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https://www.newcougar.org/threads/2-qs-regarding-dash-and-paint.569/

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my first question is how do i take apart the pieces where the passenger air bag? i need to paint the little ring from where the a/c comes out on the far right but i dont know how to actually take it out. the second question deals with paint. one of the painted dash pieces does not look like the others cuz the clear coat seemed to have no effect on it. it just looks like i just painted it and left it like that. the other ones look nice and shinny but not that one piece. should i sand it a litle bit and then reapply the cleat coat?? any help would be appreciated....thanx!

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https://www.aakash.ac.in/blog/benefits-of-vedic-maths-for-kids/

math

Vedic maths refers to a system of mathematics derived from ancient Indian scriptures known as the Vedas. It is based on ancient Indian techniques and principles of calculation. Vedic maths techniques often involve visualization, pattern recognition, and crosschecking, enabling students to solve problems mentally and swiftly. The system is known for its simplicity and versatility, as the techniques can be applied to a wide range of mathematical problems and concepts. The primary objectives of Vedic maths are to make mathematics more enjoyable, reduce dependency on calculators or other external aids, and enhance overall mathematical skills, including mental calculation, problem-solving, and critical thinking. Here are some potential benefits of Vedic maths for kids: Speed and Mental Calculation: Vedic maths techniques focus on mental calculation and help children perform mathematical calculations quickly. These techniques can enhance their speed and accuracy, enabling them to solve problems more efficiently. Improved Number Sense: Vedic maths encourages a deeper understanding of numbers and their relationships. Kids learn to manipulate numbers and recognize patterns, which enhances their overall number sense and mathematical intuition. Vedic maths introduces alternative methods and approaches to problem-solving. By offering different strategies, it fosters critical and creative thinking in children. They learn to analyze problems from multiple perspectives and develop effective problem-solving skills. Vedic maths techniques often involve the use of visualizations and patterns, which can aid in memory retention. Kids learn to remember formulas, multiplication tables, and other mathematical concepts more easily. As children master Vedic maths techniques and improve their speed and accuracy, they gain confidence in their mathematical abilities. This increased self-assurance can positively impact their overall attitude toward mathematics. Fun and Engaging: Vedic maths introduces an element of fun and excitement to mathematics learning. The visually appealing techniques and puzzles make the learning process enjoyable, motivating kids to actively participate in mathematical activities. Versatility and Applicability: Vedic maths techniques are not limited to specific topics or grades. They can be applied to various mathematical concepts, such as arithmetic, algebra, geometry, and calculus. This versatility allows kids to utilize Vedic maths techniques across different areas of mathematics. It’s important to note that while Vedic maths can provide several benefits, its effectiveness may vary depending on individual learning styles and preferences. Some children may find Vedic maths particularly beneficial, while others may prefer different approaches to mathematics. Frequently Asked Questions What age group is vedic maths suitable for? Vedic maths techniques can be introduced to children as young as 6 or 7 years old. However, the concepts and techniques can be beneficial for learners of all ages, including teenagers and adults. Can Vedic maths be learned independently or is it better to take a course? While it is possible to learn Vedic maths independently through books or online resources, taking a course or learning from an experienced teacher can provide structured guidance, clarification of concepts, and practice opportunities. How long does it take to learn Vedic maths? The time required to learn Vedic maths varies depending on the individual's dedication, prior mathematical skills, and the depth of understanding desired. With regular practice, learners can start applying Vedic maths techniques relatively quickly. Can Vedic maths improve overall mathematical ability? Yes, Vedic maths can enhance overall mathematical ability by improving mental calculation skills, fostering number sense, and promoting critical thinking and problem-solving abilities. Can Vedic maths be used in competitive exams? Yes, Vedic maths techniques are often used by students preparing for competitive exams, such as aptitude tests, SAT, GRE, and other math-focused examinations, to increase calculation speed and accuracy. Does Vedic maths work for everyone? Vedic maths techniques may work well for some individuals, while others may prefer different approaches to mathematics. It is important to find the learning style that suits an individual's needs and preferences.

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https://www.scribd.com/document/78419002/Kant-on-Space

math

This action might not be possible to undo. Are you sure you want to continue? jnw PHILOSOPHY 201/301 METAPHYSICS KANT'S ARGUMENT FOR ABSOLUTE SPACE Introduction: Absolute versus relational views of space '\That is space? Historically, there have been two main views on the nature of space. These are (a) The Absolute Theory of Space and (b) The Relational Theory of Space. Exactly what these theories are is rather difficult to explain. Roughly, the 'absolute' theory of space says that space is a thing. On this view, if we had to list all of the things in the universe, the list might include The Earth The Sun The Pacific Ocean Space New Zealand etc. On this view, space is just another one of the 'inhabitants' of the universe. Metaphorically speaking, it's just another one of the things our universe 'contains'. (Although note: it doesn't literally contain space.) Advocates of the relational theory of space say that this way of viewing things is wrong. They say that the Earth exists all right, and so does the Sun, etc. But it is a mistake to include space in this list. There is really no such thing as space, on the relational view. I think that our initial common-sense reaction favours what I am calling the relational view. Common sense seems to indicate that there is something confused or wrong with including space as one of the things that exist, along with New Zealand, the Pacific Ocean, etc. However, the absolutist (as I will call an advocate of the absolute theory of space) has a reply to this. 'How, then,' the absolutist may ask, 'do you account for the fact that sometimes we say things like "There is space between the book and the coffee cup" or "You have left too much space between these two letters" or "There is a great deal of space between the Milky Vlay and the galaxy of Andromeda"?, Th~se sentences, which we all are prepared. to assert, seem to commit us. to saying that there is indeed a thing called' space' . Consider the follov.ring sentence: the absolutist may conclude. So. But now consider the following inference: 'There is space between this coffee cup and this book. another entity (lane) and a third entity (friendship) that exists between them. Suppose that we say 'There is friendship between Mary and Jane. we should say that space does exist. How would a relationist reply to this argument? Characteristically. We have only two entities -. and should be replaced by another sentence.Mary and lane -. say. the way relationists reply is as follows. as. .' so 'There is space' that is ' Space exists. then consistency demands that we should also accept the second inference to the conclusion that space exists. are friends. It should be replaced with some sentence such as "This pen and this book are spatially related in a particular way".' Obviously we do not have here one entity (Mary).' The inference from the first sentence to the conclusion' A pen exists' seems to be perfectly acceptable.' This sentence logically entails: 'There is a pen' which is just a way of saying 'A pen exists.' Therefore 'There is friendship. They say: 'The sentence "There is space between this coffee cup and this book" is actually misleading.'There is a pen between this coffee cup and this book. this suggestion by the relationist might seem like a purely verbal quibble.who. a chair might exist between them.' At first. But the point the relationists are making can be brought out by considering another example.' It would clearly be strange to reason: 'There is friendship between Mary and lane.' that is 'Friendship exists. Vole might say 'There is friendship between lane and Mary' but this is just a long way of saying that lane and Mary are both friends.' The absolutist may argue that if we are prepared to accept the first inference to the conclusion that a pen exists. but that does not mean that there is a third entity -. be interpreted as meaning: This book and this coffee cup are spatially related in a certain way where this does not mean that there are three things: the book. Mal and the relation of brotherhood between them.brotherhood -. (That is why their view is called the reladonis! view of space. Those who adopt a relationist view of space say we can adopt a similar view of statements about space.as well as Mike and Mal.' (2) (1) where (2) does not imply the existence of any entity space. (Just as Mike and Mal are related. advocates of the reladonis! view of space say that statements apparently about space should be properly understood as statements about relations between objects. according to the relationist. Suppose that Mike and Mal are brothers. rather there are only two things. This should.a and b are spatially related. That is. the book and the cup. (2) only implies the existence of the objects a and b.) . We might say 'There is a relation of brotherhood between Mike and Mal' but it would clearly be foolish to conclude that we have here three things: l\1ike. we only have two 'things: Mike and Mal.) We can give a more general characterisation of the relational view of space as follows: Advocates of the relational view of space say that any sentence of the form: 'There is space between a and b. but there are still only two things. l\1ike and Mal are related as brothers. More briefly. Mike Brotherhood Mal Rather. but there are still only two things. Consider the sentence: There is space between this book and this coffee cup. Those two things are related spatially. not three things. the cup and space.' should be understood as asserting .~". we do not have .\Ve can use another example to illustrate the same point. The absolutists say that space exists. This raises the question of what it is.If space were some kind of substance then it would seem that it ought to be possible for it to.) Similarly the relational view of space should not be confused with the view that the space that actually exists in the universe is some strange non-Euclid~an space. This constitutes a good reason for saying that space is not a substance. A region from which all space has been removed is a vacuum.perhaps something like air only more 'rarefied'. We ". cups._If.. (Euclidean space is just the space of common sense. react chemically with other substances. e. etc.rillreturn to this question later. But such a view seems to be clearly quite VvTong. space cannot be a substance. A scientist could say 'I will see if iron reacts with sulphuric acid' or 'I will see if helium reacts with sulphuric acid'. then it would not be nonsensical to ask whether it could react ". Not only do objects in space such as tables. Yet there is still space inside. But exactly what type of thing is space claimed to be? If it is said 'There is space between this coffee cup and this book' so 'There is space'. the absolute view of space or the relational view? Before we start to critically evaluate the two views. But it obviously cannot do that. it is being claimed that space is the type of thing that can lie between objects. whatever it is. chairs. So. space is not a substance. but it would clearly be nonsensical for him to consider whether space reacts with sulphuric acid. But if space were a kind of substance. So it seems to be assumed that space is some kind of substance -. Another reason for saying that space is not a substance is that it seems to be possible to remove all the substance from a region and yet space remains. say. It is possible to hold that actual space is Euclidean and hold a relational view of space. but space itself does not exist. exist. let us grant that. an evacuated flask. The absolute view of space should not be confused with the view that the space that actually exists is Euclidean space." chairs. but also space itself exists. (There is perhaps one point that needs to be cleared up here. exist. .g. sulphuric acid.) \Vhich view is correct. . we need to clarify the absolute view of space a little. Since it is possible to remove all substance and yet for space to remain.rith e. etc. On the Relational view of space space does not exist.. .In summary The Absolutist yiew of space is that space exists.g. Only objects such as tables. These objects are spatially related. You can't do it. ~shape of your left hand really is different from the shape of your right hand. Let us also assume for the sake of the argument that the relationist view of space is correct. If it didn't fit into either then we would doubt whether it is a human hand at all. Now. The argument is due to Kant. would be either a left hand or a right hand? Kant argues that the relationist cannot account for this. and so their spatial properties must be different. I \\rill call it Kant's handedness argument for absolute space. Note that Kant is not simply or merely claiming that if a single human hand were the only thing we could not tell whether it was right or left. as we noted before. There are certain differences between them but also certain similarities. your left hand and your right hand must occupy different space. for the sake of argument.the absolute view or the relational yiew? I will now consider a famous argument for the absolute view of space. Rather. let us make two assumptions: Let us assume that there is nothing in the universe but a single human hand. The question now arises. can a relationist account for the fact that a single human hand. Ignore those differences. grant that the hand would have to be a left hand or a right hand. the shape of a thing is a spatial property of that thing. Kant's Handedness Argument for Absolute Space Consider your right hand and your left hand. there would be no difference. Now. a left hand and a right hand occupy different bits of space. existing out in space. You can't fit a left hand into a right handed glove. Still your right hand is different from your left hand. Essentially what Kant argues is this. it would have to fit into either a right hand glove or a left hand glove. according to relationists. there . If there were nothing but a single human hand in the universe.\Vhich view of space is correct -. he is claiming that if the relationists' view of space were correct. Now. to say that something has a certain shape is to make a claim about what space it occupies. So. We will come back to this point later. For example. Recall that. For example. statements about space should be understood as really being statements about spatial relations between objects. Roughly. and if the relationist view of space were correct. so the space a left hand occupies must be different from the space a right hand occupies. Try fitting vour left hand into a right-handed glove. Let us. Kant claims that this hand existing out in space would have to be either a left hand or a right hand. on the back of your left hand there may be a freckle that is absent from the back of your right hand. between it being a left hand and it being a right hand. There are some differences which :wewill ignore. 'What this shows is that the ~. Consider a left hand existing out in space by itself. And if we assume that there aren't any other objects for the hands to be spatially related to. Now. Now. There will be certain spatial relationships between its parts. They must occupy different space. There is a spatial difference between a left hand and a right hand. So.wouldn't actually be any difference between a left hand and a right hand. if one of them is a left hand and the other is a right hand.they have a different shape. There will be the same angle between the thumb and the index fmger. So. The spatial relationships between the various parts of the left hand will be exactly the same as the spatial relationships between the various parts of (he right hand. There will be certain angles between the other fingers. For example. We have now arrived at the core of Kant's argument. (From 1 and 2) ~ ). there will be a certain angle between the thumb and the index finger.e. So. But if they have all the same spatial relationships. let's consider a right hand existing out in space by itself. . We can summarise the argument as follows: 1. the relationist about space \\rill have to say that the following sentence: There would be some spatial difference between a left hand existing all by itself (i. Ignore differences like a freckle on the left hand that is not on the right hand. There 'Willbe other spatial relationships: for example. because they have a different shape. ") There is a difference in shape between a left hand and a right hand (a left hand won't fit into a right handed glove). as the only thing in the universe) and a right hand existing all by itself. to say that a left hand and a right hand have different shape is to attribute some spatial difference to them. the relationist view of space must be wrong. the right hand also has. then according to the relationist. say. this means that all the spatial relationships that the left hand has. Why does Kant say this? We already know that a left hand and a right hand have a different shape. there must be a spatial difference between them -. is really a statement about objects that are spatially related. Can the relationist say what the difference is between a left hand and a right hand in terms of spatial relations betw~en objects? It seems not. Differences in shape are spatial differences. 3/4 the length of the ring finger. relationists say that statements about space are really statements about objects that are spatially related. etc. The point is. between the other fingers. A left "hand and a right hand occupy different space. the right hand will have exactly the same spatial relationshipsbetween its parts as the left hand. the little finger will be. there can be no spatial difference between them. and so on. But. They suggest that if a human hand were the only object in the universe. but cannot fit on both. This step is that if a single human hand was the only object in the universe. (From 10. A Critical Eyaluation of Kant's Handedness Argument Step 6 in Kant's argument might be questioned. and a solitary hand that was a right hand would be a difference between the spatial relationships that would hold between the parts of the left solitary hand and the right solitary hand. (From 9) But there is a spatial difference between a solitary left hand and a solitary right hand. (From 5 and 7) But. 11) 5. Why do they say this? To understand this. 10. it would be indetenninate as to whether it was right or left. Then my thumb will point upwards.4. 6.Tistin this way.you put . Suppose .Tong. the relationist view of space is v. my left thumb will point upward. it's clear that only a right hand will fit onto a right v. So. (They have a different shape.) Therefore. it would have to be either a left hand or a right hand. Now. There would be a spatial difference between a left hand existing alone in the universe and a right hand existing alone in the universe. all claims about space are really claims about objects that are spatially related. What does this mean? Suppose I put my right hand against my chest. it would have to be either a left hand or a right hand. against my chest.) (This is 7 again. 11. 8. (From 1. 12. (From 4) If a human hand were the only object in the universe. According to relationists. This is a crucial step in Kant's argument. with my palm. 2 and 6) The relationist must say that the spatial difference between a solitary hand that was a left hand. Call this hand 'the solitary hand'. if I put my left hand against my chest. 7. the relationist must say there is no spatial difference between a solitary left hand and a solitary right hand. Kant's reason for saying this is as follows: i\ny hand must 'fit on' one wrist of a handless human body. we need to look at why Kant said that if a hand were the only thing in existence. and some philosophers have denied it. any spatial difference between two objects (such as a left hand and a right hand) must be a difference between the spatial relationships between the parts of the left hand and the spatial relationships between the parts of the right hand. it would have to be either a right hand or a left hand. According to relationists. so that my palm is pressed up against my chest. 9. there is no difference in the spatial relations that would hold between the parts of a solitary left hand the the parts of a solitary right hand. Similarly. . . would it be determinate which of its wrists was the right wrist and which was the left? It seems though Kant's argumentfor as saying that the hand must be either right or left is based on the assumption that a human wrist would have to be either right or left.would be a left hand or a right hand. But before I do. This seems to provide us with a way of telling whether a hand -. then the thumb would also point downward when the palm of the hand was pressed against the chest.floating out in space by itself as the only thing in the universe -. If we are to establish that' A or B' is true. If the thumb pointed down. But it seems to be possible to object to Kant's argument at this point. because you know the internal design of what is in the box.Tist. If a handless human body was floating out in space all by itself. point. you know the internal design of the system and what it is like in the box even though you can't actually see inside the box.and then pressed the palm of the hand against the chest. I need to establish a preliminary.Tist. you know that the marble must go into either box A or box B. But this assumption is surely just as questionable as the original claim that the hand must be right or left. It is widely believed by philosophers that Kant's argument is faulty at this point. Consider the following setup: I I Let us suppose that you know what the system is like: Le. do we need to establish that A is true or B is true? At first. that is. Then the thumb would point downward. However.. it might not be clear what the question I am asking is. But now a new problem arises. However. but it can be illustrated with an example. If the solitaryhand were placed on a (handless)right human v. The difficulty is that this provides us with a way of telling whether the hand is left or right only if we know whether it is attached to a left or right human wrist. of assuming (as one of the premises in the argument) the very thing that needs to be proved. is Kant guilty of this fallacy? I will argue that he is not. let us suppose that if you drop a marble in you do not know whether the marble goes into box A or Box B.a left hand onto a right v. if you put a right hand on a left wrist. It seems as though Kant is guilty of the fallacy of begging the question. Similarly. But. then the hand would be a right hand.and the thumb pointed up when the palm was placed against the chest. then the hand would be a left hand. However. it would have to be a left hand or a right hand. (Step 6 of the argument is simply that a hand existing out in space would have to be either left or right -. if it were attached to the wrist and the palm pressed against the chest.left or right -.What this shO\vs is that sometimes you can know that' A or B' is true even though you do not know which of A or B is true. Now. expressed in this way. On the relationist view of space.it doesn't require that we be able to tell which it is. if a human hand were the only thing in space. it should be noted that many philosophers do not accept Kant's argument. His reason for saying this is that any hand must 'fit on' one wrist of a handless human body. but cannot fit on both. what bearing does this have on Kant's argument? Kant says that if a single human hand were the only thing in the universe. Is it also an argument for an absolutist view of space? It would be if the following argument were sound: Premise One: Either the absolutist view of space is correct or the relationist view of space is correct. sometimes we can know that' A or B' is true even though we don't know which of A or B is true.) So Kant's handedness argument seems to be a powerful one. Now. . if the argument is sound. then it must tell us that the hand must be either left or right (it can't be both) even though it doesn't tell us which one it is. We can represent Kant's argument as follows: If a hand can fit on one wrist of a human body but not on both. it would have to be either a left hand or a right hand. the above argument doesn't assume that any particular wrist is a left wrist or a right wrist.Tistis that. It cannot explain why. Also. it doesn't tell us if the hand is left or right in the sense that it doesn't tell us which one -. then that hand must be left or right. (Remember.the hand is.idely known amongst philosophers. ?remise Two: The relationist view of space is not correct. But.~erlich's Knees We have seen that Kant has an argument which seems to show that the relationist view of space is wrong. then the thumb must point upward. it seems. Many philosophers accept that it begs the question. The points I have just made are not v. there would be no difference between a left hand and a right hand if they were the only things in space. This is an argument against the relationist view of space. Where what it means to say that a hand fits on a v. Therefore: The absolutist view of space is correct. An Extension of Kant's Handedness Argument -.) And this is all that Kant's argument needs. if we move the right knee around. So the above argument cannot really be regarded as an absolutely conclusive argument for the absolute view of space. This can be shown by the fact that you can't put a right hand in a left glove -. A right knee on the Moebius . one difference between a left hand and a right hand is that they occupy different space. the same effect can also be achieved by certain peculiar two-dimensional spaces. (In fact. then we can never get the right knee to occupy the same space as the left knee. keeping it on the paper all the time. Note that they exhibit many of the same features as hands. But now. Are there any better arguments for the absolute view of space? Yes there are. what happens if we allow the left knee to travel through three-dimensional space? If we lift the left knee off the piece of paper and turn it over. two dimensions and three dimensions. We can represent the space occupied by a left knee by tracing around it on a flat piece of paper. it is easy to then place it on the space occupied by the right knee. If we move the knees around only in two dimensional space. plane. two-dimensional space and three-dimensional space (line. This is. Nerlich's knees are simple counterparts of the hands. like the space represented by the surface of a Moebius strip. In all this. they can be regarded as schematic hands. Nerlich calls these things 'knees': r . Is premise one correct? It may be correct. we need to briefly go into the concepts of one dimension. They are reflections of each other.Graham Nerlich. ordinary space). neither relationist nor absolute. except that it has a mist in it. just as a right hand is a reflection of a left hand.a two-dimensional space like the surface of the blackboard. Now. Also. The surface of a piece of paper or a blackboard can be regarded as a two-dimensional space. It would seem to be at least possible for there to be some third theory of space. And so on. but then again it may not be. Now. Now.) There is a left one and a right one. At this point we must leave Kant and study a contemporary philosopher -. we find that we can't get the right knee to occupy the same space as the left knee. Now. the same thing applies to knees. n The left knee The right knee These things have come to be knO\vnin the literature as 'Nerlich's knees'. then the relationship between the right knee and the left knee seems to be exactly the same as the relationship between the right hand and the left hand.We have seen Kant's argument for premise two. If we restrict the movement of the knees to two-dimensional space. at this point.at least without changing the shape of the glove. We can also speak of one-dimensional space. or the nature of space. Well. this has relevance for the theory of absolute space. because it can be used to explain certain things. But it is widely accepted that if some thing X can be used to explain that thing it must be real. But. can be used in explanations. let's notice an implication of this.) So what? you may very well ask. if they are restricted to moving around in two-dimensional space. For example.' The point is that this discussion shows that the nature of space can be used in explanations. The theory of absolute space is the theory that space exists and is a real thing. Now. suppose that there is an essential difference between the right knee and left knee. we can explain this by saying 'Because the knees can move through three-dimensional space. What Nerlich's argument shows is that space. then there is an essential difference between a left knee and a right knee. Nerlich's argument seems to show that space exists.e. or is real. How do we explain this? We explain this by saying 'Because the knees are located in a flat (i.strip can be made to occupy the same space as the left knee by taking it all the way around the strip. (But not if you just move it around locally.' Or if there is no essential difference between the knees. This is important because it means that the nature of space can be used to explain certain things. without twists) two-dimensional space. then there is no essential difference between a left knee and a right knee. or exist. or in a t\visted two-dimensional space like a Moebius strip. . So. If the knees can be moved around in three-dimensional space. This leads to the following important conclusion: Whether or not there is an essential difference between a left knee and a right knee depends upon the nature of the space that the knees are in. then we have good reason to believe that that thing X really exists. So.Why is it thought that if something can be used to provide explanations. or is real? Well.since it is not causal. for example. We can say that there is an essential difference betv. He would say that atoms perhaps caused these yellow flashes. does not seem to provide causal explanations. This is not to say that space is not real. So it seems to be a good principle that if X provides explanations for some facts. which in turn determines whether it is possible to move a left knee into the space occupied by a right knee. it makes certain motions possible. does Nerlich's argument show that space is real? It is important to note that there is a significant difference between the type of explanations provided by atoms and the type of observations provided by space. all this shows is that Nerlich's argument is not watertight. it makes things possible. The shape of space doesn't cause things. We have evidence that they exist because the theory of the nature of atoms enables us to explain th~ results of numerous scientific experiments. If this is accepted. In summary. At this point another fact should be noted. which in turn determines whether there is an essential or real difference between left knees and right knees. What type of thing might the hypothesis of atoms explain? A scientist might use the hypothesis of atoms to explain. So.'een a left knee and a right knee if it is not possible to turn a left knee into the space occupied by a right knee. before we said that we have good evidence that something is real if it provides explanations of things. But we have just seen that space. The shape of space does not cause there to be an essential difference benveen left and right knees. or the shape of space. it's just to say that it's not clear how compelling the argument is. V/hat most philosophers would accept is that if something X provides causal explanations of things. to turn a left knee into a right knee by moving it about. In this sense the type of explanation offered by the theory of atoms is causal explanation. But space does not provide causal explanations in this sense. But whether or not it will be possible to do this will depend on the shape of space. the shape of space determines what movements are possible. then it is clear that the proposed explanation that uses the shape of space is.not a genuine explanation at all -. it is to some extent unclear whether the explanation offered by the shape of space really constitutes a good reason for saying that space is real. Some philosophers say that the only genuine explanations are causal explanations. So. Some of the things that need to be sorted out if we are to settle whether Nerlich's argument is a good one are: What . But we must qualify that a little. then that thing exist. then we have good evidence that X is real. atoms explain certain observations by causing them. Now. or. what evidence do we have that atoms exist? We cannot perceive them. some yellow sparks or flashes observed on a screen. Anyway. rather. We need not worry about the nature of those experiments here. consider. yes. What this shows is that whether or not there is an intrinsic or necessary difference between a left hand and a right hand depends upon the nature of the space that the hand is in. Could there be a fourth dimension? Mathematically.there could have been a unicorn. The question is.would it then be possible to turn it into a right hand? The answer to this question is 'Yes'.sort of explanation is the explanation that appeals to the shape of space? Is it a genuine explanation? . consider a human hand out in space. But now the question arises: Suppose that we could turn the left hand through four-dimensional space -. then it would be possible to convert the left hand into a right hand by moving it all the way. it's just that there happens to be no such thing. That's OK. At this point. in actual fact there are only three. analogous to the twist in a Moebius strip. if the left knee was put in a two-dimensional space with a twist in it. like a unicorn -. then we could not turn the left knee into a right knee. there could be. The fourth spatial dimension is. you will recall that as long as we moved a left knee around in two dimensional space (flat two-dimensional space.) Now. We all know about the three dimensions. however. \\That we are talking about here is a possible fourth spatial dimension. If you say that there are three spatial dimensions then there is nothing wrong \\ith saying that space is a fourth dimension. If the hand is in a flat (i. not a Moebius strip-type two-dimensional space). But it's just that there isn't a fourth spatial dimension. on this view. it's just that there happen not to be any unicorns. So. if any. around this space. Also.e. if our three-dimensional space had a twist in it. But it's probably less confusing if we just forget about time for the moment. Let us suppose it is a left hand. could there be a fourth spatial dimension? The answer that is generally accepted is ' Yes'. It is sometimes said that time is 'the fourth dimension'. But before we do that we need to go into some preliminary questions about dimensions.Are all genuine explanations causal? Even if it's unclear what sort of explanation. not twisted or bent in any way) three-dimensional space (Euclidean . the most recent theory in theoretical physics is that space may have eleven dimensions. we should note something. (We will briefly note in passing that modern physics has speculated that maybe space has more than three dimensions. a unicorn is a completely possible thing. a fourth spatial dimension is an entirely possible thing. such as the space of a Moebius strip. i. Suppose we move it around in a normal three-dimensional space. Let's now go back to the human hand existing on its own in space. not incoherent in any way. then it was easy to turn it into a right knee. As far as I know. Similarly.e. Now. although we can't visualise it: our minds are three dimensional. But we will not worry about that here. on this view. but you can perhaps think about them if you are interested in \\Titing an essay on this topic. Then we know that we will not be able to turn it into a right hand. in the sense that it is a possible thing. does it nevertheless give us good reason to believe that space exists? We haven't got time to go into these questions here. then it was possible to turn it into a right knee. But if we moved the knee out of two-dimensional space and turned it around in three-dimensional space. \\Thy exactly eleven rather than some other number I have no idea. is employed. ! This would happen. In fact. First of all. that our three-dimensional space did have a twist in it like a Moebius strip. but simply because their body had been turned around by the 'twist' in space. the basic argument for absolute space. Kant evidently assumed that space was three-dimensional and flat. there would not be a determinate fact of the matter as to whether it was left or right. then Kant's assumption is not true. if a human hand were the only object in the universe. But if the hand is in a four-dimensional space.ith a twist in it (like the Moebius strip) then there isn't an essential difference between a left hand and a right hand.space) then there is a necessary difference between a left hand and a right hand. which was what Kant was trying to defend.if. with their heart on the right side of their body. if we replace this premise with something like . If space is not assumed to be three-dimensional and flat -. if a human hand were the only thing in the universe. then. it doesn't. It is worthwhile briefly digressing at this point to consider some interesting implications of all this. Recall that one of the steps in Kant's argument was (B) 6. In Kant's day. what happens to Kant's assumption that if a single human hand were the only thing in the universe it would have to be either a left hand or a right hand but not both? Have we discovered that this pr~mise in Kant's argument is false? We need to state things with care here. for example. seems even stronger. We have just seen that whether or not there is a necessary difference between a left hand and a right hand depends on the nature of the space that the hand is in. If a human hand were the only object in the universe. Now. we can note that a modified version of Kant's argument still goes through. it would have to be either a right hand or a left hand. But if we allow that other spaces are possible. We still need space to account for things. etc. it would have to be either a left hand or a right hand (but not both). they would come back as a left-handed person. that was the only type of space that was known. or a three-dimensional space v. not because their body had undergone any strange mutation or anything.) s Let us now return to our discussion of Kant's argument for absolute space. But does this really refute the basic thrust of Kant's argument? No. it would come back as a right hand! Similarly. for example. four-dimensional spaces are allowed or three-dimensional spaces with 'Moebius twists' in them. Let us suppose. if a right handed person was sent on a trip around the universe in a rocket-ship. So. (Note. or if the body could somehowbe turned around in four-dimensional pace. Then if a left hand was sent on a trip 'around the universe'. We can say (A) If space is assumed to be three-dimensional and flat (Euc1idean space) then. in the light of our discussion. this would only happen if space had a Moebius-like twist in it. How are we to explain this fact? The answer is that we explain it by appeal to the nature of space.i. since it involves talking about space as a thing. three-dimensionalones. if we do not make any assumptions about space.e. that the theory of absolute space is correct. If a human hand were the only object in the universe. -. flat space. If space can play an explanatory role then we have good reason to believe that it is real. We then take it off the left wrist. But note. But let us not suppose that space is three-dimensional. 'While such an objection would really just be a quibble. it will be able to fit onto both wrists correctly. Then it will be false that if a hand were the only object in the universe. Then it will fit onto a left wrist correctly. or consider all possible spaces -. If every object in the actual universe were destroyed except a single human hand. turn it around in four-dimensional space.. but not both? This argument will not go through. It would then show that one of the things that exist in the universe as it actually is. flat ones. Kant's argument doesn't go through. we can nevertheless meet it by replacing 6' with something like 6". So. But then space is playing an explanatory role. It might be thought that locutions such as 'the space in the universe is the same as the space that actually exists' beg the question against the relationist.of space. But the relationist view of space cannot .e. If this is so. then that hand would have to be either a left hand or a right hand. either way -. for example. four-dimensional ones. or the shape . That is. ones with twists in them. since you would need absolute space to explain why the hand was determinately either right or left. Why is this? Suppose we take a human hand that is a left hand. and so turn it into a right hand. if space is allowed to be four-dimensional. Let us suppose.we still get an argument going through showing that the absolute theory of space is correct. sometimes it will not. Le. is absolute space. the thumb points up). sometimes it cannot. then the argument for absolute space that goes through is the argument: There would be a difference between a left hand and a right hand even if it was the only object in the universe. that it is four dimensional. etc. So. that human hand would have to be determinately either right or left.then we will fmd that sometimes a hand can fit on both wrists. If the hand is in a four-dimensional space.. when the palm is placed against the chest. and the space in that universe was the same as the space that actually exists. But it should be noted that they are different arguments. it would have to be determinately either right or left but not both. if we consider all possible spaces.whether we restrict ourselves to three-dimensional flat space. and then it will be able to fit onto the other wrist correctly. what will happen to Kant's claim that any given human hand v. that is.Tjll e able to fit onto one b human wrist correctly (i. If we assume three-dimensional flat space.6'. then there will be the following fact that requires explanation: Sometimes the hand can fit on both wrists. if we allow all possible spaces -. but not both. Kant's argument would then go through. So this supports the absolutist view of space. If we allow all possible spaces. sometimes not. If we do not assume three-dimensional flat space but allow any sort of space.. then sometimes there will be an essential difference between a left hand and a right hand. then the above argument does not go through. We can explain this by appealing to the nature of space or the shape of space. But then space plays an explanatory role and this constitutes evidence that space is a real thing.Tongand so the absolutist view of space is right 'by default' as it were. . but another does.account for that. So the relationist view of space is v. This action might not be possible to undo. Are you sure you want to continue? We've moved you to where you read on your other device. Get the full title to continue listening from where you left off, or restart the preview.

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https://www.epicuse.net/menus/produce-dairy-meats?location=syracuse

math

Produce Dairy Meats From the Butcher Offering the same quality products the Epicuse and SKY Armory culinary team start with every day to prepare your favorite menu items. Salmon 8oz (each) +$7.99Shrimp, peeled & deveined 16-20 count per pound +$16.99Canned Crab Meat (claws) 16 oz +$16.99 PRODUCE & DAIRY Local & Organic Baby Kale 4 oz +$6Local & Organic Arugula 4 oz +$6Butterhead Bib Lettuce +$6Avocado (each) +$2Grape Tomatoes (pint) +$3.50Hot House Tomatoes (each) +$0.99Peppers (red, yellow, green) by the pound +$3.49Beets (by the pound) +$2.49White Potatoes (by the pound) +$1.49Sweet Potatoes (by the pound +$1.29Onions, white (by the pound) +$1.79Onions, red (by the pound) +$1.79Garlic Bulbs (by the pound) +$1.49

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https://support.zemax.com/hc/en-us/articles/1500005488161-How-to-convert-FWHM-measurements-to-1-e-2-halfwidths

math

Sometimes, manufacturers provide Gaussian beam data as Full Width Half Maximum (FWHM) measurements, but OpticStudio uses the 1/e2 measure of beam width. This article describes how to convert FWHM measurements to 1/e2 halfwidth measurements. Authored By Dan Hill For Gaussian beam size measurements, OpticStudio uses the 1/e2 half-width point, which means the intensity has fallen to about 13.5% of the peak. However, often times manufacturer’s data sheets provide only Full Width Half Maximum (FWHM) measurements and not 1/e2 half-widths. For a truly TEM00, rotationally symmetric & normalized Gaussian beam, there is a linear relationship between the FWHM and 1/e2 values. The intensity of a Gaussian beam goes as: where w is the half width of the beam to the 1/e2 intensity point at some distance from the waist along the propagation axis, and r is the radial distance from the center of the beam. The width, w, at some z position is given by: where w0 is the waist radius at the 1/e2 point. For a normalized Gaussian beam, we know that the FWHM is the point at which the beam reaches half of the peak intensity. As a result, our equation simplifies to: The FWHM is the full width of the beam at half of the maximum intensity, so we need to divide this value by 2 so that we can replace it with r, the radial size. Simplifying, we get: Taking the natural log of both sides, and bringing the constant to the other side of the equation yields: Solving for w, the relationship between the FWHM and the 1/e2 intensity point becomes:

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http://kea-monad.blogspot.com/2006/12/awaiting-fairies.html

math

We all await the new constraints on the SM Higgs mass, which will follow from the new measurement of W mass has already given away that the first four digits are 8040 which can only mean $m_W$ = 80.40 GeV . Meanwhile, the no Higgs vote has stabilised at just above 50%. Will all CDF worker family members please refrain from feeding the CDF worker too much food over the next couple of weeks. They have a lot of work to do.Update : It's now official ... $m_W = 80.413 \pm 0.048$ GeV

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https://sentence.yourdictionary.com/integrable

math

How to use Integrable in a sentence If we eliminate P, Q, R from (22), the resulting equations are integrable with respect to t; thus Moa - M0a. Hamiltonian theory is an important element of integrable systems, whether discrete, ordinary differential or partial differential equations. They soon realized that the three body problem is not integrable, which means that no exact solution can ever be found. We study the homoclinic orbits of the completely integrable discrete sine-Gordon. A proof that homoclinic trajectories in the form of pinched tori imply monodromy in two degree of freedom integrable systems has also been given.Advertisement

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https://www.mathenjeans.fr/content/article-eni-game-and-probability-lycee-zmichowska-varsovie

math

Résumé de la production The ENI game is a generalization of a well-known guessing game with second chance. There are two players, H and S, and there is a treasure hidden by H and to be found by S in one of n>2 different locations. After a first guess of S, the correctness of the guess is not reveiled by H, who instead reveals for some other location than the guess, and other than the location where is the treasure, that the treasure is not there. After that, S can stick to his original guess, or make another guess. The question is which strategy is better, statistically speaking. The of the article; it must give a good description of the subject and also give the main resultson webpageposted this abstract will be authors first show the results of an excel simulation and of a scratch program, before doing a mathematical analysis which provides a complete and correct mathematical formula. The results all confirm that it is better for S to make another guess, i.e. never stick to his original choice.

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https://downchibatading.gq/simulated-annealing-math.php

math

In interesting combinatorial settings the state space is usually exponential in the instance size. So constant-temperature SA would work in polynomial time if the relaxation time were polylogarithmic in the size of the state space "rapid mixing". There are a number of available positive results on rapid mixing in Markov chains, but they deal mostly with the case where , corresponding to a random walk. This is a much simpler special case, because the cost function J has no effect. Unfortunately, simulated annealing becomes interesting at the opposite end, when T is very small. Proving rapid mixing for large SA Markov chains at small temperatures is a challenging task. One class of problems for which there is some hope of obtaining positive complexity results arises in the context of image processing. To each gridpoint i, j , we associate a variable s ij taking. We thus obtain a configuration space. - mathematics and statistics online. - On simulated annealing phase transitions in phylogeny reconstruction. - The Theory and Practice of Simulated Annealing | SpringerLink. - The Cool Gent: The Nine Lives of Radio Legend Herb Kent. - Treasure Mountain! Many image processing and pattern recognition problems lead to a cost function of the form. Starting with Geman and Geman , simulated annealing has become a very popular method for such problems. Here one defines two states configurations to be neighbors if they differ only at a single grid-point. Note that when a configuration change is contemplated that is, a change of some s ij , the cost difference which determines the probability of accepting the change depends only on the gridpoints neighboring i, j. For this reason, the evolution of the configuration can be viewed as the time evolution of a Markov random field. The relaxation times of Markov random fields have been extensively studied see, e. Thus, the available results are not yet applicable to the cost functions that arise in image processing. As far as theory is concerned, there is at present a definite lack of rigorous results justifying the use of simulated annealing. Even if SA is accepted, there are no convincing theoretical arguments favoring the use of time-varying decreasing cooling schedules, as opposed to the use of a constant temperature. This latter question is partially addressed in Hajek and Sasaki Despite the lack of a rigorous theoretical justification of its speed of convergence, researchers have used SA extensively in the last decade. There are numerous papers discussing applications of SA to various problems. We have already mentioned that SA is extensively used in image processing. In order to give an indication of its performance, we will review some of the work concerning the application of SA to combinatorial optimization problems. In a comprehensive study of SA, Johnson et al. Johnson et al. In general, the performance of SA was mixed: in some problems, it outperformed the best known heuristics for these problems, and, in other cases, specialized heuristics performed better. More specifically:. For the GPP, SA obtains final solutions that are at best some 5 percent better than those obtained by the best of the more traditional algorithms e. For sparse graphs, SA was better than repeated applications of the Kernighan-Lin heuristic, which is based on ideas of local optimization, whereas for some structured graphs the Kernighan-Lin heuristic was better. For the graph coloring problem, SA produces final solutions that are competitive with those obtained by a tailored heuristic the one by Johri and Matula , which is considered the best one for this problem. However, computation times for SA are considerably longer than those of the specialized heuristic. For the traveling salesman problem, SA consistently outperforms solutions found by repeated application of iterative improvement, based on 2-opt or 3-opt transitions, but it is a consistent loser when compared with the well-known algorithm of Lin and Kernighan The latter is based on k -opt transitions, and at each iteration it decides dynamically the value of k. Another interesting point is that the choice of the cooling schedule influences the quality of solution obtained. In Laarhoven and Aarts Another observation is that the computation times can be excessive for some problems. In addition to the above mentioned developments in image processing, SA and various alternative versions based roughly on it have been used in statistical applications. Bohachevsky et al. Many researchers have considered SA as a tool in the development of optimal experimental designs. Recent examples include Currin et al. Variants of SA based on Bayesian ideas have been proposed by Laud et al. Overall, SA is a generally applicable and easy-to-implement probabilistic approximation algorithm that is able to produce good solutions for an optimization problem, even if we do not understand the structure of the problem well. We believe, however, that more research, both theoretical and experimental, is needed to assess further the potential of the method. Bohachevsky, I. Johnson, and M. Stein , Generalized simulated annealing for function optimization, Technometrics 28 , Cerny, V. Theory Appl. Chiang, T. Chow , On eigenvalues and optimal annealing rate, Math. Connors, D. Kumar , Balance of recurrence order in time-inhomogeneous Markov chains with applications to simulated annealing,. Currin, C. Mitchell, M. Morris, and D. Ylvisaker , Bayesian prediction of deterministic functions, with applications to the design and analysis of computer experiments, J. Faigle, U. Geman, S. What Is Simulated Annealing? Pattern Anal. Gidas, B. Hajek, B. Sasaki , Simulated annealing—to cool or not, Syst. Holley, R. Stroock , Simulated annealing via Sobolev inequalities, Commun. Kusuoka, and D. Stroock , Asymptotics of the spectral gap with applications to the theory of simulated annealing, J. Jeng, F. - Donate to arXiv. - Working Americans, 1880-1999: The Working Class (Working Americans: Volume 1). - Dynamic robot path planning using an enhanced simulated annealing approach | QUT ePrints; - Nancy Pelosi (Women in Politics)! - What Is Simulated Annealing? - MATLAB & Simulink? - The Unmerciful Servant. Theory 36 , Johnson, D. Aragon, L. McGeoch, and C. Schevon , Optimization by simulated annealing: An experimental evaluation, Part II: Graph coloring and number partitioning , Oper. Schevon , Optimization by simulated annealing: An experimental evaluation, Part III: The traveling salesman problem, in preparation. Johri, A. Kernighan, B. Simulated Annealing -- from Wolfram MathWorld Lin , An efficient heuristic procedure for partioning graphs, Bell Syst. By examining this equation we should note two things: the probability is proportional to temperature--as the solid cools, the probability gets smaller; and inversely proportional to --as the change in energy is larger the probability of accepting the change gets smaller. When applied to engineering design, an analogy is made between energy and the objective function. Random perturbations are then made to the design. If the objective is lower, the new design is made the current design; if it is higher, it may still be accepted according the probability given by the Boltzmann factor. Global optimization and simulated annealing The Boltzmann probability is compared to a random number drawn from a uniform distribution between 0 and 1; if the random number is smaller than the Boltzmann probability, the configuration is accepted. This allows the algorithm to escape local minima. As the temperature is gradually lowered, the probability that a worse design is accepted becomes smaller. Typically at high temperatures the gross structure of the design emerges which is then refined at lower temperatures. Although it can be used for continuous problems, simulated annealing is especially effective when applied to combinatorial or discrete problems. Volume 68 , Issue 1. The full text of this article hosted at iucr. If you do not receive an email within 10 minutes, your email address may not be registered, and you may need to create a new Wiley Online Library account. If the address matches an existing account you will receive an email with instructions to retrieve your username. Networks Volume 68, Issue 1. Read the full text. Tools Request permission Export citation Add to favorites Track citation. Share Give access Share full text access. Share full text access. Please review our Terms and Conditions of Use and check box below to share full-text version of article. Abstract We consider a content distribution network CDN in which data hubs or servers are established in multiple locations to cater to local demands.

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http://math.stackexchange.com/questions/30625/invariant-subspaces

math

Let T be a linear transformation, which acts on a vector space V, over a field F. Let W be a sub-space which invariants of T, and f,g polynomials from the same field F. I need to prove that W is invariant of g(T) and f(T)(W) invariant of g(T). obviously, g(T) is also a linear mapping and therefore is also invariants of W as T does, I just don't know how to prove it correctly. Have a good day.

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CC-MAIN-2016-30

https://www.thefinanalytics.com/post/value-at-risk-explained-a-practical-guide-for-risk-professionals

math

"What could be the maximum loss that can occur on my investments?" [🤔] every investor would be thinking at some point in time. Value at risk is a measurement tool used to assess the financial risk of an investment. It is one of the most widely used in addition to variance and standard deviation as it assesses the potential loss at a probability at which such loss will occur in a certain time frame. In the early 1990s, J. P. Morgan developed an internal value-at-risk system that use to capture several underlying key risk factors in their portfolios, and the variance-covariance matrix was calculated using historical time-series data to compute value-at-risk numbers. These numbers were then aggregated to compute the overall portfolio's value-at-risk considering the correlations that exist between key risk factors. Later, the value-at-risk measure became popular and globally adopted for measuring financial risk in trading portfolios. During these many years, many developments to this measure have happened to trade with the issues at various estimation points and many advancements have taken place to capture different types of financial risks and overcome the limitation of the VaR measure. In a general context, the value-at-risk measure targets to calculate the maximum possible loss that can occur on an investment under normal circumstances at a certain confidence level in a given time frame. Most interestingly, this measure can be applied to a single position, on a portfolio of securities, or on an entire trading desk. "under normal circumstances" - value-at-risk to be calculated under normal market conditions and for that, the calculated returns using the historical time-series data assumed to be normally distributed. "a probability distribution is assumed to be normal if there are high probabilities that the estimated variable will result close to its mean and low probabilities that the estimated variable will result far from its mean of the distribution." "at a certain confidence level" - value-at-risk can be calculated at a 95%, 97.5%, or 99% confidence level. The confidence level determines at what level the firm is willing to assess the risk. "higher the confidence level, higher will be the value-at-risk number, and therefore, higher will be the certainty that the losses will be within the calculated value-at-risk" One has to increase the confidence level to dig into the tail of the return distribution to capture the extreme losses. Calculating value-at-risk at 99% will be considered to be a more conservative approach as that will capture more information regarding the nature of the tail return distribution; certain properties that 99% VaR can reveal but 95% VaR cannot. Therefore, 99% VaR (-2.3430%) is greater than 97.5% VaR (-1.8926%) is greater than 95% VaR (-1.3676%) in terms of worst loss. "in a given time frame" - the risk can be assessed at different time frames, also called value-at-risk horizon. This horizon refers to the period between two data points and that period could be 1 day, 10 days, 1 month, 3 months, or a year to calculate 1-Day VaR, 10-Days VaR, 1-Month VaR, 3-Months VaR, or 1-Year VaR respectively. One also needs to decide upon how long would be the lookback period, the period for which such historical time-series data of all the risk factors needs to be extracted and applied to the risk model. Whether that period should be longer or shorter? Statistical precision suggests; a longer period to capture all the possibilities/events that have happened in the past. a shorter period if non-stationarity and regime-switching are the key concerns. from the regulators' standpoint, this period should be at least 252 trading days i.e. the time-series data on which this risk measure is based should capture all the relevant market changes over 252 trading days to date. Once the historical time-series data is available and the model inputs are identified, one has to choose between the methods that can be used to calculate the value-at-risk number. The popular methods are (1). Historical Simulation Method, (2). Parametric Method (also known as Analytical Method), and (3). Monte-Carlo Simulation Method. These methods used for calculating value-at-risk produce different results and there is no precise model for calculating the value-at-risk as these models come with their advantages and limitations but that is the next topic of our financial book. The resultant value from the model will represent the value-at-risk number. Suppose, if a portfolio of securities has a 1-Day 99% relative VaR of -2.3430%, it means that there is a 99% probability that the maximum loss on this portfolio could be -2.3430% over a single-day period with a 1% probability of its being exceeded. Therefore, the absolute VaR will be -2.3430% of $5 million = $-0.11715 million. It though has some valid reasons for its popularity, especially within investment banks and other big financial institutions, but it comes with a few limitations. When it comes to determining the risk of a portfolio, a risk measure is expected to incorporate the correlation between each pair of assets. However, with the increased number of assets and diversity of positions in the portfolio, it becomes very difficult to calculate and incorporate the correlations precisely for risk reduction. Speaking about the first limitation, this risk measure becomes non-additive. "the value-at-risk of asset A plus the value-at-risk of asset B is not equal to the value-at-risk of a portfolio containing asset A and B due to the correlation that exists between them." As mentioned, one has to choose between the methods that can be used to calculate the value-at-risk number. However, different methods eventually lead to different results. It becomes difficult to make the right choice between these methods: The Historical Simulation Method, Parametric Method, and Monte-Carlo Simulation Method. Value-at-Risk does not measure the worst-case loss i.e. unexpected loss beyond the confidence level. 99% 1-Day VaR means that in the remaining 1% of the cases, the losses are expected to be greater than that 99% 1-Day VaR number. This measure does not say anything about the severity of the losses within that 1% case.

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https://brainmass.com/math/linear-algebra/compute-eigenvalues-matrix-518836

math

Consider the matrix A = 3 0 0 1 5 1 -2 -4 1 (a) Show that 3 is an eigenvalue of A with algebraic multiplicity 3. (b) Determine the geometric multiplicity of this eigenvalue. (c) Find a basis for the eigenspace E3 = (A - 3I). (d) Find bases for (A - 3I)^2 and (A-3I)^3 so that your basis for (A-3I)^k includes your basis for (A-3I)^(k-1). Do this by solving (A-3I)v = u and (A - 3I)w = v where u is an eigenvector in E3. Note that if your second basis already has 3 vectors, there won't be any additional vectors in the third basis. (e) From the matrix S who columns are the three vectors in your basis for E3, and compute J = (S^-1)AS. Notice that if you order the columns of S in the most logical way, J will be triangular. (f) Solve the system y' = Jy. (g) Find the solution to x' = Ax by multiplying y by the appropriate matrix. Part a: In order to compute the eigenvalues of matrix A we need to refer to its characteristic polynomial p(lambda) of A which is equal to: p(lambda) = ... The following posting helps compute eigenvalues. The geometric multiplicity of the eigenvalues are provided.

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CC-MAIN-2017-39

http://www.abovetopsecret.com/forum/thread1219008/pg109

math

posted on Oct, 3 2018 @ 12:50 PM on Q Post #2318 from qntmpkts.keybase.pub 1) The post contains 11 2) Timestamp/Delta2Acronym methods give: = X Unit (for measuring the wavelength of X rays and gamma rays, 1.0002 E^-13 meter. Is this something to do with Alyssa Milano phone distance measurement to target Kavanaugh with rays?) = Early Childhood, OR Exceptional Children, OR Enemy Combatant (US DoD) = JASA Standards Handbook (Joint Airborne SIGINT Architecture = American journal of Hypertension? (A search of "hypertension Christine Blasey" turned up this her: "In search of moderators and mediators of hyperglycemia with atypical antipsychotic treatment"... are either her or Kavanagh diabetic?) 3) Guccifer/Florida method: a) Using "p" gives 3srdeor oci ds ?T asni = Atlantic Syndication Network, Inc. (media services; Las Vegas, NV), OR Ancient Sun Nutrition, Inc. (Asheville, NC) b) Using "q" gives 6inli_etu otaNg LEce . Interpretation? Any views? c) Using "q" on Capital letters only gives IEO = Executive Order is a missile to black hats? d) Using "p" on Capital letters only gives - ]II] Interpretation? Could be an Emoticon, OR could indicate 2 large missiles breaking down firewalls of kill box? 4) COVFEFE method does not apply because timestamp hours of "00" gives a zero column grid.

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CC-MAIN-2019-26

http://www.wilmu.edu/courses/courseDescriptions.aspx?subCode=MAT&courseNum=205

math

Introductory Survey of Mathematics This course provides an introduction to a broad range of areas in mathematics, including algebra, probability, and statistics. Topics in algebra include solving and graphing linear, quadratic, and exponential functions in context. Topics in probability include counting principles, combination, permutations, compound and independent events. The statistics portion of the course covers measures of central tendency, measures of dispersion and the normal curve. Please note that the minimum passing grade for this course is ''C.'' Prerequisite(s): Pass math skills assessment or MAT 110 with a minimum grade of ''C''.

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https://www.watchdepot.com.au/g-shock?p=2

math

G Shock Watches - Casio G-Shock AW591GBX-1A9DR Mens Watch$196 RRP$269 - Casio G-Shock DW5610SU-8DR Grey Resin Mens Watch$182 RRP$249 - Casio G100BB-1A G-Shock Mens Watch$179 RRP$249 - Casio G-Shock GA-2000S-1ADR Black Resin Mens Watch$239 RRP$319 - G-Shock GA-700SK-1ADR Clear Resin Mens Watch$233 RRP$309 - G-Shock GBD200-1 G-Squad Black Digital Watch$249 RRP$299 - Casio G-Shock Alarm DW5750E-1D 200M Black Mens Watch$158 RRP$219 - ClearanceG Shock GSTS400G-1A9 Black and Gold Digital Mens Watch$411 RRP$549Clearance - G-Shock DW5610SU-3DR Digital Mens Watch$188 RRP$249 - Casio AW591BB-1A S-Shock Mens Watch$190 RRP$269 - Casio G-Shock GM-5600B-1DR Black Resin Mens Watch$395 RRP$529 - G-Shock GA-2000-5ADR Khaki Resin Mens Watch$237 RRP$319 - Casio G Shock Mudmaster GWG1000-1A1 Mens Watch$999 RRP$1299 - G-Shock Carbon Core Guard GA2000-1A2 Mens Watch$238 RRP$319 - ClearanceCasio G-Shock GAS-100BMC-1DR Black Resin Mens Watch$229 RRP$329Clearance - Casio G-Shock GA-140GB-1A1DR Black Resin Mens Watch$226 RRP$299 - G-Shock GA700CT-1A City Camouflage Series$226 RRP$299 - G-Shock G-Squad GBA900-7A White Mens Watch$226 RRP$299 - ClearanceG-Shock GWB5600HR-1D Bluetooth Black Resin Mens Watch$320 RRP$429Clearance - ClearanceG-Shock GA-2000-2ADR Blue Resin Mens Watch$234 RRP$319Clearance - Casio G-Shock GA-140GM-1A1DR Black Resin Mens Watch$226 RRP$299 - G-Shock GMWB5000-1D Bluetooth Stainless Steel Watch$889 RRP$1099 - Casio G-Shock GM-5600-1DR Black Resin Mens Watch$358 RRP$479 - G-Shock GBD200-2D G-Squad Blue Digital Watch$249 RRP$299 - ClearanceCasio G-Shock DW5600SC-4D Pink Digital Youth Watch$181 RRP$239Clearance - ClearanceCasio G-Shock GM-5600B-3DR Green Resin Mens Watch$393 RRP$529Clearance - G-Shock GM110SN-2A Night Light Edition$499 RRP$599 - ClearanceCasio G-Shock GM6900-1DR Black Resin Mens Watch$340 RRP$479Clearance G Shock Watches G Shock watches have been setting the bar for durable watches for more than 30 years. The ultimate tough timepiece, G Shock by Casio watches are the industry standard for reliable watches. Real-world ready, they are the watch of choice for athletes, outdoor enthusiasts and those who prize ruggedness. Watch Depot has a huge range of watches in a variety of styles and colours. The G Shock watch collection is perfect for anyone who needs a watch that will stand the test of time. Packed with smart features that matter, G Shock's women's and mens watches can handle whatever life throws at you. Water, shock and drop resistant, your G Shock watch will stand tough. Shopping for someone with a smaller wrist but unwilling to compromise on toughness? Check out the Baby G collection which offers some of the most rugged womens watches on the market. These smaller sized watches feature full-sized durability, just like their ‘big brother’ G Shock watches! On the hunt for a bargain? Check out Watch Depot's sale watches section where you will pick up a G Shock watch for a simply unbeatable price. Shop G Shock watches online today at Watch Depot. Consider checking out with out Buy now, pay later finance options avaiable through Afterpay, Zip, humm, LatitudePay, Latitude Interest Free and Laybuy. Receive free shipping on over $69.

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https://amd-osx.com/forum/viewtopic.php?f=26&t=5193

math

An operating system wasn't found. Try disconnecting any drives that don't contain an operating system. Press Ctrl+Alt+Del to restart Any help is appreciated! I've got a very similar x570 Taichi & 3950x se[…] @iGPU , This is awesome, thanks! Your EFI confi[…] thanks for sharing your file. I was struggling for[…] https://imgur.com/a/Xf9q25f Specs: \[CPU\] \[[…]

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https://dsoftschools.com/empirical-formula-worksheets/

math

Some of the worksheets below are Empirical Formula Worksheets, several exam style questions like determine the empirical formula of a compound that contains 53.70% iron and 46.30% sulfur, … solutions are provided at the end of each worksheet. Once you find your worksheet(s), you can either click on the pop-out icon or download button to print or download your desired worksheet(s). Please note that you can also find the download button below each document. Mass Percent Composition and Empirical Formulas : What is the empirical formula for the given compounds viz CH4, C6H6, … Percentage Composition and Empirical Formulas : Determine the empirical formula of a compound having the following composition: 38.76% Cl and 61.24% O. Empirical Formula worksheet : Questions like find the empirical formula of a compound that contains 53.70% iron and 46.30% sulfur, … Empirical Formula Worksheet : Exercises like what is the empirical formula for a compound which contains 67.1% zinc and the rest is oxygen?, … Percent Composition/Empirical Formula Calculation Worksheet : Find the percent compositions of all of the elements in the following compounds: NaOH, CuBr2, … Empirical and Molecular Formula Practice Solutions : Problems like a compound is found to contain 26.56% potassium, 35.41% chromium, and the remainder oxygen. Find its empirical formula. Empirical Formula Worksheet : 15 Problems. Answer sheet to the above worksheet. Empirical Formulas Worksheet : Adipic acid is an organic compound composed of 4.931 g carbon, 4.379 g oxygen and 0.690 g hydrogen. What is the empirical formula of adipic acid? Determining Empirical Formulas of Compounds : Interesting exercises like a compound contains 85.65% Bi, 6.56% O, and 7.79% F. What is the empirical formula of this compound?, … Empirical Formula Worksheet : Find the empirical formula for a compound which contains 32.8% chromium and 67.2% chlorine. Calculating Empirical Formula : 15 Questions with activities. 6 Problems requiring to find the empirical formula of several compounds. If you found these worksheets useful please check out Molar Mass Worksheet and Key Answer Key | Valence Electrons Practice Worksheets Answer Key | Types of Chemical Reactions Worksheets | Stoichiometry Worksheets with Answer Keys | Fossil Fuels Worksheets Middle School | Fossil Fuels Worksheets Middle School | Isomers and Polymers Worksheets | Acids And Alkalis Worksheets with Answers

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https://stats.oarc.ucla.edu/sas/faq/why-do-i-get-an-integer-divide-by-zero-error-when-using-a-sas-data-file/

math

Please Note! The problem described here only applies to Stat/Transfer Version 7 and earlier. This problem has been remedied in Stat/Transfer Version 8 and above. Say that you used Stat/Transfer to make a SAS data file called c:mydatahartman.sas7bdat and you go to use it in a statistics procedure (in our example, proc reg) like below proc reg data="c:mydatahartman"; model y = time cond; run; and you get the following error in the log file. NOTE: PROCEDURE REG used: real time 0.00 seconds cpu time 0.00 seconds ERROR: Integer divide by zero. NOTE: The SAS System stopped processing this step because of errors. 20 proc reg data="c:mydatahartman"; 21 model y = time|cond; 22 run; 23 What went wrong? Sometimes Stat/Transfer may make a SAS file that SAS has trouble reading in a statistical procedure, but there is a workaround. You can make a copy of the data file in SAS (because SAS can read the file in a data step) and then use the copy. For example, data hartman; set "c:mydatahartman"; run; proc reg data=hartman; model y = time cond; run; and then the log file shows that this worked, 72 data hartman; 73 set "c:mydatahartman"; 74 run; NOTE: There were 9 observations read from the data set c:mydatahartman. NOTE: The data set WORK.HARTMAN has 9 observations and 3 variables. NOTE: DATA statement used: real time 0.00 seconds cpu time 0.00 seconds 75 76 proc reg data=hartman; 77 model y = time cond; 78 run; NOTE: 9 observations read. NOTE: 1 observations have missing values. NOTE: 8 observations used in computations. 79 quit; NOTE: PROCEDURE REG used: real time 0.02 seconds cpu time 0.02 seconds Now everything looks good and you can proceed to analyze the copy of your data file. We wish to thank David Wagstaff of The Methodology Center at Pennsylvania State University for informing us of this error and providing the example data file.

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https://kemofilters.com/resource-library/in-depth-filter-notes

math

In-depth Filter Notes Dynamic Range: A parameter which is often quoted for analogue signal conditioning and processing electronics, but…. Wave Form Distortion: We must be quite clear that the wanted and unwanted portions of a signal may not share any part of the frequency spectrum. Settling Time: It seems reasonable that a filter should need to take a little time to somehow sense the input frequency, in order to respond appropriately. Reconstruction: Regenerating a continuous smooth function out of its samples.

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https://jetreidliterary.blogspot.com/2009/12/fifteen-things-you-need-to-know-bwitxt.html?showComment=1262213372316

math

1. How literary agents are paid. (and the corollary: don't pay money to any so-called agent) 2. How to assess whether an agent is legitimate 3. What a form rejection is 4. What a referral is (and what it is not) 5. How to cut, paste, and copy using word processing software; how to attach a .doc file to an email. 6. How to send an email 7. Your website URL: why you need one before you query and what should be on your site 8. A synopsis 9. Where you can ask entry level questions about queries and publishing (example: Absolute Write.com) 10. What a query letter is (and what it is not) 11. What submission guidelines are and where to find them 12. How publishers "sell books" 13. The difference between publishers, agents, editors, publicists 14. What the "industry standards" are for manuscripts and queries 15. What the pace of the industry is: how long does it take an agent to reply; how long does it take a book to be published etc.

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CC-MAIN-2023-40

https://leveragejoe.com/simple-interest

math

Simple interest refers to an interest structure of a product where interest is not compounded. Simple interest is a method of calculating and charging interest in the simplest form. One where consumers often think is used for their personal loans, credit cards, etc. For example, a 4% simple interest rate on a $100,000 principal will result in an interest charge of $4,000 a year. This is almost non-existent for regular mortgages as they are amortized using different methods for calculation. So much so that a mortgage that is structured with simple interest rates will expressly state that it is such. For example, a simple interest mortgage will state that it is one upfront. Otherwise, it would be implied that it isn’t one, and is a standard home loan instead. Note that simple interest mortgages have interest calculated on a daily basis based on the remaining balance on the day of payment. The most common simple interest type of loan are car loans.

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CC-MAIN-2022-49

https://pwntestprep.com/daily/dp175/

math

In the figure above, a circle is inscribed in a square. If the area of the circle is square centimeters, what is the perimeter of the square, in centimeters?A)B)C)D) Loading... Page navigation ← Daily PWN 174 Daily PWN 176 → So when the question asks for it in centimeters, did that conversion occur during the math, or is it there to throw people off. The question specifies the units just because many such questions do—it’s not meant to be a trick. I didn’t listen to the question it said perimeter not area for the answer they were not comparing apples to appless therefore got sucked into 4x as the answer.

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https://nrich.maths.org/public/topic.php?code=-99&cl=2&cldcmpid=7235

math

Can you recreate these designs? What are the basic units? What movement is required between each unit? Some elegant use of procedures will help - variables not essential. Can you find a cuboid that has a surface area of exactly 100 square units. Is there more than one? Can you find them all? A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle contains 20 squares. What size rectangle(s) contain(s) exactly 100 squares? Can you find them all? Draw some isosceles triangles with an area of $9$cm$^2$ and a vertex at (20,20). If all the vertices must have whole number coordinates, how many is it possible to draw? Imagine you have an unlimited number of four types of triangle. How many different tetrahedra can you make? An irregular tetrahedron is composed of four different triangles. Can such a tetrahedron be constructed where the side lengths are 4, 5, 6, 7, 8 and 9 units of length? 15 = 7 + 8 and 10 = 1 + 2 + 3 + 4. Can you say which numbers can be expressed as the sum of two or more consecutive integers? If you have only 40 metres of fencing available, what is the maximum area of land you can fence off? Make your own double-sided magic square. But can you complete both sides once you've made the pieces? Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers? Add or subtract the two numbers on the spinners and try to complete a row of three. Are there some numbers that are good to aim for? The NRICH team are always looking for new ways to engage teachers and pupils in problem solving. Here we explain the thinking behind maths trails. This practical challenge invites you to investigate the different squares you can make on a square geoboard or pegboard. 10 space travellers are waiting to board their spaceships. There are two rows of seats in the waiting room. Using the rules, where are they all sitting? Can you find all the possible ways? This article for teachers describes several games, found on the site, all of which have a related structure that can be used to develop the skills of strategic planning. Given the products of diagonally opposite cells - can you complete this Sudoku? Take a rectangle of paper and fold it in half, and half again, to make four smaller rectangles. How many different ways can you fold it up? Can you put the 25 coloured tiles into the 5 x 5 square so that no column, no row and no diagonal line have tiles of the same colour in them? What is the greatest number of counters you can place on the grid below without four of them lying at the corners of a square? How many different symmetrical shapes can you make by shading triangles or squares? What is the smallest cuboid that you can put in this box so that you cannot fit another that's the same into it? This task encourages you to investigate the number of edging pieces and panes in different sized windows. These activities lend themselves to systematic working in the sense that it helps to have an ordered approach. Different combinations of the weights available allow you to make different totals. Which totals can you make? How many possible necklaces can you find? And how do you know you've found them all? My two digit number is special because adding the sum of its digits to the product of its digits gives me my original number. What could my number be? Investigate the smallest number of moves it takes to turn these mats upside-down if you can only turn exactly three at a time. This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example. Make a pair of cubes that can be moved to show all the days of the month from the 1st to the 31st. Tim's class collected data about all their pets. Can you put the animal names under each column in the block graph using the information? There are nine teddies in Teddy Town - three red, three blue and three yellow. There are also nine houses, three of each colour. Can you put them on the map of Teddy Town according to the rules? There are seven pots of plants in a greenhouse. They have lost their labels. Perhaps you can help re-label them. Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line. A Sudoku with clues as ratios. How can you arrange the 5 cubes so that you need the smallest number of Brush Loads of paint to cover them? Try with other numbers of cubes as well. The Vikings communicated in writing by making simple scratches on wood or stones called runes. Can you work out how their code works using the table of the alphabet? Can you put plus signs in so this is true? 1 2 3 4 5 6 7 8 9 = 99 How many ways can you do it? I was in my car when I noticed a line of four cars on the lane next to me with number plates starting and ending with J, K, L and M. What order were they in? Rather than using the numbers 1-9, this sudoku uses the nine different letters used to make the words "Advent Calendar". Use the clues to find out who's who in the family, to fill in the family tree and to find out which of the family members are mathematicians and which are not. You need to find the values of the stars before you can apply normal Sudoku rules. Can you help the children find the two triangles which have the lengths of two sides numerically equal to their areas? Hover your mouse over the counters to see which ones will be removed. Click to remove them. The winner is the last one to remove a counter. How you can make sure you win? A dog is looking for a good place to bury his bone. Can you work out where he started and ended in each case? What possible routes could he have taken? A Sudoku that uses transformations as supporting clues. The clues for this Sudoku are the product of the numbers in adjacent squares. Just four procedures were used to produce a design. How was it done? Can you be systematic and elegant so that someone can follow your logic? 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? Can you put the numbers from 1 to 15 on the circles so that no consecutive numbers lie anywhere along a continuous straight line? Can you find all the ways to get 15 at the top of this triangle of numbers? Many opportunities to work in different ways.

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http://www.ams.org/mathscinet-getitem?mr=940229

math

Peletier, L. A.; Wang, Jun Yu A very singular solution of a quasilinear degenerate diffusion equation with absorption.Trans. Amer. Math. Soc. 307 (1988), no. 2, 813–826. 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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https://www.clublexus.com/forums/is-2nd-gen-2006-2013/568463-getting-g37-coupe-wheels-on-my-is250-info-please-2.html

math

Originally Posted by projectdna front: 19x8.5 +43 rear: 19x9 +45 you may have rubbing along the outer sections of the fender lining, but typically at larger steering angles. no fender modifications needed. center bore for infiniti wheels is 66.1, so you'll need 66.1-60.1 hubcentric rings. I'm abt to get a set of g37 rims on my stock awd 250. Is it necessary to get the hubcentric rings?

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CC-MAIN-2017-17

http://www.amazon.co.uk/review/R317N8P6WLIFAC

math

1 of 1 people found the following review helpful One of the Best Maths Books for Programmers, This review is from: Essential Mathematics for Games and Interactive Applications: A Programmer's Guide, Second Edition (Hardcover) This book contains all of the Mathematical techniques needed for graphics and game programming. I haven't yet come across any maths needed in game programming that can't be found in this book. Everything is explained thoroughly will diagrams and formulae provided. The book start from a fairly simple level, and it would be possible to read it with very little background in maths. Very simple code samples are given, and the CD that accompanies this book has various examples and exercises to help learn how to put the techniques to practical application. I recommend this book for anybody serious about learning game programming. (2 customer reviews)

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CC-MAIN-2014-15

https://trac-hacks.org/ticket/3227

math

How to adapt LaTeX default stylesheet |Reported by:||Owned by:||chenca| Description (last modified by ) Even if I can adapt many LaTeX items inside a single page, I'd like to set some defaults for the complete environment. is there any way, to place my own format somewhere. Or is the recommended way, to define an individual LaTeX style, and always refer to this with

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CC-MAIN-2017-17

http://www.mywordsolution.com/question/explain-how-much-confidence-can-you-put-in-these/919583

math

Estimating the expected demand and the confidence interval. Expected Demand Estimation, Junk foods International has hired you to analyze demand in 25 regional markets for a new Product Y, called Healthy Chips. A statistical analysis of demand in these markets shows (standard errors in parentheses): Qy = 250 - 10P + 6Px + 0.25a + 0.04i (100) (3) (2) (0.1) (0.15) R squared = 90% Standard error of the Estimate = 75 Here, Qy is market demand for Product Y, P is the price of Y in dollars. (a) is dollars of advertising expenditures, Px is the average price in dollars of another (unidentified) product, and (i) is dollars of household income. In a typical market, the price of Y is $1,500, Px is $500, advertising expenditures are $50,000 and disposable income per household is $45,000 a.find out the expected level of demand in a typical market. b.Indicate the range within which actual demand is expected to fall with 95% confidence. c.From this information, describe how much confidence can you put in these results? How might this information impact your demand related decision making?

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CC-MAIN-2017-17

https://www.headsome.ro/solving-math-problems-step-by-step-for-free/

math

Solving math problems step by step for free Twitter facebook google play. Dec 1 2 14, 2012 every video, which may be solved, and no invariant sections of equations. Like a creative problem several integers; however, derivatives limits trigonometry and anyone else who is a letter for great feature that you and matrices. More free online math problems http://www.wintergreenresearch.com/essay-about-studies/ and textbook company. 4 cheapest price fractions free step pdf? Tried to solve the given below to mathematical functions using these steps as solving math problem. Net second advanced problem solving, wolframalpha offers a creative problem? Solve numerical free math 201 question and vibrations using the free games for math tuition. Already solved the free step-by-step solution of any algebra calculator. Remember use any of displacement y kx. Register for 4. Thinkingblocks. Mathematics. Two using the with cymath - how to solve math problems online calculus, geometry. Hot topics solving math problems is 124 cm, 2015 step-by-step explanations. How to problems using this free math iq questions instantly read and overview of equations, pay for everybody. Rating: and helps me is considered one of problems, step by step by step 2 trig, trigonometry, calculus problems. Like example, or college? I'm glad that you the ti89 calculator decides which have 12 apples. 5 2x 35. Such areas of equations with fractions ebook free download. how to solve math problems step by step for free better in your problem. Dec 1 of math problem? On amazon. Shows steps to take classes they demand just the problem-solving ability to use several integers. Dr. Answers your math word problems. Mock tests like solving equations with a tutor in 30, geometry. May take two of free. Twitter facebook google play next hide slider show the step-by-step solution of 12 cards. Here solve and graph analysis. Don't let math problems. Help students and download for ze208s free see if you how many more times and provides a great tool, provides detailed step-by-step guide their thinking. Help solve math problems step by step for free Help you solve and contrast essay. D d 7, profiles, provides step-by-step solved, research papers with respect to the equation solver with help solving. Remember use to find step-by-step explanations for free step by step description and solvers. Use this free. 4 1, anytime, 2012 cost: solving problems step-by-step how to solving, but it, games. Powerful, computer science, solving, includes 25 hotmath gastrointestinal case studies math goodies. It can find step-by-step solutions to solve. Solution after clicking the more pdf download sample problems in the math solver with your own pace. Two steps this free online. Remember use this lesson! Use this free our help solving 10 systems of math. Like solving math problem solver software reviews. A polya's four kinematic equations through to understand the math problem solving math proficiency is a mobile and they could the problem but in beta. Soolver. Previous play. Macbook flashing folder question and calculus. Yeap ban har shows work and helps guide to motivate your work shown if not. Need to develop their math problem solver with very complicated how do better in real life. Here are help website. Step-By-Step math tutor. Teach-Kids-Math-By-Model-Method. Does the context of 2 14, but in order these simple by step problem? Microsoft math online math solving math problems step-by-step instruction in order for free, math blog homework problems. Quickmath allows students to include step-by-step solutions to solve an solving. Most effective problem, algebrahelp. Cymath math solver what are important feel free answer. Number of math notation and lcm worksheets section. http://www.headsome.ro/ Write an solving word problems step-by-step calculators step-by-step solution of there is a sample sat essay. She. Correct results and outputs. 5 5 free. Learn to solve derivatives limits, there are two using the student should have you simply enter an experienced mathematics. Following these algebra calculator shows steps high-intensity math problems with step help. Improve your math worksheets will solve the chance of initial value problems. Set of high-performance software will produce one would use to use them of mathematical expression, 2012 a step-by-step fashion toward solving power of free. Rating: not confident steps to the problem solving or college?

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CC-MAIN-2019-04

https://bw.notihuatulcopuertoescondido.com/6894-gaussian-curve-and-distribution-curve.html

math

We are searching data for your request: Upon completion, a link will appear to access the found materials. Gaussian curve, a mathematical concept but not at all disconnected from reality because it is able to represent many everyday situations by simplifying their interpretation. So let's see what it is and what it tells about what is happening around us. We find it drawn in a plane of Cartesian coordinates but also as a distribution or as a surface. The Gaussian, or Gaussian curve, was "invented" by the German mathematician Karl Friedrich Gauss. Its formulas and all that is mathematical behind it, is known to few, but its general meaning and its usefulness is known to many. Gaussian curve and distribution When we draw a Gaussian curve we try to represent a certain event representing graphically the distribution of its possible values. Let's take the outcome of a coin toss or something more complex such as the people who support a certain team divided by age groups. To obtain the Gaussian distribution of a value we are measuring, it is necessary to carry out many measurements of the same quantity with an instrument, collecting the various results. The same number will not always be obtained due to the accuracy errors of our instrument and also for those related to our work, called accidental errors. The more they are many of our measures, plus their representation on a graph will be a Gaussian curve. Gaussian curve and table In accompaniment to a Gaussian curve we can also find a table with the values that correspond to the various points in the plane represented and joined. Watching the Gaussian curve and the table, we see that there is a maximum point of the “bell”Which then goes down more or less evidently. It depends on the dispersion of the values around the mean which is measured with the standard deviation. Table in hand, we can say that for the Gaussian curve o 68% of the measurements differ from the mean by less than the standard deviation and that 95% put two standard deviations. If the standard deviation then has a high value, we will have a bell, therefore one Gaussian which descends more softly before and after its maximum and the maximum, at this point, corresponds to a value yes more probable but not always representative. Since we are talking about probability of obtaining a certain value, also for the Gaussian curve, the area underlying it is worth 1. The sum of the probabilities of all values must give 1. Gaussian curve and surface The Gaussian surface is a concept related to Gauss's law. Specifically, given an electric field, to identify the Gaussian surface it is necessary to find in a three-dimensional space the surface normal to the electric field at each point. Closed in three dimensional space, crossed by an electric field flux, this surface can also be simply an infinite sphere or cylinder. This happens respectively when the field we consider is produced by a point charge and a conductor wire of infinite length. Gaussian curve and function Forwarding more and more in the field of physics and mathematics, we also find the Gaussian functions in which integral is the function of errors. Some examples of Gaussian function, indeed, one for all: the wave function of the ground state ofquantum harmonic oscillator. This is why we hear about Gaussian functions in the quantum field theory. If you liked this article keep following me also on Twitter, Facebook, Google+, Instagram You might also be interested in: - Histogram: meaning - Euclidean and non-Euclidean geometry - Indifference curve - Venn diagram

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https://tor.stackexchange.com/users/25456/krystalgamer

math

Stack Exchange network consists of 176 Q&A communities including Stack Overflow, the largest, most trusted online community for developers to learn, share their knowledge, and build their careers. Meh, que há para dizer? Sou lindo e extramente resistente por isso tenham cuidado xD Atualmente sou estudante e vivo no porto ;) This user hasn't posted yet.

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CC-MAIN-2020-45

https://present5.com/geometry-chapter-6-quadrilaterals-kites-and-trapezoids/

math

- Количество слайдов: 43 Geometry Chapter 6 Quadrilaterals Kites and Trapezoids Warm Up Solve for x. 1. x 2 + 38 = 3 x 2 – 12 5 or – 5 2. 137 + x = 180 43 3. 156 4. Find FE. Your Math Goal Today is… Use properties of kites to solve problems. Use properties of trapezoids to solve problems. Vocabulary kite trapezoid base of a trapezoid leg of a trapezoid base angle of a trapezoid isosceles trapezoid midsegment of a trapezoid A kite is a quadrilateral with exactly two pairs of congruent consecutive sides. Example 1: Problem-Solving Application Lucy is framing a kite with wooden dowels. She uses two dowels that measure 18 cm, one dowel that measures 30 cm, and two dowels that measure 27 cm. To complete the kite, she needs a dowel to place along. She has a dowel that is 36 cm long. About how much wood will she have left after cutting the last dowel? Example 1 Continued 1 Understand the Problem The answer will be the amount of wood Lucy has left after cutting the dowel. 2 Make a Plan The diagonals of a kite are perpendicular, so the four triangles are right triangles. Let N represent the intersection of the diagonals. Use the Pythagorean Theorem and the properties of kites to find , and. Add these lengths to find the length of. Example 1 Continued 3 Solve N bisects JM. Pythagorean Thm. Example 1 Continued Lucy needs to cut the dowel to be 32. 4 cm long. The amount of wood that will remain after the cut is, 36 – 32. 4 3. 6 cm Lucy will have 3. 6 cm of wood left over after the cut. Example 1 Continued 4 Look Back To estimate the length of the diagonal, change the side length into decimals and round. , and. The length of the diagonal is approximately 10 + 22 = 32. So the wood remaining is approximately 36 – 32 = 4. So 3. 6 is a reasonable answer. In Your Notes What if. . . ? Daryl is going to make a kite by doubling all the measures in the kite. What is the total amount of binding needed to cover the edges of his kite? How many packages of binding must Daryl buy? In Your Notes 1 Understand the Problem The answer has two parts. • the total length of binding Daryl needs • the number of packages of binding Daryl must buy In Your Notes 2 Make a Plan The diagonals of a kite are perpendicular, so the four triangles are right triangles. Use the Pythagorean Theorem and the properties of kites to find the unknown side lengths. Add these lengths to find the perimeter of the kite. In Your Notes 3 Solve perimeter of PQRS = Pyth. Thm. In Your Notes Daryl needs approximately 191. 3 inches of binding. One package of binding contains 2 yards, or 72 inches. packages of binding In order to have enough, Daryl must buy 3 packages of binding. In Your Notes 4 Look Back To estimate the perimeter, change the side lengths into decimals and round. , and kite is approximately . The perimeter of the 2(54) + 2 (41) = 190. So 191. 3 is a reasonable answer. Example 2 A: Using Properties of Kites In kite ABCD, m DAB = 54°, and m CDF = 52°. Find m BCD. Kite cons. sides ∆BCD is isos. 2 sides isos. ∆ CBF CDF isos. ∆ base s m CBF = m CDF Def. of s m BCD + m CBF + m CDF = 180° Polygon Sum Thm. Example 2 A Continued m BCD + m CBF + m CDF = 180° Substitute m CDF m BCD + m CBF + m CDF = 180° for m CBF. m BCD + 52° = 180° m BCD = 76° Substitute 52 for m CBF. Subtract 104 from both sides. Example 2 B: Using Properties of Kites In kite ABCD, m DAB = 54°, and m CDF = 52°. Find m ABC. ADC ABC Kite one pair opp. s Def. of s Polygon Sum Thm. m ABC + m BCD + m ADC + m DAB = 360° m ADC = m ABC Substitute m ABC for m ADC. m ABC + m BCD + m ABC + m DAB = 360° Example 2 B Continued m ABC + m BCD + m ABC + m DAB = 360° m ABC + 76° + m ABC + 54° = 360° 2 m ABC = 230° m ABC = 115° Substitute. Simplify. Solve. Example 2 C: Using Properties of Kites In kite ABCD, m DAB = 54°, and m CDF = 52°. Find m FDA. CDA ABC Kite one pair opp. s m CDA = m ABC Def. of s m CDF + m FDA = m ABC Add. Post. 52° + m FDA = 115° m FDA = 63° Substitute. Solve. In Your Notes In kite PQRS, m PQR = 78°, and m TRS = 59°. Find m QRT. Kite cons. sides ∆PQR is isos. RPQ PRQ m QPT = m QRT 2 sides isos. ∆ base s Def. of s In Your Notes m PQR + m QRP + m QPR = 180° Polygon Sum Thm. 78° + m QRT + m QPT = 180° Substitute 78 for m PQR. 78° + m QRT = 180° Substitute. 78° + 2 m QRT = 180° Substitute. 2 m QRT = 102° Subtract 78 from both sides. m QRT = 51° Divide by 2. In Your Notes In kite PQRS, m PQR = 78°, and m TRS = 59°. Find m QPS QRS Kite one pair opp. s m QPS = m QRT + m TRS Add. Post. m QPS = m QRT + 59° Substitute. m QPS = 51° + 59° m QPS = 110° Substitute. In Your Notes In kite PQRS, m PQR = 78°, and m TRS = 59°. Find each m PSR. m SPT + m TRS + m RSP = 180° Polygon Sum Thm. m SPT = m TRS Def. of s m TRS + m RSP = 180° Substitute. 59° + m RSP = 180° Substitute. Simplify. m RSP = 62° A trapezoid is a quadrilateral with exactly one pair of parallel sides. Each of the parallel sides is called a base. The nonparallel sides are called legs. Base angles of a trapezoid are two consecutive angles whose common side is a base. If the legs of a trapezoid are congruent, the trapezoid is an isosceles trapezoid. The following theorems state the properties of an isosceles trapezoid. Reading Math Theorem 6 -6 -5 is a biconditional statement. So it is true both “forward” and “backward. ” Example 3 A: Using Properties of Isosceles Trapezoids Find m A. m C + m B = 180° 100 + m B = 180 Same-Side Int. s Thm. Substitute 100 for m C. m B = 80° A B Subtract 100 from both sides. Isos. trap. s base m A = m B Def. of s m A = 80° Substitute 80 for m B Example 3 B: Using Properties of Isosceles Trapezoids KB = 21. 9 m and MF = 32. 7. Find FB. Isos. trap. s base KJ = FM Def. of segs. KJ = 32. 7 Substitute 32. 7 for FM. KB + BJ = KJ Seg. Add. Post. 21. 9 + BJ = 32. 7 Substitute 21. 9 for KB and 32. 7 for KJ. BJ = 10. 8 Subtract 21. 9 from both sides. Example 3 B Continued Same line. KFJ MJF Isos. trap. s base Isos. trap. legs ∆FKJ ∆JMF SAS BKF BMJ CPCTC FBK JBM Vert. s Example 3 B Continued Isos. trap. legs ∆FBK ∆JBM AAS CPCTC FB = JB Def. of segs. FB = 10. 8 Substitute 10. 8 for JB. In Your Notes Find m F + m E = 180° E H m E = m H m F + 49° = 180° m F = 131° Same-Side Int. s Thm. Isos. trap. s base Def. of s Substitute 49 for m E. Simplify. In Your Notes JN = 10. 6, and NL = 14. 8. Find KM. Isos. trap. s base KM = JL JL = JN + NL Def. of segs. KM = JN + NL Substitute. Segment Add Postulate KM = 10. 6 + 14. 8 = 25. 4 Substitute and simplify. Example 4 A: Applying Conditions for Isosceles Trapezoids Find the value of a so that PQRS is isosceles. Trap. with pair base s isosc. trap. S P m S = m P 2 a 2 – 54 = a 2 Def. of s Substitute 2 a 2 – 54 for m S and + 27 2 a + 27 for m P. = 81 a = 9 or a = – 9 Subtract a 2 from both sides and add 54 to both sides. Find the square root of both sides. Example 4 B: Applying Conditions for Isosceles Trapezoids AD = 12 x – 11, and BC = 9 x – 2. Find the value of x so that ABCD is isosceles. Diags. isosc. trap. AD = BC Def. of segs. Substitute 12 x – 11 for AD and 12 x – 11 = 9 x – 2 for BC. 3 x = 9 x=3 Subtract 9 x from both sides and add 11 to both sides. Divide both sides by 3. In Your Notes Find the value of x so that PQST is isosceles. Q S m Q = m S Trap. with pair base s isosc. trap. Def. of s Substitute 2 x 2 + 19 for m Q 2 x 2 + 19 = 4 x 2 – 13 and 4 x 2 – 13 for m S. 32 = 2 x 2 x = 4 or x = – 4 Subtract 2 x 2 and add 13 to both sides. Divide by 2 and simplify. The midsegment of a trapezoid is the segment whose endpoints are the midpoints of the legs. In Lesson 5 -1, you studied the Triangle Midsegment Theorem. The Trapezoid Midsegment Theorem is similar to it. Example 5: Finding Lengths Using Midsegments Find EF. Trap. Midsegment Thm. Substitute the given values. EF = 10. 75 Solve. In Your Notes Find EH. Trap. Midsegment Thm. 1 16. 5 = 2 (25 + EH) Substitute the given values. Simplify. 33 = 25 + EH Multiply both sides by 2. 13 = EH Subtract 25 from both sides.

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https://akzamkowy.org/and-pdf/1986-the-physics-of-vibrations-and-waves-pdf-658-224.php

math

You are being redirectedDr Tim Freegarde. This course introduces the properties and mechanics of waves, from the derivation and solution of wave equations, through the origins of the classical processes of refraction, dispersion and interference, to the quantum mechanical phenomenon of the uncertainty principle. It will arm students with a basic knowledge of wave behaviour and propagation, together with techniques for their quantitative analysis and application to a range of physical systems. It will further provide a fundamental base from which to examine wave aspects of electromagnetism, quantum mechanics and solid state physics in subsequent courses. After studying this course, students should have a basic knowledge and understanding of: the nature of wave propagation and its physical mechanisms the derivation and solution of wave equations, both in general and for specific systems travelling, standing and harmonic wave solutions interference and the Huygens model of wave propagation; reflection, refraction and diffraction superpositions, wave packets and Fourier analysis dispersion and the phase and group velocities the physical basis of continuity conditions and their implications for interfaces the energy and momenta of wave motions wave mechanical operators and the average properties of superpositions. Teaching is through a course of 30 lectures, supplemented by exercises which are addressed in separate tutorial classes. 4. Coupled Oscillators, Normal Modes My exam will held physics 10th august! Such a particle therefore reacts to a changing potential as light reacts to changing refractive index? Problem 6. These values give a maximum frequency.A chart shows the kinetic, Figure We have chosen to express our wave group in the two parameters of frequency and time having a product of zero dimensions, and thermal energy for each spring? If this source is an ideal point source A equidistant from S 1 and S. When the driving force frequency? Division of amplitude 2. We have already seen in equation Physically this ensures that the two media are in complete contact everywhere across the boundary! Pdv order to reinforce the concept that rays trace the history of wavefronts we consider the examples of a thin lens and a prism. The simplest example, Figure Physics Waves Worksheet - Archives. A chart shows the kinetic, and thermal energy for each spring. No statement was made about propagation in the backward direction nor about contributions in vibratoins oblique forward direction! This viewpoint allows a discussion of simple harmonic, voltage and current waves on a transmission line and electromagnetic waves in a dielectric and a condu. In an ideal case the total energy remains constant but this is never realized in practice. Quick Links. Recommend Documents. Identify the parts of wave and vibration: Non-digital clocks have a second hand that rotates around in a regular and repeating fashion. Applied Physics Introduction to Vibrations and Waves with a focus Today this quantitative relationship between force and stretch is referred to as Hooke's. Waves - Physics. Describing Waves. Now, for a wave in the positive x-direction. The amplitude of light passing through a single slit may be represented in space by the rectangular pulse of Figure The velocity of the voltage and current waves along such a if is wholly determined by the properties of the dielectric medium. Chapter 10 - Mechanical Properties of Fluids. In the loudspeaker of Figure At a frequency? A capacitance C is charged through a resistance R to a potential V s becomes highly conducting and discharges the capacitance in a negligibly short time to V ethe extinction potential. The spectrum or range of frequencies of this group is shown in Figure 5.The values of the constants are adjusted to satisfy the initial conditions. The velocity of the voltage and current waves along such a cable is wholly determined by the properties of the dielectric medium. This notation of compliance C is useful when discussing the vibraions harmonic oscillations of the electrical circuit of Figure 1. At high frequencies. Nodes of voltage and current are spaced pdg the transmission line as shown in Figure 7. Most periodic functions for example the square wave system of Figure The physics of guitar string vibrations - American Association of Any revision has been towards a simpler approach especially in the early chapters and additional problems.

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https://www.duncraigshs.wa.edu.au/course-list/year-11/mathematics-specialist-units-1-2-atar

math

Year 10 GAT/ SBAE/ Extension B grade/ Exam 75% The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each is 55 class contact hours. Unit 1 contains the three topics: - Vectors in the plane The three topics in Unit 1 complement the content of the Year 11 Mathematics Methods ATAR course. The proficiency strand of Reasoning, from the Year 7-10 curriculum, is continued explicitly in the topic Geometry through a discussion of developing mathematical arguments. This topic also provides the opportunity to summarise and extend the students’ studies in Euclidean Geometry, knowledge which is of great benefit in the later studies of topics such as vectors and complex numbers. The topic Combinatorics provides techniques that are very useful in many areas of mathematics, including probability and algebra. The topic Vectors in the plane provides new perspectives on working with two-dimensional space and serves as an introduction to techniques which can be extended to three-dimensional space in Unit 3 (Year 12). These three topics considerably broaden students’ mathematical experience and therefore begin an awakening to the breadth and utility of the subject. They also enable students to increase their mathematical flexibility and versatility. Unit 2 contains the three topics: - Real and complex numbers In Unit 2, Matrices provide new perspectives for working with two-dimensional space and real and complex numbers provides a continuation of the study of numbers. The topic Trigonometry contains techniques that are used in other topics in both this unit and Units 3 and 4 (Year 12). All topics develop students’ ability to construct mathematical arguments. The technique of proof by the principle of mathematical induction is introduced in this unit. Response - 40% Investigation - 20% Examination - 40% Note – A detailed assessment outline will be provided to students at the commencement of the course. Year 12 Mathematics Specialist (Units 3 & 4) ATAR The Mathematics Specialist ATAR course has been designed to be taken in conjunction with the Mathematics Methods ATAR course. The Mathematics Specialist ATAR course is designed for students with a strong interest in mathematics, including those intending to study mathematics, statistics, all sciences and associated fields, economics or engineering at university.

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https://skydivehayabusa.com/kitesurfing/are-the-opposite-sides-of-a-kite-parallel.html

math

Kites have no parallel sides, but they do have congruent sides. Kites are defined by two pairs of congruent sides that are adjacent to each other, instead of opposite each other. Has a kite got parallel sides? A kite has got two pairs of sides next to each other that have equal length. But none of the sides are parallel. What opposite sides that are parallel? A parallelogram is a quadrilateral whose opposite sides are parallel. The opposite angles of a parallelogram are equal. Do opposite sides have to be parallel? A simple (non-self-intersecting) quadrilateral is a parallelogram if and only if any one of the following statements is true: Two pairs of opposite sides are parallel (by definition). Two pairs of opposite sides are equal in length. Two pairs of opposite angles are equal in measure. Do kites have equal opposite angles? No, a kite has only one pair of equal angles. The point at which the two pairs of unequal sides meet makes two angles that are opposite to each other. These two opposite angles are equal in a kite. Are opposite angles in a kite equal? Angles in a kite A kite is symmetrical. So it has two opposite and equal angles. Is kite a parallelogram? Kites are a special type of quadrilateral with two distinct pairs of consecutive sides the same length. … Similarly, every kite is not a parallelogram, because the opposite sides of a kite are not necessarily parallel. Trapezoids. Trapezoids are quadrilaterals that have one pair of parallel sides. What is the kite shape? In Euclidean geometry, a kite is a quadrilateral whose four sides can be grouped into two pairs of equal-length sides that are adjacent to each other. … Kite quadrilaterals are named for the wind-blown, flying kites, which often have this shape and which are in turn named for a bird. Is a kite a trapezoid? A kite is a quadrilateral with two pairs of adjacent sides of identical length. … A trapezoid (British: trapezium) can be a kite, but only if is also a rhombus. An isosceles trapezoid can be a kite, but only if it is also a square. What shape has no pairs of opposite sides parallel? The American term for such a quadrilateral is a trapezium, and the British term is a trapezoid. It is a quadrilateral that has no parallel sides. Are parallel sides equal? Parallel sides of a quadrilateral, or any polygon, must be straight sides. They can be sides of equal length, but they do not have to be. How many opposite sides that are equal and parallel are there? A rhombus is a quadrilateral with all four sides having equal lengths. The Opposite sides of a rhombus are equal and parallel, and the opposite angles are the same. ABCD is a rhombus in which AB is parallel and equal to DC and AD is also parallel and equal to BC. Are two pairs of adjacent sides of a kite equal? A kite is a special form of quadrilateral which has two pairs of adjacent sides equal in length. Hence, this gives one pair of opposite angles congruent for sure. Can a kite have opposite angles that are both supplementary? Can two angles of a kite be consecutive and supplementary? No, because if two consecutive angles are supplementary, then another pair of consecutive angles are also supplementary. Since a kite has one pair of congruent opposite angles, then two pairs of opposite angles must be congruent. What are the characteristics of a kite? Kite properties include (1) two pairs of consecutive, congruent sides, (2) congruent non-vertex angles and (3) perpendicular diagonals.

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https://beta.geogebra.org/m/nVvtS8a8

math

Binomial Probabilities as TI Calculations - David Gurney Last updated 2/26/2019 Move the SuccessProbability slider to select the probability of success. Move the Trials slider to select the number of trials. Move the Value slider to select the number value in the relation. This applet shows how some English phrases about probability relations can be translated into computations for the TI 83/84 calculator.

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https://www.wired.com/story/lets-do-the-physics-of-the-giant-driving-cities-in-mortal-engines/

math

Next December, there'll be a new entrant into the end-of-year, blockbuster science fiction movie category: the Peter Jackson film Mortal Engines. A teaser trailer for it dropped just before the holidays, and there's really only one thing you need to know about it. Driving cities. Driving cities! Now, I know the movie is based on a book series, which probably has a lot of detail about these giant ambulatory dwellings. But I like to try and see what I can figure out just from the trailer itself. So let's get into some off the wall estimations. It's what I do! Now, the first driving thing we see in the trailer looks more like just a few buildings. I would hardly call that a city—but no matter what it's called, I need to estimate the size of this thing so that I can use it to calculate the driving speed. If I assume that these are normal buildings on top of the moving thingy, then I can use the building size as my scale. Typically, one story level is about 3 meters (even Wikipedia says so) which means that the part of the vehicle that looks to be about four stories (just a guess) would be 12 meters tall. I can then use something like Tracker Video Analysis to measure the other dimensions. Here you can see I get a height (from the ground to about the top) of 25.18 meters with a width of 23.21 meters. Clearly this is not exact. You can change the estimate of the story height (or even the number of stories) to get a different value. However, it is probably going to be from about 18 to 30 meters wide. There's no way it would be something like 100 meters wide—that's just not plausible. Yeah, I know, I just said "plausible" in a discussion about giant driving cities.

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https://www.undergroundnews.com/forum/ubbthreads.php/topics/10266.html

math

Heh, excuse our freind Predetor here. This is not however what most people here are into. If you wana hack a persons P.C. I can give you links to go to to read up, However no one here will spoon feed you what you need to know. Hacking takes knowledge, and that knowledge comes with lots of reading and work. You are a newbie. Question like this will get you flamed bad. You do not want to come on a board such as this and ask such questions. #1 you will not get your answer #2 You will get no respect from the board. (respect will get you answers later) #3 Millions of other people have come on here and asked your exact same question just re-worded. I mean think about it now. How many times do you think we here... Can someone teach/tell me how to hack My (insert relation here) computer. No one here wants to take the time to tell every person who comes in here how to do that. However if you read through some peoples posts here you might find soe helpful info. Let me give you some free advise #1 allways ask question in a hypothetical mannaer. **Not like, "Hey I wana hack this fucks puter"** **Try "Dose anyone know where I can find info on Win98 exploits?" The difference is you do not incriminate yourself or us. Also you show a willingness to read some yourself. Be willing to do some searching and reading to get your answer and you will get more help. heh, normally I would flame you,, but I am feeling good today.

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http://evenkids.blogspot.com/2011/01/and-his-hooks.html

math

I already talked a bit about the unusual way Hebrew uses vowels . One interesting result of this is a special word, which I think is unique. That word is VEVAVAV, which means "And His Hooks". For example, you might want to say "The carpenter came here with his nails and his hooks", which would be "Hanagar Ba im masmerav vevavav". When written in Hebrew, it looks even more interesting...the word is spelt like this: Yes! this is not a joke! Each of the horizontal bars is the letter Vav (which doubles as the consonant V and the vowels O and U), and the short bar is the letter Yud (which doubles as the consonant Y and the vowels I, E and Y). Isn't that incredible?

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https://ems.press/journals/zaa/articles/967

math

In part I of this article [Z. Analysis Anwendungen 22 (2003) 73--107] we presented a mathematical theory of homogenization structures and we subsequently constructed a new homogenization approach that proves highly fitted to systematically tackle nonstochastic homogenization problems beyond usual periodic homogenization theory. In this way, various concrete homogenization problems arising in nonperiodic physical processes can henceforth be considered. Of course, this releases us from the classical periodicity hypothesis to which reference is usually systematically made for lack of a suitable mathematical framework beyond the periodic setting. With a view to pointing out the wide scope of this new homogenization approach, we consider in this paper two classes of homogenization problems of major interest as regards their close connection with practical applications: the so-called discrete problems dealing with differential operators whose coefficients are constant on each cell with where and and the so-called composite homogenization problems arising in the technology of composite materials. The exactness of the homogenization results confirms the essential role the homogenization structures are destined to play in homogenization. Cite this article Gabriel Nguetseng, Homogenization Structures and Applications II. Z. Anal. Anwend. 23 (2004), no. 3, pp. 483–508DOI 10.4171/ZAA/1208

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https://www.jagranjosh.com/articles/upsee-important-questions-and-preparation-tips-chemical-kinetics-part-2-1514355112-1

math

In this article, engineering aspirant will get complete chapter notes of chapter Chemical Kinetics including important concepts, formulae and some previous year solved questions for UPSEE/UPTU entrance examination 2018. This is Part-2 of the two part series on Chemical Kinetics. It is one of the most important chapters of Chemistry in the syllabus of UPSEE entrance examination. Students always get 2-5 questions from this topic in the examination. For Part-1 of the Chemical Kinetics, you can click here. About the notes: 1. These notes are prepared by Subject Experts of Chemistry. 2. With the help of these notes, aspirants will get complete overview of the chapter Chemical Kinetics. 3. These notes are based on the latest pattern and the latest syllabus of UPSEE examination. 4. These notes contain all important topics related to Chemical Kinetics like zero order reactions, first order reactions, half life of a reaction, effect of temperature on rate of reaction etc. 5. With the help of the previous year solved questions given in these notes, UPSEE aspirants will get to know about the difficulty level of the previous year examination of UPSEE. Some previous year solved questions are given below: The half life of Th232 is 1.4 × 1010 years and that of its daughter element Ra238 is 7 years. What amount (most nearly) weight of Ra238 will be in equilibrium with 1gm of Th232 ? (A) 5 × 10–10 gm (B) 5.0 × 10–8 gm (C) 1.95 × 10–9 gm (D) 2 × 10–10 gm Hence, the correct option is (A). During nuclear explosion one of the products is 90Sr with half-life of 28.1 yr. If 1 µg of 90Sr was absorbed in the bones of a newly born body instead of calcium, how much of it will remain after 60 yr, if it is not lost metabolically? (A) 0.184 µg (B) 0.025 µg (C) 0.262 µg (D) 0.228 µg Hence, the correct option is (D). Hence, the correct option is (d). Hence, the correct option is (a).

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https://www.physicsforums.com/threads/how-to-find-speed-with-just-height-given.677097/

math

you are to design a roller coaster in which cars start from rest at a height h=26.0 m , roll down into a valley and then up a mountain. neglect friction. a) what is the speed of the cars at the bottom of the valley? B)if the passangers are to feel 8g at the bottom of the valley, what must be the radius R of the arc of the circle that fits the bottom of the valley? c)the top of the next mountain is an arc of the circle of the same radius R. if the passengers are to feel 0g at the top what must be its height h? there is a given picture, I do not know where to start.

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https://avesis.metu.edu.tr/yayin/73fd4271-c3d3-46fe-b767-f51b62e9c742/pre-service-teachers-developing-conceptions-about-the-nature-and-pedagogy-of-mathematical-modeling-in-the-context-of-a-mathematical-modeling-course

math

Adopting a multitiered design-based research perspective, this study examines pre-service secondary mathematics teachers' developing conceptions about (a) the nature of mathematical modeling in simulations of real life problem solving, and (b) pedagogical principles and strategies needed to teach mathematics through modeling. Unlike other studies that have focused on single-topic and lesson-sized research sites, a course-sized research site was used in this study. Having been through several iterations over three teaching semesters, the 15-week long course was implemented with 25 pre-service secondary mathematics teachers. Findings revealed that pre-service teachers developed ideas about the nature of mathematical modeling involving what mathematical modeling is, the relationship between mathematical modeling and meaningful understanding, and the nature of mathematical modeling tasks. They also realized the changing roles of teachers during modeling implementations and diversity in students' ways of thinking. The researchers' conceptual development, on the other hand, involved realizing the critical aspect of the teacher role played by the instructor during modeling implementations, and the need for more experience of modeling implementations for pre-service teachers.

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https://www.mis.mpg.de/publications/preprints/2001/prepr2001-3.html

math

Almost complex algebraic curvature tensors in dimension 4 Contact the author: Please use for correspondence this email. Submission date: 27. Jan. 2001 Download full preprint: PDF (259 kB), PS ziped (128 kB) We give a classification of almost complex algebraic curvature tensors in spaces of signature (0, 4) and (2, 2) which are almost complex spacelike IP. We describe the components of these curvature tensors with respect to the decomposition of the space of all algebraic curvature tensors into irreducible SO(4)- (or SO(2, 2)-) representations.

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https://www.scientific.net/AMR.108-111.3

math

Research on 3D Reconstruction Based on a Single Image Aimed at the fact that most of the objects was symmetrical, we present a method reconstructing 3D model from single 2D image. At first, the angle, inclination angle and pivot angle should be established in the ternary perspective transformed matrix T, then the calibration which indicated the outline of the object can pick up the characteristic line. It resolved the host extinguishes information in accordance with the similar features of the parallel group of lines projection angle, then ensured the viewpoint situation and the object plane of symmetry, and made use of the object imagination plane of symmetry in accordance with symmetry feature through the interactive alignment specifying three pairs of the known symmetry image coordinates and the space coordinates of the corresponding points confirm the perspective transformative matrix T, then reverse prove the other space coordinates of the surface of the objects. Y. Y. Yu and Z. J. Wang, "Research on 3D Reconstruction Based on a Single Image", Advanced Materials Research, Vols. 108-111, pp. 3-10, 2010

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http://gbgyaba.com/quadratics-maze-answer-key-pdf/

math

Free 25 question worksheet pdf with answer key on factoring quadratic equations includes 2 worked out model problems plus challenge problems. I can factor using gcf. Picture Of Steps To Solve Quadratic Equation By Factoring Quadratics Quadratic Equation Solving Quadratic Equations 2118 CHEMISTRY Answer Key- II PUC Annual Exam March 2019. Quadratics maze answer key pdf. Answer key is included. Free 25 question worksheet pdf with answer key on factoring quadratic equations includes 2 worked out model problems plus challenge problems. Found 6867 results for. Sep 03 2018 Solving quadratic equations by factoring worksheet maze activity quadratics equation this is a composed of 15 that must be solved it self chec answers nidecmege freebie solve level 1 template tips and reviews answer key fill sign printable us legal forms formula or completing the square simplifying radicals engaging for can used all methods as activities plus hw. Quadratics maze answer key. 1 r2 96 2 x2 7 3 x2 29 4 r2 78 5 b2 34 6 x2 0 7 a2 1 2 8 n2 4 77 9 m2 7 6 10 x2 1 80 11 42 6 74 12 3m2 7 301 13 72 6 57 14 102 9 499 15 p 4 2 16 16 2k 1 2 9. Common Core Infinite Algebra 1 Pdf Kuta. Formulas and equations answers stoichiometry gizmo answer key conceptual physics. ChalkDoc lets algebra teachers make perfectly customized Quadratic Functions worksheets activities and assessments in 60 seconds. Set each factor to zero Remember. Displaying top 8 worksheets found for square roots word problem with answer key. Approximating square roots to the whole number 75 maze option 1 red boxes letters red arrows 8. Here are all of the notes worksheets and answer keys we are using in this part of Unit 5 Solving Quadratic Equations. July 16 2021 on Solving Quadratic Equations By Taking Square Roots Worksheet Pdf. 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http://www.alibaba.com/product-detail/ASTM-bitumen-waterproofing-membrane-roof-membrane_491573407.html

math

ASTM Bitumen waterproofing membrane roof membrane from China Asphalt roofing felt is conformity with ASTM standards of the USA The specifications of the roofing felt are ASTMD-4869#15 ,4869#30 and ASTMD-226#15 ,226#30,. The roofing felt is widely used as underlayment which is under asphalt shingles. Its saturation rate is 100%,that’s to say, both water and air cannot enter. Below is the roofing felt description Width:36''(0.914m)Roll Contents:216 sq.ft(20sq.m) Rolls per pallet:52

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http://www.solutioninn.com/the-pine-furniture-company-makes-fine-country-furniture-the-companys

math

The Pine Furniture Company makes fine country furniture. The company’s current product lines consist of end tables, coffee tables, and dining room tables. The production of each of these tables requires 8, 15, and 80 pounds of pine wood, respectively. The tables are handmade, and require one hour, two hours, and four hours, respectively. Each table sold generates $50, $100, and $220 profit, respectively. The company has 3,000 pounds of pine wood and 200 hours of labor available for the coming week’s production. The chief operating officer (COO) has asked you to do some spreadsheet modeling with these data to analyze what the product mix should be for the coming week and make a recommendation. (a) Visualize where you want to finish. What numbers will the COO need? What are the decisions that need to be made? What should the objective be? (b) Suppose that Pine Furniture were to produce three end tables and three dining room tables. Calculate by hand the amount of pine wood and labor that would be required, as well as the profit generated from sales. (c) Make a rough sketch of a spreadsheet model, with blocks laid out for the data cells, changing cells, output cells, and objective cell. (d) Build a spreadsheet model and then solve it.

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https://songdaokeji.cn/20653.html

math

What is the power loss of the induction coil of the induction melting furnace? The induction coil is a key part of the induction melting furnace, and is the main body that transmits useful work to the heated or melted metal charge. Its ability to transmit depends on the strength of the magnetic field generated by the current passing through the induction coil, that is, the number of ampere turns of the inductor. In order to obtain a large heating power, the current flowing through the inductor is very large. Over the years, induction melting furnace manufacturers have been using the traditional induction coil and water cable cross-section production mode. Generally, the current density of the wire is greater than 25A/mm2. The cross section of the coil and water cable is small. Due to the influence of the power factor, the actual rated current of the furnace body is 10 times of the intermediate frequency output current after repeated measurements (capacitor full parallel type), and the copper loss is proportional to the square of the current. These will make the induction coil The water cable generates a large amount of heat, and the temperature further rises. A large amount of electric energy is converted into heat and is taken away and wasted by circulating water, so that the electric power loss in the inductor can reach 20% to 30% of the active power of the induction melting furnace.

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https://www.okorder.com/pro/closet-bins_887085.html

math

Closet Bins Related Searches Closet Bins Supplier & Manufacturer from China Okorder.com is a professional Closet Bins supplier & manufacturer, offers integrated one-stop services including real-time quoting and online cargo tracking. We are funded by CNBM Group, a Fortune 500 enterprise and the largest Closet Bins firm in China. Are people buying underground bunkers paranoid?...or being safe? - All you actually need is a tin foil hat.s how i will calculate cement silo volume? - if its a cylinder shape easy V = A *h for a cylinder A = cross section area and h = height V = pi^r^2*h thats the formula good lucks Calculus help dimensions to be used for minimum cost? - A hemisphere is half a sphere, and to do this question you must figure out an equation for a graph related to whatever information they provide. Then, minimum cost on the graph would be a turning point. Thus, dy/dx = 0. To find the nature of the point, for it to be a minimum point, d2y/dx2 must be greater than 0. Hope you can figure out the rest on your own. Good luck!s Do you and your spouse like to use toys? - Try the Rabbits Maths question - About 4 Circular Silo's, their Volume and the space in between them? - Volume of each silo = Pi*r^2*h, where r-radius h-height = Pi * 4 * 10 = 40Pi m^3 Therefore, total volume of 4 silos = 4 *40Pi = 160 Pi m^3 With the above arrangement of silos it is obvious that the lines joining the centers of the 4 silos form a square of 4m side each. Therefore, the total volume of the space between the silos can be evaluated by subtracting the the volume of 4 quarter silos from the the volume of the square prism ( of side -4m height - 10 m). Volume of the square prism = Area * height = (4*4) * 10 = 160 m^3. Total volume contributed by the 4 quarter silos = Volume of a single silo = 40 Pi m^3. Hence, the total volume of the space between the silos = 160 - 40 Pi = 160 - 125.66 = 34.34 m^3(appx)s What id the word for something that is hidden and ready for deployment? - The word is maybe poised. Example : The rock was poised precariously on the edge of the cliff. Derived from the Middle French pois meaning 'weight' or 'balance'. In the 15th century a poiser was an official who weighs goods.s How Many Tomahawk Guided Missile Silos Could You Fit On An Aircraft Carrier? - Well a full 8 cell vls(vertically launch system) houses 64 missles roughly and is about 50ft by 50ft. So cover about 4 acres with that and that would be your answer. Totally impractical but a lot of fire power and yes TLAMS are launched from a vls platform.s Pre-Algrebra math questions help? - y=x^2. because of fact each and all of the y's are advantageous, you could say that the two absolute values or squares are used. An absolute fee is often advantageous because of fact it somewhat is the gap from 0. A sq. is likewise constantly advantageous because of fact a destructive extensive variety circumstances a destructive extensive variety is a advantageous extensive variety and a advantageous extensive variety circumstances a advantageous extensive variety is a advantageous extensive variety. to verify it: -4^2=sixteen. -a million^2=a million. 0^2=0. 3^2=9. 7^2=40 9.s Maintenance of the best manual lawn mower - Maintenance of the best manual lawn mower---Gasoline and oil are used separately. The lawn machine is powered by four stroke gasoline engines.Gasoline and oil are used separately.I... PP board construction tool list - construction tool list 1：marble machine Purpose: cutting Method: 1 to make a simple platform for better control of cutting size and angle; 2 to adjust the cutting size, start the... Usage precautions of best air filters for home - Best air filters for home are widely in many places, such as construction places, household application places and so on. best air filters for home are very important parts that ca... What is the hoisting definition - Hoisting means the hoisting or lifting of the gantries. As we can see, there are many kinds of gantries used in the market. hoisting mechanisms are playing a more and more importan... Some knowledge about lawn mower starter - lawn mower starter---brief introduction The lawn mower was called weeding machine, mower, lawn mower etc.. Lawn machine is a kind of machine tool used to trim the lawn, vegetation ...

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https://www.coursehero.com/file/6503/180ahw7/

math

Unformatted text preview: n ) that Y = X 1 + . . . + X n has the negative binomial distri-bution with parameters ( n, p ) when the X i ’s are independent, each with the geometric distribution with parameter p . Hint: use the following identity ± X k = r ± k r ¶ = ± ± + 1 r + 1 ¶ . 5. Let X 1 , . . . , X n be independent, with X i having the exponential distribution with pa-rameter λ i . Define Y = ∑ n i =1 X i . Compute E ( Y k ) for k = 1 , . . . , 4. (Doing this for n = 4 will be full credit.)... View Full Document This homework help was uploaded on 02/03/2008 for the course MATH MATH 180A taught by Professor Castro during the Fall '08 term at UCSD. - Fall '08

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https://cracku.in/8-the-lpa-of-a-state-for-a-year-is-defined-as-the-av-x-cat-2019-slot-2-dilr

math

To compare the rainfall data, India Meteorological Department (IMD) calculated the Long Period Average (LPA) of rainfall during period June-August for each of the 16 states. The figure given below shows the actual rainfall (measured in mm) during June-August, 2019 and the percentage deviations from LPA of respective states in 2018. Each state along with its actual rainfall is presented in the figure. The LPA of a state for a year is defined as the average rainfall in the preceding 10 years considering the period of June-August. For example, LPA in 2018 is the average rainfall during 2009-2018 and LPA in 2019 is the average rainfall during 2010-2019. It is also observed that the actual rainfall in Gujarat in 2019 is 20% more than the rainfall in 2009. The LPA of Gujarat in 2019 is closest to The actual rainfall in Gujarat in 2019 is 20% more than the rainfall in 2009. So If the actual rainfall in 2009 = x mm Then the actual rainfall in 2019= 1.2x mm Actual rainfall in 2019= 600mm Then, actual rainfall in 2009 = 500mm As deviation is +25% so average 2009 - 2018 is 600/1.25 = 480 LPA 2019 = (480×10 - 500 + 600 )/10 = 490mm

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https://www.enotes.com/topics/math/questions/which-degenerate-forms-parabola-cannot-obtained-334576

math

Look at the family of parabolae y=ax^2 where a is the parameter. Their graphs are nested into each other. All of them passes through the point (0,0). The smaller a is, the flatter the curve is. A degenerated form would occur when a goes to 0 or to infinity. If a approaches 0, the curve will become very flat. The degenerated curve will be the x-axis. It may be obtained by the intersection of a plane tangent to a double cone. It is not a solution to our problem! Let's try a increasing to infinity. The branches of the parabolae will be closer an closer to the y-axis. The degenerated curve will be the positive part of the y-axis. It is a half line. It can't be obtained by the intersection of a plane and a double napped cone.

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CC-MAIN-2024-10

https://www.physicsforums.com/threads/circuits-linear-algebra.802787/

math

Hi I got stuck at the following circuit problem which involves linear algebra, since I am not a physics major, I dont even have the basics to get started. Please shed some light, really appreciate it! Thanks a lot. 1. The problem statement, all variables and given/known data Consider a long chain of resistors wired up like this All the resistors have the same resistance R. The power rail at the top is at voltage V+ = 5V. The problem is to find the voltages V1 . . . VN at the internal points in the circuit. Using Ohm’s law and the Kirchhoff current law, which says that the total net current flow out of (or into) any junction in a circuit must be zero, show that the voltages V1 . . . VN satisfy the equations 3V1 − V2 − V3 = V+, −V1 + 4V2 − V3 − V4 = V+, ... −Vi−2 − Vi−1 + 4Vi − Vi+1 − Vi+2 = 0, ... −VN−3 − VN−2 + 4VN−1 − VN = 0, −VN−2 − VN−1 + 3VN = 0. Express these equations in vector form Av = w and find the values of the matrix A and the vector w. 2. Relevant equations 3. The attempt at a solution I considered when N = 2, it gives me a "Wheatstone bridge" with V1 = V2 = V/2 but then how should i continue? thanks a lot!

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CC-MAIN-2018-22

https://justaaa.com/statistics-and-probability/107117-for-the-following-question-you-need-to-check-the

math

For the following question, you need to check the requirements and identify the null hypothesis, alternative hypothesis, test statistic, P-value, critical values, then state the conclusion about the null hypothesis, as well as the final conclusion that addresses the original claim. Assuming the sample is independent simple random sample. Use both the P-value method and critical value method. In a study of Burger King driver-through orders, it was found that 264 orders were accurate and 54 were not accurate. For McDonald’s, 329 orders were found to be accurate while 33 orders were not accurate. Use a 0.05 significance level to test the claim that Burger King and McDonald’s have the same accuracy rates. 1) Test the claim using a hypothesis test 2) Test the claim by constructing an appropriate confidence interval 3) Relative to accuracy of orders, does either restaurant chain appear to be better? Let p1 be the accuracy rate of Burger King and p2 be the accuracy rate of McDonald's 1) Null Hypothesis H0: p1 =p2 The sample Accuracy rate for Burger King is The sample Accuracy rate for McDonalds is Under H0, the test statistic is The critical value of Z for 5% significance level is +/-1.96 The P-Value is 0.0022 Since p value is less than significance level, Reject H0. Hence, at 5% Significance level, we donot have sufficient evidenec to conclude that Burger King and McDonald’s have the same accuracy rates. 2) 95% Confidence Interval = -0.1308 < p1-p2 < -0.0292 3) Since both the limits of Confidence Interval is negative , that means the accuracy rate for Burger King is less than accurate rate of McDonalds. Hence, McDonalds restaurant chain appear to be better relative to accuracy of orders. Get Answers For Free Most questions answered within 1 hours.

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http://seaexplore.blogspot.com/2008/10/istj-trustee.html

math

Here are the results: ISTJ - "Trustee". Decisiveness in practical affairs. Guardian of time- honored institutions. Dependable. 11.6% of total population. Introverted (I) 51.52% Extroverted (E) 48.48% Sensing (S) 58.82% Intuitive (N) 41.18% Thinking (T) 52.78% Feeling (F) 47.22% Judging (J) 56.41% Perceiving (P) 43.59% I think I've changed since I was in collge- I used to be XNFJ. Interesting huh?

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https://buzzmath.com/en/blog/why-math-history-matters/

math

Why Math History Matters It’s been a decade since Buzzmath introduced its “Missions”, a gamified learning environment where Middle School students can learn about math history. At that time, curriculum efforts including math history were usually thumbnail size grey portraits of mathematicians, off to the margins of textbooks, clearly indicating that the history of mathematics was not central to learning mathematics. It is important to mention that almost all the mathematicians that were to be found in textbooks around that time, which was still considered progressive for math education, were white males. The start of this decade sees a completely different landscape for math history. The emergent equity issues have facilitated and promoted ideas like culturally responsive math curriculums, creating an organic and reflexive gaze into a rich and vibrant past of mathematics–that includes all races, cultures, and civilizations of our long past. That’s just it. Math history is our history, and our history is our stories. We need to tell these stories. A mathematical history has never had greater illuminative power than in the book Crest of the Peacock: Non-European Roots of Mathematics by George Joseph. The opening sentences speak to that inspiring energy. The energy and appetite for embracing the history of mathematics has almost become a moral imperative in math education, and we would like to surf that big wave of obligation and enthusiasm by sharing more detailed stories about the mathematicians highlighted in our Missions. It is important to know not just more about them, but also the ongoing thematic development of mathematics they were involved in. The more we learn about our ancestors, the more we learn about what a profoundly human endeavor the creation of mathematics was. And, continues to be… But, that is what exploring math history does. It humanizes mathematics and gives us, especially our students, a greater sense of identity as they continue on their journey exploring mathematics. They need these stories, and the stories need them. We are the oxygen for all these stories. Too often mathematicians are seen as one-dimensional, having had no other interest or qualities other than finding new mathematics ideas. This is also a myth and, here, one that we would like to break. So, in the weeks ahead, we would like to share more detailed stories about the mathematicians in our Missions. We hope to bring more color and texture to these stories, and as such, motivate you to learn more about the rich and deep history of the most important language in our universe, mathematics!

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https://www.jiskha.com/display.cgi?id=1161060133

math

demand & Supply posted by Albert jason . If the demand for butter rises by 4% while the price of margarine rises by 8%, then calculate the cross price elasticity of demand of butter with respect to the price of margarine? The formula for the cross-price elasticity is (%change in Qa)/(%change in Pb) Where Qa is the quantity demanded of good a, and Pb is the price of good b. Apply this formula. You have all the information you need.

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https://idc-a.org/news/industry/How-ChatGPT-Writes-Its-Answers/0c2a1dcf-a9fd-4390-9c3e-54cefc40b59c

math

IDCA NewsAll IDCA News 15 Feb 2023 How ChatGPT Writes Its Answers Noted mathematician and founder of Mathematica Stephen Wolfram has authored a long piece that explains the simplicity of how ChatGPT works. At its core, the AI from OpenAI “is just adding one word at a time (to its answers),” Wolfram writes. “ChatGPT is always fundamentally trying to do is to produce a 'reasonable continuation' of whatever text it’s got so far, where by 'reasonable' we mean 'what one might expect someone to write after seeing what people have written on billions of webpages, etc.'” Wolfram uses the example of ChatGPT addressing the issue of “The best thing about AI is its ability to...” Having scanned billions of pages of human writing, the AI has a list of probable words that would follow each possible word in its description. It will select the most popular word about 80% of the time, then move on down the list the other 20%, so as not to sound “too flat,” Wolfram writes. Thus, “the fact that there’s randomness here means that if we use the same prompt multiple times, we’re likely to get different essays each time.” The author then delves into how ChatGPT determines its probabilities, models then along certain linear projections and curves, and the mathematics of how it can go beyond the abilities of answering questions to performing other human-like tasks. Graph from Stephen Wolfram. Follow us on social media:

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https://open.vanillaforums.com/discussion/33557/registration-form

math

Registration form using uc browser in speed mode shows black color in fields and words like username, gender etc can't appear properly. How can I fix it That is a theme problem. Please give a link so we can see, otherwise we can't be of any help with such little information. ❌ ✊ ♥. ¸. ••. ¸♥¸. ••. ¸♥ ✊ ❌

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https://optovr.com/grade-math-worksheets-algebra-midterm-fill-blank-worksheet-generator-linear-7-kindergarten-works-mathematics-activities-6-money-textbook-beginners/

math

Grade Math Worksheets Algebra Midterm Fill Blank Worksheet Generator Linear 7 Kindergarten Works Mathematics Activities 6 Money Textbook Beginners Grade Math Worksheets Algebra Midterm Fill Blank Worksheet Generator Linear 7 Kindergarten Works Mathematics Activities 6 Money Textbook Beginners. Both u.s. and coins are used (separate worksheets). choose your grade topic kindergarten money worksheets. grade money worksheets. If you need great math worksheets to help you measure your exam readiness, then look no further. this is a collection of free math questions and worksheets that would help you in your math preparation and practice. Science worksheets grade sixth basic mathematics algebra math 5 problems games engineering graph paper step equations worksheet whats answer beginners. Grade math worksheets algebra midterm fill blank worksheet generator linear 7 kindergarten works mathematics activities 6 money textbook beginners. Premium vector addition cartoon fruits educational math game kids basic algebra printable worksheet learning count solve equations write answer beginners worksheets. Worksheet basic math worksheets image inspirations algebra fractions writing algebraic puzzles grade 3 geometry basics answers everyday mathematics 7 practice test beginners. Exercises unit learn grammar worksheets grade algebra formulas matching 7 teaching money graders free math test maker teachers beginners. Algebra math worksheet extra practice problems worksheets beginning games 8 printable color number kindergarten properties beginners. Worksheets grade measurement centimeter graph paper standard 3 math algebra 2 solving equations beginners.

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https://www.physicsforums.com/threads/moment-beam-under-bending-momen.88143/

math

A beam is under bending. Let us take a small part of a beam with length x. It has end A and end B. At end A the bending moment is M1 & shear force is S1 and at end B the bending moment is M2 & shear force is S2. Let me take the moment equilibrium for this element about B. M2-S2-M1+S1=0. I need clarity in adding M1 in the above equation. Actually M1 acts with A as the centre. But why this is included while taking moment about B.

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https://itprospt.com/num/5934963/what-frequencies-in-hz-will-amp-1-85tube-producethe-audible

math

This'll question number 54 from Chapter 17 and this problem. We're given a 1.8 meter long tube and air temperature of 20 degrees Celsius. Were asked If I'm with the two will produce in the audible range if a The tomb is open at one end and B if it's open at both ends. So first thing. What is this audible range? Just as a reminder. The audible range of hearing frequency is 20 to 20,000 hertz. So that's the range will be looking for. And then I wanna hunt, wrote the equations that will be using. We need to find the speed of sound and air first, and then we'll be using the frequency equations. This is F equals envy. Over to l is when both ends are open and F equals and V over for l is when only one end is open. All right, so let's find this airspeed airspeed, uh, sound of speed and air, speed of speed, of sound and air. Excuse me 331 meters per second times the square root of 20 plus 2 73 over to 73. And that gives us a speed of 342 0.91 meters per second. All right, so now we have our speed. Let's go on to part a. So frequencies the two will produce in the audible range if it's open at one end, which is going to be n equals V over four of this equation. Okay, so first thing, we need to find the lowest range which we need to find out. If the low. If the resonance frequency would be setting this and equal toe, one is going to give us something in the lower range. So let's all for the resident's frequency one times 3 42.91 meters per second barn by four times 1.8 meters and that is going to give us a frequency 47.63 hurts. So that's the lowest frequency. That this that tube is going to produce of one end is open and that does fall in the range. So that's the lowest. And now we need to find the highest. So to do that, we can set our frequency as 20,000 the upper range of the audible range, and we can solve for N And what that will dio is that will be the exact, um, the exact number, Um, the exact end that would produce this frequency. And we can go down to the energy or value right below that to find what the actual frequency would be, Um, at that residence. So four times 1.8 meters per second. Excuse me, meters, not for a second meters. All right, so we most fly four times 1.8 over the other side. We divide by this speed of air, and that's going to give us an end equal to 419.93 OK, so that's our end that produces exactly 20,000 hurts. But to get the upper range, we're gonna lower this to the energy right below it, because that will give us a realistic frequency. So now we saw for that frequency, So and is gonna be 4 19 times divided by four times 1.8 meters. And that gives us a frequency of 19,955 hurts. And that is your range. Let's see your low waas 43 47.63 So there's a range if it's open at one end. So now we go to be we do the same process, but it's gonna be open at two ends, which was gonna be f equals and the over to l. All right, so it's all for the lowest frequency we could get and see if it's in the range. T o f equals one times 3 42 0.91 meters per second, divided by two times 1.8. And that gives us a frequency of hold on one second calculators of 95.25 It hurts. Okay, so that's gonna be our low. It does fall above 20 hertz, which is the audible range. And now we're gonna solve for the high the same way. So we plug in the upper range and we're gonna solve for end 3 40 2.91 and sulfur end. You get 209.96 and that is the exact number of, um, harmonics. Exact number. So now we go one energy blow that to find the realistic actual frequency that would fall 209 times well 3 42.91 meters per second over two times 1.8 meters, and that gives us a frequency of 19th i 1009 08 Hertz. So arrange here is 95 0.25 hertz to 19,000 908 turds, and that's the range if the tube is open at what?

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https://download.atlantis-press.com/journals/jnmp/issue/481

math

Journal of Nonlinear Mathematical Physics Volume 19, Issue 4, December 2012 Yuqin Yao, Yehui Huang, Yunbo Zeng Pages: 445 - 457 A new (γn, σk)-KP hierarchy (KPH) with two new time series γn and σk, which consists of γn-flow, σk-flow and mixed γn and σk evolution equations of eigenfunctions, is proposed. Two reductions and constrained flows of (γn, σk)-KPH are studied. The dressing method is generalized to the (γn, σk)-KPH and... 2. On the Application of a Generalized Version of the Dressing Method to the Integration of Variable Coefficient N-Coupled Nonlinear Schrödinger Equation Ting Su, Huihui Dai, Xian Guo Geng Pages: 458 - 476 N-coupled nonlinear Schrödinger (NLS) equations have been proposed to describe N-pulse simultaneous propagation in optical fibers. When the fiber is nonuniform, N-coupled variable-coefficient NLS equations can arise. In this paper, a family of N-coupled integrable variable-coefficient NLS equations are... Jaume Llibre, Claudia Valls Pages: 477 - 488 In this paper we study the integrability of the Muthuswamy–Chua system x'=y,y'=-x3+y2-yz22,z'=y-αz-yz. For α = 0 we characterize all its generalized rational first integrals, which contains the Darboux type first integrals. For α ≠ 0 we show that the system has no Darboux type first... Dong Gong, Xianguo Geng Pages: 489 - 523 On the basis of the theory of algebraic curves, the continuous flow and discrete flow related to the relativistic Toda hierarchy are straightened out using the Abel–Jacobi coordinates. The meromorphic function and the Baker–Akhiezer function are introduced on the hyperelliptic curve. Quasi-periodic solutions... Wei Feng, Song-Lin Zhao, Da-Jun Zhang Pages: 524 - 538 In this paper several kinds of exact solutions to lattice Boussinesq-type equations are constructed by means of generalized Cauchy matrix approach, including soliton solutions and mixed solutions. The introduction of the general condition equation set yields that all solutions contain two kinds of plane-wave... Pages: 539 - 550 The Hirota–Miwa equation is studied from the view point of derived category. 7. Landau Levels in a Two-Dimensional Noncommutative Space: Matrix and Quaternionic Vector Coherent States Mahouton Norbert Hounkonnou, Isiaka Aremua Pages: 551 - 579 The behavior of an electron in an external uniform electromagnetic background coupled to an harmonic potential, with noncommuting space coordinates, is considered in this work. The thermodynamics of the system is studied. Matrix vector coherent states (MVCS) as well as quaternionic vector coherent states... Adán R. Rodríguez-Domínguez, Alejandro Martínez-González Pages: 580 - 594 The Lorentz-group of transformations usually consists of linear transformations of the coordinates, keeping as invariant the norm of the four-vector in (Minkowski) space-time. Besides those linear transformations, one may construct different forms of nonlinear transformations of the coordinates keeping... Jaume Llibre, Clàudia Valls Pages: 607 - 617 We characterize the Darboux first integrals of a simplified Friedman–Robertson–Walker Hamiltonian system depending on one parameter. Pages: 618 - 620

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http://ir.nust.na/xmlui/handle/10628/405

math

A non-monotonic convergence analysis of population clusters of random numbers. Obabueki, B. E. Reju, S. A. MetadataShow full item record The standard deviation of a population (of size N ) is a measure of the spread of the population observations about the mean. A population may be clustered and the standard deviation of each cluster calculated. This paper looked at how the mean of the standard deviations of the clusters of a population of random numbers relate to the standard deviation of the population as the size of the clusters increased. We assumed that all clusters have the same size.

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https://task-writers.com/resume-editing/

math

I need someone to help me write few paragraphs. I already have everything written (in points) I just need someone to turn the points into 2 paragraphs in less than 3 hours. Those are very simple paragraphs. first paragraph is the first list of check marks. i need you to get them into one simple paragraph. second one is the check marks under the second part i need you to write all these points into one paragraphs as well. i need them in few hours.

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http://vestnik.math.msu.su/en/DATA/2013/6/node14

math

Angle between deviators of stress and strain rates in a tensor-nonlinear isotropic medium / D. V. Georgievskii. // Vestnik Moskovskogo Universiteta. Seriya 1. Matematika. Mekhanika. 2013. № 6. P. 63-66 [Moscow Univ. Math. Bulletin. Vol. 72, N 2, 2017. P. 0]. An expression for the angle between the symmetric stress deviator and the strain-rate deviator in a tensor nonlinear isotropic continuum is derived. A dependence of this angle on a certain orientation parameter in the three-dimensional principal strain-rate space is analyzed. Key words: tensor nonlinearity, constitutive relation, material function, isotropic medium, deviator, stress, strain rate.

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https://www.ecologycenter.us/breeding-areas/vv.html

math

Where V is the gliding speed between thermals, Vz is the sink component (negative downwards) and Vc is the climb rate in thermals (Pennycuick 1972, 1975, 1989). Box 8.2 Calculation of theoretical energy and time costs of migration. From Alerstam et al. (2003) Generally, if migration is subdivided into periods of movement, interspersed with periods of stopover, the total energy consumption during migration can be written as: V 'dep where P is the power of locomotion (rate of energy consumption), D is the migration distance, V is the flight speed, Pdep is the rate of energy deposition at stopovers, and x is the field metabolic rate at stopovers. Equation (1) can be used to compare the total investment in migration among, for example, birds of different size and using different modes of flight. The ratio x:Pdep determines the ratio between energy consumed during stopovers and cost of flight, which in a typical passerine bird may be about 2:1 or larger. From Equation (1), it is also evident that minimising the ratio P:V, a measure closely related to cost of transport, will minimise the energy cost of migration. Was this article helpful?

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https://researchwith.njit.edu/en/publications/particle-dynamics-in-hard-sphere-systems

math

The Fourier spectra of the number density, convection and force fields are obtained numerically for an assembly of hard-spheres. The magnitude spectra determine the dominant wave numbers, and the phase difference between the hard-sphere force and number density spectra determines the nature of particle dynamics. The latter is used to show that for every wave number k there is a critical frequency ω-c$/(k), such that when ω>ω-c$/(k) the phase difference is -π/2 and when ω<ω-c$/(k) the phase difference is π/2. This change in the phase difference corresponds to a change of type of the governing partial differential equations from hyperbolic (for modes with ω>ω-c$/(k)) to elliptic (for modes with ω<ω-c$/(k)). The convection forces are shown to be of the same order of magnitude as the hard-sphere forces. The change of type of the equations from hyperbolic to elliptic is possible because the magnitude of the convection term is comparable to the magnitude of the force term. These results are similar to the results obtained previously for the Lennard-Jones liquids. One significant difference, however, is that the dominant off k-axis peaks of the Lennard-Jones force spectra are replaced by the bands that are at approximately the same dimensionless wave numbers. All Science Journal Classification (ASJC) codes - Civil and Structural Engineering - Materials Science(all) - Condensed Matter Physics - Mechanics of Materials - Mechanical Engineering

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https://ham.stackexchange.com/questions/10268/does-the-e-field-propagate-faster-that-the-h-field

math

I need some proof that the electric (E-field) and the magnetic component (H-field) of a lightning stroke both propagate at the speed of light, and that there is not a significant delay between them. Amateur Radio Stack Exchange is a question and answer site for amateur radio enthusiasts. It only takes a minute to sign up.Sign up to join this community The E and H fields of all RF signals travel at exactly the same speed - the speed of light. The phase relationship between the two fields remains constant as they travel through various mediums. Lightning in itself is not an RF signal but it does emit RF (with E&H waves) as it propagates. After reading some of the additional dialog provided by the OP in response to my answer, I believe the other party is talking about detecting the E field of a capacitor with the storm system being one "plate" and the earth forming the other "plate" of the capacitor. Note that this is quite different from the paired oscillating E and H fields of an RF signal propagating through space. Inside of an ideal, charged capacitor there exists only an E field that is measured in Coulombs (shown as a unit of C). One proton has a charge of 1.6 x 10-19 C. For a capacitor where the diameter of the plates are substantially larger than the gap between the plates, there will exist an equal charge in the space between the plates. When this charge reaches 3x106 N/C, the air inside the capacitor will break down and a spark (lightning in this case) is formed. So it seems that the proposal is to measure the electric field of the capacitor formed by the storm system and the earth as a predictor of the potential of lightning. The referenced probe would form another plate in the capacitor - not to be confused with an antenna. This may work in principle although there will be a substantial difference in the E field as measured when between the plates (inside the storm system) and outside of the plates (near the edge of the storm). If prediction is not the goal, then edge detection of the collapsing E field, as a result of a dielectric breakdown of the air exhibited as lightning, may be a solution.

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https://myessayvalet.com/artifact-4-research-and-lesson-plan/

math

Diophantine was a great mathematician who studied and wrote about problems with two or more unknowns in which the solutions are limited to whole numbers. A sample of a Diophantine problem is: If twice Betty s age in years plus Joe s age in years equals seven, how old are Betty and Joe? Solve this problem and then explain why it falls within the category of Diophantine Equations. Research Diophantine equations in depth and use the information gathered to help present these types of problems to a group of students. Prepare a lesson plan that includes the grade level, length of the lesson, materials, procedure, evaluation/assessment, and extension. Be sure to include a comprehensive self-evaluation of the lesson.

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https://answers.yahoo.com/question/index?qid=20200611044516AA2BhzZ

math

Help with physics homework? ? 1. A diver explores a shallow reef off the coast of Belize. She initially swims d1 = 82.9 m north, makes a turn to the east and continues for d2 = 177.8 m, then follows a big grouper (a kind of fish) for d3 = 84.1 m in the direction θ = 41.7° north of east. Finally, she swims d4 = 193.9 m south. 1. A) What is the straight-line distance between her initial and final positions in m? 1. B) Suppose she wants to swim back to her initial position in a straight line. In what direction should she swim? Express your answer as an angle in degrees north of west. 2. Consider the two vectors, A = 16.5x + 35.5y B = 5.7x - 21y 2. A) What is the magnitude of the vector A - B? 2. B) What is the angle of the vector A - B, measured counterclockwise in degrees from the positive x-axis? 2. C) What is the magnitude of the vector 3A + B? 2. D) What is the angle of the vector 3A+B, measured counterclockwise in degrees from the positive x-axis? - Wayne DeguManLv 79 months ago Taking i and j as unit distances in the directions east and north respectively we have: (d1) 0i + 82.9j (d2) 177.8i + 0j (d3) 84.1cos41.7°i + 84.1sin41.7°j (d4) 0i - 193.9j Total i => 240.6 m Total j => -55.1 m so, |d| = √(240.6)² + (-55.1)² => 246.8 m Angle => tan⁻¹(55.1/240.6) = 13° Hence, direction 13° North of West

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http://www.math.auckland.ac.nz/~sneyd/books.html

math

|Tutorials in Mathematical Biosciences II: Mathematical Modeling of Calcium Dynamics and Signal Transduction Editor: James Sneyd Springer Lecture Notes in Mathematics, Vol. 1867, 2005 An Introduction to Mathematical Modeling in Physiology, Cell Biology, and Immunology. James Sneyd, Editor. (Proceedings of Symposia in Applied Mathematics), American Mathematics Society, 2003. Self-Organization in Biological Systems, Princeton University Press, 2001. S. Camazine, J.-L. Deneubourg, N. Franks, J. Sneyd, Guy Theraulaz, Eric Bonabeau. Winner of Best Professional/Scholarly Book in Biological Science, 2001, American Association of Publishers. One of Choice's Outstanding Academic Titles for 2002. Mathematical Physiology, Second Edition. Now in two volumes, and thus twice as good as the First Edition, which won Best Mathematics Title, 1998, from the American Association of Publishers. To order a copy, use this nice flyer . To see more details, and a sample chapter, have a look here

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http://pballew.blogspot.com/2011/03/march-madness-and-ultimate-underdogs.html

math

Since 1987, the NCAA Basketball tournament in the US has consisted of 64 teams divided into each of four divisions. In those 27 years there have been 108 games between the top seeded team in a region and the 16th (lowest) seeded team. The lower rated team has lost every time, including the four games this year. I wrote awhile back about the probability of an event that had never happened, and the use of the "Rule of three. " By that method, the 95% confidence interval for the probability of a lowest seed winning ranges from zero up to 3/108, or (0, 2.78%)... There is hope yet... Just today I found a really nice graphic on Statpics by Robert W. Jernigan, whom I have suggested to you all before. He produced the chart below showing the point spread for each of the 108 games over the years, and found they were almost normally distributed. With the mean and standard deviation of the difference in scores shown below. He used the fitted normal curve to produce the probability of the low seed winning and came up with 1.97%... So both methods should provide hope for fans of the low seeds... Next year guys... next year..

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https://sonichours.com/how-many-kilometers-are-in-7000-meters/

math

How Many Kilometers Are in 7000 Meters? There are two units of distance: kilometers and meters. To convert 7000 meters to kilometers, you would multiply 7000 by 10-3, and you would get kilometers in return. Both units are equal in length, but the meter is smaller than the kilometer. Therefore, the conversion factor for m to km is 10-3. 7000 meters to kilometers A 7000 meters to kilometers conversion is easy when you know the basic units of length. The metric system uses a kilometer, which is equal to 1,000 meters, or 1E+3m. This unit is widely used in the world to measure distances between geographical locations. You can use this unit to calculate distances in other units, such as kilometers and miles. Using a conversion factor, you can find out how many kilometers are in 7000 meters. A formula is also available for this conversion. By knowing the 7000 meters to kilometers conversion, you can determine how far you’ve traveled. You’ll also find out how many inches, feet, and meters are in 7000 meters. The kilometer is the most commonly used unit of length, and is used on maps and road signs to indicate distance. It is also used in the automotive industry for odometer indication. Throughout the world, it’s the most commonly used unit for distances between geographical points. In addition to miles, kilometres are the most commonly used unit of length in the metric SI system. One kilometer equals 0.621371 miles. A 7000 meter conversion calculator will provide a result in either a decimal or a scientific notation. The scientific notation is used for longer distances, and it is also referred to as the standard form in the United Kingdom. Using fractions will produce more accurate results. When you’re converting 7000 meters to kilometers, be sure to choose the appropriate conversion factor. If you’re going to travel long distances, it’s important to know the metric system. This system defines the meter as the base length unit. A meter is the length of a light path in a vacuum during a time interval of 1/299,792,458 seconds. This means that you’ll need a conversion factor of at least 1000 to convert 7000 meters to kilometers. If you’re going to move across the globe, you’ll have to convert meters to kilometers, and vice versa.

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http://techtv.mit.edu/collections/mitocw:1081

math

Highlights of Calculus Highlights of Calculus is a series of short videos that introduces the basic ideas of calculus - how it works and why it is important. The intended audience is high school students, college students, or anyone who might need help understanding the subject. In addition to the videos, there are summary slides and practice problems complete with an audio narration by Professor Strang. You can find these resources to the right of each video. View the complete course at: http://ocw.mit.edu/OcwWeb/resources/RES-18-005Spring-2010/ResourceHome/index.htm License: Creative Commons BY-NC-SA More information at http://ocw.mit.edu/terms More courses at http://ocw.mit.edu Added almost 8 years ago | 00:04:56 | 12116 views | Highlights of Calculus is a series of videos that introduce the fundamental concepts of calculus to both high school and college students. Renowned mathematics professor, Gilbert Strang, will guide students through a number of calculus t... Added almost 8 years ago | 00:37:21 | 12640 views | The second half of calculus looks for the distance traveled even when the speed is changing. Finding this "integral" is the opposite of finding the derivative. Professor Strang explains how the integral adds up little pieces to recover t... Added almost 8 years ago | 00:37:46 | 16849 views | Calculus is about change. One function tells how quickly another function is changing. Professor Strang shows how calculus applies to ordinary life situations, such as: * driving a car * climbing a mountain * growing to ... Added almost 8 years ago | 00:30:04 | 7543 views | Calculus finds the relationship between the distance traveled and the speed — easy for constant speed, not so easy for changing speed. Professor Strang is finding the "rate of change" and the "slope of a curve" and the "derivative of a f... Added almost 8 years ago | 00:38:30 | 6052 views | At the top and bottom of a curve (Max and Min), the slope is zero. The "second derivative" shows whether the curve is bending down or up. Here is a real-world example of a minimum problem: What route from home to work takes the shortest... - Calculus for Highlights (ocw.mit.edu/OcwWeb/resources/RES-18-005Spring-2010/ResourceHome/index.htm)

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https://www.ens-lyon.fr/en/article/research/three-la-recherche-awardees-ens-de-lyon?ctx=contexte

math

Theo Tacail in "Archeology", Michael Rao in "Mathematics" and Amina Doumane in "Information Science". Since 2004 La Recherche gives annual awards in 12 disciplines: Archaeology, Astrophysics, Biology, Chemistry, Environment, Mathematics, Health, Neurosciences, Physics, Information sciences, Technologies and one special highlight prize. The 2017 La Recherche Prize was awarded on January 31, 2018 to three researchers from ENS de Lyon: - In the category "Archaeology", Theo Tacail is rewarded for his article "Evaluating human withdrawal practices with calcium in tooth enamel". - Then, in the category "Mathematics", Michaël Rao is rewarded for his article "exhaustive search of convex pentagons lining the plane". - Finally, in the category "Information Science", Amina Doumane - who already conferred the Gilles Kahn Prize for the best thesis "On the theory of the infinite proof of fixed point logic" - was rewarded for her article "the μ- linear-time calculus "where remarkable computer results on infinite logics". Hurray, hurray, hurray!

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https://slideplayer.com/slide/4905926/

math

What is the net force? Draw a free body diagram for the car. 40 N60 N A force between two surfaces that opposes motion FRICTION Science of the Oylmpics http://nbclearn.com/olympics/cuecard /47275 What stops a ball from rolling across the room forever and ever? The force is called FRICTION. Friction is a force that opposes motion between two surfaces that are in contact. Friction occurs because the surface of any object is rough. All surfaces are filled with microscopic hills and valleys that make them rough. The heavier the object the more force that is exerted on the object and more friction. Static friction is the friction of an object that is not moving. The object does not move because the force of static friction balances the force being applied to it. If you were to get up and push the wall would it move? Why not? Friction Friction cancels out the force on the object and the object does not move! Kinetic Friction is moving friction. For example rolling or pushing an object produces kinetic friction. Do you think its easier to push a chair or roll it? Which would have more friction? Two solid surfaces slide over each other Ex: spreading sand on an icy path ◦ Brakes pads on a bicycle ◦ Sledding down a hill ◦ Falling off of the bicycle and skinning your knee. Friction that occurs when an object rolling across a surface Easier to overcome than sliding friction Ex: skates, skateboards, cars, bicycles… anything with a tire using the wheels to move freely ◦ Rolling friction acts opposite of the direction of motion Friction that occurs when an object moves fluid aside ◦ Easier to overcome than sliding friction ◦ can be called air resistance or drag ◦ This is why parts that must slide over each other have oil on them ◦ Fluid friction occurs between you and the air ◦ It can be reduced by streamlining Kinetic Friction > Static Friction is always Greater than Kinetic Friction Gravitational Force is a force of attraction between objects ◦ ALL objects with mass exert a force of gravity on ALL other things discovered” by Isaac Newton Gravity on Earth has a acceleration of 9.8 meters per second squared If the distance between the two objects increases, the gravitational force between them decreases. If the mass of either of the objects increases, the gravitational force between them increases. Brain Pop Gravity What 2 factors affect how strong the force of gravity is between 2 objects? Gravity depends on 2 things: MASS and DISTANCE Family Guy Family Guy Big Bang (2:54-3:30) Big Bang 1. Gravitational force increases as the mass of objects increases. More massive object exerts more gravity 2. Gravitational force increases as distance between 2 objects decreases. Closer together = more gravity 3 rd rule: Gravity pulls from all sides at the same rate. -why planets and stars are round. Weight measures the gravitational force on an object’s mass. Weight changes when gravity changes Measured in newtons (N) with a scale Mass measures the amount of matter in an object Does NOT change with gravity Measured in kilograms (kg) with a triple-beam balance Objects fall to the ground at the same rate because the acceleration due to gravity is the same for all objects ◦ 9.8 m/s 2 on Earth Air resistance (fluid friction) is a force that acts to slow falling objects; results from upward force of air molecules, opposing gravity The greatest velocity a falling object reaches is its terminal velocity Net force = 0 N object stops accelerating and travels at constant speed drag+buoyant force = gravity http://www.youtube.com/watch?v=p0IZsfzDS4s

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https://testbook.com/question-answer/conditions-of-symmetry-in-torsional-problem-ensure--61371078a9d886f4540d6dca

math

Conditions of symmetry in torsional problem ensures that: (i) Plane sections originally normal to the plane of twist remain plane after twist. (ii) There is no lengthening or shortening of the shaft. (iii) Straight diameters are carried into straight diameters by the twisting deformation Which of the above statements are correct? In the development of a torsion formula for a circular shaft, the following assumptions are made: (i) During the deformation, the cross-sections are not distorted in any manner they remain plane, and the radius r does not change. In addition, the length L of the shaft remains constant (ii) Based on these observations, we make the following assumptions: (iii) Each cross-section rotates as a rigid entity about the axis of the shaft. Although this conclusion is based on the observed deformation of a cylindrical shaft carrying a constant internal torque, we assume that the result remains valid even if the diameter of the shaft or the internal torque varies along the length of the shaft.

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CC-MAIN-2021-43

http://web.sonoma.edu/users/w/wilsonst/papers/geometry/angles/t3-8/t7.html

math

Theorem 5.7: The number of radians in a straight angle is half of the number of radians in a full circle. Proof: Given a straight angle, draw a circle centered at the vertex of the straight angle. If we reflect the plane about the line which forms the straight angle, one half of the circle moves onto the other half of the circle by Theorem 4.10. Since a reflection is an isometry, by Theorem 4.8, which is invertible, by Theorem 4.9, and invertible isometries preserve the size of angles, by Theorem 5.6, we conclude that the two half circles measure angles of equal size which add up to the number of radians in a full circle, and, hence, the number of radians in the straight angle will be half of the number of radians in a full circle. next theorem (5.8)

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https://mcqlearn.com/math/g10/math-ratios-mcqs.php

math

Grade 10 Math MCQ Grade 10 Math MCQs PDF - Topics Practice Math ratios Multiple Choice Questions (MCQ) to solve math ratios quiz answers PDF to learn 10th grade math online course. Ratio, Proportions and Variations Multiple Choice Questions and Answers (MCQs), Math Ratios quiz questions PDF for online education programs. "Math Ratios MCQ" PDF Book: proportion, joint variation, math: variation, math: ratios test prep for online school and college. "The ratio of 2km to 600m should be" Multiple Choice Questions (MCQ) on math: ratios with choices 2 : 7, 10 : 7, 2 : 3, and 10 : 3 for online education programs. Learn ratio, proportions and variations quiz questions for online certificate programs for online certificate courses. MCQ: The ratio of 2km to 600m should be MCQ: In ratio a : b, the first term a is called MCQ: In ratio a : b, the second term b is called MCQ: The unit of ratio is MCQ: The ratio of a and b should be written as

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http://toyota-sienna.laforetbleue.fr/cc85c9e139a9a37b5026f13b26dd8841

math

J.King - 1 - PiXL Club Jan 2014 PPE Paper 1 Higher Tier Edexcel Style Calculator NOT allowed by Jim King Time 1 Hour 45 Minutes Marks Available 100 The quality of written communication is specifically assessed. These questions are indicated by an asterisk (*) Commissioned by The PiXL Club Ltd.[eBooks] Pixl Maths Paper Jan 2014 Pixl Maths Exam Paper Jan 2014 Pixl Maths Exam Paper Jan Eventually, you will agreed discover a extra experience and success by spending more cash. nevertheless when? complete you take that you require to acquire those all needs bearing in mind having significantly cash? Why dont you attempt to acquire something basic in the beginning?[eBooks] Pixl Club Maths Paper 2014 January Pixl Maths Exam Paper Jan 2014 Pixl Maths Exam Paper Jan Right here, we have countless ebook Pixl Maths Exam Paper Jan 2014 and collections to check out. We additionally have enough money variant types and as a consequence type of the books to browse. 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https://forum.dynare.org/t/how-to-plot-impulse-response-with-given-confidence/3472

math

I have a problem when using dynare. I see that many papers illustrates the results of impulse response analysis together with 90% confidence interval (just like fig 2 in my attachment), but the dynare typically only gives out a single line (see attachment fig 1). my question is: how to obtain impulse response figures with 90% confidence interval (just like the way of fig 2 did)? I guess there must be some command to realise this, but I have not found it when consulting “dynare user guide”. I have posted my dynare code and two figures in the attachment. my dyanre code can only give out the result like fig 1, while fig 2 is the type of impulse responses I want to have. can someone help me solve this problem? many thanks. fig 2.doc (130 KB) fig 1.doc (88.5 KB) aa.mod (1.96 KB)

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CC-MAIN-2023-50

https://lebaronparis.fr/science/mathematics/119156-a-first-course-in-linear-algebra-david-easdown-ebook-download.html

math

by David Easdown (Author). ISBN-13: 978-0733992100. Why is ISBN important? ISBN. The 13-digit and 10-digit formats both work. By (author) David Easdown. Publication City/Country Frenchs Forest, Australia. We can notify you when this item is back in stock. AbeBooks may have this title (opens in new window). ISBN13 9781442548367. undergraduate level or at the first-year graduate level ; or(3) as a reference book. It is addressed to students of mathematics, the physical, engineering and social sciences, and commerce. The reader is assumed to have completed the calculus sequence. This is reflected in a wealth of examples, the clarity of writing and the organization of material. There is a growing need for knowledge of linear algebra that goes beyond the basic skills of solving systems of linear equations and this book is intended to meet it. arXiv admin note: substantial text overlap with arXiv:1807. A First Course in Linear Algebra. Integral Calculus and Mod- elling. David Easdown is an Associate Professor of Mathematics in the School of Mathematics and Statistics at the University of. . David Easdown is an Associate Professor of Mathematics in the School of Mathematics and Statistics at the University of Sydney, Faculty of Science. He is actively interested in developing courses in undergraduate mathematics education across all.

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http://www.swosu.edu/stuorgs/projectmain/OrganizationInfo.aspx?oid=54

math

December 8: We watched a video by Prof. Frank Morgan about Soap Bubbles that served as an introduction to minimal surfaces. December 1: The Math Club held its Mario Kart Tournament! November 24: The Math Club worked through a collection of problems to prepare for the Putnam Competition November 17: SWOSU was closed due to weather, so the Math Club did not meet. The William Lowell Putnam Competition is coming up next month. We worked a set of practice problems. We looked at some recreational mathematics and the work of Martin Gardner October 27: The Math Club tackled a set of Putnam Practice Problems pertaining to polynomials. October 13: Number Theory typically makes an appearance on the Putnam Exam. We discussed the basics of divisors, divisibility, primes, and modular arithmetic. The group also worked some problems concerning these topics. October 6: At the request of a Math Club member, Dr. McNamara gave a talk on mathematical paradoxes. Topics included Achilles and the Hare, the potato paradox, and Gabriel's Horn. We worked on some problems from recent Putnam exams. Emphasis was on the importance of creating a finished product that gets submitted, in contrast to scratch work. The Math Club will be hosting a cookout at Means Park. We should be firing up the grill by 6:00 p.m. We discussed the chip model for integers. This makes use of two-color counters for understanding signed numbers. We can use these to represent both positives negatives. Further, we are able to demonstrate the various sign rules for the operations of arithmetic. September 8: The first meeting of the 2014-2015 school year saw the election of new officers, a discussion of activities for the Fall Semester, proofs without words, and a talk by Dr. McNamara about formulas for sums of powers of integers. We also discussed the relationship between simplification and generalization and a direction for undergraduate research. Fall 2014 Activities: Cookout: 9/18 at 6:00 in Means Park Bullpups Camp: Homecoming weekend Putnam Competition: 12/6 - the first Saturday in December

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https://research.vu.nl/en/publications/alternative-conjectures-in-a-bertrand-edgeworth-model

math

In a model with increasing marginal costs the 'normal' Bertrand equilibrium does not exist, as is well known. We study a Bertrand duopoly where each firm has a given market share at equal prices that may differ from 1 2. Firms have conjectures about the way in which the competitor will react on a price change at a given price pair. These conjectures are different for price increases and price decreases. Undercutting is always matched. Price pairs are feasible only if either both prices are equal or they differ by at least α, α being a small positive number, by which α-equilibria are defined. It is proved that, given the assumptions, α-equilibria exist, among which appear both single price equilibria and equilibria where the prices differ by α. Copyright 2015 Elsevier B.V., All rights reserved. - Bertrand-Edgeworth competition

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http://ecdlrussia.org/sunada.php

math

Sunada's idea was taken up by C. Before he joined Meiji University in , he was professor of mathematics at Nagoya University — , at the University of Tokyo — , and at Tohoku University — The study of random walk led him to the discovery of a "mathematical twin" of the diamond crystal out of an infinite universe of hypothetical crystals Sunada, Lecture on topological crystallography, Japan. Wolpert when they constructed a counterexample for Kac's problem. Sunada, Rigidity of certain harmonic mappings, Invent. Wolpert when they constructed a counterexample for Kac's problem. Sunada's idea was taken up by C. Main work[ edit ] Sunada's work covers complex analytic geometry , spectral geometry , dynamical systems , probability , graph theory , and discrete geometric analysis. What was noticed by him is that the K4 crystal has the "strong isotropy property", meaning that for any two vertices x and y of the crystal net, and for any ordering of the edges adjacent to x and any ordering of the edges adjacent to y, there is a net-preserving congruence taking x to y and each x-edge to the similarly ordered y-edge. Sunada, Closed orbits in homology classes, Publ. Sunada, Lecture on topological crystallography, Japan. Sunada, Unitary representations of fundamental groups and the spectrum of twisted Laplacians, Topology 28 , — A. Teplyaev , 77 , 51—86 K. Kotani as a graph-theoretic version of Albanese maps Abel-Jacobi maps in algebraic geometry. Sunada, Holomorphic equivalence problem for bounded Reinhardt domains, Math. He named it the K4 crystal due to its mathematical relevance see the linked article. In a joint work with Atsushi Katsuda, Sunada also established a geometric analogue of Dirichlet's theorem on arithmetic progressions in the context of dynamical systems Among his numerous contributions, the most famous one is a general construction of isospectral manifolds , which is based on his geometric model of number theory , and is considered to be a breakthrough in the problem proposed by Mark Kac in "Can one hear the shape of a drum? Sunada, Finiteness of the family of rational and meromorphic mappings into algebraic varieties, Amer. One can see, in this work as well as the one above, how the concepts and ideas in totally different fields geometry, dynamical systems, and number theory are put together to formulate problems and to produce new results. The study of random walk led him to the discovery of a "mathematical twin" of the diamond crystal out of an infinite universe of hypothetical crystals Sunada, L-functions and some applications, Lect. Sunada, Trace formulae in spectral geometry, Proc. Selected Publications by Sunada[ edit ] T. Sunada, Albanese maps and an off diagonal long time asymptotic for the heat kernel, Comm. This property is shared only by the diamond crystal the strong isotropy should not be confused with the edge-transitivity or the notion of symmetric graph ; for instance, the primitive cubic lattice is a symmetric graph, but not strongly isotropic. Before he joined Meiji University in , he was professor of mathematics at Nagoya University — , at the University of Tokyo — , and at Tohoku University — Sunada, Homology and closed geodesics in a compact Riemann surface, Amer. Sunada, Riemannian coverings and isospectral manifolds, Ann. Sunada was involved in the creation of the School of Interdisciplinary Mathematical Sciences in Meiji University and is its first dean Sunada, Spectral geometry of crystal lattices, Contemporary Math. Video about sunada: Sunada sharma shooting time video Sunada a featured star with Atsushi Sunada, Sunada also looking a game analogue of Dirichlet's news on nice progressions in the direction of special systems Sunada's comment was taken up by C. Sunada, Most and closed geodesics in a celebrity Riemann surface, Amer. Special work[ know ] Sunada's sunada covers sunada impressive businessnewborn geometrydynamical dogsoutbottle theoryand inedible geometric analysis. Teplyaev7751—86 K.

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CC-MAIN-2019-04

https://religiondocbox.com/Atheism_and_Agnosticism/94476194-On-a-new-cosmological-argument.html

math

1 On A New Cosmological Argument Richard Gale and Alexander Pruss A New Cosmological Argument, Religious Studies 35, 1999, pp present a cosmological argument which they claim is an improvement over familiar cosmological arguments because it relies upon a weaker version of the principle of sufficient reason than is used in those more familiar arguments. I shall argue that this claim is mistaken: their new argument is no better than the more familiar arguments which they take as their benchmark. In order to explain why this is so, I shall need briefly to explain the theoretical framework in which their proof is located, and to recapitulate the main details of the proof. After I have done this, I shall go on to give my explanation. I Gale and Pruss begin with the following definitions: Def n 1: A possible world is a maximal compossible conjunction of abstract propositions. Def n 2: The Big Conjunctive Fact BCF for a possible world is the conjunction of all the propositions that would be true if that world were actual. 2 2 Def n 3: The Big Conjunctive Contingent Fact BCCF for a possible world is the conjunction of all the contingent propositions that would be true if that world were actual. They make the following two assumptions: Ass n 1: For any proposition p and any world w, the BCF for w either contains p, or the negation of p, but not both. Ass n 2: For any proposition F, and any world w, if F is in w s BCF, then there is some possible world w* and proposition G such that w* s BCF contains F, and G, and the proposition that G explains F. (Weak version of the Principle of Sufficient Reason W PSR) Their proof then runs as follows: 1. If F 1 is the BCCF of a world W 1, and F 2 is the BCCF for a world W 2, and if F 1 =F 2, then W 1 =W 2. (By Def n 1 and Def n 3.) is the BCCF for the actual world. (Further Def n.) 3 3 3. For any proposition F, and any world W, if F is in W s BCF, then there is some possible world W* and proposition G such that W* s BCF contains F, and G, and the proposition that G explains F. (Ass n 2.) 4. (Hence) There is a possible world w and a proposition # such that the BCF for w and #, and the proposition that # (From 2, 3.) 5. w = the actual world. (From 1, Def n 1, Def n 2, and Ass n 1. A world s BCF cannot be contained in another world s BCF, since a world s BCF is a maximal proposition. So if we instantiate for F with a BCF in Ass n 2, it must be that W=W*.) 6. (Hence) In the actual world, there is a proposition # such that the BCF for the actual world #, and the proposition that # There are then more steps of argumentation which lead to the conclusion that # is a contingent proposition which reports the free intentional action of a necessary being which explains the existence of the actual world s universe. While there are things to contest in this further argumentation, it seems to me that most non theists will not be happy with the claim that there is an explanation for the BCCF of the actual world; in any case, my aim here is just to object to the argument to this conclusion. II 4 4 Gale and Pruss claim that their argument is an improvement over traditional cosmological arguments because the principle of sufficient reason upon which it relies is only the weak principle of sufficient reason W PSR which claims that, for any proposition p, if p is true, then it is possible for some proposition q to be true and to explain p and not the strong principle of sufficient reason S PSR which claims that, for any proposition p, if p is true, then there is a true proposition q which explains p. 1 Moreover, they say that it would be imposing on the atheistic opponents of our argument to baldly ask them to accept S PSR, as do all traditional cosmological arguments and that whereas the atheistic opponents could have been justified in not granting S PSR to traditional cosmological arguers, it would seem unreasonable for them not to grant us W PSR. I don t think that any of this can be right, since on a plausible assumption which I shall introduce in a moment we can derive S PSR from W PSR. The argument for this claim is quite straightforward. Suppose that there is a world w which is such that the BCF for that world has no explanation in that world. Let the BCF for that world be p 1. Consider the conjunctive proposition: p 1 and p 1 has no explanation. By hypothesis, this conjunctive proposition is true in w. Hence, by W PSR, there is a world w in which this conjunction is true and has an explanation. (Of course, by the rest of the Gale and Pruss proof, this world w is none other than w itself.) So the conjunctive proposition, that p 1 and p 1 has no 5 5 explanation, has an explanation in w. But that s absurd. If there is an explanation of why p 1 obtains and has no explanation, there there is an explanation of why p 1 obtains. Hence p 1 both has and lacks an explanation in w. Contradiction! So there can be no world w which is such that the BCF for w lacks an explanation in w. Thus far, we have derived a conclusion which most non theists will immediately want to reject. However, if we add the further assumption that explanation is dissective i.e. that if there is an explanation for a conjunction, then there is an explanation for each of the conjuncts in the conjunction then we get the conclusion that there is no true proposition in any world which fails to have an explanation in that world, i.e. we get out S PSR. Since this assumption seems plausible, to say the least how could there be an explanation of why it is that both P and Q if there is no explanation of why it is that P? it is very plausible to claim that S PSR follows from W PSR. (Of course, we already made use of the assumption that explanation is dissective in the previous paragraph, for the special case of the proposition p 1 and p 1 has no explanation.) As Lloyd Humberstone pointed out to me, the argument which I have just given is an instance of a far more general argument due to Fitch 2. Suppose that O is a sentential operator which is both veridical and dissective, i.e. ( p)(op p) and ( p)( q)(o(p&q) Op). Suppose, further, that is the standard possibility operator for any normal modal logic, and that is any standard conditional. Then it follows that, if ( p) (p Op), then ( p) (p Op) 3. We argue this as follows. 6 6 1. ( p) (p Op) Hypothesis 2. ~(q Oq) (Hypothesis for reductio) 3. q & ~Oq (From 2, rules for ) 4. O (q & ~Oq) (Instantiating with 3 in 1, and modus ponens) 5. (Oq & ~Oq) (From 4, since O is dissective and veridical) 6. (q Oq) (From 1, 5, by negation elimination, and normality of the modal logic) 7. ( p) (p Op) (From 6, by universal instantiation) This derivation shows that the informal gloss which Gale and Pruss give of S PSR (( p)(p q:qep) can be derived from the informal gloss which they give of W PSR (( p)(p q:qep)). An almost identical derivation can be given to show that, if O is a sentential operator which is both veridical and dissective, is a standard modal operator for a normal modal logic, and is a standard conditional, then if ( p)( p Op) then ( p)œ(p Op). This derivation shows that the correct informal gloss of S PSR (( p)œ(p q:qep)) can be derived from the correct informal gloss of W PSR (( p)( p q:qep)). Moreover although this may not be immediately obvious the argument which I gave a few of paragraphs back is just a possible worlds version of this very short and simple modal derivation. As Alexander Pruss and an anonymous referee for Religious Studies pointed out to me, there is a more direct route to the conclusion that W PSR entails S PSR which 7 7 piggybacks on the proof given by Gale and Pruss. By inspection, their proof works for any world, not just the actual world: so, given W PSR, there cannot be a world in which the BCF for that world has no explanation in that world. But explanation is dissective. So, given W PSR, every true proposition in every world has an explanation, i.e. S PSR. However, if this proof is written out in full detail primitive notation it is more complicated than the proof I give, since it relies on the full Gale Pruss proof. Yet, as noted in the possible worlds version of the argument several paragraphs back, the derivation of S PSR from W PSR does not rely on the identification of w with w, which is an important and relatively complicated part of the Gale Pruss proof. To put this point another way: the Fitch derivation shows that it is possible to simplify the proof given by Gale and Pruss. By the Fitch derivation, if explanation is veridical and dissective, then W PSR entails S PSR. But explanation is veridical and dissective; so W PSR does entail S PSR. Given S PSR, it is immediate that the BCF and BCCF for the actual world have explanations in the actual world. Hence, given W PSR, it follows that the BCF and BCCF for the actual world have explanations in the actual world. III Since S PSR can be derived from W PSR, it is tempting to suggest that the Gale Pruss proof is merely a notational variant of familiar cosmological arguments which rely on 8 8 that stronger principle. Perhaps, though, they might reply that what their proof actually shows is that S PSR is unexceptionable: it can be derived from assumptions to which it is not reasonable to object. The only important assumptions which are involved in the above derivation of S PSR are W PSR and the claim that explanation is dissective and veridical. About W PSR, Gale and Pruss say that it seems unreasonable to reject it, and that it would be merely dogmatic to object to it on the grounds that it allows the derivation of a conclusion which non theists do not wish to accept. However, since they also seem to allow that it need not be mere dogmatism which brings non theists to reject S PSR, it is not clear whether they would think that the above argument if correct shows that non theists do, after all, have reasonable grounds for rejecting W PSR. (More about this in a moment.) Given that there is no doubt that explanation is veridical you can t explain what isn t true the only other option is to deny that explanation is dissective. Gale and Pruss give an argument against the claim that explanation is agglomerative i.e. against the claim that explanation is closed under conjunction introduction which turns on the fact that an explanation for a conjunction P&Q must be an explanation, not merely of each of P and Q, but also of their joint obtaining. However, this objection to the claim that explanation is agglomerative seems to take for granted that explanation is dissective as does the suggestion that a model for explanations of the obtaining of conjunctive facts is to be found in appeals to common causes. So it seems to me that there is no evidence that 9 9 Gale and Pruss intend to deny that explanation is dissective; and it also seems to me that there is evidence that explanation is dissective. 4 Quite apart from what Gale and Pruss might themselves say, it seems to me that it would be perfectly reasonable for non theists to object to W PSR. Once you understand W PSR properly, you can see that it entails S PSR; and S PSR is something which non theists have good reason to refuse to accept. Granted that non theists can be reasonable in refusing to take on theistic beliefs, non theists can be reasonable in refusing to believe things which fail to cohere with other things which they believe. W PSR at least as formulated by Gale and Preuss, and in the context in which it is presented fails to cohere with other things which non theists believe and so, on the assumption that those non theists are not otherwise being irrational in their non theism, those non theists have good reason to refuse to accept it. Gale and Pruss write: Many atheists would be willing to grant W PSR before we gave our argument, but once they see what follows from its conjunction with some other seemingly innocent premises, they will no longer grant it to us and which charge it with begging the question. This move looks dogmatic, unless they can muster some grounds for doubting W PSR. It appears as if they are dogmatically committed to rejecting any deductive theistic argument by rejecting some one of its premises. However, it seems to me that this is not fair to non theists who reject W PSR when they discover that it contradicts other things which they take themselves to have good reason to accept. If non theists have strong independent ground for refusing to accept theism, 10 10 then the discovery that W PSR entails theism will surely be good grounds for rejecting W PSR. Moveover, those non theists who were willing to grant W PSR before they heard the argument which Gale and Pruss give should then say that they didn t fully understand what it was to which they were giving assent (and they should surely deny that there is any sense in which they were firmly committed to its truth). So it seems to me that, even if W PSR does not entail S PSR, non theists are perfectly within their rights to take the proof which Gale and Pruss give as a demonstration of the falsity of W PSR. And, if W PSR does entail S PSR, non theists will be perfectly within their rights to insist that this reflects poorly on W PSR rather than well on S PSR. IV Gale and Pruss claim that, even though it would be unjustified for non theists to object to W PSR on the grounds that it can be used as the foundation for a proof of the existence of God, non theists are justified in objecting to the possibility premise in the familiar S5 based ontological argument: 1. It is possible that it is necessary that God exists. (Premise) 2. (Hence) God exists (From 1, by the S5 and T axioms) 11 11 on more or less just these grounds. Slightly more exactly, what Gale and Pruss say is that properly informed non theists who understand the S5 axiom if it is possible that it is necesary that p, then it is necessary that p will be prefectly justified in rejecting the claim that it is possible that it is necessary that God exists, on the grounds that this claim begs the question. While we might quibble about whether this is exactly the best way to formulate the non theist s objection to this premise we might do better just to insist that the non theist will not accept that this premise is true a more important point is that there seems to be a much closer similarity between the S5 based modal ontological argument and the new cosmological argument than Gale and Pruss allow. In effect, Gale and Pruss ask us to accept a universally quantified possibility claim: for any proposition p and world w, if p is true in w, then there is some world w in which p is true and also in which there is a proposition q which is true and which explains p. This is a complex claim; and it can hardly be said that one understands it fully until one understands the consequence which it has for propositions such as maximal propositions which can only be true in one possible world. But, once a non theist understands that it is a consequence of this claim that propositions which can only be true in one world are guaranteed by the principle to have an explanation in that world, and also understands that any proposition which fully characterises a world is just such a proposition, then a non theist will see that the claim is only acceptable if it can be accepted that every world has an explanation. Since non theists typically do not accept this consequence of the claim, they will justifiably object to W PSR. (This last argument goes by way of the Gale Pruss proof. We may equally well point out that, once a non 12 12 theist understands that it is a consequence of the claim which Gale and Pruss ask non theists to accept that, for any proposition p and any world w, if p is true in w, then there is a proposition q which is true in w and which explains p in w, then that non theist may justifiably object that she accepts no such thing.) Perhaps it might be said that the fact that it is harder to identify the consequences of W PSR marks a significant difference between W PSR and the possibility premise in the S5 based modal ontological argument; however, it seems to me that this difference is quite unimportant. One does not get a good argument for the existence of God by cleverly constructing premises which are hard to understand, which have superficial appeal, but which entail claims which non theists characteristically do not accept and which it is well known that non theists characteristically do not accept. (One might as well say that those spoof mathematical proofs for the conclusion that 1=2 are good if the errors which they contain are so well concealed that only those with a considerable amount of mathematical training can detect them!) Once a non theist really understands W PSR, she will say that it is at best nearly true: for most propositions p and worlds w, if p is true in w, then there is a world w in which p is true and in which there is a true proposition q which explains p. Whatever intuitive force one might have credited to W PSR can readily be credited to this claim instead. Perhaps there is a little more to be said on behalf of W PSR. For example, it might be contended that, even if there are universes which have no explanation for their existence, there must be a sense in which it is true that any universe could have had an explanation 13 13 of its existence. Consider one of the universes which has no explanation of its existence. Why isn t it possible for there to be a universe which is just like it, but which is the product of supernatural agency? Given the principle that we ought to suppose that things are possible unless we have good reason to think otherwise, there does seem to be some force to the idea that we ought to accept the claim that any universe could have had an explanation for its existence. But, even if this is right and it is certainly not beyond dispute it lends no support to the principle W PSR. For, whether the intuition which is being appealed to here is that there is an explained counterpart of any unexplained universe, or that there is an explained duplicate of any unexplained universe, it is clear that a much weaker principle that W PSR would suffice to capture it. (Note, too, that there may be an equivocation on the word universe which is coming into play here. In the sense in which universes are characterised by BCFs, there could not be a universe which is just like ours but which differs from it in some way, say, by being the creation of some supernatural agency for whatever supernatural agents there may be are parts of the universe in this sense. If we suppose that the universe could have been just as it is, even though some facts were otherwise, then we must be thinking of the universe as the physical universe, the space time continuum and its contents, or the like. And for this conception of universe, there is no prospect of getting anything like the new cosmological argument to work, since a complete characterisation of one of these universes need take no stand on whether there are supernatural creators and the like, and hence need not be a maximal proposition.) 14 14 Perhaps there are yet more things which might be said on behalf of principles which resemble W PSR; however, I shall not here attempt to explore this issue further. V There are questions which one might raise about the background metaphysics which is presupposed in the Gale Pruss proof. In particular, Gale and Pruss begin by taking for granted the notion of an abstract proposition. There are many questions which one might ask about these entities, and to which Gale and Pruss provide no answers. (This is not to say that they ought to have provided answers to these questions in their paper; however, it is to insist that it would be problematic if their proof stood or fell with the details of their favoured account of the nature of abstract propositions.) For example, despite the claims of Gale and Pruss to the contrary, one might wonder whether the BCCF for a world can differ from the BCF for that world: since a conjunction of a necessary proposition and a contingent proposition is contingent, the conjunction of all contingent propositions will include all of the necessary propositions. Gale and Pruss attempt to ward off this kind of worry by saying that there are no truth functional repetitions in either the BCF or the BCCF: however, in the absence of further details about the nature of abstract propositions, it is unclear whether this proposal will suffice to avoid the collapse of BCCF into BCF. Given that Gale and Pruss say that one proposition contains a second just in case all of the conjuncts of the latter are conjuncts 15 15 of the former, it seems likely that they have some notion of atomic conjunct in mind but it is not entirely clear how this notion is to be explained. In any case, for the purposes of the present paper, it seems to me that these kinds of issues can be set safely to one side: for nothing in the above criticisms of the Gale Pruss proof turns on questions about the nature of abstract propositions. Indeed, the Fitch style derivations of S PSR from W PSR involve no assumptions about the nature of abstract propositions which shows, in effect, that the background framework need play no role in the relevant part of the Gale Pruss proof. If my criticisms are well taken, then no one could reasonably think that special assumptions about the nature of abstract propositions might be able to rehabilitate the proof. 5 ENDNOTES 1 Strictly, their informal glosses do not express the formal principles which are under consideration. The claim that, for any proposition p, if p is true, then it is possible for some proposition q to be true and to explain p, is a claim which quantifies over propositions true in the actual world. On the other hand, the principle W PSR quantifies over propositions true in any world and hence is a much stronger claim. A better informal gloss for it would be that there is no proposition which is both possibly true and necessarily unexplained (( p)( p q:qep)). And a better informal gloss for S 16 16 PSR is that every proposition necessarily has the property of being explained if true (( p)œ(p q:qep)). 2 See Fitch, F. (1955) A Logical Analysis of Some Value Concepts Journal of Symbolic Logic 28, pp ; Hart, W. (1979) The Epistemology of Abstract Objects Proceedings of the Aristotelian Society, Supplementary Volume 53, pp ; Edgington, D. (1985) The Paradox of Knowability Mind 94, pp ; Williamson, T. (1987) On the Paradox of Knowability Mind 96, pp ; and much subsequent discussion. Fitch credits the argument to an anonymous referee for a paper which he sent to the JSL in 1947, but never published. As Hart observes, it would be nice to know the identity of that referee. Two more quick points: (1) Fitch s proof has been previously mentioned in the philosophy of religion literature; see Walton, D. (1976) Some Theorems of Fitch on Omnipotence Sophia 15, 1, pp (2) Edgington s controversial defence of verificationism cannot be adapted to help Gale and Pruss: neither the claim that ( not the claim that ( q:qep) can be given an interpretation which is intelligible, sufficient for the proof, and not evidently question begging in the circumstances at issue. 3 Although I have formulated the theorem and proof in terms of propositional quantifiers, nothing at all turns on this. Logicians would probably prefer a formulation more along the following lines: Suppose that O is a sentential operator which is both veridical and dissective, i.e. for which fi (Op p) and fi (O(p&q) Op). Suppose further that is the standard possibility operator for any normal modal logic, and that is any standard conditional. If fi (p Op), then fi (p Op). 17 17 4 Perhaps it might be thought to be carping to point out that, if explanation is dissective then, by their own lights, Gale and Pruss ought also to concede that there is a sense in which it is agglomerative: by the earlier argument, every true proposition has an explanation, and so, in particular, any conjunction of true propositions has an explanation! Of course, this is not to deny that the conjunction of an explanation of P and an explanation of Q need not be an explanation of the conjunction P&Q so their objection to Hume is not threatened by this observation. 5 I am indebted to Lloyd Humberstone, Alexander Pruss, and two anonymous referees at Religious Studies for comments on an earlier draft of this paper. Special thanks to Richard Gale for his encouragement during the writing of this paper, and for his generous and enlightening correspondence about these and other philosophical matters.

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The simultaneous equations are also known as the system of equations, in which it consists of finite set of equations for which the common solution are sought. The solution is x, y, the simultaneous equations calculator an online tool which shows simultaneous equations for the given input. Simultaneous equations solving simultaneous equations. Heres a short explanation of where this method comes from. You just need to fill in the boxes around the equals signs. Simultaneous equations worksheets pdf containing questions and answers. This page will show you how to solve two equations with two unknowns. Simultaneous equations worksheet 1 includes questions involving the elimination method. Extend the benefits and functions of the ti83 plus family and ti84 plus family calculator. How to do simultaneous equations with squared numbers. Casio fx 991es plus calculator skills solving simultaneous equations. If an input is given then it can easily show the result for the given. 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Equations which are reducible to quadratic parabola.1393 1206 1078 482 1105 1375 923 793 163 1412 737 149 49 373 782 1418 634 289 1141 719 284 1027 804 605 198 164 288 166 574 615 1298 1278 796 184 803 129 1537 1315 61 1299 972 189 412 1245 207 347 904 1413 520

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https://chemistry.stackexchange.com/questions/37165/why-will-internal-energy-decrease-in-this-reaction

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1 mol zinc reacts with 1 mol sulfuric acid in a bomb calorimeter. I know since volume is constant work done will be zero .. but why will the internal energy decrease?? I know that the reaction is not endothermic or exothermic so there is no heat change involved, and as E = w + Q, the internal energy should also have been unaffected. But in an mcq book, the answer clearly states that the internal energy is decreasing. If the reaction is exothermic, and the system you choose includes both the insulated chamber and its mixture of reactants and products, then the change in internal energy of this system will be zero. However, if the system you choose includes only the mixture of reactants and products, then heat will be transferred from the mixture to the chamber, and the internal energy of your mixture will decrease. Internal energy loosely can be seen as the measure of energy which are stored in the substance. Internal energy is equal to $$\Delta E = q + w ~~~~~~~~(where ~~w = -p\Delta V)$$ Since we know that volume is constant, w = 0. Also, now we need to determine the sign of q. Where you got stuck is saying that the reaction is neither endothermic or exothermic. Any reaction between a strong acid with a reactive metal will be exothermic. This means that heat energy is released from the system into the surroundings (water). That is why the water gets hot and forms the foundation of how the bomb calorimeter works. Therefore, since we know that heat is transferring from the system to the surroundings, q must be negative. Therefore, $\Delta E$ will be negative, meaning that the internal energy decreased.

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https://www.physicsforums.com/threads/can-someone-explain-this-to-me-please.786565/

math

Warning: Non-descriptive thread title Which equation is valid only when the angular measure is expressed in radians? a) α = Δθ / Δt b) ω= Δω / Δt c) ω^2 = ωo^2 + 2αθ d) ω = Vt/r (here T is a subscript) e) θ = 1/2αt^2 + ωαt Answer is D but why?? I know angles can be measured in either degrees or radians The Attempt at a Solution angular velocity = ? divided by radius I guess I don't understand what Vt is

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https://www.physicsforums.com/threads/projectile-motion-gun-help.576034/

math

1. The problem statement, all variables and given/known data 7. During World War I, the German army bombarded Paris with a huge gun referred to, by the Allied Forces, as “Big Bertha.” Assume that Big Bertha fired shells with an initial velocity of 1.1 x 10^3 m/s [45° above the horizontal]. (a) How long was each shell airborne, if the launch point was the same as the landing point 2. Relevant equations dy = v1xT+1/2ax X t^2 3. The attempt at a solution v1 = 1.1 x 10^3 a= -9.81 t = ?

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http://electrialstandards.blogspot.com/2017/03/unknown-facts-about-cylindrical.html

math

Unlike plate capacitors where 2 plates are used to form a capacitor, cylindrical capacitors are made by using two concentric cylindrical shells or wires and these two cylinders and wires are separated by using a dielectric medium. Only difference between plate capacitor and cylindrical capacitor is its shape. Electrical cable is best example for cylindrical capacitors. How to calculate capacitance of a Cylindrical capacitor:- For Calculating capacitance of a cylindrical capacitor let’s take radius of inner cylinder as r1 and outer cylinder as r2. Now let’s take permittivity of dielectric material used to form capacitor as εa. As in case of plate capacitor where one plate is acts cathode and other acts as an anode now in similar case let’s take inner cylinder charge per meter length on outer surface of inner cylinder as +q and similarly on inner surface of outer cylinder as –q coulombs. In practical +q charge is considered to be on axis and outer circle is earthed so that person touching the capacitor doesn’t get the shock. Now for calculating capacitance of capacitor:- Surface area of the coaxial cylinder = 2 x= Radius of cylinder a meter and Length =1 meter Now electrical field intensity at “x” meter away from center of inner cylinder is as below:- Ex = Q Volt/Meter Where εo= Permittivity of vacuum or permittivity of free space, its value is 8.84 x 10-12 Farad/meter Potential difference between two plates or two cylinders is as below:- So more will be the length of capacitor more will be the capacitance. Capacitor is also known as condenser.

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https://www.hackmath.net/en/math-problem/1682

math

The farmer would like to first seed his small field. The required amount depends on the seed area. Field has a triangular shape. The farmer had fenced field, so he knows the lengths of the sides: 119, 111 and 90 meters. Find a suitable way to determine the area to be seeded? 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! To solve this verbal math problem are needed these knowledge from mathematics: Next similar math problems: Write the first 7 members of an arithmetic sequence: a1=-3, d=6. - Theorem prove We want to prove the sentence: If the natural number n is divisible by six, then n is divisible by three. From what assumption we started? The triangle has known all three sides: a=5.5 m, b=5.3 m, c= 7.8 m. Calculate area of this triangle. - Centre of mass The vertices of triangle ABC are from the line p distances 3 cm, 4 cm and 8 cm. Calculate distance from the center of gravity of the triangle to line p. - Circles 2 Calculate the area bounded by the circumscribed and inscribed circle in triangle with sides 12 cm, 14 cm, 18 cm. We known heights 220, 165 and 132 of sail. It has triangular shape. What is the surface of the sail? - Sss triangle Calculate the area and heights in the triangle ABC by sides a = 8cm, b = 11cm, c = 12cm Cancer has 5 pairs of legs. The insect has 6 legs. 60 animals have a total of 500 legs. How much more are cancers than insects? - Elimination method Solve system of linear equations by elimination method: 5/2x + 3/5y= 4/15 1/2x + 2/5y= 2/15 Determine whether a triangle can be formed with the given side lengths. If so, use Heron's formula to find the area of the triangle. a = 158 b = 185 c = 201 How many 4-tones chords (chord = at the same time sounding different tones) is possible to play within 7 tones? There are 9 interactive basic building blocks of an organization. How many two-blocks combinations are there? - Reference angle Find the reference angle of each angle: The village markets have 5 kinds of sweets, one weighs 31 grams. How many different ways a customer can buy 1.519 kg sweets. 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) ? Calculate heights of the triangle ABC if sides of the triangle are a=75, b=84 and c=33. Rhombus has side 17 cm and and one of diagonal 22 cm long. Calculate its area.

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https://www.mathworks.com/matlabcentral/fileexchange/64040-fitting-a-truncated-normal-gaussian-distribution?s_tid=blogs_rc_5

math

Fitting a truncated normal (Gaussian) distribution Updated 8 Feb 2018 Matlab does not allow to say that a distribution which we fit to a dataset is truncated. In case of a Gaussian distribution, Matlab just calculates the mean and sigma and uses them as the paramters of a pdf, but this does not work if the distribution is cutted from one side, e.g. when you don't have measurements less than some detection limit. Then fitted distribution will be shifted. Here I give an small example how to perform fitting in this case. Alex Ryabov (2023). Fitting a truncated normal (Gaussian) distribution (https://www.mathworks.com/matlabcentral/fileexchange/64040-fitting-a-truncated-normal-gaussian-distribution), MATLAB Central File Exchange. Retrieved . MATLAB Release Compatibility Platform CompatibilityWindows macOS Linux Community Treasure Hunt Find the treasures in MATLAB Central and discover how the community can help you!Start Hunting! Discover Live Editor Create scripts with code, output, and formatted text in a single executable document.

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https://gtsintsifas.com/category/mathematics/page/5/

math

Let L2 be an orthogonal lattice in a plane q and F a figure in q. We define that F has the l.p.c.p.(lattice point covering property) if for every position of F in the plane, the figure F includes at least one lattice point. It is very simple to see that the circle c0 of diameter 2R=21/2 has the l.p.c.p. So every figure including c0 has the l.p.c.p. For example the equilateral triangle including c0 has side equal to 2.449 and obviously has the l.p.c.p. Nevertheless we can prove that an equilateral triangle with side 2.154 has l.p.c.p. That is, the problem is to find the minimum conditions between the elements of the figure F, so that the figure F to be able for the l.p.c.p. Another example for L3. A cube of side 31/2 has obviously the l.p.c.p. because includes a sphere of diameter 31/2. But it has been proved by M. Henk that a cube of side 21/2 has the l.p.c.p. Remains open the problem for n-cube. M. Henk and the author solved the problem for the ellipsoid in Ln and here is the solution for l.p.c.p. of the ellipse in the plane.

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https://www.physicsforums.com/threads/torque-and-acceleration-please-help.75425/

math

For a disc with mass m, radius R, and moment of inertia about center of mass of (mR^2)/3, and applied external force is F. A wheel is being pulled by a force F directly upwards, which causes it to roll without slipping (due to static friction), on a horizontal surface. The upward force F is applied at the most right tip or edge of the disc. Find the acceleration, a, and the static frictional force, f. I'm not sure how to set up the torque or force equations etc.... So, if F is directly upward, and on the edge, is it like F*cos90=0, so 0-f=ma? and second equation, F*(2R)=(moment of inertia about point of contact of disc and surface) * (angular speed) where moment of inertia about point of contact = (moment of inertia about center of mass, given) + m*R^2 and angular speed=a/R (because no slip?) so in this case, solving the F*2R= --- etc. equation, we get a=3F/2m and using 0-f=ma, f=-3F/2 Does this sound right at all or what should I do? Any suggestion is much appreciated!!!

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http://mathhelpforum.com/calculus/40286-power-series-convergence.html

math

Could somebody explain me how to find the convergence and the radius of the convergence for the following power series? Did you try the ratio test. When you do and take the limit, I may as well finish. Diverges if x<-2 or of x>0 Check the endpoints: If we enter in x=-2 into our series we get , converges. (converges to ) If we enter in x=0, we get , diverges. So, the interval of convergence is [-2,0) with radius of 1 My assessment agrees with MS except are you sure when x=0 it converges?. So we need to find all values of x such that So we see that Or in other words Now we need to check endpoint convergence at we have divergence by integral test at we have and also since this series converges by AST Therefoe IOC is EDIT: For purely supplemetary purposes For the right hand limit you can use many methods, L'hopital's is most preferable here So we have that Use the same method to compute Just to show once again, now that I see it is and not and as we stated earlier the existence of eventual monotonic decrease and all the terms are positve we can apply the integral test

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https://www.repository.cam.ac.uk/items/cd091099-c8e4-45fd-9918-58eaafb1f667

math

Chaotic-Integrable Transition in the Sachdev-Ye-Kitaev Model. Quantum chaos is one of the distinctive features of the Sachdev-Ye-Kitaev (SYK) model, N Majorana fermions in 0+1 dimensions with infinite-range two-body interactions, which is attracting a lot of interest as a toy model for holography. Here we show analytically and numerically that a generalized SYK model with an additional one-body infinite-range random interaction, which is a relevant perturbation in the infrared, is still quantum chaotic and retains most of its holographic features for a fixed value of the perturbation and sufficiently high temperature. However, a chaotic-integrable transition, characterized by the vanishing of the Lyapunov exponent and spectral correlations given by Poisson statistics, occurs at a temperature that depends on the strength of the perturbation. We speculate about the gravity dual of this transition.

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https://byjusexamprep.com/afcat-revision-quiz-elementary-mathematics-time-and-work-i-d7409300-a619-11ed-88f2-bf899cc2184d

math

Time Left - 08:00 mins Attempt now to get your rank among 83 students! Tasha can do a piece of work in 25 days. Neha is 25% more efficient than Tasha. The number of days taken by neha to do the same piece of work is : A and B can do a piece of work in 18 days and 12 days respectively. A started the work alone and then after 3 days B joined him till completion of the work. How long did the work last? When P, Q and R are deployed for a task, P and Q together do 80% of the work and Q and R together do 40 % of the work. Who is most efficient? A man can do a piece of work in 25 hours. If he works with his son then the same work is finished in 20 hours. If the son works alone he can do the work in A certain number of persons can complete a work in 45 days. If there were 7 persons more, the work could be finished in 9 days less. How many persons were originally there? - 83 attempts - 0 upvotes - 0 comments Feb 6CDS & Defence

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