terms of dimensions and taking k = 1, we have Comparing the powers of M, L and T on both sides From the above equation we get 1. In a submarine equipped with sonar, the time delay between the generation of a pulse and its echo after reflection from an enemy submarine is observed to be 80 sec. If the speed of sound in water is 1460 ms-1. What is the distance of enemy submarine? The speed of sound in water v = 1460 ms-1 Time taken by the pulse for to and fro : t = T/2 = 80s/2 = 40s v = d/t d = v × T/2 = 1460 × 40 = 58400 m or 58.40 km. Ans: (58.40 km) 2. The radius of the circle is 3.12 m. Calculate the area of the circle with regard to significant figures. Radius of the circle r = 3.12 m Area of the circle A = ? A = πr2 = 3.14 × 3.12 × 3.12 = 30.566016 According to the rule of significant fig, A = 30.6 m2 [Given data has three sig. fig.] Ans: (30.6 m 2) 3. Assuming that the frequency γ of a vibrating string may depend upon i) applied force (F) ii) length (l) iii) mass per unit length (m), prove that γa using dimensional analysis. γ ∝ lm Fb mc γ = K lm Fb mc K - dimensionless constant of proportionality a,b,c - powers of l, F, m Dimensional Formula of F = [MLT-2] Dimensional Formula of linear density Applying the principle of homogeneity of dimension b + c = 0 ....(1) a + b -c = 0 ….. (2) 4. Jupiter is at a distance of 824.7 million km from the Earth. Its angular diameter is measured to be 35.72˝. Calculate the diameter of Jupiter. Ans: (1.428 × 105 km) 5. The measurement value of length of a simple pendulum is 20 cm known with 2 mm accuracy. The time for 50 oscillations was measured to be 40 s within 1 s resolution. Calculate the percentage accuracy in the determination of acceleration due to gravity ‘g’ from the above measurement. The errors in both Z & T are least count errors.

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CC-MAIN-2023-40

http://aquarius10.cse.kyutech.ac.jp/English/iwcc/paperinst/node5.html

math

Displayed equations should be centralized and numbered consecutively, with the equation number flush right (i.e. right-justified) and enclosed in parentheses. Equations should be referred to in the text as Eq. (X), where X is the equation number. In multiple-line equations, the number should be given on the last line. Please ensure that equations are numbered correctly, without repetition, and that no important equations are omitted from the numbering scheme. Equations should be set in the same font size as the main text, with superscripts and subscripts 2--3 points smaller.

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CC-MAIN-2022-21

https://abavideonews.org/percentage-change-in-quantity-demanded/

math

Percentage change in quantity demanded as a percentage of supply. Percentage change in quantity demanded as a percentage of supply. It’s hard to tell by just looking at it. For example, here’s a table that’s been sitting on my desk for nearly a year. It says that at 7% a year (just a dollar per million supply, as opposed to a dollar per year) the average supply of a given unit was the same as the same supply of the same unit. Percentage change in quantity demanded as a percentage of supply. Percentage change in quantity demanded as a percentage of supply. This is because we’re in a time loop (as the game does) and our time loop is a time loop. As you can see, the game is not a time loop (there are only two units in the game). It’s a time loop. It’s about how much we think we are doing until we get it right. It’s a time loop. I think this is a great question because it is a perfect example of what is wrong with the way we think we are doing things in time. When I ask this question, I also get a lot of other people’s suggestions that we should be calculating things like per-unit prices and per-unit costs. I’m not saying that we should be calculating these things. I’m saying that we should be asking these questions. The problem with this is that we’re using them to justify why we should do something. Per-unit costs and per-unit prices are just our price and our price is just our cost. If you make a product, then your price and cost is just your cost. So, in the case of this, your profit is your per-unit cost. So it’s true that your profit is your per-unit cost. You can do calculations to determine per-unit costs. You can do the same thing to determine per-unit prices. But, once you’ve determined your per-unit costs then you can then calculate profit and then decide whether to do the same thing or not. This is an example of a situation where our “profit” is our per-unit cost. The point is that when you do this, you can do it without using formulas. You can calculate your per-unit costs and then use that number to determine your per-unit prices. For example, let’s say you want to make a product and you want to determine your per-unit costs. You can just multiply the unit price by the unit cost. You can do this to determine per-unit costs. This is actually not always the case. Sometimes you have to do some figuring to determine the per-unit costs and then you may have to figure out a price for the product that is the same as your per-unit costs. For example, the cost of a gallon of gasoline is $1.25. You can figure out the per-unit costs and then figure out the price at which you will sell the product for, say $3.00.

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CC-MAIN-2024-10

https://www.hindawi.com/journals/mpe/2020/7181939/

math

Stability and Asymptotic Behavior of a Regime-Switching SIRS Model with Beddington–DeAngelis Incidence Rate A regime-switching SIRS model with Beddington–DeAngelis incidence rate is studied in this paper. First of all, the property that the model we discuss has a unique positive solution is proved and the invariant set is presented. Secondly, by constructing appropriate Lyapunov functionals, global stochastic asymptotic stability of the model under certain conditions is proved. Then, we leave for studying the asymptotic behavior of the model by presenting threshold values and some other conditions for determining disease extinction and persistence. The results show that stochastic noise can inhibit the disease and the behavior will have different phenomena owing to the role of regime-switching. Finally, some examples are given and numerical simulations are presented to confirm our conclusions. Infectious diseases are one of the greatest enemies of human beings. Whenever they happen, they will bring great disasters to human beings. Therefore, it is of great significance to model and study the infectious mechanism of infectious diseases for disease control. SIR model, using , , and to express fractions of the susceptible, infected, and removed at time , as one of the classical infectious disease models, has been studied and extended by many scholars. Owing to the richness and importance of the research content of epidemic models, different scholars study them from different perspectives. Some authors used Lyapunov functions to study the stability of the model [1–3]. The authors in proposed a new technique to study stability of an SIR model with a nonlinear incidence rate by establishing a transformation of variable. More about the stability of stochastic differential equations, we refer to [4, 5]. Some scholars have studied the dynamic behavior of epidemic models and gave the threshold values of disease extinction and persistence so as to give control strategies for disease [6–10]. The authors in have proved that the number can govern the dynamics of the model under intervention strategies by using the Markov semigroup theory. In addition, scholars have studied the ergodicity and stationary distribution of the model by making use of different methods in [11–14]. The authors in generalized the method for analyzing ergodic property of epidemic models, all of which further enrich and improve the theory and application of epidemiology. Markov semigroup approach was used in to obtain the existence of stationary distribution density of the stochastic plant disease system. Parameters involved in models are more or less disturbed by some environmental noise. Mao et al. have proved that the presence of noise can suppress potential population explosion, which shows that environmental noise has a great influence on the behavior of the model. In order to describe this perturbation, stochastic noise driven by continuous Brownian motion is widely studied in epidemic models and other systems with various incidence functions [7–9, 12, 13, 16, 17]. There are several kinds of stochastic noise, one of which is assumed that some parameters in the model are disturbed, such as the contact rate or death rate. Beddington–DeAngelis function is an important incidence rate with the form , which has been studied by some scholars [17–19]. It can be considered as a generalization of many incidence functions, for example,(1) (2) (3) (4) Hence, a certain SIRS model containing constant population size and stochastic perturbation takes the following form:where represents the birth and death rate, denotes the valid contact coefficient, means the rate at which the infected is cured and returns to the removed, is the death rate due to disease, expresses the rate of losing immunity and returning to the susceptible, represents the intensity of stochastic perturbation, and is the standard Brownian motion. Moreover, the environment in our life often changes, for example, the seasons, temperature and humidity will always change and the mechanism and infectious ability of diseases will change accordingly. Therefore, the parameters in the model will change suddenly and discontinuously, which cannot be depicted by continuous Brownian motion, but can be described by continuous-time Markov chain in finite-state space. Many scholars have studied the epidemic models with Markovian regime-switching, see [8–10, 12]. Due to the rationality and significance of multiple environments in the model, regime-switching is also applied in population model and other fields, see [18, 22, 23]. We refer the readers to [5, 24, 25] for the theory and more knowledge of Markovian switching. As far as we know, although there are a great many number of research studies on the epidemic models with Markovian switching, there is little work on the properties of the regime-switching SIRS model the with Beddington–DeAngelis incidence rate. In this paper, we will discuss the properties of this kind, and its expression is as follows:where is a continuous-time finite-state Markov chain taking values in space with transition rate matrix , i.e.,for a sufficiently small . We assume in this paper that the matrix is conservative and irreducible, which signifies that the unique stationary distribution for Markov chain exists and satisfies the equations: The outline of this paper is organized as follows. Section 2 proves that the model has a unique positive solution and the invariant set is presented. Meanwhile, some important lemmas which will be used later are given. In Section 3, conditions of stochastic asymptotic stability in the large are established by constructing suitable Lyapunov functionals with regime-switching. In Section 4, conditions for disease extinction are discussed and condition of persistence in the mean is also studied by applying some useful inequality techniques. Section 5 presents some examples and their simulations to confirm our theoretical results. In this section, some background knowledge about differential equations with Markovian switching and several important Lemmas will be proposed, all of which will be used later in the paper. Let . We define as a complete probability space with a filtration , which satisfies the usual conditions. Consider the SDEs with Markovian switching as follows:where , , and is dimensional standard Brownian motion. For and any function , define the operator by For a differential system, people are concerned with the existence, uniqueness, form of solutions, and so on. In this paper, we are concerned about whether the model has a unique solution. Can we estimate the range of the solution more precisely? The following lemma is presented to answer these questions. Proof. We take a piecemeal approach to prove. Let be all jump times of Markov chain . When , let , and we can prove that the model has a positive solution almost surely by constructing appropriate Lyapunov function. This process is common, and we omit here. When jumping to another state for time , the corresponding parameters in the model will change to another set of numbers and the positive solution can be testified by the same method. Repeat this process on the intervals , , and the positive solution can be obtained for . Then, we prove the range of the solution. Adding three equations in model (2), one hasFor each state , , that is,where . If , then holds until the first jump time . When jumping into the next state, we know that the initial value will lead to for . Keep repeating the process, for all . If , will decrease with increase of for each , then . The proof is completed. Because of this property, we assume that the initial value below. Stability is one of the important research topics, which attracts a lot of attention of researchers. In this paper, we will discuss the stochastic stability of the model. In [5, 24], conditions for stochastic asymptotic stability in the large are given. Lemma 2. Suppose that two functions with and exist and satisfyThen, the equilibrium of the model is stochastic asymptotically stable in the large. Lemma 3. Let be the solution of model (2); then, it haswhere , , and is defined in the same way. Proof. See reference for proof. Lemma 4. For the solution of model (2), the following formulas hold true: 3. Stability of Disease-Free Equilibrium In this section, the global stochastic asymptotic stability under some conditions of disease-free equilibrium is studied by making use of Lyapunov functionals with regime-switching. For simplicity, let us define and , then . We also define functions as follows:and obviously, Theorem 1. For the initial value , if for every , and , i.e.,are satisfied, then the disease-free equilibrium is stochastically asymptotically stable in the large. Proof. For , we define the Lyapunov functional with regime-switching as follows:where , , , and are positive constants which will be specifically determined later. Using the generalized Ito formula to calculate directly, we can obtain thatFrom Lemma 1, we know that and ; thus,For , then . Choose ; hence,According to the assumption , is monotonically increasing in interval ; then, holds true. Let . Considering the Poisson equation,It has a solution , which implies thatTherefore,Let be a sufficiently small constant such that andAgain, we choose a sufficiently small number to make the following inequality holds true:We can see from (32) that the coefficients are all negative constants. Hence, we arrive at the conclusion by taking advantage of Lemma 2. 4. Asymptotic Behavior of Disease In this section, we shall study the asymptotic behavior of disease in model (2). 4.1. Extinction of Disease First of all, we study the conditions for disease extinction. With these conditions, we can take some measures to adjust the parameters in the model to make the disease go extinct in the long run. Theorem 2. Assume that is the solution to model (2); if one of the two conditions below holds true:(1)If(2) for all , and Then, the disease will be extinct exponentially almost surely, i.e., Proof. For case (1), applying the Ito formula to function , we can obtain thatDefine , then andIntegrating for the both sides of (30) from 0 to followed by dividing both sides by yieldsFrom ergodic properties of Markov chains and Lemma 4, we can obtainWith the help of (26), we get that , ., which means the disease will go to extinction exponentially almost surely. For case (2), we can obtain from (31) that if for all , thenThus,Therefore, conclusion (28) can be obtained by taking advantage of (27). The equality . Followed by utilizing Lemma 3, next we prove the second conclusion of (29). Assume that ; then, the above conclusions tell us that . Thus, for any constant and , there exists a positive constant such thatTherefore, according to (7), for , one hasNo matter how large the is, (38) belongs to one of the following formulas:Applying the variation of constants formula to (39) yieldsFor any and the arbitrariness of , the right side of (40) tends to 1 when goes to infinity; then, it haswhich implies thatRecalling the assertion in Lemma 1 and the fact that , the conclusion that . can be obtained. Remark 1. (1)From the first condition above in Theorem 2, we can see that if the intensity of stochastic perturbation is sufficiently large, is sure to work; then, the disease will be extinct, which shows that the stochastic perturbation has an important influence on the model. When the intensity of stochastic perturbation is small, the disease will still be extinct if the second condition is satisfied.(2)We can see from the expressions of (16) and (27) that ; thus, if , then , which means that stochastically asymptotically stability in the large will also make the disease go extinct. 4.2. Permanence of Disease Next, we move forward to analyze the conditions of disease persistence. First of all, a definition about persistence is given. Definition 1. The disease in model (2) is called persistent in the mean if there exists a constant such that Theorem 3. Assume that is the solution to model (2) with initial value and . Ifwhere , then the disease will be persistent in the mean. Proof. We prove this theorem in two steps. First, let us prove that the following inequality holds true for a certain positive constant :where . It is clear that , andWe can see easily that, for sufficiently large constant , ; then, from the monotone increasing property of , there exists a constant , for , , and all . Next, we prove that for , , and all . According to the expression of ,For sufficiently large constant , for . Now, inequality (45) has been proved. In what follows, we will demonstrate our conclusion in the theorem. From the first equation of model (2), we know thatAccording to the result of (31), we obtain thatMaking use of the result of (49), integrating for the both sides of from 0 to and dividing by , one hasUsing the boundedness of , , and Lemma 4 along with the ergodic property of Markov chain , we take the limit inferior for both sides; then,Therefore, if (44) is satisfied, then , which means the disease will be persistent in the mean. The proof is completed. Proof. As can be seen from the above proof, if and only if for every , holds true. Remark 2. (1) means that Theorems 2 and 3 are not in conflict. If , then , and the disease will die out. If , then , and the disease will be persistent.(2)If there is no regime-switching in model (2), i.e., there is only one environment, thencan be considered as the threshold of disease persistence and extinction in the model. We can see from formula (53) that will increase with the increase of contact coefficient . When , the disease will be persistent in the long run. Therefore, it will be one of the important ways to control infectious diseases to reduce the value of transmission coefficient by isolating the infected and limiting the people’s going out, which is widely used when SARS virus and new coronavirus pneumonia spread in China. Due to the existence of regime-switching, the behavior of disease will have different phenomena. Examples 2 and 3 will reveal some interesting things. 5. Examples and Simulations In this section, some examples will be proposed and their numerical simulations are presented to verify our theoretical results above. Let be a Markov chain taking values in the space with the transition rate matrix: Hence, there exits two environments, say, Environment 1 and Environment 2, and its stationary distribution . Example 1. First, we verify the results of Lemma 1 and Theorem 1. Assume that and ; then, the stationary distribution . Let , , , , , , , , , , , , , , , , , , , , and ; thus, , , and are satisfied for . According to Lemma 1, will always hold, see Figure 1(a). In order to verify the stability of the model, we select two different sets of parameters. The parameters in set 1 are as above, and its trajectory is shown Figure 1(b). Parameters in the other set are the same except , , , and . Moreover, the initial values are different; let , , and , and its trajectory can be seen in Figure 1(c). Example 2. Next, let us test Theorem 2. Since the parameters of the first conclusion can be selected from Example 1, we only verify the second conclusion. Assume that and , and let , , , , , , , , , and ; the other parameters are the same as those in Example 1. Then, and are satisfied, although in Environment 1. The data means that the disease will be persistent in Environment 1 (see Figure 2(a)), but it will go to extinction as a result of regime-switching, which shows the important role of Markovian Switching. The simulation can be seen in Figure 2(b). Example 3. Finally, we verify Theorem 3. Let , , , , , , , , , , , , , , , , , and . By calculation, we can get while in Environment 1, which means the disease will die out in Environment 1 (see Figure 3(a)), but it will continue as a result of Markovian switching, see Figure 3(b). In this paper, we study the regime-switching SIRS model with the Beddington–DeAngelis incidence rate. We first prove that the model we discuss has a unique positive solution. Secondly, we give the conditions of global stochastic asymptotic stability by the Lyapunov method. Then, the thresholds of disease behavior are given by some useful inequality technique. Finally, some examples are given and numerical simulations are presented to confirm our conclusions. In addition, some more topics are worth further studying. More complex models can be considered to better reflect the actual situation, for example, the model with more general incidence rate, more perturbations such as jump noise, or the model with the effect of time delay. We will keep these for our future research. The data used to support the findings of this study are included within the article. Conflicts of Interest The authors declare that they have no conflicts of interest. This work was supported by the Science and Technology projects of Jiangxi Provincial Education Department (nos. GJJ181105 and GJJ191145) and National Natural Science Foundation of China (no. 11661065). J. Q. Li, Y. L. Yang, Y. N. Xiao, and S. Liu, “A class of Lyapunov functions and the global stability of some epidemic models with nonlinear incidence,” Journal of Applied Analysis and Computation, vol. 6, no. 1, pp. 38–46, 2016.View at: Google Scholar X. R. Mao, Stochastic Differential Equation and Applications, Horwood, Chichester, England, 1997. X. R. Mao and C. G. Yuan, Stochastic Differential Equations with Markovian Switching, Imperial College Press, London, UK, 2006. H. K. Qi, X. Z. Meng, and Z. B. Chang, “Markov semigroup approach to the analysis of a nonlinear stochastic plant disease model,” Electronic Journal of Differential Equations, vol. 2019, no. 116, pp. 1–19, 2019.View at: Google Scholar A. Lahrouz and A. Settati, “Asymptotic properties of switching diffusion epidemic model with varying population size,” Applied Mathematics and Computation, vol. 219, no. 24, pp. 11134–11148, 2013.View at: Publisher Site |

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https://nrich.maths.org/public/topic.php?code=-99&cl=2&cldcmpid=1234

math

Only one side of a two-slice toaster is working. What is the quickest way to toast both sides of three slices of bread? Place six toy ladybirds into the box so that there are two ladybirds in every column and every row. There are 78 prisoners in a square cell block of twelve cells. The clever prison warder arranged them so there were 25 along each wall of the prison block. How did he do it? This task follows on from Build it Up and takes the ideas into three dimensions! Winifred Wytsh bought a box each of jelly babies, milk jelly bears, yellow jelly bees and jelly belly beans. In how many different ways could she make a jolly jelly feast with 32 legs? This problem is based on a code using two different prime numbers less than 10. You'll need to multiply them together and shift the alphabet forwards by the result. Can you decipher the code? Place the numbers 1 to 10 in the circles so that each number is the difference between the two numbers just below it. Can you find all the ways to get 15 at the top of this triangle of numbers? Many opportunities to work in different ways. Can you put the numbers 1 to 8 into the circles so that the four calculations are correct? This challenge focuses on finding the sum and difference of pairs of two-digit numbers. This dice train has been made using specific rules. How many different trains can you make? You have 5 darts and your target score is 44. How many different ways could you score 44? Find the sum and difference between a pair of two-digit numbers. Now find the sum and difference between the sum and difference! What happens? Mr McGregor has a magic potting shed. Overnight, the number of plants in it doubles. He'd like to put the same number of plants in each of three gardens, planting one garden each day. Can he do it? How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...? Place the numbers 1 to 8 in the circles so that no consecutive numbers are joined by a line. Have a go at this game which has been inspired by the Big Internet Math-Off 2019. Can you gain more columns of lily pads than your opponent? You have two egg timers. One takes 4 minutes exactly to empty and the other takes 7 minutes. What times in whole minutes can you measure and how? A merchant brings four bars of gold to a jeweller. How can the jeweller use the scales just twice to identify the lighter, fake bar? Suppose we allow ourselves to use three numbers less than 10 and multiply them together. How many different products can you find? How do you know you've got them all? Nina must cook some pasta for 15 minutes but she only has a 7-minute sand-timer and an 11-minute sand-timer. How can she use these timers to measure exactly 15 minutes? How could you put eight beanbags in the hoops so that there are four in the blue hoop, five in the red and six in the yellow? Can you find all the ways of doing this? This magic square has operations written in it, to make it into a maze. Start wherever you like, go through every cell and go out a total of 15! Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores. Can you fill in this table square? The numbers 2 -12 were used to generate it with just one number used twice. When you throw two regular, six-faced dice you have more chance of getting one particular result than any other. What result would that be? Why is this? These are the faces of Will, Lil, Bill, Phil and Jill. Use the clues to work out which name goes with each face. Using the statements, can you work out how many of each type of rabbit there are in these pens? Can you work out how many cubes were used to make this open box? What size of open box could you make if you had 112 cubes? Ten cards are put into five envelopes so that there are two cards in each envelope. The sum of the numbers inside it is written on each envelope. What numbers could be inside the envelopes? These activities lend themselves to systematic working in the sense that it helps if you have an ordered approach. These activities focus on finding all possible solutions so working in a systematic way will ensure none are left out. On my calculator I divided one whole number by another whole number and got the answer 3.125. If the numbers are both under 50, what are they? Can you rearrange the biscuits on the plates so that the three biscuits on each plate are all different and there is no plate with two biscuits the same as two biscuits on another plate? This task, written for the National Young Mathematicians' Award 2016, involves open-topped boxes made with interlocking cubes. Explore the number of units of paint that are needed to cover the boxes. . . . The planet of Vuvv has seven moons. Can you work out how long it is between each super-eclipse? Can you substitute numbers for the letters in these sums? Find the product of the numbers on the routes from A to B. Which route has the smallest product? Which the largest? Can you work out the arrangement of the digits in the square so that the given products are correct? The numbers 1 - 9 may be used once and once only. There are 4 jugs which hold 9 litres, 7 litres, 4 litres and 2 litres. Find a way to pour 9 litres of drink from one jug to another until you are left with exactly 3 litres in three of the jugs. Have a go at this well-known challenge. Can you swap the frogs and toads in as few slides and jumps as possible? What could the half time scores have been in these Olympic hockey matches? Add the sum of the squares of four numbers between 10 and 20 to the sum of the squares of three numbers less than 6 to make the square of another, larger, number. Can you make square numbers by adding two prime numbers together? Can you put the numbers from 1 to 15 on the circles so that no consecutive numbers lie anywhere along a continuous straight line? This problem is based on the story of the Pied Piper of Hamelin. Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether! There are lots of different methods to find out what the shapes are worth - how many can you find? Given the products of diagonally opposite cells - can you complete this Sudoku? Make a pair of cubes that can be moved to show all the days of the month from the 1st to the 31st. A Sudoku that uses transformations as supporting clues.

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CC-MAIN-2020-16

https://apps.dtic.mil/sti/citations/AD0763675

math

Notes on Random Measures and Point Processes. STANFORD UNIV CALIF DEPT OF STATISTICS Pagination or Media Count: Conditions are given for the existence of point processes and random measures in locally compact, second countable spaces. Characteristic functionals and weak convergence are discussed in the vague topology as well as Skorohod topology. The Poisson process and completely random measures are characterized. Necessary and sufficient conditions for the weak convergence of superpositions of independent point processes to a Poisson process are proved. Author - Statistics and Probability

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http://www.ism.ac.jp/editsec/aism/43/14.html

math

(Received December 27, 1988; revised July 13, 1989) Abstract. This is a paper about the foundation of robust inference. As a specific example, we consider semiparametric location models that involve a shape parameter. We argue that robust methods result via the selection of a representative shape from a set of allowable shapes. To perform this selection, we need a measure of disparity between the true shape and the shape to be used in the inference. Given such a disparity, we propose to solve a certain minimax problem. The paper discusses in detail the use of the Kullback-Leibler divergence for the selection of shapes. The resulting estimators are shown to have redescending influence functions when the set of allowable shapes contains heavy-tailed members. The paper closes with a brief discussion of the next logical step, namely the representation of a set of shapes by a pair of selected shapes. Key words and phrases: Robustness, distributional shapes, Kullback-Leibler divergence. Source ( TeX , DVI , PS )

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http://www.sciencedomain.org/abstract/3372

math

British Journal of Mathematics & Computer Science, ISSN: 2231-0851,Vol.: 4, Issue.: 6 (16-31 March) A Modified Iterative Weighted Least Squares Method M. E. Nja1*, E. C. Nduka2 and U. P. Ogoke2 1Department of Mathematics, Federal University Lafia, Nigeria. 2Department of Mathematics and Statistics, University of Port Harcourt, Nigeria. M. E. Nja1*, E. C. Nduka2 and U. P. Ogoke2 1Department of Mathematics, Federal University Lafia, Nigeria. (1) Jaime Rangel-Mondragon, Faculty of Informatics, Queretaro´s Institute of Technology, Mexico, Faculty of Computer Science, Autonomous University of Querétaro, Mexico. (1) Guangbin Wang, Qingdao University of Science and Technology, China. (2) Cliff Richard Kikawa, Tshwane University of Technology, Republic of South Africa. (3) Yue¬Dar Jou, R. O. C. Military Academy, Taiwan. Complete Peer review History:http://www.sciencedomain.org/review-history/3372 The Iterative Weighted Least Squares (IWLS) method is one of the estimation procedures in logistic regression modeling. In consideration of the strategic role played by this model, especially in biometrics, the need to source for alternative logistic regression estimators has continued to resurface in the literature. In this paper, a modified IWLS method is developed by exponentiating the response probability. As a consequence, both the weight function and the adjusted dependent variate are modified. The resulting estimator is compared with the existing IWLS estimator using variances of parameter estimates and confidence intervals of the estimates. Four subpopulations were used in three illustrative examples with gender, Fasting Blood Sugar and Body Mass Index as explanatory variables. It is shown in this paper that the new update is superior to the traditional IWLS update in terms of variance reduction of parameter estimates and for the fact that it provides a more strict confidence interval for the test of hypotheses. In the first example, the confidence intervals for the parameter estimates of the existing IWLS scheme are (0.2183, 1.7197), (-1.9993, -0.1687), (1.7993, 0.0313), while those of the proposed method are (-2.6588, -2.2240), (1.1228, 1.6826), (0.8552, 1.4150). The proposed estimator allows for improved goodness-of-fit. By a careful formulation of the model, the proposed estimator is made to behave like a survival function in the sense that it can be used to model the probability of extra survival time in survival analysis. Rational exponentiation; extra survival time; confidence interval; standard error; link function. Full Article - PDF Page 849-857 DOI : 10.9734/BJMCS/2014/7442Review History Comments

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CC-MAIN-2019-30

https://www.mocklog.com/queen_mediocretia/2023/01/10.html

math

Has anyone quoted Einstein to you, claiming he said "The definition of insanity is doing the same thing again and expecting different results?" I doubt that Snopes is down with this, and other sources refute it. (Quote Investigator gives credit to Narcotics Anonymous). I am usually so busy taking credit away from Einstein that I've never thought to evaluate the sentiment itself. Of the insane people I have known, nome of them do the same thing twice, much less expect results. Expected results would suggest the insane person understoods cause and effect. Instead, they just do things, random things, and don't think for a second, then things happen they claim are unrelated to them and are not their fault. I say doing the same thing twice and expecting different results is the definition of stupidity. Or I could see this as a good definition of stubbornness. But if you attribute this to Einstein in front of me you can be assured I will reliably give you the same result: "He didn't say that."

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CC-MAIN-2023-50

https://darchive.mblwhoilibrary.org/handle/1912/1000

math

Universal criteria for blind deconvolution MetadataShow full item record We present necessary and sufficient conditions for blind equalization/deconvolution (without observing the input) of an unknown, possible non-minimum phase linear time invariant system (channel). Based on that, we propose a family of optimization criteria and prove that their solution correspond to the desired response. These criteria, and the associated gradient-search algorithms, involve the computation of high order cumulants. The proposed criteria are universal in the sense that they do not impose any restrictions on the probability distrbution of the input symbols. We also address the problem of additive noise in the system and show that in several important cases, e.g. when the additive noise is Gaussian, the proposed criteria are unaffected.

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CC-MAIN-2018-13

http://www.experts123.com/q/how-do-you-convert-10-grams-to-ounces.html

math

How Do You Convert 10 Grams To Ounces? One of the challenges of living in today’s world is that we must use two kinds of measurement: standard and metric. Since both kinds of measurement are so commonplace, we must be comfortable converting one to another. Know that one gram equals 0.0352739619 ounces. You can find the precise 1:1 comparison of measurements on sites with conversion calculators as well as if you type “grams to ounces” into Google. Write the number sentence you’ll need: 10 x 0.035. Solve the problem in your head if you only need an approximate answer. Multiplying decimals by 10 means that you need to move the decimal point one place to the right, so 10 g x .035 = 0.35 oz. Use a calculator to get a more precise answer. Type in 10 x 0.0352739619 to get a more precise your answer. Check your work on a website that has a conversion calculator.

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CC-MAIN-2018-51

http://raschedian.com/blog/index.php/mathematics/sorting-numbers-in-ascendingincreasing-descendingdecreasing-order/

math

Sorting numbers in ascending or descending order is a useful skill that has a lot of applications in computer science and many other branches of science in different situations. Let’s see an example. 123, 145, 156, 178, 198, 199, 201, 302, 1024 The above list of numbers has been sorted in an ascending order. You can see that the first number on the list is the smallest one, the last one, the greatest one and every number is smaller than the next number on the list. You can use these properties of the sorted list in order to have a computer do different things with the numbers. If the numbers had not been sorted, every time you had to do something with any number on this list, you’d have to compare it to something and decide based on that, what to do with that number. But when you sort the whole list once and for all, you have practically compared all the items on the list against every other item. Now you can do almost anything reasonable with the numbers. There are two ways to sort numbers: ascending and descending order. When you sort your numbers in an ascending order, you start with the smallest number on the list and work your way through the greatest one. In order not to get confused by the two terms ascending and descending, think of them as “ascending a mountain” and “descending a mountain.” When you ascending a mountain, you’re moving towards the mountaintop, towards higher and higher heights. You starts with very low altitudes and end up with the highest altitude possible. When you descend a mountain, you’re moving towards the foot of a mountain. You starts with the highest altitude possible, namely the mountaintop, and end up at the lowest altitude possible. Let us do an example to learn how to sort numbers in either an ascending or descending order. Let sort the following list of number in an ascending order. 879, 579, 878, 1256, 1389, 1597, 10568, 11987 Alright, on this list you have eight numbers. The first three numbers have three digits as opposed to four and five digits (the last five numbers). As we discussed before, the numbers with a lower number of digits are always smaller. So in the first round, you can consider just the first three numbers. Since they have the same number of digits, you should compare the largest place values in them in order to sort the three numbers out. Since I want to sort those numbers in an ascending order, I have to start with the smallest number and work my way through the largest one. By comparing the 100’s digits among the three numbers 879, 579 and 878, the last and first numbers have the same 100’s place digit but the middle one has a 5 there which is by the way smaller than the common digit, 8, between the other two numbers. So among the three numbers, 579 is the smallest numbers. Next, since the two numbers left have the common 100’s place digits, 8, I have to compare the digits before the 100’s place, i.e., the 10’s place digits. The two digits in the 10’s place values among the two numbers 879 and 878 are 7 and 7. Again I have the same digits, so I have to move to smaller place value, i.e., the 1’s place value. In the 1’s place values, you have a 9 and an eight. Since 8 is smaller than 9, the number with the 8 is smaller. To sum it up, the smallest number among the three numbers was 579. Among 879 and 878, the smaller number was 878. So to write the three number in an ascending order, I’d write, 579, 878, 879 Next I’d go for the two numbers 1389 and 1597 which have four digits. Going through the same logical reasoning we used above, the two numbers in an ascending order would be, The next two numbers to look at would be 10568 and 11987. Again going through the same reasoning we used above, we’d have the two numbers in an ascending order as follows: Now you can combine the three lists together to come up with the following list, sorted in an ascending order: 579, 878, 879, 1389, 1597, 10568, 11987 Please not that the number have been sorted in an ascending order. We have started from the smallest number and ended with the greatest number. If you were to sort the same list in a descending order, you’d have the exact opposite of the current list, as follows, 11987, 10568, 1597, 1389, 879, 878, 579 These articles are used by the author in a series of mathematics courses that will teach you mathematics from the sixth standard all the way up to 12th standard. The purpose of these courses are to help us understand mathematics so that you can use them professionally well. There is a road map that we have put together about the all the courses included, where to starts, etc. To know more about that and have access to those courses, please visit mathematics page on Great IT Courses. Thank you.

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CC-MAIN-2020-05

http://www.dfg-spp1324.de/nuhagtools/talks/talks_details.php?id=1351&nl=Y

math

We survey recent results on the constructive approximation of the distribution of the solution of an SDE by probability measures with finite support, i.e., by quadrature formulas with positive weights summing up to one. Here we either consider the distribution on the path space or a marginal distribution on the state space. We provide asymptotic results on the $N$-th minimal error of deterministic and randomized algorithms, which is the smallest error that can be achieved by any such algorithm not exceeding the cost bound $N$. Joint work with Steffen Dereich (Marburg), Thomas M\'uller-Gronbach (Passau), Reik Schottstedt (TU Berlin), Larisa Yaroslavtseva (Passau).

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CC-MAIN-2018-39

http://www.simonesmathresources.com/product-catalog/category/worksheets

math

-Simone's Math Resources Order of operations worksheets. There are four different levels. This is great for differentiation or a slow build up of skills. No prep required, just print. Click the image to see the preview for a full copy of each sheet. This way you can make sure that this is appropriate for your students. All questions and answers contain positive whole numbers. 8 worksheets total, two at each level. Level 1: Two operations, no exponents, no grouping symbols Level 2: Two operations, exponents up to 3, no grouping symbols Level 3: Three operations, exponents up to 3, grouping symbols Level 4: Four operations, exponents up to 3, grouping symbols, Grouping symbols are brackets, braces, and parentheses. Common Core State Standards: 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 6.EE.1 Write and evaluate numerical expressions involving whole-number exponents 6.EE.2c Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations) Simone's Math Resources

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CC-MAIN-2021-49

https://www.physicsforums.com/threads/digital-circuit-question.252916/

math

Hello, I have the following situation. Its probably all very simple, but I want to be sure I understand this correctly. http://i67.photobucket.com/albums/h304/john_ukranian/circuit2.jpg [Broken] First of all you must know a little about my background. I know what electricity is, how it works, how a battery works and etc very well. I know many basic things very well. But I am very bad at reading circuit diagrams. In fact I was given this on my first day of Digital Logic course, when I only had ONE day of Linear Circuits and Systems an hour before. You see nobody taught me how to read circuit diagrams, and yet they expect me to know how to do so in another course which goes together with the one that will teach me how to read circuit diagrams. Its all quite absurd in my opinion. So as I read the input binary string, the only resistors which should be on are 4.7, 2.2, and 1.0 Kohms. All the other ones are connected to ground and have a current which is so low, its insignificant in this situation. Now comes the part I don't understand. Are these 3 resistors in series or parallel? How do I know? According to what I think, they are in parallel, because it looks to me like the original circuit with the resistors 6.8, 3.3, and 1.5 Kohms switched off. Here is what I drew. http://i67.photobucket.com/albums/h304/john_ukranian/circuit3.jpg [Broken] Now of course if I am to determine V-out I need to know whether to combine the resistors in series or in parallel, and to be honest I have no idea. Please help.

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CC-MAIN-2018-30

https://www.exeter.ac.uk/esi/people/profile/index.php?web_id=M-Yavuz

math

Post-Doctoral Research Associate in Applied Mathematics +44 7861 784034 Environment and Sustainability Institute ESI 00.16 Environment and Sustainability Institute, University of Exeter, Penryn Campus, Penryn, Cornwall, TR10 9FE, UK I obtained my B.Sc. in Mathematics (2009) at the Bulent Ecevit University, my M.Sc. (2012) and Ph.D. (2016) degrees in Applied Mathematics at the Balikesir University in Turkey. In December 2012, I joined the Necmettin Erbakan University, Turkey as a lecturer. As of February 2018, I became an Assistant Professor in Applied Mathematics at the Necmettin Erbakan University. I joined University of Exeter in September 2019 as a post-doctoral researcher under supervision Prof. Dr. Stuart Townley in the Department of Mathematics on the Penryn Campus. My research concerns the fractional calculus and its applications to finance, biology, etc. Also it includes dynamical systems, mathematical biology, optimal control and numerical analysis. For further information please click. Details of published works can be found by clicking this link Publications.

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https://socratic.org/questions/how-are-the-north-and-south-celestial-poles-related-to-the-earth-s-axis-of-rotat

math

How are the north and south celestial poles related to the earth's axis of rotation? Astronomers need a coordinate system to define the positions of stars. Declination is the angle between the equator and the star, right ascension is the hour angle from the Vernal Equinox to the star. The direction of the Vernal Equinox is the direction in the equatorial plane from the centre of the Earth to the Sun as it crosses the equator in March. The north celestial pole is then the direction from the centre of the Earth along the axis of rotation northwards. The problem is that neither the Vernal Equinox direction or the direction of the Earth's axis of rotation are fixed. Both directions are constantly changing due to nutation caused by the gravitational effects of the Sun, Moon and other planets. To get around this the coordinates of stars are given along with a reference date. A commonly used reference date is the J2000 epoch. The direction of the Vernal Equinox and the North celestial pole are then defined to be the directions as they were at 2000-01-01 12:00:00 TT (note the time is midday not midnight). Where TT is Terrestrial Time which differs from UTC by about a minute. The current positions, the pole of date and the Vernal Equinox of date are calculated using power series which give the directions at any given time relative to the J2000 epoch. So, the direction of the North celestial pole is the position that the Earth's axis of rotation was pointing at a particular moment in time such as the J2000 epoch 2000-01-01 12:00:00 TT.

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https://physics.stackexchange.com/questions/196030/where-does-the-equation-p-frac1c-sqrtt2-2mtc2-come-from/196031

math

Where does the relativistic formula come from? What is the derivation from Einstein's formula? $T$ is the kinetic energy $m$ is the mass $p$ is the momentum. Physics Stack Exchange is a question and answer site for active researchers, academics and students of physics. It only takes a minute to sign up.Sign up to join this community

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CC-MAIN-2022-40

https://www.physicsforums.com/threads/newton-raphson-method.552788/

math

Solve for positive root of equation: 10 + 3x^2 = e^x The usual Newton-Raphson formula. The Attempt at a Solution f(x) = 10 + 3x^2 - e^x f'(x) = 6x -e^x But then my biggest problem, how to find the initial guess? I have looked around, and i can't find a definitive answer on how to find the initial value. From what i understand, i can plot a graph and then look for an estimate. Is that the best method there is? Anyway, i plotted a graph and i have no idea how to interpret it, as the two curves don't touch on my graph paper, so i can't figure out an estimate. I get a curve with minimum 3x^2 + 10 and the graph of e^x. Is that correct?

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CC-MAIN-2022-27

https://www.electricalclassroom.com/what-is-kva/

math

kVA stands for kilo volt-amperes. It is basically the unit of apparent power and is the product of RMS values of voltage and current. One kVA is 1000 volt – amperes Apparent power is the actual amount of power drawn from the source. It includes both true power and reactive power. Apparent power is denoted as S. In the case of DC, the apparent power is irrelevant. But when it comes to AC, for reactive loads, the current and voltage are out of phase. So, the actual usable power (true power) depends on the power factor and is always less than the apparent power. Read more: Real, Reactive, Complex, and Apparent power AC power sources such as alternators, inverters, and transformers are rated in kVA. The reason behind that is, the output of these devices is independent of the power factor of the load. Calculation of kVA – Apparent power For a single phase, apparent power can be calculated using the following formula. Apparent power = (Voltage X Current)/1000 For three-phase, apparent power can be calculated using the following formula. Apparent power = (√3 X Voltage X Current)/1000 = (1.732 X Voltage X Current)/1000 Calculation of current For a single phase, the current can be calculated from apparent power (S) using the following formula. Single phase current = (S X 1000) / Voltage For three-phase, current can be calculated from the apparent power (S) using the following formula. Current = (S X 1000) / ( √3 X Voltage) = (S X 1000) / ( 1.732 X Voltage) Where S is the apparent power rated in kilo volt-amperes. - kVA is the unit of measure of Apparent power. - One kVA is equal to 1000VA. - It is calculated by multiplying the RMS value of voltage by the RMS value of current and dividing the product by 1000. - In the case of DC, kVA = kW. - It is independent of the power factor of a load. - Alternators, transformers, power supplies, and UPS are rated in kVA.

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https://www.hackmath.net/en/math-problem/117

math

How many 4-tones chords (chord = at the same time sounding different tones) is possible to play within 7 tones? Thank you for submitting an example text correction or rephasing. We will review the example in a short time and work on the publish it. Leave us a comment of this math problem and its solution (i.e. if it is still somewhat unclear...): Showing 0 comments: Be the first to comment! Tips to related online calculators Would you like to compute count of combinations? You need to know the following knowledge to solve this word math problem: Next similar math problems: 8 girls wants to play volleyball against boys. On the field at one time can be six players per team. How many initial teams of this girls may trainer to choose? - Fish tank A fish tank at a pet store has 8 zebra fish. In how many different ways can George choose 2 zebra fish to buy? The class is 21 students. How many ways can choose two to examination? - Weekly service In the class are 20 pupils. How many opportunities have the teacher if he wants choose two pupils randomly who will weeklies? - A student A student is to answer 8 out of 10 questions on the exam. a) find the number n of ways the student can choose 8 out of 10 questions b) find n if the student must answer the first three questions c) How many if he must answer at least 4 of the first 5 qu - Three workshops There are 2743 people working in three workshops. In the second workshop works 140 people more than in the first and in third works 4.2 times more than the second one. How many people work in each workshop? How many different triads can be selected from the group 43 students? The village markets have 5 kinds of sweets, one weighs 31 grams. How many different ways a customer can buy 1.519 kg sweets. How many ways can divide 16 players into two teams of 8 member? There are 9 interactive basic building blocks of an organization. How many two-blocks combinations are there? - Calculation of CN The urn is 8 white and 6 black balls. We pull 4 randomly balls. What is the probability that among them will be two white? - AP - simple Determine the first nine elements of sequence if a10 = -1 and d = 4 Is true equality? ? Write the first 7 members of an arithmetic sequence: a1=-3, d=6. If the average(arithmetic mean) of three numbers x,y,z is 50. What is the average of there numbers (3x +10), (3y +10), (3z+10) ? - One green In the container are 45 white and 15 balls. We randomly select 5 balls. What is the probability that it will be a maximum one green?

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http://www.pbnation.com/showthread.php?t=3948621&goto=nextoldest

math

Originally Posted by Trilogy252 My buddy has a 2011 Proto Rail and he is only getting a hopper and half a pod out of a 48/3000 tank with a 2800 hot fill. What is wrong? I feel like he should be getting a little bit more than that. That's just wrong. should get at least 3 pods. Is there a slow leak somewhere? Did he jack up his dwell? Is his bolt dragging? (try pushing it manually with a q-tip to see how much resistance you get) Is he using a paper towel roll as a barrel?

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https://www.aryamath.com/history-and-development-of-algebra-in-india-and-china/

math

Algebra is a branch of mathematics in which all the arithmetical operations and formal manipulations are applied in maths to abstract the symbols rather than specific numbers. The notion that these calculations exists such a distinct sub discipline of the mathematics, as well as the term algebra is used to denote it. It is resulted from a very slow historical development. This article mainly presents that history and tracing the evolution in the famous mathematician countries like India and China involving concept of the equation, symbols for conveying and manipulating mathematical statements, number systems, and the modern abstract and structural view of the algebra. The equation of Algebra in India and China Many famous Indian mathematicians, such as the Brahmagupta (AD 598–670) and the Bhaskara II (AD 1114–1185), developed the non symbolic. It is yet very very precise involving procedures that are used for solving first and second degree equations and the type of equations with more than one variable. However, the main fundamental contribution of the Indian mathematicians was the invention of the decimal and positional numeral system. A full-fledged decimal and positional system certainly existed long time in India by the ending of 9th century. Yet most of its central ideas had been very well transmitted well before that time to the China and the historical Islamic world. The Indian arithmetic and moreover it has developed consistent and correct rules for the operating with the positive and the negative numbers and especially for treating the zero like any other type of number. Several hundred years passed before the European mathematicians fully integrated such type of ideas into the developing discipline of the algebra. Many Chinese mathematicians during the time period parallel to the European Middle Ages developed their own kind of methods for classifying and solving the quadratic equations by the radicals — a type of solutions that contain only those combinations of the most used tractable operations such as the – addition, multiplication, subtraction, division, and for taking roots. They were very unsuccessful, however, in their most of the attempts to obtain the exact solutions to very higher-degree equations. Instead, they had developed approximation methods of very high accuracy, such as those described in the Yang Hui’s- Yang Hui suanfa (1275; “Yang Hui’s type of Mathematical Methods”). These type of calculation advantages afforded by their most expertise with the abacus may help them explain why Chinese mathematicians gravitated to the numeric analysis methods.

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https://www.lil-help.com/user/6/JasonJones

math

How do different sexual customs around the world increase the in HS250 World Civilization Lesson 7 MKT 571 Classic Airlines Marketing Solution Week 3 Individual As BUS 599 Week 6 Assignment #3 Foreign Market Entry and Diversific BUS 308 Week 4 Assignments 9.13, 9.22, 12.10, 12.18(a) 240 people out of a simple random sample of 500 said "yes" to ou CHFD 220 Chapter 3 A skier of mass 70 kg is pulled up a slope by a motor driven cable. (a) How much work is required to pull him 60 m PHI 103 People have claimed that Jamies paintings have given th Hosbach Manufacturing produces a variety of plastic containers using an extrusion blow molding process Classify each of the following costs as either unit-level, batch-level, product-level, or facility-level. Listed below are several terms. Complete the following statements with one of these terms. You may use a term more than once, and some terms may not be used at all. Pools manufactures swimming pool equipment. Dimmell estimates total manufacturing overhead costs next year to be Listed below are several document terms. Match each term with the corresponding statement in the list provided. Compute the Cost of Goods Manufactured and Cost of Goods Sold for Blue Sea Company for the most recent year using the amounts described next. Assume that Raw Materials Inventory contains only direct materials. An airline manufacturer incurred the following costs last month (in thousands of dollars): Classify each of the following costs as fixed or variable: Frame Place manufactures picture frames. Suppose the company's May records include the following items. Each of the following costs pertains to DairyPlains, a dairy processing company.

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https://nutritionandmetabolism.biomedcentral.com/articles/10.1186/1743-7075-7-65/figures/5

math

Plasma Epinephrine (Epi; a) and norepinephrine (Norepi; b) concentrations during the protocol from the time of ingestion. Norepinephrine concentrations at rest only; measured at -30 min and 30 min (c). Inset c represents the change in resting norepinephrine. * Significantly different (P < 0.05) from the same value at rest or than the other condition (inset). ↓ Ingestion of capsinoids/placebo at 0 min. Values are means ± SD (n = 12).

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https://skshaheen.imprint.to/post/benefits-of-using-an-immediate-annuity-calculator

math

Benefits of using an immediate annuity calculator Nov 11, 2020 (2 min read) (2 min read) Technology has made investment easier. Not only do you find, compare, and choose between different options online but you can decide on the right investment amount using an online calculator. Before you buy an annuity plan, you can use an annuity calculator to determine the investment amount to achieve your goals. You have to enter certain details such as the time of investment, rate of interest, etc. Online calculators especially help first-time investors or those who want to invest in the best annuity plan. Before we know how an online annuity calculator in India works, let’s know about the immediate annuity policy. What is an immediate annuity? You can purchase this type of policy when you make a lump sum payment. The annuity period starts a month after you make payment. They are contracts that help you save first and then generate income out of those savings. The amount of annuity you receive depends on the amount you save and invest. Thus, if you wish to receive larger returns, you will have to invest the amount accordingly. To determine how much amount you should invest, you can use an annuity calculator. What is an immediate annuity calculator? This online calculator allows you to calculate the regular return, you will receive from the investment you make. Also, while investing in the best annuity plan, this calculator is useful to calculate the amount of money; you need to invest to receive a specific amount of income. How does the immediate annuity calculator work? To get the perfect results from this calculator, you will have to understand how it works. To use this calculator, you have to enter certain details such as your age, gender, the start date of income, and such. Before calculating for annuity policy, decide whether you want to do it for yourself or your spouse. Also, determine whether you want to invest a particular amount or are aiming to get a specific return. When you put the details, the calculator will estimate how much return you will receive for investing a certain amount for a specific period. Using the annuity calculator makes it easy to determine how much amount you should invest. You can also determine beforehand if the amount of income you will receive, meets your financial goal or you will have to adjust the investment amount or period. Knowing these details before investing will keep you on point in getting the best out of your investment. Information @ Finger Tips

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http://catdir.loc.gov/catdir/toc/cam021/98049429.html

math

Bibliographic record and links to related information available from the Library of Congress catalog Information from electronic data provided by the publisher. May be incomplete or contain other coding. Historical introduction 1. Basic properties of the electromagnetic field 2. Electromagnetic potentials and polarization 3. Foundations of geometrical optics 4. Geometrical theory of optical imaging 5. Geometrical theory of aberrations 6. Image-forming instruments 7. Elements of the theory of interference and interferometers 8. Elements of the theory of diffraction 9. The diffraction theory of aberrations 10. Interference and diffraction with partially coherent light 11. Rigorous diffraction theory 12. Diffraction of light by ultrasonic waves 13. Scattering from inhomogeneous media 14. Optics of metals 15. Optics of crystals Appendix 1. The calculus of variations Appendix 2. Light optics, electron optics and wave mechanics Appendix 3. Asymptotic approximation to integrals Appendix 4. The Dirac delta function Appendix 5. A mathematical lemma used in rigorous derivation of the Lorentz-Lorentz formula Appendix 6. Propagation of discontinuities in an electromagnetic field Appendix 7. The circle polynomials of Zernike Appendix 8. Proof of an inequality for the spectral degree of coherence Appendix 9. Proof of a reciprocity inequality Appendix 10. Evaluation of two integrals Appendix 11. Energy conservation in scalar wavefields Appendix 12. Proof of Jones' lemma Author index Subject index.

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https://www.reference.com/web?q=expanded%20form%20vs%20standard%20form&qo=pagination&o=600605&l=dir&sga=1&qsrc=998&page=5

math

Expanded Form and Standard Form are used with expressions. What is Expanded Form? Expression written as sum and/or differences of products whose factors are numbers, variables, or raised numbers. Example #1: 2x + 7x + 7y + 3x - 4y Example #2: 5t + 4t + 12b + 2b - 3t What is Standar Welcome to The Converting Between Standard, Expanded and Written Forms (5-Digit) U.S./U.K. Version (A) Math Worksheet from the Number Sense Worksheets Page at Math-Drills.com. This math worksheet was created on 2018-10-09 and has been viewed 455 times this week and 1,317 times this month. It may be printed, downloaded or saved and used in your classroom, home school, or other educational ... Expanded notation is a combination of both standard and word form. When we write a number in expanded notation, we break down each single digit to create a string of digits. Expanded vs. Standard Form Sorting – A second grade sorting activity to put cards into word form, expanded form and standard form categories. Ways to Teach Expanded Form. 9. Expanded Form Video – A four minute video that uses a slinky as a visual to model to explain pulling a number apart into it’s groups of hundreds, tens and ones. Writing Numbers in Standard Form. Numbers could be written in three ways, standard form, word form, and expanded form. Standard form is the way we normally write numbers. Example1: Number 425 - This is the standard form of this number. Below is the same number written in all three forms Find the sum of the numbers. Learn with flashcards, games, and more — for free. Start studying Standard Form, Written Form, Expanded Form. Learn vocabulary, terms, and more with flashcards, games, and other study tools. There are 2 forms of an quadratic equation. Factored form (FF) and expanded form (EF). Factored form: (x+5) (x+6) Expanded form: x² + 11x + 30 How to change from factored from (FF) to Expanded Form (EF): Standard Form of a Decimal Number. In Britain this is another name for Scientific Notation, where you write down a number this way:. In this example, 5326.6 is written as 5.3266 × 10 3, because 5326.6 = 5.3266 × 1000 = 5.3266 × 10 3. In other countries it means "not in expanded form" (see Composing and Decomposing Numbers): Vertex Form . The vertex form of a parabola's equation is generally expressed as : $$ y= a(x-h)^ 2 + k $$ (h,k) is the vertex; If a is positive then the parabola opens upwards like a regular "U". (same as standard form); If a is negative, then the graph opens downwards like an upside down "U".(same as standard form); If |a| < 1, the graph of the parabola widens.

s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107876307.21/warc/CC-MAIN-20201021093214-20201021123214-00328.warc.gz

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http://wesleyan.edu/registrar/catalogdata/mecot-description.htm

math

The interdepartmental Mathematics-Economics Program (MECO) provides interdisciplinary work for students whose interest may be in economics with a strong mathematical approach or in mathematics applied to economic topics. Majors are expected to comply with the general education expectations. Recommended course sequences. In preparation for entering the program, a student should completed by the end of the second year: MATH121 and MATH122 or the equivalent, e.g., any 200-level mathematics course. Completion of, or current enrollment in, In addition, a student should have completed at least two of the courses listed below by the end of the second year. MATH121 and MATH122 or the equivalent, e.g., any 200-level mathematics course ECON110 and ECON300 COMP112 or COMP211 or any higher numbered computer science course Required courses. The concentration program requires at least 12 advanced (200-level or higher) courses selected from the offerings of the conomics and Mathematics departments. In addition to satisfying the entry requirements, students must complete MATH221 or 223, and MATH222 ECON301 and ECON302 Mathematics courses must be numbered 200 or above. Students may elect COMP301 and/or COMP312 and may elect other COMP courses subject to permission from their major advisor. MATH221 or 223 and MATH222 ECON300, ECON301, and ECON302 ECON380 and ECON385 Two additional courses in economics numbered 201 or above, at least one of which must be numbered 308 or above Three additional courses in mathematics or computer science A student cannot double major in MECO and computer science, or MECO and mathematics, or MECO and economics. A student may, however, double major in economics and mathematics.

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https://uspex-team.org/online_utilities/hardness3/

math

This program calculates hardness and fracture toughness from elastic tensor as described in the following article: E. Mazhnik and A. R. Oganov. A model of hardness and fracture toughness of solids. J. Appl. Phys. 126, 125109 (2019). Please, write the symmetric 6x6 elastic tensor for the crystal structure in the Voigt notation: Volume per atom, Å3: (only for fracture toughness) Please, be aware that for metals, intermetallics and alloys the values of hardness are not accurate and the fracture toughness should include the enhancement factor, which depends on the chemical bond and is not implemented by the current program. Bulk modulus, GPa Young's modulus, GPa Shear modulus, GPa Vickers Hardness, GPa Fracture toughness, MPa m1/2 Calculation using the average values If you don't have a full elastic tensor, but only the average values, you can use the following form where you need to specify only 2 of 4 values – the rest are calculated using isotropic approximation.

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CC-MAIN-2023-50

https://forum.bubble.io/t/stripe-variable-amount-and-variable-subscription-period/65211

math

I’d like to know if one of you figure out or know how to charge variable amount based on variable period in subscription mode with Stripe? I mean, subscription with dynamic amount and dynamic period. is-it possible? How to do you set this in Bubble? Thank you very much

s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100327.70/warc/CC-MAIN-20231202042052-20231202072052-00027.warc.gz

CC-MAIN-2023-50

https://www.download.io/scientific-calculator-cj47e-download-windows.html

math

Free Scientific Calculator CJ47E 2.0 for Windows CJ47E - Free Scientific calculator for Windows with complex numbers CJ47E - Free Scientific calculator for Windows with complex numbers - Logarithms and exponentials. - Fractions and root fractions output format - Polar and binomic complex numbers output format - Trigonometric functions - Rectangular-polar conversion. - Scientific Constants - 24 user's variables... - User's Manual You can run Free Scientific Calculator CJ47E on Windows operating systems. Free Scientific Calculator CJ47E is a software product developed by VaxaSoftware and it is listed in the category. Free Scientific Calculator CJ47E is a free software product and it is fully functional for an unlimited time although there may be other versions of this software product. Alternatives in on Windows

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CC-MAIN-2024-18

https://www.freezingblue.com/flashcards/print_preview.cgi?cardsetID=275994

math

face validity is to what extent people agree a recording superficially appears to measure. face validity assesses whether the test "looks valid" to the examinees who take it, the administrative personnel who decide on its use, and other technically untrained observers. Does the test "look like" a measure of the construct of interest? give an example. if you prepare a test to measure whether students can perform multiplication, and the people you show it to all agree that it looks like a good test of multiplication ability, you have shown the face validity of your test.

s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719754.86/warc/CC-MAIN-20161020183839-00476-ip-10-171-6-4.ec2.internal.warc.gz

CC-MAIN-2016-44

http://lists.contesting.com/_towertalk/2008-05/msg00512.html?contestingsid=6u7lvp4cnesuiifn2cngn51214

math

>Remember, a 90 degree bend in a ground wire is an inductor, and you >want a low impedance >path for strike current. I would run that 1.5" strap from each >tower leg, with an 18" radius bend, >over the foundation, and out to each ground rod. Is there a (probably empirically derived) approximation for the inductance of a bend in a wire. For straight wires, a handy approximation is 1 uH/meter. For a curve, are we basically talking about using a standard single turn coil formula, with 1/4 turn? Some online sites give quick and dirty equations along the lines of L=mu0 * pi * radius.. in any case, an inductance around 1 uH for 1m circumference (radius = 1/2pi meters.. call it about 6"). This would imply that the 90 degree bend is around 0.25 uH. At 1 MHz, that's an impedance of around an ohm or two. TowerTalk mailing list

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CC-MAIN-2016-44

http://stratdigital.com/2016_tweet/whc_display_tweet/dt_lfeldmann.php

math

Linda Feldmann 1 day ago:   Sunday Aug 18 - 10:21am RT @JonLemire: Well done, @NYDailyNewshttps://t.co/Iwgkjl3CGp Linda Feldmann 5 days ago:   Wednesday Aug 14 - 2:49pm Also, this: https://t.co/kfUwvmb17h Linda Feldmann 5 days ago:   Wednesday Aug 14 - 2:45pm Steve King really said this. https://t.co/irvb12TFUe Linda Feldmann 1 week ago:   Thursday Aug 8 - 7:22pm El Paso is an old city with a big heart, residents told CSM reporter @HenryGass. Its embrace of all isn’t going anywhere, despite last weekend's terrorist attack. https://t.co/7ZJWIDWeRy via @csmonitor Linda Feldmann 1 week ago:   Thursday Aug 8 - 6:31pm RT @henrygass: Is Donald Trump about to have a "Nixon in China" moment on #guncontrol? https://t.co/Qym4zQx7Wx (by @linda_feldmann/@_jessicamendoza) Linda Feldmann 1 week ago:   Thursday Aug 8 - 2:47pm RT @JProskowGlobal: I’m at the airport in Dallas, waiting for my flight home to DC from El Paso, and something incredible is happening. Linda Feldmann 1 week ago:   Thursday Aug 8 - 6:34am What?! https://t.co/XvsVzCDnuc via @politico Linda Feldmann 1 week ago:   Tuesday Aug 6 - 11:16am @DKMcClurkin Thank you. Just to be clear - it was pre-taped earlier in the evening, I wasn't doing this at midnight! Linda Feldmann 1 week ago:   Tuesday Aug 6 - 7:11am Rosemary, good talking to you. https://t.co/nhuBNRPKXr Linda Feldmann 2 weeks ago:   Saturday Aug 3 - 8:20am The politics of race is aflame like at no other time in Donald Trump's presidency https://t.co/AWjQFd18hy via @csmonitor@csm_politics @IanHaneyLopez@dixiebureau@HarryBruinius Linda Feldmann 2 weeks ago:   Friday Aug 2 - 6:53pm RT @FordOConnell: .@csmonitor: America’s big cities have become the president’s punching bag via @linda_feldmann https://t.co/cXcjlfg9DA Linda Feldmann 2 weeks ago:   Thursday Aug 1 - 11:37am In my "spare time," I am blogging my husband's hike up the Appalachian Trail. Along the way, I am learning about amazing people - like the guy who let my husband string his hammock up on his porch last night. https://t.co/kK7OINDJ3T Linda Feldmann 2 weeks ago:   Wednesday Jul 31 - 4:47pm RT @Steve_Humphries: #MarianneWilliamson is the most Googled candidate after the #DemDebate. What inspired the unusual #Marianne2020 campaign in the first place? My newspaper colleague @linda_feldmann interviewed the unconventional candidate last month to find out more. https://t.co/vCIv47Kg6T Linda Feldmann 2 weeks ago:   Wednesday Jul 31 - 12:30pm In light of Marianne Williamson's memorable moments last night, reprising my recent interview with her @MarWilliamson@csm_politics #YadaYadahttps://t.co/jNF3WWlFVo via @csmonitor Linda Feldmann 2 weeks ago:   Tuesday Jul 30 - 11:17am RT @SteveScully: Looking forward to a conversation with POTUS @realDonaldTrump Tuesday @ The White House to air @cspan this week. Stay tuned https://t.co/s90XIvYl9D. Linda Feldmann 3 weeks ago:   Thursday Jul 25 - 7:30am From the Department of You Can't Make This Stuff Up: https://t.co/ziqEjqmSjy Linda Feldmann 3 weeks ago:   Thursday Jul 25 - 6:23am Thank you, Matt! https://t.co/EtF54mP0lN Linda Feldmann 3 weeks ago:   Wednesday Jul 24 - 9:56pm What the Mueller hearings did – and didn’t – accomplish https://t.co/zZDqdRWpHG via @csmonitor Linda Feldmann 3 weeks ago:   Tuesday Jul 23 - 7:45pm RT @yuvalweber: If you had Trump referencing Gertrude Stein in your office pool, please collect your prize. https://t.co/rM2di4CHuK Linda Feldmann 4 weeks ago:   Sunday Jul 21 - 9:14am Watching Stephen Miller on Fox News Sunday. Wow. Linda Feldmann 1 month ago:   Thursday Jul 18 - 9:56pm Watching Christian Science Monitor Breakfast With Tom Emmer @CSPANhttps://t.co/bpuxDwLmV7 Linda Feldmann 1 month ago:   Thursday Jul 18 - 1:58pm From our lively Monitor Breakfast with @NRCC chair @RepTomEmmer this morning: https://t.co/PoUFhqQDte Linda Feldmann 1 month ago:   Thursday Jul 18 - 1:55pm RT @csm_politics: @RepTomEmmer adds “The @POTUS doesnt have a racist bone in his body. What [Trump] was trying to say is if you don’t appreciate this country you don’t have to be here. That has nothing to do with your race or gender, it has to do with the opportunities this country has given you.” Linda Feldmann 1 month ago:   Tuesday Jul 16 - 8:00pm RT @BarbaraPerryUVA: The current firestorm over @realDonaldTrump’s normalizing racism proves my point, in @linda_feldmann’s thoughtful @csmonitor piece, that he will continue to prompt white-hot flare-ups of opposition to his abnormalities. https://t.co/BVQUaa3lBh Linda Feldmann 1 month ago:   Tuesday Jul 16 - 10:04am RT @GeoffNunberg: "Normal" "stands indifferently for what is typical, …but it also stands for what shall be, our chosen destiny. That is why the benign and sterile-sounding word 'normal' has become one of the most powerful ideological tools of the 20th century," Ian Hacking https://t.co/TWKJ57haiI Linda Feldmann 1 month ago:   Monday Jul 15 - 10:06pm RT @AmeliaNewcomb: 'Mr. Trump has thoroughly taken over the Republican Party and normalized rhetoric that would once have been unthinkable in modern political discourse.' https://t.co/WljzhspAFf via @csmonitor@linda_feldmann Linda Feldmann 1 month ago:   Monday Jul 15 - 8:21pm How President Trump became the GOP’s ‘new normal’ @BarbaraPerryUVA@Miller_Center @GeoffNunberg@Leahgreenbhttps://t.co/0GWh0Fzznl via @csmonitor Linda Feldmann 1 month ago:   Monday Jul 15 - 3:07pm RT @jkbjournalist: Epstein victim Courtney Wild, standing less than four feet from the accused sex trafficker told the judge: “He is a scary person to be walking the streets.” Linda Feldmann 1 month ago:   Sunday Jul 7 - 10:18am Strongmen on the Arbat. Just spent a week in Russia, and had a classic cabbie convo. Andrei loved Donald Trump. He is "a strong uncle. He drinks the blood of babies," Andrei said (as a compliment). Here's my little story: https://t.co/SrTrgGMPzMhttps://t.co/bmfYebysmb Link to Image Linda Feldmann 2 months ago:   Thursday May 23 - 4:37pm RT @MomentMagazine: @ErikWemple of the @washingtonpost mentioned our story on George Soros in his article. The reason? Fox News continues to air conspiracies about Soros and his @OpenSociety, despite the fact that our work and many others' have debunked their claims https://t.co/tUa0kCWFz3 Linda Feldmann 2 months ago:   Wednesday May 22 - 7:51pm RT @broderick_timmy: In light of another failed meeting over infrastructure this morning, I think it's worth asking: why are none of the 2020 candidates talking about infrastructure, despite widespread, bipartisan support? My latest for @csmonitorhttps://t.co/hmnkJubtlt Linda Feldmann 2 months ago:   Wednesday May 22 - 6:16am @DW_Grant What’s your take on Salt Lake Tribune’s decision to go non-profit? Linda Feldmann 3 months ago:   Tuesday May 21 - 12:18pm RT @annamulrine: My latest, a cover story for the @csmonitor weekly magazine, on efforts to create (often secret) sanctuaries for refugees in Europe--and how nationalists are trying to put a stop to it: https://t.co/owu124lCGy Linda Feldmann 3 months ago:   Saturday May 18 - 7:25am There's a misperception that Trump policy is all situational and transactional. Not so. https://t.co/AwbeXxp5GU via @csmonitor Linda Feldmann 3 months ago:   Friday May 17 - 11:20am RT @ProfJordanTama: Glad to have contributed to this @csmonitor@linda_feldmann article on drivers of Trump's enthusiasm for economic confrontation with China cc: @AU_SIS @BTGProjectDChttps://t.co/tiPfbbiYkZ Linda Feldmann 3 months ago:   Monday May 13 - 3:52pm One-quarter of the way there. #AT2019#Sharkchowhttps://t.co/9drHpjUGUF Link to Image Linda Feldmann 3 months ago:   Monday May 13 - 2:38pm @David_McClurkin A nice moment in a tragic story. Linda Feldmann 3 months ago:   Monday May 13 - 1:38pm Sadly, my original report was accurate, as told by my husband thru-hiker who was in vicinity of tragedy. Here's latest Sharkchow trail blog: https://t.co/grhoBSgQsghttps://t.co/nBS1JL5qdu Linda Feldmann 3 months ago:   Sunday May 12 - 9:04am @peterlorentzen@tombschrader@annafifield Reporters always prefer “on the record,” but anonymous sources are legit way for serious reporters to share valuable info/perspectives. Trust is important, and I trust @AnnaFifield to get it right. Linda Feldmann 3 months ago:   Sunday May 12 - 8:58am Reporters always prefer “on the record,” but anonymous sources are legit way for serious reporters to share valuable info/perspectives. Trust is important, and I trust @AnnaFifield to get it right. https://t.co/EWtL16oOji Linda Feldmann 3 months ago:   Sunday May 12 - 6:40am Update: News reports say 2 AT hikers attacked by guy with large knife, but no fatalities, as forest service official had told hikers in Marion, Va. https://t.co/PQ30AJqOm9https://t.co/eo41gifEVm Linda Feldmann 3 months ago:   Saturday May 11 - 5:48pm First news report I have seen on attack on AT: https://t.co/pTqviNIndh Linda Feldmann 3 months ago:   Saturday May 11 - 1:03pm Breaking news: @WarrenRichey (thru-hiker) reports that someone was murdered last night on Appalachian Trail, and trail is closed for 18 miles north of Marion, Va. Per park ranger, 1 person is in custody. There's been a disturbed guy with a knife threatening people for a few weeks Linda Feldmann 3 months ago:   Friday May 10 - 5:30am RT @csmonitor: Our Beijing bureau chief spent a decade as a war correspondent. But she’s never experienced anything like China’s surveillance in its Xinjiang province. 🎧Listen to Ann’s firsthand account https://t.co/74GAmtNbiMhttps://t.co/pF0zlqgmvv Link to Image Linda Feldmann 3 months ago:   Tuesday Apr 23 - 11:30am LOL https://t.co/uPL0HDDwHm Linda Feldmann 4 months ago:   Sunday Apr 21 - 3:42pm RT @AriFleischer: Students at @Middlebury, left, right, and center, reacted with more common sense and decency to a controversial speaker than those who run the college. The Administration squelched free speech. Students and some brave faculty restored it. https://t.co/aQFg7xMeZV Linda Feldmann 4 months ago:   Thursday Apr 18 - 9:59am 10 episodes - enough for a season. Linda Feldmann 4 months ago:   Wednesday Apr 17 - 10:17am Check out @csmonitor's nice new homepage. https://t.co/jyK12oFyUE (then read my story on Stephen Miller!) Linda Feldmann 4 months ago:   Tuesday Apr 16 - 7:00am RT @BeschlossDC: American soldiers at Notre Dame, August 1944, during liberation of Paris, World War II: #Gettyhttps://t.co/KLiVX60nTx Link to Image Linda Feldmann 4 months ago:   Monday Apr 15 - 10:59am DC feels like a big waiting room at a maternity hospital, waiting for the baby to come... Linda Feldmann 4 months ago:   Sunday Apr 14 - 4:47pm gotta love the GOAT https://t.co/06XKbFpe86 Linda Feldmann 4 months ago:   Sunday Apr 14 - 7:50am Sharkchow stumbles upon the darndest things while walking in the woods. He took this yesterday at Wayah Bald outlook near Franklin, NC. https://t.co/RFkGe8LoKw@WarrenRichey#AThttps://t.co/BY0k4nEh3T

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http://site.physics.georgetown.edu/~jkf/rel_quant/math.html

math

Math Review for Physics 153: Relativity and Quantum Mechanics We will be using some math in this course that all of you have seen but might not yet have mastered. Diagnostic tests will be given periodically to check your understanding, and if a refresher is needed, then you can look at old textbooks or you can use the suggested videos below to help your review. For the first half of the course, you need to understand hyperbolic trig functions, Taylor series expansions and first order differential equations. For the second half of the course you will need to understand complex numbers, how to represent wave motion, and second order differential equations. All videos are from the The Khan Academy. Last modified August 31, 2016. Jim Freericks, Professor of Physics, freericks at physics dot georgetown dot edu

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https://extrawish.eu/et/product/expert-active-renewal-microdermabrasion-and-enzymatic-micro-peel

math

Expert Line is the program for alternative skin restoration. Solve your problem with these innovative products, without plastic surgery or beauty salon treatment! Home use formulas and methods are based on aesthetic medicine techniques. The basic concept of Expert products is to solve the problem quickly, efficiently, safely and sustainably, without complications, side effects and radical approaches. Expert Active Renewal Microdermabrasion and Enzymatic Micro-peel is the second step of the Skin Radiance and Restoration program (alternative method for salon microdermabrasion and chemical peel treatments). Shelf life: 18 months from the production date. In-use expiration date: 8 months. Certificate of Quality GOST R 52343-2005 Diatoms are hard silicon particles of equal size and rounded shape, they mechanically exfoliate dead skin cells from the top layer of epidermis, deeply cleanse pores and even skin surface. Enzymatic complex derived from tropical fruit «dissolves» dead cells on the top layer of epidermis, helps smooth skin relief. Skin tone is improved, skin looks silky. Novaftem-O2™ is an oxygen complex that increase cell oxygenation and enhances all active ingredients, activates local microcirculation, stimulates skin regeneration. Contains: Aqua, Paraffinum Liquidum, PEG-8 Stearate, Diatomaceous Earth, Glyceryl Stearate, PEG-100 Stearate, Glycerin, Helianthus Annuus Seed Oil, Cetyl Alcohol, Cetearyl Alcohol, PEG-20 Stearate, Dimethicone, Polyethylene, Carica Papaya Fruit Extract, Lecithin, Sodium Dextran Sulfate, Tocopheryl Acetate, Perfluorodecalin, Polyperfluoromethylisopropyl Ether, Poloxamer 188, Bisabolol, Arginine, Allantoin, Carbomer, Propylene Glycol, Diazolidinyl Urea, Methylparaben, Propylparaben, Potassium Sorbate, Sorbic Acid, Parfum. Maht: 40 ml Tootjariik: Russian Federation Valmistatud AS Faberlic tellimusel, Venemaa, Moskva, Nikopolskaja tn 4 Express Skin Restoration. Instant Revival of Skin Tone program Indications for use: Regimen (alternation between Chemical Peel and Microdermabrasion): Treatment 1. Chemical Peel with AHA acids (art. 1218) and SOS Therapy and Restoration Cream SPF8.  , , , , , , , , , , , , , , , , , , , , , , , , , , Treatment 2. Microdermabrasion and Enzymatic Micro-peel (art. 1228) and SOS Therapy and Restoration Cream SPF8. ,  , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , Do not use more than 2-3 times a week. Result: fresh glowing skin tone, deep cleansing, reduced pores, smoothed acne marks. Youthful Look: Ageing Prevention, Skin Rejuvenation and Conditioning program Indications for use: Regimen (consequent usage of all products in accordance with the treatment protocol): Step A. Chemical Peel with AHA acids (art. 1218). Step B. Microdermabrasion and Enzymatic Micro-peel (art. 1228). Step C. SOS Therapy and Restoration Cream SPF8. Regular skin care 1–2 times a week. Result: Skin tone instantly revived, fine lines smoothed

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http://jdotp.org/axis-fixed-income-opportunities-fund-growth/fund-industry-find-best-mutual-funds-to-buy-money-market-everything-about-financial/

math

Mutual funds give investors the ability to diversify across a wide variety of investments that they otherwise may not carry in their portfolio as individual securities. Since mutual funds invest in a diverse range of securities and investment options, one mutual fund share actually represents proportionate ownership in each and every investment in the mutual fund’s portfolio. Of most interest to investors is that each share also proportionately represents the profits of those investments as mutual funds are required to pass along profits to their investors by way of mutual fund distributions, which come in several forms. Getting Started. Investing begins before buying the first mutual fund (or prior to buying the next one). If you’re investing independent of a financial advisor, ask yourself a few questions: What do you hope to accomplish with your savings? A secure retirement? Accumulation of wealth for strengthening your financial security? What is your time horizon? One year? Five years? 10 years? #axis long term mutual fund#sbi liquid fund#axis long term equity fund dividend#baroda pioneer growth fund#stock funds#morningstar style box#axis long term equity fund direct growth nav#best index#liquid funds#axis fixed income opportunity fund#top 10 mutual fund investment companies#axis fixed income opportunities fund monthly dividend#axis income saver fund#market index#blackrock income opportunities fund#axis fixed income#best mutual funds#axis equity saver fundrating While it can be confusing, the answers to the following three questions will help you navigate the mutual fund waters—from how they work to how to add them to your investment portfolio. What Is a Mutual Fund? For all intents and purposes, mutual funds serve as an alternative for investors who can’t afford an individually managed account. Mutual funds are formed when investors with smaller amounts of capital, pool their money together and then hire a portfolio manager to run the consolidated pool’s portfolio—subsequently buying different stocks, bonds, or other securities in a manner consistent with the fund’s prospectus. Each investor then receives their respective piece of the pie while sharing the expenses, which show up in something called the mutual fund expense ratio. Joint Brokerage Account: This works the same as an individual brokerage account, except there are two account holders, such as spouses.Individual Retirement Account: Also called an IRA, qualifying individuals can make contributions that are not taxable. Growth is tax-deferred, which means that account holders don’t pay taxes until withdrawals are made. Roth IRA: This is an individual retirement account that is funded with after-tax dollars, which means contributions are not tax-deductible, as with the traditional IRA. However, growth is tax-deferred and qualified distributions (withdrawals) are tax-free. For more on the Roth and the traditional IRA, see this article on how IRAs work. However mutual funds can be significantly less expensive. A mutual fund manager will place all the necessary trades to maintain the mutual fund portfolio but the investor may only be responsible for one low expense. But if investors are not careful, investing in mutual funds can be more expensive than buying individual stock securities. To keep costs low, mutual fund investors are wise to buy no-load mutual funds with low expense ratios. Costs can also be minimized by investing with one of the best no-load mutual fund companies like Vanguard, Fidelity or T. Rowe Price, all of which have a diverse selection of no-load funds with low expense ratios.

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https://casmusings.wordpress.com/conference-presentations/

math

I will upload here descriptions & .pdf files from my conference presentations. PREcalculus transformed & iNSPIRED (OCTOBER 28, 2016 – OCTM ANNUAL CONFERENCE, SANDUSKY, OH) Presentation Description: How many functions can two points define? How do you bend asymptotes and bounce off infinity? Can one function be a parent to every exponential function? How are logistic, rational and trigonometric functions identical? This workshop offers an innovative understanding of pre-calculus concepts through non-standard transformations, allowing functions and concepts to be unified by a handful of underlying mathematical structures. Its approaches dramatically simplify many initially complicated-looking functions and problem. The central ideas of this workshop are accessible online via Desmos and Wolfram-Alpha, but will be presented partially using the TI-Nspire CAS. With a classroom set of handheld calculators available, all participants will be able to engage in every problem throughout the workshop. I used the AirSketch app to live project during presentation. NSPIRED CAS & STATISTICS (october 16, 2015 – OCTM ANNUAL CONFERENCE, Cincinnati, OH) Presentation Description: The utility of statistical software for student learning is widely accepted. Less well-known is the power of the TI-Nspire to support statistical learning. This session has two goals: review an Nspire document explaining linear regressions without black-box calculus, and explore implications of using the TI Nspire in a statistics classroom, including in some cases using the power of a computer algebra system (CAS) to compute many familiar statistics values. The regressions activity has been successfully used in Algebra II and Statistics courses. The other activities were developed with students in AP and non-AP Statistics classes, helping many of the presenter’s students achieve a deeper understanding of statistics than they would have otherwise. Participants are encouraged to bring a statistics-capable graphing calculator or computer, ideally a TI-Nspire CAS. All presentation files and .tns Nspire CAS documents will be electronically available. Powerful Student Proofs from CAS-enhanced classrooms (JULY 18, 2015 – USACAS-9, Cleveland, oh) Presentation Description: This session outlines proofs established by two students from a CAS-enhanced precalculus class. The first involves a surprising transformation connection in a polar graph of a limaçon. The second establishes an unexpected relationship between the behavior of foci in ellipses and hyperbolas. Time permitting, I will share a third example involving a famous historical calculus result “rediscovered” centuries later by a curious student’s exploration in a CAS-enhanced classroom. While these proofs are beyond typical precalculus courses, the point of the session is to show how the presence of CAS can significantly enhance the abilities of ALL students to explore and create mathematics on their own. BEND ASYMPTOTES, BOUNCE OFF INFINITY, AND MOVE BEYOND (JULY 18, 2015 – USACAS-9, CLEVELAND, OH) Session Description: A deep understanding of polynomial behavior and transformations dramatically enhances student understanding of rational function graphs. This session uses CAS as an innovative approach to analyze rational functions via variable transformations far beyond simple stretches and slides. Then, we will leverage the reciprocal and other transformations on exponential, rational and sinusoidal functions to create logistic, other rational, and compound trigonometric functions, unifying several families through a handful of underlying mathematical structures. My goal is to show that many historically complicated functions and concepts are simultaneously richer and simpler than they have traditionally been handled. If time allows, we will conclude with a novel investigation of polar functions. (I’ll include the polar idea in the electronic materials either way.) NSPIRED CAS & STATISTICS (MARCH 14, 2015 – T^3 International Conference, dallas, tx) Presentation Description: Dynamic software is ubiquitous in statistics courses. Less well-known is the power of the TI-Nspire CAS to support statistical learning. This session has two goals: review a non-CAS Nspire document explaining linear regressions without black-box calculus, and explore implications of CAS approaches in a AP and non-AP statistics courses. The regressions activity has been successfully used in Algebra II and Statistics courses. The CAS approach helped many of the presenter’s students achieve a deeper understanding of the statistics of binomial & normal distributions, confidence intervals, and minimum sample sizes without ever needing to look up values in probability tables. finally … a real math app (april 12, 2013 – ett ipad summit, atlanta) Presentation Description: This session models an Algebra 2 class in which FluidMath creates an environment in which students and teachers explore deep and challenging mathematics with technology. FluidMath reads handwritten math–the way we actually write in a math classroom–while effortlessly creating graphs, adding sliders, and solving equations to help keep users’ attention focused on thinking and mathematics. With FluidMath running in the background, this session will explore some unexpected properties of quadratic, linear, and exponential functions. to infinity and beyond (november 5, 2012 – GISA 2012) Co-presented with Nurfatimah Merchant based on ideas from PreCalculus Transformed Presentation Description: This workshop applies the reciprocal transformation to various function families. It offers an innovative understanding of several pre-calculus topics (including exponential, logistic, rational and trigonometric functions), unifying several families through a handful of underlying mathematical structures. Participants will discover that many historically complicated problems and concepts are both richer and greatly simplified in this process. RE-ENVISIONING POLAR GRAPHING (OCTOBER 19, 2012 – GCTM & November 5, 2012 – GISA) – by Nurfatimah Merchant Presentation File: pdf All the world’s a polynomial (OCTOBER 19, 2012 – GCTM; NOVEMBER 5, 2012 – GISA) Presentation Description: Using statistical regressions, you can find polynomial approximations to almost all functions traditionally taught in high school mathematics. Using nothing deeper than Algebra II and basic statistical regressions on a graphing calculator, this session will show how to compute surprisingly accurate polynomial approximations to three fundamental functions. It will conclude with some optional connections to complex numbers, calculus, and the inadequacy of correlation coefficients. Presentation File: Keynote INTEGRATING CAS (october 19, 2012 – GCTM 2012) Presentation Description: Computer Algebra Systems (CAS) have been available in the presenter’s classes for the past decade. This presentation explores how mathematics classes can be dramatically enhanced when a CAS (TI Nspire CAS and/or Geogebra) is available for learning. Examples from a wide range of Algebra II, PreCalculus, and Calculus topics will include, among others, sources from textbooks that recently have incorporated CAS in central and ancillary roles. Presentation File Formats: Keynote, PowerPoint, pdf INTEGRATING CAS (September 7, 2012 – MMC – Chicago, IL) Presentation Description: Mathematics learning is dramatically enhanced when CAS is an integral, omnipresent tool for students. The presentation was designed to showcase problems from Algebra, PreCalculus, and Calculus that are much deeper when CAS is used for exploration. Fortunately (or unfortunately), I way over-prepared and accomplished only about half of what I had available. Even so, I’ve posted my presentation file in multiple formats along with all of the Nspire and GeoGeogebra files I created in support. Hopefully they’ll serve as an inspiration to you to explore, learn a little you didn’t know before, and ideally start some great conversations about teaching and learning mathematics. Presentation File Formats: Keynote, PowerPoint, pdf Nspire Files: LinReg Derivation, QuadSurprises, Quadratic_Forms, QuadAreaSurprises, 3points_rotated, Cubics, Probability, Straightening, CeilingsFloors GeoGebra Files: 3points, 3points_rotated PreCalculus Transformed (July 9-11, 2012 – Atlanta, GA) Co-presented with Nurfatimah Merchant based on ideas from PreCalculus Transformed Workshop Description: PreCalculus Transformed highlights the under-explored role of non-standard transformations and function composition in learning algebra and precalculus concepts. Families of functions are identified first by immutable distinguishing characteristics and then modified through multiple representations & transformations. Participants will discover that many historically complicated precalculus problems and concepts are both richer and greatly simplified in this process. The course integrates computer algebra system (CAS) technology, but it is certainly possible to use and grasp its concepts without this technology. Potential topics include expanded transformations, polynomials, rational functions, exponentials, logistics, and trigonometric functions. Additional topics may be explored depending on time and participant needs or experience. Textbook is included in the workshop price. INtegrating CAS (T3 International 2012 – Chicago) Session Description: This workshop explores how mathematics classes can be dramatically enhanced when CAS is an integral, omnipresent tool for learning. NOTE: For those who attended my 3/3 session, I’ve repaired the issue with the CeilingsFloors.tns file. It was an issue with me trying to define the same variable twice in one document. Sorry for the session slip up. All works perfectly now. Session Description: This workshop applies the reciprocal transformation to various function families. It offers an innovative understanding of several pre-calculus topics (including exponential, logistic, rational and trigonometric functions), unifying several families through a handful of underlying mathematical structures. Participants will discover that many historically complicated problems and concepts are both richer and greatly simplified in this process. The session concludes with a novel investigation of polar functions. Bending Asymptotes and Bouncing off Infinity (GISA 2011) Session Description: A deep understanding of polynomial behavior and transformations dramatically simplifies the graphing of any rational function (and beyond). This session offers an innovative approach to analyzing rational functions and more, via transformations far beyond simple stretches and slides. It explores ways to use Computer Algebra Systems (CAS) at all levels to facilitate students’ exploration and enhance their understanding of the concepts. While CAS is used in this presentation, the ideas can definitely be taught without it. Primary presenter: Nurfatimah Merchant All the World’s a Polynomial … (GCTM 2011) Session Description: Historically, students struggle to understand the utility and origins of Taylor Series. This session makes use of local linearity and statistical regressions to explain tangent lines in a way that is useful to all AP Calculus students before extending the approach to create Taylor Series for AP Calculus BC. This introduction is understandable by both pre-calculus and calculus students. The session will conclude with a student project around a famous Euler problem and techniques for using series to connect circular and hyperbolic trigonometry. PreCalculus: Transformed & Nspired Session Description: This workshop offers an innovative understanding of pre-calculus concepts through nonstandard transformations, allowing functions and concepts to be unified by a handful of underlying mathematical structures. It provides approaches that dramatically simplify many initially complicated-looking problems. CAS-enhanced ideas are presented. Additional notes: Co-presented with Nurfatimah Merchant based on ideas from PreCalculus Transformed Presentation file: NspiredPrecalculus (blank) Conics within Conics Session Description: This session presents the family of conic sections by connecting their algebraic and graphical representations, showing how each section can evolve from the others. The conclusion is a surprisingly elegant conic property and a 9th grader’s proof submitted for publication. Additional notes: I will upload the proof for the property after the publication has been confirmed. tns files: Conics within conics Why the Second Derivative Test is Better (GCTM – Oct 2010) Session Description: Every single-variable calculus class introduces both the first and second derivative tests as tools to classify function extrema. Unfortunately, we don’t always explore the pros and cons of the two tests, nor do we help students understand when the first derivative test is limited. This session will provide a rationale for why the second derivative test should be presented as the superior test for extrema. Additional notes: Basically, the FDT is direction-dependent. If you can be certain that you can order the values you plug into your relation, then the FDT can be applied. For all non-Cartesian presentation forms of relations (polar, parametric, differential equations, vector), left-right directionality cannot be guaranteed, so the SDT should be employed. Presentation file: The Second Derivative Test is Better

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https://praadisedu.com/selina-solutions-for-class-6-maths-chapter-15/Decimal-Fractions/1013/85

math

A decimal is any number in our base-ten number system. Specifically, we will be using numbers that have one or more digits to the right of the decimal point in this unit of lessons. The decimal point is used to separate the one's place from the tenths place in decimals. (It is also used to separate rupees from paisa in money.) As we move to the right of the decimal point, each number place is divided by 10. The fractions whose denominator (bottom number) is 10 or higher powers of 10, i.e., 100, 1000, 10,000 etc., are called decimal fractions. For example, in 0.6, the six is in the tenths place, so we place 6 over 10 to create the equivalent fraction, 6/10. If needed, simplify the fraction.

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http://www.chegg.com/homework-help/questions-and-answers/fauver-industries-plans-capital-budget-650-000-wants-maintain-target-capital-structure-40--q1682551

math

Fauver Industries plans to have a capital budget of $650,000. It wants to maintain a target capital structure of 40% debt and 60% equity, and it also wants to pay a dividend of $375,000. If the company follows the residual dividend policy, how much net income must it earn to meet its investment requirements, pay the dividend, and keep the capital structure in balance?

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CC-MAIN-2013-20

http://www.newhappyholidays.com/faq/readers-ask-how-many-days-in-a-normal-year.html

math

- 1 Are there 364 or 365 days in a year? - 2 How many days are in a normal year not a leap year? - 3 Is 2021 a common year? - 4 How many days are in a year 2021? - 5 Will there be a 365 days part two? - 6 How many minutes are in year? - 7 How do you check if a year is leap or not? - 8 How many leap years are there in first 100 years? - 9 Why does February have 28 days? - 10 What was year 1? - 11 Who divided the year into 365 days? - 12 Is 2021 a non leap year? - 13 How many hours will there be in 2021? - 14 How many work days were there in 2021? - 15 What is the 100th day of 2021? Are there 364 or 365 days in a year? In the Julian calendar, the average (mean) length of a year is 365.25 days. In a non-leap year, there are 365 days, in a leap year there are 366 days. A leap year occurs every fourth year, or leap year, during which a leap day is intercalated into the month of February. The name “Leap Day” is applied to the added day. How many days are in a normal year not a leap year? The year is a leap year (it has 366 days). The year is not a leap year (it has 365 days). Is 2021 a common year? A year, occurring once every four years, which has 366 days including 29 February as an integral day is called a Leap year. 2021 is not a leap year and has 365 days like a common year. How many days are in a year 2021? A calendar year consists of 52 weeks, 365 days in total. 2021 marks the beginning of a new decade. 2021 began on Friday, January 1 and will end on Friday, December 31, 2021. Will there be a 365 days part two? Will there be a 365 Days 2? Yes! Netflix is involved with 365 Days 2 and 365 Days 3, according to a report from Deadline. Both movies are in active development. How many minutes are in year? There are 525,600 minutes in a normal year and 527,040 minutes in a leap year. To find how many minutes are in a year, we start with the number of How do you check if a year is leap or not? To check if a year is a leap year, divide the year by 4. If it is fully divisible by 4, it is a leap year. For example, the year 2016 is divisible 4, so it is a leap year, whereas, 2015 is not. However, Century years like 300, 700, 1900, 2000 need to be divided by 400 to check whether they are leap years or not. How many leap years are there in first 100 years? Hint: A leap year is the year occurring once every four years and has 366 days. Also, in 100 years there are 24 leap years. Why does February have 28 days? But, in order to reach 355 days, one month had to be an even number. February was chosen to be the unlucky month with 28 days. To account for the entire 365.25 day-long year, one day was added to February every four years, now known as a “leap year.” During most years, this left February with just 28 days. What was year 1? AD 1 (I), 1 AD or 1 CE is the epoch year for the Anno Domini calendar era. It was the first year of the Common Era (CE), of the 1st millennium and of the 1st century. Who divided the year into 365 days? To solve this problem the Egyptians invented a schematized civil year of 365 days divided into three seasons, each of which consisted of four months of 30 days each. To complete the year, five intercalary days were added at its end, so that the 12 months were equal to 360 days plus five extra days. Is 2021 a non leap year? No. 2021 is not a leap year. 2021 year has 365 days. How many hours will there be in 2021? Remember that there are 8760 hours in total in the year 2021. So if you’re full-time you will be working, or at least at work about 22.84% of the time. How many work days were there in 2021? There are a total of 261 working days in the 2021 calendar year. What is the 100th day of 2021? And since the 100th day of 2021 falls on April 10, it’s the perfect time to start emerging from our winter hibernation and enjoy some spring activities, while recognizing all that we’ve accomplished in this first 100 days of the year.

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https://www.coursehero.com/file/6757093/MIT16-30F10-rec11/

math

This preview shows pages 1–3. Sign up to view the full content. This preview has intentionally blurred sections. Sign up to view the full version.View Full Document Unformatted text preview: Recitation 11: Time delays Emilio Frazzoli Laboratory for Information and Decision Systems Massachusetts Institute of Technology November 22, 2010. 1 Introduction and motivation 1. Delays are incurred when the controller is implemented on a computer, which needs some time to compute the appropriate control input, given a certain error. More in general, the evaluation of sensory information aimed at deciding the best course of action, will require a finite computation time. 2. In some systems, delays may also be part of the physical plant. For example, on an airplane, the effect of lift variation at the main wing are felt on the tail when the vortices shed by the wing reach the tail plane. A rather extreme example is remote tele-operation: communication with a deep-space spacecraft or planetary rover may require several minutes. 2 The frequency response of a time delay A time delay is an operator that transforms an input signal t → u ( t ) into a delayed output signal t → y ( t ), with y ( t ) = u ( t − T ), where T ≥ is the amount of the delay. Clearly, this is a linear operator: you can check easily that the delayed version of a linear combination of signals is equal to the linear combination of the delayed signals. Let us indicate this operator with Delay T . In order to compute the transfer function of this linear operator, let us compute the Laplace transform of the output as a function of the Laplace transform of the input. We get ∞ ∞ ∞ Y ( s ) = L [ y ( t )] = y ( t ) e − st dt = u ( t − T ) e − st dt = u ( τ ) e − sτ − sT dτ = e − sT U ( s ) , from which we conclude that Delay T ( s ) = e − sT . What is the frequency response of the time delay? We need to study the function ω → Delay T ( jω ) = e − jωT . Recall that the polar representation of a complex number z ∈ C is z = | z | e − j ∠ ( z ) , from which we deduce immediately that | e jωT | = 1 , ∠ e − jωT = − ωT. This is not unexpected, since the time-delayed version of a sinusoid of unit amplitude and zero phase u ( t ) = sin ( ωt ) is another sinusoid, y = sin ( ω ( t − T )), with unit magnitude and a phase delayed by ωT . (The peak of the input is reached at times t p = π/ (2 ω ) + 2 πn , where the phase of the input is equal to π/ 2; at those times, the phase of the output is π/ 2 − ωT .) See Figure 1 .-1-0.5 0.5 1 5 10 15 20 y(t) t Figure 1: Time-delayed sinusoid. The blue line represents the signal y ( t ) = sin(2 π/ 10 t ) (for t ≥ 0); the red line is the same signal delayed by 2.5 time units, i.e., Delay 2 . 5 [ y ]. Since ω = 2 π/ 10 rad/s, and T = 2 . 5 s , ωT = π/ 2: the phase of the time-delayed signal is lagging that of the original signal by... View Full Document This note was uploaded on 02/03/2012 for the course AERO 16.30 taught by Professor Ericferon during the Fall '04 term at MIT. - Fall '04

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CC-MAIN-2017-17

https://www.pinterest.ca/explore/triangle-formula-area/

math

Colorful visual representation of area formulas for rectangles, triangles, parallelogram, triangles, trapezoids, and circles. Great addition to the classroom for elementary education and extremely helpful for remembering area! I present you with an introductory lesson on Formulas! Your students will enjoy manipulating the variables in our lesson from one side of the equal sign to the other, depending upon the problem at hand. Formulas presented in the lesson are for Celsius and Fahrenheit conversions, Kelvin and Fahrenheit conversions, area of triangles, area of rectangles, density and mass, the distance formula, and simple interest. This 4 page lesson includes a page that details the formulas for finding the area of a square, rectangle, triangle, parallelogram and trapezoid. The second and third pages are practice problems and the answer keys are included. This is a curios double sided foldable to teach students the formulas to find area squares, rectangles, triangles, parallelograms, trapezoids, rhombuses and kites. It includes notes for teachers. Great for INTERACTIVE NOTEBOOKS!

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CC-MAIN-2018-13

https://newbedev.com/if-a-circuit-only-has-a-current-source-and-no-voltage-source-where-does-the-voltage-come-from-to-supply-the-circuit

math

If a circuit only has a current source and no voltage source where does the voltage come from to supply the circuit? An Ideal current source will produce whatever voltage is necessary to permit it to deliver its specified current. An ideal voltage source will deliver whatever current the rest of the circuit requires when it is delivering its specified voltage. Real current and voltage sources will have limits on the voltage (for a current source) or current (for a voltage source) that they can deliver. These are idealized elements. Neither voltage sources nor current sources exist in reality. Reality has generators and galvanic cells etc. You can model a galvanic cell as either a voltage source with an internal resistance in series a current source with an internal resistance in parallel Of course you can always add more things to your model, but these two options are the minimum. If you drop the internal resistance connected the right way, you aren't talking about real world things any more but you are talking about your modeling. And that's what these circuit lessons and practice is about. Learn to understand the modeling. So you can build and understand models for real world elements. I think you can now easily understand what to do with R2, and what the current source and R1 can be transformed into afterwards. A current source does have to have a voltage source. But, because a current source is designed to supply a fixed amount of current, we can ignore its inner workings and just focus on its purpose: to be a current source. If you think about it, we treat sources as ideal a lot, and it works out just fine. If we couldn't do that, a voltage source in a circuit would have to include all the components that allows it to output that particular voltage. And if it were plugged into the wall, it would have to include a circuit that went all the way back through transformers and many miles of wire to the electricity source...

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http://hondaswap.com/threads/b18c-in-1st-gen-crx.66661/

math

First I would like to apologize if this information is elsewhere on the site, but I didn't see it anywhere after extensive searching. My question is how hard would it be to put a B18C from Japan into a 86 CRX DX? I understand that I would have to get mounts from HAsports. If I were to do this, I would have the engine, harnesses, mission, ECU, axles, everything. I'm aware there would be some wiring modifications that would need to be done, but how bad would it be?

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http://www.physicsforums.com/showthread.php?s=441a38ea7f0291a5c59b36eadbfe8792&p=4039622

math

|Aug17-12, 04:41 PM||#18| Is angular momentum conserved here? And more: Why is it only instantaneous? There is a torque around that point all the time? Do you mean that because the stick moves all the time the rotation around it is only instantaneous? But then is the rotation around the center of mass not also instantaneous? Surely that moves too - what distingiushes those two coordinate frames? Or said in another way: I don't understand why it is much easier to work with the center of mass. I don't understand why this point is so special. I understand it translates as though only acted on by external forces but it seems that all points on the stick do this in this situation. Sorry I ask so much, but I actually feel that I get a little closer to a complete understanding every time. I will consider your answer to this reply final for now and try to go back and get a better understanding by thinking everything over. Thanks so much for your help for now. |Aug17-12, 05:03 PM||#19| if the body is rotating, then the only point that isn't accelerating is the centre of mass (and the only point that isn't moving is the centre of rotation*) if the body is moving freely, there is no torque about any point * this is in 2D … for a 3D body, there will be an instantaneous axis with zero velocity |Aug18-12, 06:39 AM||#20| Okay ill try to explain my problem more pictorially. Why is the stick moving as in scenario 2 and not as in scenario 1 on the attached picture? |Aug18-12, 05:22 PM||#21| Graduate mechanics courses present the mathematics of rigid bodies in several representations. Although the physics is “classical”, some of the mathematics seems anti-intuitive at first sight because the descriptions aren’t unique. One learns in introductory physics to choose the leverage point that is most “convenient” for the calculations. However, “convenient” isn’t the same as “unique”. Very often the center of mass is used as a leverage point because it is most “convenient”. Again, convenient isn’t unique. Both the leverage point and the axes of rotation are arbitrary. It is possible that your left cerebral hemisphere has chosen one axis and your right cerebral hemisphere has chosen another axis of rotation. Both hemispheres are correct. However, solving a physics involves working with one axis consistently. “Screw theory refers to the algebra and calculus of pairs of vectors, such as forces and moments and angular and linear velocity, that arise in the kinematics and dynamics of rigid bodies. The conceptual framework was developed by Sir Robert Stawell Ball in 1876 for application in kinematics and statics of mechanisms (rigid body mechanics). The value of screw theory derives from the central role that the geometry of lines plays in three dimensional mechanics, where lines form the screw axes of spatial movement and the lines of action of forces. The pair of vectors that form the Plücker coordinates of a line define a unit screw, and general screws are obtained by multiplication by a pair of real numbers and addition of vectors. A remarkable result of screw theory is that geometric calculations for points using vectors have parallel geometric calculations for lines obtained by replacing vectors with screws. This is termed the transfer principle. A remarkable result of screw theory is that geometric calculations for points using vectors have parallel geometric calculations for lines obtained by replacing vectors with screws. This is termed the transfer principle. Screw theory notes that all rigid-body motion can be represented as rotation about an axis along with translation along the same axis; this axis need not be coincident with the object or particle undergoing displacement. In this framework, screw theory expresses displacements, velocities, forces, and torques in three dimensional space.” Sometimes the best way to learn a topic is from a graduate student’s thesis. This thesis covers the moment of inertial in rigid body theory. “Rigid-Body Inertia and Screw Geometry This paper reviews the geometric properties of the inertia of rigid bodies in the light of screw theory. The seventh chapter of Ball’s treatise defines principal screws of inertia for a general rigid body based on Ball’s co-reciprocal basis of screws. However, the application of that work to the important cases of planar- and spherical-motion is not satisfactory. The following paper proposes a new formulation of the screws of inertia which is more easily applicable, and compares it with common mathematical devices for treating rigid body inertia such as the inertia tensor [6, 9]. This brings to light a geometric perspective of inertia that does not often accompany this topic.” |Similar Threads for: Is angular momentum conserved here?| |How to determine if angular momentum is conserved?||Introductory Physics Homework||21| |Conserved angular momentum: finding angular velocities of drums as a function of time||Introductory Physics Homework||2| |Poincare conserved currents : Energy-momentum and Angular-momentum tensors||Beyond the Standard Model||10| |EM fields. Angular Momentum seems not to be Conserved!!||Classical Physics||13| |Is Angular Momentum really conserved||General Physics||9|

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CC-MAIN-2013-20

https://www.wyzant.com/resources/answers/topics/math3-help-please

math

70 Answered Questions for the topic #math3#help#please bailey is thinking of a number. when this number is mulitiplied by 4 and increased by 13,the result is 8 less than half of the number. what is bailey,s number Find the equation perpendicular to the line y=−3x+5 that passes through point (2, 6). Martin has 38 dollars. Raymond has x fewer than Martin. Write an expression that shows how much money Raymond has marsha wants to invest $1400 for a period of 3 years. if she can earn 2.8% per annum compond interest, how much will she have at the end? Angle 1 and angle 2 are vertical angles. Solve for x if angle 1 is (x-3) and angle 2 is 50 degrees. a flag pole 18 ft tall casts a shadow 12 feet long at a specific time of day. find, to the nearest degree, the angle of elevation of the sun at this time of day Please help me answer 2 algebra probability questions? write the equation of a line passing through the point (4,9) with a slope of 0 If a population of of 500 pond frogs grows by 9% each year, what will the population be in 8 years? (hint: use exponents) Julie can type 50 words per minute.How many minutes can she type in 1 hour? bill has 6 more quarters than nickles. the coins have a total value of $6. how many of each coin does bill have Cameron has 11 adult goldfish. This is 7 fewer goldfish than his friend Julia has. Write and solve an equation to determine the number of goldfish Julia has. Find the equation of a line that is parallel to the line x= -7 and contains the point left (-9,7) A container holds 24 liters of sports drinks how many 1.5-liter bottles can be filled from the container i need math help a bank is offering an interest rate of 4.75% how long would it take to earn $500 if you invested $12,000 in the bank Half of a number, x, increase by 7 is greater than -11 and less than-3. What are the possible solutions? college algebra that is a distance and rate and time problem this is hard plx help me Twice a number, n, subtracted from 36 is less than 15 more than one third the number.

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CC-MAIN-2019-47

https://eslvideo.com/show_quiz_questions.php?id=34557

math

1. Who are the characters in this story? b.) three plastic bottles 2. Plastic is made of _____________. b.) oil and gas 3. How much plastic ends up in landfills? a.) all of it b.) hundreds of millions of tons 4. Rainwater flows through the waste and absorbs toxic compounds. The toxic water is called leachate, and it _____________________. b.) can move into groundwater, soil and streams, poisoning ecosystems and harming wildlife. 5. How long can it take for a bottle to decompose? a.) 100 years b.) 1000 years 6. What is the name of the massive vortex of trash in the Pacific Ocean? a.) The Pacific Garbage Patch b.) The Pacific Trash Gyre 7. How many plastic-filled trash vortexes, or gyres, are there in the world's seas? 8. Why do the animals eat the plastic? a.) They think it's food. b.) Because they are starving. 9. Do most plastics biodegrade? a.) Yes, they do. b.) No, then don't. 10. Bottle number three is _____________. a.) in the Pacific Garbage Patch

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https://www.jiskha.com/display.cgi?id=1235697931

math

posted by Angie . Bruce needs 30 five-foot pieces of rope for a school project. The hardware store sells rope by the yard. How many yards of rope will Bruce need to purchase? All you need to do is find the total amount of rope you need so the 30 x 5 (which equals 150 feet of rope btw) You then divide by three to get the number of yards, so 150/3= 50. So Bruce needs to purchase 50 yards of rope. total amount of rope:30x5=150 150 ÷3=50 50 YARDS OF ROPE is the answer

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CC-MAIN-2017-34

https://inis.iaea.org/search/search.aspx?orig_q=RN:51044617

math

Results 1 - 1 of 1 Results 1 - 1 of 1. Search took: 0.014 seconds [en] A detailed model of the tidal disruption events (TDEs) has been constructed using stellar dynamical and gas dynamical inputs that include black hole (BH) mass M•, specific orbital energy E and angular momentum J, star mass M⋆ and radius R⋆, and the pericenter of the star orbit rp(E, J, M•). We solved the steady state Fokker–Planck equation using the standard loss cone theory for the galactic density profile ρ (r) ∝ r−γ and stellar mass function ξ(m) where m = M⋆/M⊙ and obtained the feeding rate of stars to the BH integrated over the phase space as , where for M• > 107M⊙ and ∼6.8 × 10−5 Yr−1 for γ = 0.7. We use this to model the in-fall rate of the disrupted debris, , and discuss the conditions for the disk formation, finding that the accretion disk is almost always formed for the fiduciary range of the physical parameters. We also find the conditions under which the disk formed from the tidal debris of a given star with a super Eddington accretion phase. We have simulated the light curve profiles in the relevant optical g band and soft X-rays for both super and sub-Eddington accretion disks as a function of Using this, standard cosmological parameters, and mission instrument details, we predict the detectable TDE rates for various forthcoming surveys as a function of γ.

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CC-MAIN-2023-14

http://nnassignmentmegc.icecondoassignments.info/writing-a-null-hypothesis.html

math

The hypothesis that the estimate is based solely on chance is called the null hypothesis thus, the null hypothesis is true if the observed data (in the sample) do not differ from what would be expected on the basis of chance alone i need help in writing a null and alternative hypotheses for a t-test of the research question and it. Null hypothesis the fma company has designed a new type of 16 lb bowling ball the company knows that the average man who bowls in a scratch league with the company’s old ball has a bowling average of 155. A hypothesis (or hypothesis statement) is a statement that can be proved or disproved it is typically used in quantitative research and predicts the relationship between variables the purpose of a hypothesis statement is to present an educated guess (ie, a hypothesis) about the relationship between a set of factors. The three-step process it can quite difficult to isolate a testable hypothesis after all of the research and study the best way is to adopt a three-step hypothesis this will help you to narrow things down, and is the most foolproof guide to how to write a hypothesis. Writing null hypothesis and deciding on rejection criteria up vote 1 down vote favorite the number of faults in one metre of a thread is poisson distributedit is claimed that the average number of faults is 002 per metrea random sample of 100 one metre lengths of the thread reveals a total of 6 faultsdoes this information support the claim. A hypothesis is a description of a pattern in nature or an explanation about some real-world phenomenon that can be tested through observation and experimentation the most common way a hypothesis is used in scientific research is as a tentative, testable, and falsifiable statement that explains. The other hypothesis, which is assumed to be true when the null hypothesis is false, is referred to as the alternative hypothesis, and is often symbolized by h a or h 1 both the. The null hypothesis may be the most valuable form of a hypothesis for the scientific method because it is the easiest to test using a statistical analysis this means you can support your hypothesis with a high level of confidence. Hypothesis writing students often struggle with writing good hypotheses hl candidates must be able to write two types of hypotheses: a null hypothesis, which states that there will be no relationship between the independent and dependent variable, and the alternative hypothesis (aka the research hypothesis) which clearly predicts the. Write the correct alternative hypothesis associated with this null hypothesis (1 point) 3suppose a friend of yours has found a statistically significant omnibus anova f test indicating there are mean differences on happiness among the 4 different age groups in his study. Best answer: hypothesis test for mean: assuming you have a large enough sample such that the central limit theorem holds, or you have a sample of any size from a normal population with known population standard deviation, then to test the null hypothesis. A null hypothesis is a hypothesis that says there is no statistical significance between the two variables it is usually the hypothesis a researcher or experimenter will try to disprove or discredit. • the probability, if the null hypothesis is true, of obtaining a sample statistic with a value as extreme or more extreme than the one determined from the sample data • depends on the nature of the test. In case statistical methods are utilized on the findings of a study, an investigator is putting the postulation of the null hypothesis to the test for instance, the researcher tries to prove the absence of a connection between two variables or the absence of a discrepancy between two clusters. The null hypothesis always states that the population parameter is equal to the claimed value for example, if the claim is that the average time to make a name-brand ready-mix pie is five minutes, the statistical shorthand notation for the null hypothesis in this case would be as follows. Variations and sub-classes statistical hypothesis testing is a key technique of both frequentist inference and bayesian inference, although the two types of inference have notable differencesstatistical hypothesis tests define a procedure that controls (fixes) the probability of incorrectly deciding that a default position (null hypothesis) is incorrect. When writing an essay on hypothesis testing, data should be carefully collected and the actual test conducted when the test is run, a given value (p) will result which represents the probability this value is used to determine if sufficient proof exists to cast-off the null hypothesis. • prefer to believe truth does not lie with null hypothesis we conclude that there is a statistically significant difference between average fat loss for the two methods. Research question after determining a specific area of study, writing a hypothesis and a null hypothesis is the second step in the experimental design process. The null hypothesis for an experiment to investigate this is “the mean adult body temperature is 986 degrees fahrenheit” if we fail to reject the null hypothesis, then our working hypothesis remains that the average adult has temperature of 986 degrees. The hypothesis of the research can also be considered as a statement of predicting the results of the study (symbolized as h0) and alternate hypothesis (symbolized as h1) in general terms, the null hypothesis is a statement which is supposed to be accepted by the researcher and which is deemed to be the cause of the research. Hypothesis writing students often struggle with writing good hypotheses students must be able to write two types of hypotheses: a null hypothesis, which states that there will be no relationship between the independent and dependent variable, and the alternative hypothesis (aka the research hypothesis) which clearly predicts the relationship. A hypothesis for an experiment vs a hypothesis for a paper typically, a hypothesis connects directly with a scientific experiment after conducting some brief research and making subtle observations, students in science classes usually write a hypothesis and test it out with an experiment. Hypothesis test, we must assume that the null is true, and therefore, wherever we see a p, we plug in whatever the null value for that p is, that's set forth in the null hypothesis. What is a hypothesis a hypothesis is a tentative, testable answer to a scientific question once a scientist has a scientific question she is interested in, the scientist reads up to find out what is already known on the topic. Reject the null hypothesis and can say the following: “f i d d d i i h u s“foreign graduate students studying in the us rate financial factors differently depending on the type of program in which they are enrolledprogram in which they are enrolled”. Hypothesis testing •the intent of hypothesis testing is formally examine two opposing conjectures (hypotheses), h 0 and h a •these two hypotheses are mutually exclusive and exhaustive so that one is true to the exclusion of the •the null hypothesis is that the means are all equal. Hypothesis testing is a statistical process to determine the likelihood that a given or null hypothesis is true it goes through a number of steps to find out what may lead to rejection of the hypothesis when it’s true and acceptance when it’s not true. After writing a well formulated research question, the next step is to write the null hypothesis (h 0 ) and the alternative hypothesis (h 1 or h a ) these hypotheses are derived from the research. Thus, null hypothesis is a statement on population parameters 2 although it is possible to make composite null hypotheses, in the context of the regression model the null hypothesis is always a simple hypothesis that is to say, in.

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CC-MAIN-2018-43

http://davidorlic.com/how-to-get-slope-from-two-points

math

How Do You Write an Equation of a Line in Point-Slope Form If You Have the Slope and One Point? Trying to write an equation in point-slope form? Got a point on the line and the slope? Plug those values correctly into the point-slope form of a line and you'll have your answer! Watch this tutorial to get. 2020-01-03 · 2. Put the slope and one point into the "Point-Slope Formula" 3. Simplify; Step 1: Find the Slope or Gradient from 2 Points. What is the slope or gradient of this line? We know two points: point "A" is 6,4 at x is 6, y is 4 point "B" is 2,3 at x is 2, y is 3 The slope is the change in height divided by the change in horizontal distance. The two coordinates 4, 9 and 2,1 can be used to get a slope of 4 Notice that 9 − 1 = 8. But 9 and 1 represent y-coordinates Since we cannot call both coordinates y, we can call one y 1 and call the other y 2. The slope is the vertical distance divided by the horizontal distance between any two points on the line, which is the rate of change along the regression line. Syntax. SLOPEknown_y's, known_x's The SLOPE function syntax has the following arguments: Known_y's Required. An array or cell range of numeric dependent data points. Find the slope of the line that goes through the two points that are given to you. If you're seeing this message, it means we're having trouble loading external resources on our website. If you're behind a web filter, please make sure that the domains. and. are unblocked. 2019-05-29 · How to Find the Slope of an Equation. The slope of a line is a measure of how fast it is changing. This can be for a straight line -- where the slope tells you exactly how far up positive slope or down negative slope a. Two Point form is one such method used to find the equation of a straight line when there is no slope and the straight line is in a Cartesian plane passing through two given points. This online Two Point Slope Form Calculator helps you to find the equation of the. Calculate slopes between two points. Ask Question Asked 3 years, 5 months ago. Active 3 years, 5 months ago. Viewed 6k times -3. How can I calculate the slope between two data points? My values look like this: 2010 2011. How do some PhD students get 10 papers? 0. Considering any TWO points, you can calculate the slope of the line between them like this: Slope = difference between the y-values of the two points divided by difference between the x-values of the two points. Use this technique to examine your THREE points, like this: 1. Calculate the slope of the line between Point-2 and Point-1. 2. Now I have the slope and two points. I know I can find the equation by solving first for "b" if I have a point and the slope; that's what I did in the previous example. Here, I have two points, which I used to find the slope. Now I need to pick one of the points it doesn't matter which one, and use it to solve for b. Using the point –2. Let's show that this is true. Take the same two points 15, 8 and 10, 7, but this time we will calculate the slope using 15, 8 as x1, y1 and 10, 7 as the point x2, y2. Then substitute these into the equation for slope: We get the same answer as before! Often you will not be given the two points, but will need to identify two points. To summarize how to write a linear equation using the slope-interception form you. Identify the slope, m. This can be done by calculating the slope between two known points of the line using the slope formula. Find the y-intercept. This can be done by substituting the slope and the coordinates of a point x, y on the line in the slope. $ \textSlope= \frac y_2 - y_1 x_2 - x_1$ How it works: Just type numbers into the boxes below and the calculator will automatically calculate the equation of line in standard, point slope and slope intercept forms. How to enter numbers: Enter any integer, decimal or fraction. If you know two points on a line, you can use them to write the equation of the line in slope-intercept form. The first step will be to use the points to find the slope of the line. This will give you the value of m that you can plug into y = mxb. The second step will be to find the y-intercept. The slope-formula is y = mxb, where x and y are coordinates of a point on a line, b is the y-intercept and m is the slope. The first step to solving the slope intercept formula is to determine the slope. In order to find the slope, you need to know the x and y values for two coordinates on the line. 2020-01-05 · So whatever of these work for you, let's actually figure out the slope of the line that goes through these two points. So we're starting at-- and actually, we could do it both ways. We could start at this point and go to that point and calculate the slope or we could start at this point and go to that point and calculate the slope. You can display the slope, grade, and horizontal distance between two points. To display the slope between two points. Click Analyze tab Inquiry panel List Slope. Find; Select a line or an arc, or enter p to specify points. If you entered p, specify a starting point and an ending point for the line. For computing slopes with the slope formula, the important thing is that we are careful to subtract the x 's and y 's in the same order. For our two points, if we choose 3, –2 to be our "first" point, then we get. 2019-12-19 · Calculate the rise and run. Slope is a measure of how much vertical distance the line moves for each unit of horizontal distance. You may have heard this described as "rise over run". Here's how to find these two quantities from two points. 2020-01-03 · So it is 6. So our slope here is negative 10 over 6. wich is the exact same thing as negative 5 thirds. as negative 5 over 3 I divided the numerator and the denominator by 2. So we now know our equation will be y is equal to negative 5 thirds, that's our slope, x plus b. So we still need to solve for y-intercept to get our equation. Equation from 2 points using Point Slope Form. As explained at the top, point slope form is the easier way to go. Instead of 5 steps, you can find the line's equation in 3 steps, 2 of which are very easy and require nothing more than substitution! In fact, the only calculation, that you're going to make is for the slope. In the previous lesson, we saw the slope-intercept form for straight lines. The other format for straight-line equations is called the "point-slope" form. For this one, they give you a point x 1, y 1 and a slope m, and have you plug it into this formula. Provided I have two points namely x1, y1, and x2, y2, I would like to calculate the angle between these two points, presuming that when y1 == y2 and x1 > x2 the angle is 180 degrees. I have the below code that I have been working with using knowledge from high school and I. 2016-01-08 · How to Calculate Slope in Excel. Calculating the slope of a line is extremely simple. It can be done with a function, as well as the using the same methods that are completed when calculating the slope by hand. In Cell B1 and C1 type "X". There are two conventional ways of writing the equation of a straight line: point-slope form and slope-intercept form. If you already have the point slope of the line, a little algebraic manipulation is all it takes to rewrite it in slope-intercept form. If you're given two points on a straight line, you can use that information to find the line's slope and where it intercepts the y-axis. Once you know that, you can write the equation of the line in slope. The slope intercept form calculator will find the slope of the line passing through the two given points, its y-intercept and slope-intercept form of the line, with steps shown. Show Instructions In general, you can skip the multiplication sign, so `5x` is equivalent to `5x`. Two point form This online calculator can find and plot the equation of a straight line passing through the two points. The calculator will generate a step-by-step explanation on how to obtain the result. $ \textSlope= \frac y_2 - y_1 x_2 - x_1$ How it works: Just type numbers into the boxes below and the calculator will automatically find the slope of two points. How to enter numbers: Enter any integer, decimal or fraction. Fractions should be entered with a forward slash such as '3/4' for the fraction $$ \frac34 $$. This Excel tutorial explains how to use the Excel SLOPE function with syntax and examples. The Microsoft Excel SLOPE function returns the slope of a regression line based on the data points identified by known_y_values and known_x_values. 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https://sweetnitro.com/ru/forum/topic.php?server=39&id=12379

math

How do you increase the rate of your players healing rate. I have some players that have 1.3energy per hour Build an infirmary, this is your only option. Are energy recovery speeds constant, for example if a player has 3 energy recovery per hour will they have that until they retire or does it change naturally? ( the external effect of an infirmary not withstanding) Thankfully it does not change with age imagine tho poor old buggers needing 2 days recovery after every game. The only way to change is the infirmary which you unlock with the lvl 8 stadium

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https://euro-math-soc.eu/review/differential-equations-and-mathematical-biology

math

The book is written with two aims: firstly, to be an introduction both to ordinary and partial differential equations; secondly, to present main ideas on how to model deterministic (and mostly continuous) processes in biology, physiology and ecology. The style of writing is subordinated to these purposes. It is remarkable that without the classical scheme (definition, theorem and proof) it is possible to explain rather deep results like properties of the Fitz-Hugh-Nagumo model of nerve impulse transmission or the Turing model of pattern formation. This feature makes the reading of this text pleasant business for mathematicians also. There exists a similar book written by J. D. Murray (Mathematical Biology), which contains more biological models. In comparison with it, the book under review is also a textbook on differential equations. It can be recommended for students of mathematics who like to see applications, because it introduces them to problems on how to model processes in biology, and also for theoretically oriented students of biology, because it presents constructions of mathematical models and the steps needed for their investigations in a clear way and without references to other books.

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http://ww2.valdosta.edu/~dcsechrist/ebook.html

math

Georgia Performance Standards Math 2 MM2G1. Students will identify and use special right triangles. a. Determine the lengths of sides of 30°-60°-90° triangles. b. Determine the lengths of sides of 45°-45°-90° triangles. MM2G2. Students will define and apply sine, cosine, and tangent ratios to right triangles. a. Discover the relationship of the trigonometric ratios for similar triangles. b. Explain the relationship between the trigonometric ratios of complementary angles. c. Solve application problems using the trigonometric ratios. |PLO: Students will be able to identify, label, and use trigonometry to solve for missing measurents of right triangles.

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http://www.ezmathforkids.com/easy-math/

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- How can I help my kids math, reading & writing, science, etc? - testing no follow plugin. - easy math - What are a list of jobs that have to do with math and kids? - my story test1 - Hello world! - Anyone know of any good book(s) out there for teaching your kids math without getting frustrated? - MATH question! For all you math kids! HELP? - Smart Math kids! CLICK HERE? - how can I find saterday school program for my kids for math and english?

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https://www.topsforshoes.com/cproduct/27560/CELESTEPASTEL

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availability: In stock New multicoloured retro style trainer. Produced in white leather-effect material with pieces of pastel coloured split leather. With the victoria logo on the side and with perforated toecap to let your feet breath. Produced in Spain and from vegetable oils instead of minerals in their composition. Made in Spain. Upper: synthetic leather-effect and split leather. Sole: made from vegetable oils instead of minerals. Height: rear part 3.2 cm and front part 2 cm.

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http://cpresourcesllc.com/standard-error/standard-error-linear-regression-r.php

math

Not the answer you're looking for? However, S must be <= 2.5 to produce a sufficiently narrow 95% prediction interval. A good rule of thumb is a maximum of one term for every 10 data points. I think it should answer your questions. Source Due to the presence of this error term, we are not capable of perfectly predicting our response variable (dist) from the predictor (speed) one. Is there a textbook you'd recommend to get the basics of regression right (with the math involved)? It takes the form of a proportion of variance. with a t-value for the desired confidence level and 12 degrees of freedom. (Use a calculator for this.) This also works for the intercept (4.162) using its s.e. (3.355).To plot Download the Free Trial You Might Also Like: How to Predict with Minitab: Using BMI to Predict the Body Fat Percentage, Part 2 How High Should R-squared Be r regression lm standard-error share|improve this question edited Oct 7 at 22:08 Zheyuan Li 23.2k62761 asked Jun 19 '12 at 10:40 Fabian Stolz 47551326 add a comment| 3 Answers 3 active share|improve this answer answered Jun 19 '12 at 12:40 smillig 1,88332134 add a comment| up vote 8 down vote #some data x<-c(1,2,3,4) y<-c(2.1,3.9,6.3,7.8) #fitting a linear model fit<-lm(y~x) #look at the Should a country name in a country selection list be the country's local name? Browse other questions tagged regression standard-error regression-coefficients or ask your own question. Is it a coincidence that the first 4 bytes of a PGP/GPG file are ellipsis, smile, female sign and a heart? To illustrate this, let’s go back to the BMI example. Standard Error Of Estimate In R What is the Standard Error of the Regression (S)? Error t value Pr(>|t|) (Intercept) 5.00931 0.03087 162.25 <2e-16 *** x 2.98162 0.05359 55.64 <2e-16 *** --- Signif. R Lm Extract Residual Standard Error Follow the directions on the book's home page to download this and save it in the R folder on your computer. but I am interested in the standard errors... I would really appreciate your thoughts and insights. That why we get a relatively strong \(R^2\). Residual Standard Error In R Meaning Regression through the Origin To fit a regression line through the origin (i.e., intercept=0) redo the regression but this time include that 0 in the model specification. > model2 = lm(Minutes Fearless Data Analysis Minitab 17 gives you the confidence you need to improve quality. An expensive jump with GCC 5.4.0 Lagrange multiplier on unit sphere An electronics company produces devices that work properly 95% of the time Make text field readonly Plus and Times, Ones Why does Snoke not cover his face? How should I tell my employer? R Lm Residual Standard Error However, you can’t use R-squared to assess the precision, which ultimately leaves it unhelpful. How To Extract Standard Error In R Residuals The next item in the model output talks about the residuals. However, how much larger the F-statistic needs to be depends on both the number of data points and the number of predictors. share|improve this answer answered May 2 '12 at 10:32 conjugateprior 13.7k13063 add a comment| Not the answer you're looking for? Approximately 95% of the observations should fall within plus/minus 2*standard error of the regression from the regression line, which is also a quick approximation of a 95% prediction interval. http://cpresourcesllc.com/standard-error/standard-error-in-linear-regression.php Note that for this example we are not too concerned about actually fitting the best model but we are more interested in interpreting the model output - which would then allow If those answers do not fully address your question, please ask a new question. Lm Function In R Error t value Pr(>|t|) ## (Intercept) 42.9800 2.1750 19.761 < 2e-16 *** ## speed.c 3.9324 0.4155 9.464 1.49e-12 *** ## --- ## Signif. Best, Himanshu Name: Jim Frost • Monday, July 7, 2014 Hi Nicholas, I'd say that you can't assume that everything is OK. The model is probably overfit, which would produce an R-square that is too high. asked 4 years ago viewed 33517 times active 2 months ago Visit Chat Related 6Double clustered standard errors for panel data2Getting standard errors from regressions using rpy27R calculate robust standard errors When is it a good idea to make Constitution the dump stat? R Lm Confidence Interval I love the practical, intuitiveness of using the natural units of the response variable. Coefficient - Pr(>|t|) The Pr(>|t|) acronym found in the model output relates to the probability of observing any value equal or larger than |t|. Jim Name: Olivia • Saturday, September 6, 2014 Hi this is such a great resource I have stumbled upon :) I have a question though - when comparing different models from F-Statistic F-statistic is a good indicator of whether there is a relationship between our predictor and the response variables. Check This Out In our example, the t-statistic values are relatively far away from zero and are large relative to the standard error, which could indicate a relationship exists.

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https://de.zxc.wiki/wiki/Keplersche_Gesetze

math

The three Kepler laws are the fundamental laws of the orbit of the planets around the sun. Johannes Kepler found it at the beginning of the 17th century when he tried to adapt the heliocentric system according to Copernicus to the precise astronomical observations of Tycho Brahe . At the end of the 17th century, Isaac Newton was able to derive Kepler's laws in the classical mechanics he founded as an exact solution to the two-body problem when there is an attraction between the two bodies that decreases with the square of the distance. Kepler's laws are: - First Kepler's Law - The planets move on elliptical orbits. The sun is in one of its focal points. - Second Kepler's law - A beam drawn from the sun to the planet covers areas of the same size at the same time. - Third Kepler's Law - The squares of the orbital times of two planets behave like the cubes (third powers ) of the major semiaxes of their orbital ellipses . Kepler's laws apply to the planets in the solar system to a good approximation. The deviations in the positions in the sky are usually smaller than one angular minute , i.e. approx. 1/30 full moon diameter. They are known as orbital disruptions and are mainly based on the fact that the planets are not only attracted by the sun, but also attract each other. Further, much smaller corrections can be calculated according to the general theory of relativity . Kepler's laws represented an essential step in overcoming medieval to modern science. They are of fundamental importance in astronomy to this day . Kepler's starting point Kepler was convinced of the heliocentric system of Copernicus (1543) because it was conceptually simpler and got along with fewer assumed circles and parameters than the geocentric system of Ptolemy, which had prevailed from about AD 150. The Copernican system also made it possible to ask further questions, because for the first time the size of all planetary orbits in relation to the size of the earth's orbit was clearly defined here, without trying further hypotheses . Kepler spent his life looking for a deeper explanation for these proportions. At that time it also became clear that the planets could not be moved by fixed rotating crystal spheres in a given way along their deferents and epicycles , because, according to Tycho Brahe's observations on the comet of 1577, it should have penetrated several such shells. Apparently the planets found their way through space on their own. Their speeds, which could be determined from the size of their orbit and their orbital time, were in contradiction to the philosophically based assumptions in the Ptolemaic system. It was well known that they did not remain constant along the path, but now, like the shape of the paths, demanded a new explanation. All of this motivated Kepler to take the decisive step in astronomy, to assume "physical" causes for planetary motion, that is, those that were already revealed when studying earthly motions. In doing so, he contradicted the up to then sacrosanct Aristotelian doctrine of a fundamental opposition between heaven and earth and made a significant contribution to the Copernican turn . In order to investigate this more precisely, it was first necessary to determine the actual orbits of the planets. For this purpose, Kepler had access to data from Tycho's decades of sky observations, which were not only much more accurate for the first time since ancient times (maximum uncertainty of approx. Two angular minutes), but also extended over large parts of the planetary orbits. When evaluating these data, Kepler for the first time consistently followed the guiding principle that the physical cause of the planetary movements lies in the sun, and consequently not in the fictitious point called the " central sun " (introduced by Ptolemy and placed in the empty center of that circle by Copernicus that he had assigned to the earth), but in the true physical sun. He imagined that the sun was acting on the planets like a magnet, and he also carried out this picture in detail. In his work, Kepler broke new ground in other ways as well. As a starting point for the analysis of the orbits, unlike all earlier astronomers, he did not take the uniform circular motion prescribed by the philosophers since Plato and Aristotle, to which further uniform circular motions were then added in order to improve the correspondence with the planetary positions observed in the sky ( epicyclic theory ). Rather, he tried to reconstruct the actual orbits and the variable speed with which the planets run on them directly from the observations of the sky. Thirdly, Kepler also broke new ground in the way his work was presented. Until then, it was customary for astronomers to describe their view of the world in a fully developed state. They explained how to build it up piece by piece, citing philosophical or theological justifications for each of the necessary individual assumptions. Kepler, on the other hand, described step by step the actual progress of his many years of work, including his intermittent failures due to unsuitable approaches. In 1609 he published the first part of his results as Astronomia Nova with the significant addition in the title (translated) "New astronomy, causally founded, or physics of the sky, [...] according to the observations of the nobleman Tycho Brahe". The work culminates in Kepler's first two laws, each of which applies to a single planetary orbit. Kepler's deeper explanation of the entire system and the relationships between the planetary orbits appeared in 1619 under the title Harmonices mundi ("Harmonies of the World"). There is a proposition in it that later became known as Kepler's third law. Kepler's first result at work was that neither the Ptolemaic nor the Copernican system could reproduce the planetary positions with sufficient accuracy, even after improving individual parameters, e.g. B. the eccentricities . However, he continued to use these models as an approximation in order to select those from Tycho's observations that would be most suitable for a more precise characterization of the orbits. So he found that the eccentric orbits of Mars and Earth with respect to the fixed stars (with sufficient accuracy) remain fixed, that each runs in a plane in which the sun is, and that the two orbital planes are slightly inclined towards each other. So Kepler could assume that Mars, although its exact orbit was still unknown, would take up the same position in space after each of its orbits around the sun, even if it appears at different heavenly positions when viewed from the earth, because then the earth each Sometimes it is at a different point in its path. From this he initially determined the earth's orbit with approx. Four-digit accuracy. On this basis, he evaluated the other observations of Mars, in which the deviations from a circular path are more pronounced than in the case of Earth. When, after many failures and long trials, he could not press the maximum error in the position of Mars in the sky below eight angular minutes (about 1/4 full moon diameter), he took another attempt and found - half by chance - that the orbit of Mars was best through a Ellipse is to be reproduced, with the sun in one of its focal points. This result was also confirmed for the earth's orbit, and it also matched all other planets observed by Tycho. Kepler knew that an elliptical path can also be composed exactly from two circular movements, but he did not consider this possibility any further. For an exact representation of the movement, these circular movements would have to run around their respective center points with variable speed, for which no physical reason is apparent: "Kepler did not make use of the epicyclic generation of the ellipse because it does not agree with the natural causes which produce the ellipse [...]. " In the subsequent search for the law of the entire structure of the solar system, which in turn lasted about a decade, Kepler pursued the idea of a harmony underlying the plan of creation, which - as in the case of harmony in music - should be found in simple numerical relationships . He published his result in 1619 as Harmonice mundi ('Harmonies of the World'). For later astronomy only the short message (in the 5th book of the work) is of lasting value, according to which the squares of the orbital times of all planets are in the same ratio as (in modern words) the third powers of the major semiaxes of their orbital ellipses. Kepler also looked for a physical explanation of how the sun could act on the planets to cause the observed movements. His reflections on a magnetic action at a distance or an anima motrix inherent in the planets remained fruitless. Isaac Newton was later able to prove that Kepler's three laws represent the exact solution of the motion of a body under the action of a force according to Newton's law of gravitation . This is considered a significant step in the development of classical mechanics and modern science as a whole. Heliocentric and fundamental formulation of the laws The heliocentric case of the solar system is, however, by far the most important, which is why the literature is often formulated restrictively for planets only. They are of course also valid for the moons , the asteroid belt and the Oort cloud , or the rings of Jupiter and Saturn , for star clusters as well as for objects in orbit around the center of a galaxy , and for all other objects in space . They also form the basis of space travel and the orbits of satellites . On a cosmic scale, however, the relativistic effects are beginning to have an increasing effect, and the differences to the Kepler model serve primarily as a test criterion for more modern concepts about astrophysics. The mechanisms of formation in spiral galaxies, for example, can no longer be consistently reproduced with a model based purely on Kepler's laws. Derivation and modern representation Kepler tried to describe the planetary movements with his laws. From the values he observed, especially the orbit of Mars, he knew that he had to deviate from the ideal of circular orbits. Unlike Newton's later theoretical derivations, his laws are therefore empirical. From today's point of view, however, we can start from the knowledge of Newton's gravity and thus justify the validity of Kepler's laws. Kepler's laws can be elegantly derived directly from Newton's theory of motion. The first law follows from Clairaut's equation , which describes a complete solution of a movement in rotationally symmetrical force fields. The second law is a geometric interpretation of the conservation of angular momentum . By means of integration, the Kepler equation and the Gaussian constant , the third law follows from the second or, by means of the hodograph, directly from Newton's laws. In addition, according to the principle of mechanical similarity , it follows directly from the inverse-quadratic dependence of the gravitational force on the distance. First Kepler's law (theorem of ellipses) - The orbit of a satellite is an ellipse . One of their focal points lies in the center of gravity of the system. This law results from Newton's law of gravitation , provided that the mass of the central body is significantly greater than that of the satellite and the effect of the satellite on the central body can be neglected. The energy for a satellite with mass in the Newtonian gravitational field of the sun with mass is in cylindrical coordinates With the help of angular momentum and allows the energy equation reshape. This differential equation is used with the polar coordinate representation of a conic section. This is done using the derivative and all expressions that contain are formed by substituting the to transformed equation of the trajectory is eliminated: by comparing the coefficients of the powers of This solution depends only on the specific energy and the specific orbital angular momentum . The parameter and the numerical eccentricity are the design elements of the path . In the event, the following applies: - ... first Kepler's law If (unlike Kepler) one does not take a centrally symmetrical force field as a basis, but instead reciprocally acting gravitation, then elliptical orbits are also formed. Both bodies move, however, the center of the orbits is the common center of gravity of the "central body" and Trabant, the total mass of the system is to be assumed as the fictitious central mass. However, the common center of gravity of the solar system planets and the sun (the barycenter of the solar system) is still within the sun: The sun does not rest relative to it, but rather swings a little under the influence of the orbiting planets ( length of the sun ≠ 0). The earth-moon system , on the other hand, shows greater fluctuations in terms of the orbit geometry; here, too, the system's center of gravity is still within the earth. Satellites even react to fluctuations in the force field, which is irregular due to the shape of the earth . Although Kepler's laws were originally formulated only for the gravitational force, the above solution also applies to the Coulomb force . For charges that repel each other, the effective potential is then always positive and only hyperbolic orbits are obtained. For forces there is another conserved quantity that is decisive for the direction of the elliptical orbit, the Runge-Lenz vector , which points along the main axis. Small changes in the force field (usually due to the influences of the other planets) let this vector slowly change its direction. B. the perihelion of Mercury's orbit can be explained. Second Kepler's law (area theorem) - At the same time, the driving beam sweeps the object – center of gravity over the same areas. The driving beam is the line connecting the center of gravity of a celestial body , e.g. B. a planet or moon, and the center of gravity , z. B. in a first approximation of the sun or the planet around which it moves. A simple derivation can be made if one looks at the areas that the driving beam covers in a small period of time. In the graphic on the right, Z is the center of force. The Trabant initially moves from A to B. If its speed did not change, it would move from B to C in the next time step . It can quickly be seen that the two triangles ZAB and ZBC contain the same area. If a force is now acting in direction Z, the speed is deflected by an amount that is parallel to the common base ZB of the two triangles. Instead of C the Trabant lands at C '. Since the two triangles ZBC and ZBC 'have the same base and the same height, their area is also the same. This means that the area law applies to the two small time segments and . If one integrates such small time steps (with infinitesimal time steps ), one obtains the area theorem. The swept area is for an infinitesimal time step Since the angular momentum is due to a central force is constant, the area integral is straight The same swept area therefore results for the same time differences . The second Kepler law defines both the geometric basis of an astrometric orbit (as a path in a plane) and its orbit dynamics (the behavior over time). Kepler formulated the law only for the orbit of the planets around the sun, but it also applies to non-closed orbits . In contrast to the other two laws, Kepler's second law is not limited to the force of gravity (in fact, with his anima motrix , Kepler also assumed a force), but applies in general to all central forces and movements with constant angular momentum. Kepler was only interested in a description of the planetary orbits, but the second law is already the first formulation of the law that we know today as conservation of angular momentum . The second Kepler's law can be seen as a special formulation of the angular momentum theorem, see also the law of swirl # surface theorem . Kepler's second law also has two fundamental consequences for the movement relationships in multi-body systems, both for solar systems and for space travel: The constancy of the orbit normal vector means that elementary celestial mechanics is a flat problem. In fact, there are also deviations here due to the volumes of the celestial bodies, so that mass lies outside the plane of the orbit and the planes of the orbit precess (change their position in space). Therefore, the orbits of the planets do not all lie in one plane (the ideal solar system plane , the ecliptic ), they rather show an inclination and also perihelion rotation , and the ecliptical latitude of the sun also fluctuates . Conversely, it is relatively easy to move a spacecraft in the plane of the solar system, but it is extremely complex, for example to place a probe over the north pole of the sun. The constancy of the surface velocity means that an imaginary connecting line between the central body, more precisely the center of gravity of the two celestial bodies, and a satellite always sweeps over the same area at the same time. So a body moves faster when it is close to its center of gravity and the slower the further it is away from it. This applies, for example, to the course of the earth around the sun as well as to the course of the moon or a satellite around the earth. A path presents itself as a constant free fall , swinging close to the center of gravity, and ascending again to the furthest culmination point of the path: The body becomes faster and faster, has the highest speed in the pericenter (point closest to the center) and then becomes slower and slower to the apocenter ( most distant point) from which it accelerates again. Seen in this way, the Keplerellipse is a special case of the crooked throw that closes in its orbit. This consideration plays a central role in space physics, where it is a matter of generating a suitable orbit with a suitably selected initial impulse (through the start): the more circular the orbit, the more uniform the orbital speed. Third Kepler's Law - The squares of the orbital times and two satellites around a common center are proportional to the third powers of the major semiaxes and their elliptical orbits. - The squares of the periods of revolution are in the same ratio as the cubes (third powers) of the major semiaxes: - ... third Kepler's law - ... third Kepler's law, mass-independent formulation with Kepler's constant of the central mass ( Gaussian gravitational constant of the solar system) In combination with the law of gravity , Kepler's third law is given for the motion of two masses and the form - ... third Kepler's law, formulation with two masses The approximation applies if the mass is negligibly small compared to (e.g. in the solar system). With this form one can determine the total mass of binary star systems from the measurement of the period of revolution and the distance. Taking into account the different masses of two celestial bodies and the above formula, a more exact formulation of Kepler's third law is: - ... third Kepler's law, formulation with three masses Obviously, the deviation only becomes more important if both satellites differ greatly in their masses and the central object has a mass that does not deviate significantly from that of one of the two satellites. The third Kepler law applies to all forces that decrease quadratically with the distance, as one can easily deduce from the scale consideration. In the equation appears in the third power and as a square. A scale transformation thus gives the same equation if is. On the other hand, it is easy to recognize the fact that the analogue of Kepler's Third Law of closed paths in a force field for any currently is. - Hohmann-Transfer , the connecting line between two Kepler orbits in space travel - Specific angular momentum , relatively simple derivation of Kepler's laws based on the conservation of angular momentum - Johannes Kepler: Astronomia nova aitiologetos seu Physica coelestis . In: Max Caspar (Ed.): Collected works . tape 3 . C. H. Beck, Munich 1938. - Johannes Kepler: Harmonices Mundi Libri V . In: Max Caspar (Ed.): Collected works . tape 6 . C. H. Beck, Munich 1990, ISBN 3-406-01648-0 . - Andreas Guthmann: Introduction to celestial mechanics and ephemeris calculus . BI-Wiss.-Verlag, Mannheim 1994, ISBN 3-411-17051-4 . - Walter Fendt: 1. Kepler's law , 2. Kepler's law (HTML5 apps). - Kepler's Laws ( LEIFI ). - Joachim Hoffmüller: 2. Kepler's law (area theorem): Understand proof with dynamic worksheets. Geometric-descriptive proof according to Newton, without higher mathematics ( Java applet ). - Video: Kepler's laws of planetary motions . Institute for Scientific Film (IWF) 1978, made available by the Technical Information Library (TIB), doi : 10.3203 / IWF / C-1286 . - Thomas S. Kuhn: The Copernican Revolution. Vieweg, Braunschweig 1980, ISBN 3-528-08433-2 . - Carl B. Boyer: Note on Epicycles & the Ellipse from Copernicus to Lahire . In: Isis . tape 38 , 1947, pp. 54-56 . The Kepler sentence quoted here in italics is reproduced there as a direct translation. - Arthur Koestler: Die Nachtwandler: The history of our world knowledge . Suhrkamp, 1980. - Bruce Stephenson: Kepler's physical astronomy . Springer Science & Business Media Vol. 13, 2012. - Martin Holder: The Kepler Ellipse . universi, Siegen 2015 ( online [PDF; accessed November 1, 2017]). - Curtis Wilson: How Did Kepler Discover His First Two Laws? In: Scientific American . tape 226 , no. 3 , 1972, p. 92-107 , JSTOR : 24927297 . - Guthmann, § II.2.37 Solution of Clairot's equation: The case e <1. P. 81 f. - Guthmann, § II.1 One- and two-body problem. Introduction, pp. 64 f. And 30. Clairot's equation. P. 71 ff. - Guthmann, § II.1.26 The area set. P. 66 f. - Guthmann, § II.5 orbital dynamics of the Kepler problem. P. 108 ff. - David L. Goodstein, Judith R. Goodstein: Feynman's lost lecture: The movement of planets around the sun . Piper Verlag GmbH, Munich 1998. - LD Landau and EM Lifshitz: Mechanics . 3rd Edition. Butterworth-Heinemann, Oxford 1976, ISBN 978-0-7506-2896-9 , pp. 22-24 (English). - J. Wess: Theoretical Mechanics. Jumper. Chapter on the two-body problem.

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https://www.coursehero.com/file/6644605/ExchangeEquilibrium/

math

This preview has intentionally blurred sections. Sign up to view the full version.View Full Document Unformatted text preview: Notes on General Equilibrium in an Exchange Economy Ted Bergstrom, Econ 210A, UCSB November 30, 2011 From Demand Theory to Equilibrium Theory We have studied Marshallian demand functions for rational consumers, where D i ( p,m i ) is the vector of commodities demanded by consumer i when the price vector is p . In general, the incomes of individuals depend on the prices of goods and services that they have to sell. Therefore in the study of general equilib- rium theory, we need to make incomes depend on the prices of commodities. This is nicely illustrated in the example of a pure exchange economy where there trade but no production. Each consumer initially has some vector of endowments of goods. These goods are traded at competitive prices and in equilibrium the total demand for each good is equal to the supply of that good. A Pure Exchange Economy There are m consumers and n goods. Consumer i has a utility function u i ( x i ) where x i is the bundle of goods consumed by consumer i . In a competitive market, Consumer i has an initial endowment of goods which is given by the vector ω i ≥ 0. Where p is the vector of prices for the n goods, consumer i ’s budget constraint is px i ≤ pω i which simply says that the value at prices p of what he consumes cannot exceed the value of his endowment. Consumer i chooses the consumption vector D i ( p ) that solves this max- imization problem. Where x i ( p,m i ) is i ’s Marshallian demand curve, we 1 have D i ( p ) = x i ( p,pω i ) . Let us denote i ’s demand for good j by D i j ( p ), which is the j th component of the vector D i ( p ). A pure exchange equilibrium occurs at a price ¯ p such that total demand for each good equals total supply. That is, m X i =1 D i (¯ p ) = m X i =1 ω i j , which means that m X i =1 D i j (¯ p ) = m X i =1 ω i j for all j = 1 ,...n . This vector equation can be thought of as n simultaneous equations, one for each good. Finding a competitive equilibrium price amounts to solving these n equations in n unknowns. There are two important facts that simplify this task if the number of commodities is small. Homogeneity and a numeraire The first is that the functions D i ( p ) are all homogeneous of degree zero in prices and hence, so is ∑ i D i ( p ). To see this, note that if you multiply all prices by the same amount, you do not change the budget constraint (since if px i = pω i , then it must also be that kpx i = kpω i for al k > 0. Therefore we can set one of our prices equal to 1 and solve for the remaining prices. Since any multiple of this price vector would also be a competitive equilibrium, we lose no generality in setting this price to 1. Walras Law and one Equality for Free The second fact is a little more subtle. It turns out that if demand equals supply for all n- 1 goods other than the numeraire, then demand equals supply for the numeraire good as well. This means that to find equilibrium where there are n goods, we really only need to solve n- 1 equations in... View Full Document This note was uploaded on 12/25/2011 for the course ECON 210A taught by Professor Bergstrom during the Fall '09 term at UCSB. - Fall '09

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https://math.stackexchange.com/questions/1193358/proving-logical-equivalences

math

The question is to prove $\neg (p \wedge q) \to (p \vee r)$ equivalent to $p \vee r$ So far, I got - $¬[¬(p \wedge q)] \vee (p \vee r)$ - implication - $(p \wedge q) \vee (p \vee r)$ - double negation Now, is this question logically not equivalent? Or is there some way I can prove this is logically equivalent?

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http://hgessaydjsb.1hourloans.us/retailing-and-gross-margin-percentage.html

math

Retailing and gross margin percentage Retail margin is a percentage of sales that become gross profit markup strategies directly impact a retailer's margins. Profit margin analysis margins as a percentage trends in the gross margin refl ect a company’s basic pricing decisions and. Calculating the selling price with a known gross profit margin we are often asked how to calculate a proper retail price on parts and materials when the desired. The advance monthly and monthly retail trade surveys (marts and mrts), the annual retail trade survey (arts), and the quarterly e-commerce report work together to. Are historically high corporate profit margins sustainable some say yes some say no the debate rages on here's a table from rbc capital markets' myles zyblock. A company's total sales revenue minus its cost of goods sold, divided by the total sales revenue, expressed as a percentage the gross margin represents the percent. Learn how to calculate gross profit margin using excel 2013 by subtracting cost from the selling price gross margin, or gross profit, is the percentage is 33. To achieve a gross margin or gross profit percentage of 25%, you will need to mark up your product's cost by 33333% the following illustrates how this is calculated. Gross margin percentage calculator gross margin percentage measures the relationship between net sales and cost of goods sold. Profit margin calculator this calculator can help you determine the selling price for your products to achieve a desired profit margin by entering the wholesale cost, and either the markup. Here are several thoughts to keep in mind about managing gross margin: gross margin can be stated as gross but gross margin percentage is the and retail by. Low margin retailers gross margins at retail are measured by the total percentage of profit generated by each item sold for example, a 2007 forbes magazine study. One vital aspect that i often see entrepreneurs overlook in starting and managing a business is that of gross margin gross margin gross margin as a percent. Margin vs markup margin and markup are words that do not bother common people, but they are extremely important for those who are in a retail business. Gross margin ratio is a profitability calculation that compares the gross profit of a business to the net sales this percentage measures how profitable a company. 4 measuring up: retail benchmarking survey high margin and high cost go hand-in-hand retailers with higher gross margins tend to spend more on sales, general and. Retailing and gross margin percentage A margin vs markup chart can help you price to find the margin, divide gross profit by the greater the margin, the greater percentage of revenue you keep. Understanding gross margin in hardware retail margin percentage: (retail price – net sales price) / (retail price), expressed as a percentage. Interactive margin vs markup tables use these handy tables as a reference to help you calculate markup and cost multipliers from a known margin up to 99. - Retail margin and markup table has data for margin and markup for retail difference is that a markup percentage of 50% only yields a margin percentage. - Wholesale and retail producer price indexes: margin prices portion of the margin in percentage terms unlike most ppis, which are calculated on the basis of the. - Demystifying profit margins and markups gross margin: this is the percentage of profit derived from a transaction if the retail store. - Know how to calculate your margin, markup and breakeven point to set sales prices and start making a profit. - Gross profit margin is a profitability ratio that calculates the percentage of sales that exceed the cost of goods sold. Free industry statistics - sorted by gross margin the data provides a breakdown of the income statement and the percent of sales that each line item represents. The most common retail math formulas to track merchandise in retail, the gross margin percent is recognized as the contribution margin percent. Percent gross margin is the difference between the retail price and the cost of the goods sold, expressed as a percent of the retail price. Retail apparel industry gross margin, operating, ebitda, net and pre tax margin, high, low and average from 4 q 2017 - csimarket. Gross margin ratio is the ratio of gross profit of a business to its revenue it is a profitability ratio measuring what proportion of revenue is converted into gross.

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http://aizkim.blogspot.com/2013/01/11-facts-about-me-liebster-award.html

math

11 Facts About Me: The Liebster Award Ihaven't done blog tagging in a while now. Last time was two years ago and it was so much fun writing Seven Random Things. So when Drea of mabuhaydiy nominated me on twitter last night for the Liebster Award, I was quite ecstatic. The curious me of course had to google Liebster first before I forgo with the question and answer. It turns out, Liebster is a German word for "dearest" or "beloved." Now that's sweet. More googling revealed that this award is given to up and coming blogs to get the attention they deserve. Here are the rules: Share 11 facts about yourself Answer the awarder's 11 questions Ask 11 questions of your own Nominate 11 bloggers 11 Facts about me: 1} As a kid I wanted to be a fighter pilot 2} Am a vintage book hoarder 3} Though I love sewing now, there was a time when my grandma's sewing machine gave me all kinds of grotesque images such as my fingers getting all sewn together 4} I received a number of awards for my illustrations when I was young but sadly had to give it all up for the real word (my folks disapproved of my taking Fine Arts so I opted for my second best that was Journ). But am reclaiming that now. Never too late to get back to a long lost passion. 5} Am a proud tree hugger. 6} I once considered entering the convent and becoming a nun. 7} I used to whisper to trees "Please give me permission to pass." My life as a young kid was very provincial and full of folk stories from faeries to dwarfs (am a Tolkienian hence the spelling) and even tree sprites that's why. 8} I journal a lot because I have a very bad memory. 9} I killed most of my indoor plants but it never dissuaded me to greenified my house. I guess my cultivating skill is improving since none had died so far these last few months. 10} I hoard all sorts of pencils 11} I make mean french toast. So here are Drea's questions: 1} Most inspiring place in the Metro? I am a proud Baguio dweller, so i guess i'd choose one from my city instead. Oh wait, I think the whole city of Baguio itself is so inspiring for me. A chunk of my childhood was spent in the great countryside down south so when I moved here 17 years ago to study I felt right at home immediately. Everywhere you go you feel in touch with nature and everything is just so serene. Not to mention Baguio is home to many great and talented artists. 2} Who is your favorite local artist and why? Jef Cablog first and foremost and Anne Licudine comes in close second. They're both my junior at the University of the Philippines-Baguio (they were in Fine Arts, I was in Journalism) but am not biased because of that. Jeff Cablog's work is just stupefyingly (if there is such a word) BE-autiful, I tell yah. He injects every inch of his heritage to his work capturing the very essence of his Cordilleran roots. Anne Licudine on the other hand takes inspiration from Japanese art and she is also a great Miyazaki fan (like me!) which translates to her wonderful creations and illustrations. 3}Favorite foreign artist and why? Oana Befort. Her watercolor is just aH-mazing. 4}Dream craft skill? Pottery & Sculpting 5}Craft goal this year? Am focusing on doing illustrations this year both traditional and digital. But perhaps I could inject a bit more of silkscreening again. I miss doing that! 6}Type of music you listen to while crafting? 7}Favorite movie and book? Ever After and Anne of Green Gables 8}Favorite childhood activity related to arts and crafts? I used to make a ton of illustrated story books with my own story lines. 9}Who are your craft idols? Oh too many to mention, the space would explode with them. 10}Favorite craft store? I don't particularly shop at a certain fave store. I usually love shopping at every arts and crafts supplies there is. I love going around. Quite more therapeutic than shopping for shoes. 11} Describe your work area at home and share a photo?

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http://portal.razi.ac.ir/Portal/Home/Default.aspx?CategoryID=5a183d18-0056-47e8-b1da-178d6b68e4f8

math

Date of Birth: 15 May 1980 Place of Birth: Kermanshah, Iran Ph.D. in Pure Mathematics-Nonlinear Analysis-Partial Differential Equations: 2009, University of Mazandaran, Iran and University of Perpignan, France (Ph.D sabbatical leave). Papers in Refereed Journals: 101-(with F. Gharehgazlouei and A. Solimaninia)Existence of infinitely many symmetric solutions to perturbed elliptic equations with discontinuous nonlinearities in R^N, Electronic Journal of Differential Equations, Vol. 2015 (2015), No. 123, pp. 1-17. 100-(with G.A. Afrouzi and S. Moradi)Perturbed elastic beam problems with nonlinear boundary conditions, Annals of the Alexandru Ioan Cuza University- Mathematics, to appear. 99-(with G.A. Afrouzi and S. Shokooh)Infinitely many solutions for Steklov problems associated to non-homogeneous differential operators through Orlicz-Sobolev spaces, Complex Variables and Elliptic Equations, to appear. 98-(with G. D'Aguì, A. Sciammetta) Infinitely many solutions for a class of quasilinear two-point boundary value systems, Electronic Journal of Qualitative Theory of Differential Equations (EJQTDE) 2015, No. 8, 1–15. 97-(with J. Chu, F. Gharehgazlouei and A. Solimaninia)Three nontrivial solutions for Kirchhoff-type variational-hemivariational inequalities, Results in Mathematics, to appear. Last Modified: 10 July, 2012

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http://webdirary.blogspot.com/2010/06/del-f-s-q-systemdrive-tmp.html

math

30 seconds to clear the garbage on your PC (make your computer fast flying) to flow easily access you noticed your computer system available disk space are daily in the decrease? The Monkey King is not like growing old as it moves slowly day by day? right! Windows in the installation and use in the process will have a lot of junk files, including temporary files (such as: *. tmp, *. _mp) log files (*. log), temporary help files (*. gid), the disk check file (*. chk), the temporary backup file (such as: *. old, *. bak) and other temporary files. Especially if time is not clear IE's temporary folder "TemporaryInternetFiles\The LJ files not only waste valuable disk space, serious cases will make the system run slow as a snail. I am sure you certainly can not bear it! Therefore, the system should be promptly cleared the blockage LJ document and maintain the system's "slim" build, easy to smooth the Internet! Friends Come, let us work together to clear the system quickly trash it! ! Here are the steps very briefly on the two-step! lower left corner of the screen click "Start → Programs → Accessories → Notepad" to copy the following text into, click "Save As\\Remember it must be a suffix name. Bat, ok! Your garbage cleaner production so successful! Double-click it can quickly clean up junk files, less than about one minute. ====== The following is the text (do not copy this line )================ ============= @ echo off echo is clear the system junk files, please wait ...... del / f / s / q% systemdrive% \ *. tmp del / f / s / q% systemdrive% \ *. _mp del / f / s / q% systemdrive% \ *. log del / f / s / q% systemdrive% \ *. gid del / f / s / q% systemdrive% \ *. chk del / f / s / q% systemdrive% \ *. old del / f / s / q% systemdrive% \ recycled \ *.* del / f / s / q% windir% \ *. bak del / f / s / q% windir% \ prefetch \ *.* rd / s / q% windir% \ temp & md% windir% \ temp del / f / q% userprofile% \ cookies \ *.* del / f / q% userprofile% \ recent \ *.* del / f / s / q "% userprofile% \ Local Settings \ Temporary Internet Files \ *.*" del / f / s / q "% userprofile% \ Local Settings \ Temp \ *.* " del / f / s / q"% userprofile% \ recent \ *.* " echo removal system LJ done! echo. & pause ===== up here (this line not copy )=================== ========================== run after double-click the file as long as When the screen says "complete removal system LJ! to give you a" slim "system of the!! to look at when your computer is not fast flying it? can not forget Replies Oh! Note: LJ is garbage meaning! this mode of optimization than the so-called master of easy to use! most important thing is whether the company's default system environment or a computer in their own homes are not damaged system files.

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https://thelifeofmara.blogspot.com/2021/04/this-years-challenge.html

math

That 39% means that in under one third of the period (which would be 4 months), I have done over one third of the distance. I am going great! In fact, each month my distance went up, last month I nearly did 100 km. There is a slight note to this. The total distance last year was calculated using all kilometers I did, whether it was proper walk or not. The total distance this year is calculated using only proper walks. Which means that any steps taken during work are not counted. Any steps taken while going to the shops (unless part of a walk) are not counted. And I still have more km than I did last year.

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CC-MAIN-2021-21

https://codegolf.meta.stackexchange.com/questions/236/why-is-this-question-marked-community-wiki

math

Why? No other code golf questions seem to be :( I don't believe we have any need for CW on this site. No, golf questions should not be CW. Code golf is the raison d'etre for this site, and if we CW'd golf questions, nobody would get any rep for anything useful.

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CC-MAIN-2024-10

https://smart-answers.com/mathematics/question4674967

math

Shipping container is in the shape of a right rectangular prism with the length of 12 feet, width of 8.5 feet , and a height of 4 feet that the container is completely filled with contents that weigh on average 0.25 pound per cubic foot. what is the weight in pounds of the what is the weight in pounds of the contents in the container volume of container = 12 x 8.5 x 4 = 408 cubic feet weight = 0.25 pounds per cubic foot 0.25 x 408 = 102 pounds or 8.12*9.13*12.25 = 908.1611 m^3 Fron the question, a rectangular prism has a length of 12 inches, width of 8 inches, and then a height of 16 inches. The volume can be gotten by multiplying the length by the width and height. Volume= length × width × height Volume = 12 × 8 × 16 Volume = 1536 inches The volume of the box is 1536 inches. I got it correct hopes that helps! I just did that assignment 693 cubic feet The volume of any "right rectangular prism" (anything that's shaped like a shoe-box or an ice cube) is Volume = (Length) x (Width) x (Height) 8.50 * 9 1/3 * 12 2/5 = 983 11/15 if a right rectangular prism has a length of 12, a width of 4, and a height of 8, the surface area is 352m². it is part of the rising action that reveals public sentiment toward hester.

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http://www.solutioninn.com/the-stockholders-equity-accounts-of-gonzalez-inc-at-january-1

math

The stockholders’ equity accounts of Gonzalez, Inc., at January 1, 2014, are as follows. Preferred Stock, no par, 4,000 shares issued ........ $400,000 Common Stock, no par, 140,000 shares issued ....... 700,000 Retained Earnings .................. 550,000 During 2014, the company had the following transactions and events. July 1 Declared a $0.50 cash dividend per share on common stock. Aug. 1 Discovered a $72,000 overstatement of 2013 depreciation expense. (Ignore income taxes.) Sept. 1 Paid the cash dividend declared on July 1. Dec. 1 Declared a 10% stock dividend on common stock when the market price of the stock was $12 per share. 15 Declared a $6 per share cash dividend on preferred stock, payable January 31, 2015. 31 Determined that net income for the year was $320,000. With the class divided into groups, answer the following questions. (a) Prepare a retained earnings statement for the year. There are no preferred dividends in arrears. (b) Discuss why the overstatement of 2013 depreciation expense is not treated as an adjustment of the current year’s income. (c) Discuss the reasons why a company might decide to issue a stock dividend rather than a cash dividend.

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https://www.tutorz.com/find/teas/berkeley-ca

math

Found 3 TEAS tutors in Berkeley, CA 94701. Martinez 94553 · 10 miles from 94701 · $50/hour · teaches Discrete Math, TEAS, Computer I'm passionate about helping students learn, to reach and achieve their true potential. I have math experience in Advanced Linear Algebra, Differential Equations, Vector Calculus, Intermediate Mechanics...member for 2 years and 11 months Vallejo 94589 · 19 miles from 94701 · $75/hour · teaches Study Skills - TEAS - Common I am an EXPERT with standardized math testing (PSAT, SAT, ACT, ASVAB, TEAS, GED, etc.) and I show my students how to achieve a PERFECT score. Imagine how many golden opportunities and doors this can open up...certified Antioch 94531 · 27 miles from 94701 · $50/hour · teaches Algebra 1 - Algebra 2 - I have worked with many students on TEAS, ASVAB, ACT, PSAT, SAT, CBEST, and CSET Mathematics subtests I, II, and III. One thing to note, I like taking tests and I believe I can help you get an upper hand...certified

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https://goprep.co/integrate-e-sinx-sin2xdx-evaluate-the-following-integrals-i-1nlr9f

math

We can write Sin2x = 2sinx.cosx Let Sinx = t Cosxdx = dt Using BY PART METHOD. Using the superiority list as ILATE (Inverse Logarithm Algebra Trigonometric Exponential). Taking the first function to the one which comes first in the list. Here t is the first function and et as the second function. Replacing t with sin x = 2esinx(sinx - 1) + c Rate this question :

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CC-MAIN-2021-21

https://www.slideshare.net/scassa01/steve-cassady-twitter-chats-presentation

math

Twitter Chat presentation made on February 16, 2012 #Eavenar Webinar. The event was hosted by Michael Todd 9@mqtodd). The presentation focused on the benefits of twitter chats the the various roles used (Guest, Participant, Host) 2. Twitter Chat Basics • What is a Twitter Chat • Why Participate • How do I find one • How does it work • Participant, Moderator, & Guest Tips • Tools and Resources Presented by @SteveCassady 2 3. What Is A Twitter Chat? • Tweet chats are simply a way to get people together at a determined time to talk about a pre-determined subject via Twitter. • They are organized around a Hash tag # • There are also a few 24 x 7 chat streams like #USGUYS and #SMGirlfriends • Tweet Chats do become trending topics on 4. Why Participate in a Twitter Chat? • Building community, • Making new friends, • Learning from others • Discussing interesting topics • Personal Branding • Get more engaged followers and visits to your 5. How Do I Find a Twitter Chat? • Watch your Stream • Google Spreadsheet Document on Internet. • There are several other sites under development to provide Host and Participant Tools for chats 6. How Does a Twitter Chat Work • Pre-Determined Time and Length • Moderator Sets Agenda and Guides Discussion • Community Leaders – Topical, Technology, Platform, Segment, etc. • Format: May be fixed or varies – Q&A, Free Flow, Guest Q&A • Guests: Industry Leaders, Community Members, Emerging Companies, etc. • Conversation: Lots of tweets 7. Participant Tips • Don’t be afraid to luck, but join as soon as comfortable • Ask questions if confused, community well help • Connect with moderator before or after chat • Respect the community. – Don’t spam your links. – Stay on topic – Follow Structure • Follow-up with others after the chat • Learn some of the tools • Use the Hash tag 8. Moderator Tips • Select Theme/Topic of chat • Select Time and be aware of conflicts. • Coordinate with similar community of chats; i.e. • What is your format? Some stick to same format while others vary and test. Formal Q1/A1 • Communicate Structure • Promote Chat and use other platforms besides twitter • Have an Agenda • Have a Plan that spans multiple weeks 9. More Moderator Tips • Know your community • Enlist Helpers • Be Flexible • Have a Plan for Side Trackers • Have a back-up moderator • Welcome Newbies • Build Community Outside of the chat • Invite Guests • Measure and Track 10. Being a Great Guest Tips • Lurk First in prior chat • Set Goals with Moderator, understand community, and confirm format • Prepare and Coordinate question and answer list in advance. Use it to Shine • Plan Answers so they are easily retweetable • Provide your Links to the moderator in advance • Leverage Pre and Post community and encourage other platform connections 11. What Tools Are Available? • Twitter.com hash tag Search • Use a Twitter applications like Tweetdeck, HootSuite, MarketMeSuite, SocialBro, etc. and Set up Hash tag column • Many tools have nice chat features: – Reply, Reply All, ReTweet, Favorite, Autohashtag, Block • Hashtracking.com for after chat analytics and transcript • Twylah.com for Branding and adding life to your Tweets 13. Other Resources to Note • Hashtracking.com for after chat analytics and • Twylah.com for Branding your Tweets • @MQtodd and @PamMktgNut have blog posts on Twitter Chats • @PamMktgNut has a demo video on how to do a chat session using Tweetchat

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CC-MAIN-2023-40

https://itprospt.com/num/10985818/9-4-tkc60-hze-towoc-ofdotaics-cinuit-shown-in-thc-figunc

math

So here for part A. We know that there's no capacitor, so the, uh, the reactive capacitance is equaling. Zero. The react, the inductive react Ince's equaling two pi times the frequency times the induct in CE And you know that here this would be equaling two pi times. And for the first case, 60 Hertz, then three. Miller Henry's so three times 10 to the negative Third Henry's and we find that the inductive reactant is equal in 1.131 comes. We know that then, for the impotence, this would be equaling r squared the resistance squared plus the difference between the inductive um react. It's minus the capacitive reactor Is quantity squared all raised And this some rather is all raised to the 1/2 power. We know that this value is zero because there isn't any capacitor and so solving this would be equaling 40 arms Ah squared plus 1.131 comes squared, all raised to the 1/2 power and we find that the incidence for 60 hertz is 40.2 thumbs. This would be one answer for party. Second answer for part A, um would simply be the impotence see equaling again 40 arms and then squared, plus two pi times the frequency here being 10 kilohertz or 10 1000 hertz multiplied by again. Three. Miller Henry's three times 10 The negative Third Henry's This entire term would be squared and this sum would be raised to the 1/2 power. And we find that Z, the impotence at 10 kilohertz would be equaling 192.7 thumbs. So this would be our answer for the frequency being 10 kilohertz and so four part B simply asking us to compare these values. And we know that then, at a frequency equaling 60 hertz and a capacitive reactant ce um, of equal in 531 comes the value of impotence Z would be 13 times as high as without the capacitor. So we can say loaf at at low frequencies. Uh, the capacitor makes a large difference, and four part be continuing for part B, but at frequency equaling 10 kilohertz, we know that in the capacitive reactor s equaling 531 comes. Um, the value of impotence is the same, so we can say at high frequencies the capacitor because they the capacitors effect, um, is much lower were much smaller. That is the end of the solution. Thank you for watching.

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