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http://www.mathworks.se/help/stats/generalizedlinearmodel.addterms.html?nocookie=true | 1,405,264,867,000,000,000 | text/html | crawl-data/CC-MAIN-2014-23/segments/1404776438333.54/warc/CC-MAIN-20140707234038-00057-ip-10-180-212-248.ec2.internal.warc.gz | 372,931,033 | 9,371 | Accelerating the pace of engineering and science
# Documentation Center
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# addTerms
Class: GeneralizedLinearModel
Add terms to generalized linear model
## Syntax
mdl1 = addTerms(mdl,terms)
## Description
mdl1 = addTerms(mdl,terms) returns a generalized linear model the same as mdl but with additional terms.
## Input Arguments
mdl Generalized linear model, as constructed by fitglm or stepwiseglm. terms Terms to add to the mdl regression model. Specify as either a: Text string representing one or more terms to add. For details, see Wilkinson Notation.Row or rows in the terms matrix (see modelspec in fitglm). For example, if there are three variables A, B, and C:```[0 0 0] represents a constant term or intercept [0 1 0] represents B; equivalently, A^0 * B^1 * C^0 [1 0 1] represents A*C [2 0 0] represents A^2 [0 1 2] represents B*(C^2)```
## Output Arguments
mdl1 Generalized linear model, the same as mdl but with additional terms given in terms. You can set mdl1 equal to mdl to overwrite mdl.
## Definitions
### Wilkinson Notation
Wilkinson notation describes the factors present in models. The notation relates to factors present in models, not to the multipliers (coefficients) of those factors.
Wilkinson NotationFactors in Standard Notation
1Constant (intercept) term
A^k, where k is a positive integerA, A2, ..., Ak
A + BA, B
A*BA, B, A*B
A:BA*B only
-BDo not include B
A*B + CA, B, C, A*B
A + B + C + A:BA, B, C, A*B
A*B*C - A:B:CA, B, C, A*B, A*C, B*C
A*(B + C)A, B, C, A*B, A*C
Statistics Toolbox™ notation always includes a constant term unless you explicitly remove the term using -1.
For details, see Wilkinson and Rogers [1].
## Examples
expand all
### Add a term to a generalized linear regression model
Create a model using just one predictor, then add a second.
Generate artificial data for the model, Poisson random numbers with two underlying predictors X(1) and X(2).
```rng('default') % for reproducibility
rndvars = randn(100,2);
X = [2+rndvars(:,1),rndvars(:,2)];
mu = exp(1 + X*[1;2]);
y = poissrnd(mu);```
Create a generalized linear regression model of Poisson data. Use just the first predictor in the model.
```mdl = fitglm(X,y,...
'y ~ x1','distr','poisson')```
```mdl =
Generalized Linear regression model:
log(y) ~ 1 + x1
Distribution = Poisson
Estimated Coefficients:
Estimate SE tStat pValue
(Intercept) 2.7784 0.014043 197.85 0
x1 1.1732 0.0033653 348.6 0
100 observations, 98 error degrees of freedom
Dispersion: 1
Chi^2-statistic vs. constant model: 1.25e+05, p-value = 0```
Add the second predictor to the model.
`mdl1 = addTerms(mdl,'x2')`
```mdl1 =
Generalized Linear regression model:
log(y) ~ 1 + x1 + x2
Distribution = Poisson
Estimated Coefficients:
Estimate SE tStat pValue
(Intercept) 1.0405 0.022122 47.034 0
x1 0.9968 0.003362 296.49 0
x2 1.987 0.0063433 313.24 0
100 observations, 97 error degrees of freedom
Dispersion: 1
Chi^2-statistic vs. constant model: 2.95e+05, p-value = 0```
## References
[1] Wilkinson, G. N., and C. E. Rogers. Symbolic description of factorial models for analysis of variance. J. Royal Statistics Society 22, pp. 392–399, 1973.
## Alternatives
step adds or removes terms from a model using a greedy one-step algorithm.
## More About
Was this topic helpful? | 1,010 | 3,454 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.890625 | 3 | CC-MAIN-2014-23 | latest | en | 0.718092 |
https://www.geometryspot.info/lines-and-angles/ | 1,721,756,240,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763518059.67/warc/CC-MAIN-20240723163815-20240723193815-00865.warc.gz | 669,089,122 | 67,373 | # Unlock the Secrets of Geometry: Discovering the Fascinating Facts About Lines and Angles
Geometry is the branch of mathematics that deals with the properties, measurements, and relationships of points, lines, angles, surfaces, and solids. Fundamentally, it is the study of the Earth’s measurements and their applications. Lines and angles are the very foundation of this field, omnipresent in everything from the structures we build to the natural world around us.
## Understanding Lines: The Foundation of Structure and Design
Lines are the very essence of geometric concepts, serving as the underpinning for form and design. They are the unspoken language through which shapes converse, spaces define their boundaries, and patterns emerge. In geometry, lines are defined as length without breadth or depth, extending indefinitely in both directions. Their simplicity belies their importance, as they are the starting point for understanding any geometrical concept.
## Different Types of Lines: Diverse and Definitive
Lines are not monolithic; they come in various forms, each with its own set of rules and implications. Horizontal lines, for instance, offer a sense of stability and horizon, evoking calm and balance. Vertical lines, on the other hand, convey strength and growth, often drawing the eye upward. Diagonal lines suggest movement and action, while perpendicular and parallel lines interact in ways that are fundamental to the structure of shapes and forms.
## The Importance of Lines in Geometry: The Invisible Threads
In the realm of geometry, lines are like invisible threads that weave the fabric of spatial concepts. They form the perimeters of polygons, the edges of solids, and the axes of symmetry. Without lines, the disciplined beauty of geometry would unravel into chaos. They are critical in the study of shapes, providing a framework for understanding more complex geometrical concepts.
## Lines in the Real World: Blueprint of Reality
Outside the classroom, lines define the world around us. They can be found in the architectural marvels that punctuate city skylines, the sprawling networks of roads that connect our communities, and even in the technology we use every day. From the sleek design of smartphones to the intricate circuits on a microchip, lines are integral to functionality and form.
## Exploring Angles: The Cornerstone of Geometry
Angles are where two lines meet, and they are pivotal in determining the shape and structure of a geometric figure. They are measured in degrees, offering a quantitative assessment of the turn or opening between two intersecting lines. Understanding angles is crucial for anyone delving into the study of geometry, as they dictate the relationships between lines and surfaces.
## Basic Angle Types: From Acute to Obtuse
The world of angles is rich and varied, encompassing acute angles that are sharp and less than 90 degrees, right angles that represent the epitome of perpendicularity, obtuse angles that are broad and more than 90 degrees, and straight angles that unfold into a flat line. Each type of angle has its character and plays a specific role in the creation of geometric figures.
## Measuring Angles: Tools and Techniques
To comprehend the subtleties of angles, one must know how to measure them accurately. Tools like protractors and angle finders are the traditional instruments of choice, while modern technology offers digital devices and software for precision. Techniques for measuring angles are taught early in geometry, providing a foundation for more advanced studies.
`Explore Geometry Spot: Learn shapes, angles, and properties. Discover the world of geometry with interactive lessons, quizzes, and visual aids. Enhance your understanding of geometric concepts effortlessly`
## Angles in Architecture and Design: Blueprint for Beauty and Function
Angles are not just theoretical constructs; they have practical applications in architecture and design. They influence the aesthetics of buildings, the stability of structures, and the functionality of spaces. Architects and designers manipulate angles to create visual appeal, manage the flow of space, and ensure the integrity of their creations.
## The Interplay of Lines and Angles: Creating Shapes and Defining Spaces
The dance between lines and angles is what gives birth to shapes and defines spaces. When lines intersect, angles are formed, and these angles help determine the type of shape created. This interplay is the foundation of all geometric figures, from the simplest triangle to the most complex polyhedron.
## The Significance of Angle Measurement: More Than Just Degrees
Measuring angles goes beyond mere degrees; it’s about understanding spatial relationships and the principles that govern the physical world. Angles dictate the congruence of shapes, the parallelism of lines, and the symmetry of designs. They are essential in fields as diverse as astronomy, where they help measure celestial coordinates, and engineering, where they ensure the correct assembly of components.
## Lines, Angles, and Technology: Shaping the Digital Frontier
In the digital age, lines and angles are more relevant than ever. They are at the heart of computer graphics, enabling the creation of virtual worlds and the rendering of 3D models. Algorithms that manipulate lines and angles allow for the development of video games, simulations, and virtual reality experiences.
## How Lines Shape Our Digital World: The Coding of Reality
Lines are the silent architects of our digital landscapes. They form the basis of coding and algorithms that drive our software and applications. Every curve on your screen, every character in your favorite video game, every model in a 3D design software – they all begin with lines defined by code, manipulated through angles to create the digital reality we interact with daily.
## Geometry in Nature: The Organic Blueprint
Lines and angles are not just human constructs; they are woven into the fabric of nature. The branching of trees, the veins of leaves, the spiral of a shell – these natural phenomena follow geometric principles. The elegance of the natural world can often be deconstructed into its geometric components, revealing a symmetry and structure that echo the laws of mathematics.
## The Golden Ratio: Lines and Angles in Aesthetics
One of the most famous examples of geometry in aesthetics is the Golden Ratio. This mathematical constant is often found in nature and has been used by humans in art and architecture for centuries. The Golden Ratio is aesthetically pleasing. It can be seen in the proportions of the Parthenon, in the composition of Renaissance paintings, and even in the layout of modern-day graphic designs.
## Practical Applications of Lines and Angles: Navigating the World
Lines and angles are not just for mathematicians; they are for navigators, engineers, and artists. They help pilots and sailors navigate the vast skies and oceans, and they guide engineers in designing machines and structures. They are also the tools of artists, helping them capture the world in two dimensions on their canvases.
## Engineering Marvels: A Study of Lines and Angles
Engineering feats from the Eiffel Tower to the Golden Gate Bridge are a testament to the power of lines and angles. These structures, while serving practical purposes, also stand as monuments to human ingenuity and our ability to manipulate geometric principles to create strength, stability, and beauty.
## Historical Perspective of Geometry: A Legacy Carved in Lines
Geometry’s history is as old as civilization itself. Ancient cultures like the Egyptians and Babylonians studied lines and angles to build their monumental structures and chart the stars. These civilizations laid the groundwork for the geometrical concepts that would be further developed by Greek mathematicians like Euclid, whose works still influence the field today.
## The Evolution of Geometrical Concepts: Building on a Solid Foundation
Over the centuries, our understanding of lines and angles has evolved dramatically. From the basic concepts laid down by ancient mathematicians to the complex theories that now define the field, geometry has grown in depth and sophistication. This evolution reflects the human quest for knowledge and the desire to understand the space around us.
## Mathematical Theories and Lines/Angles: The Framework of Reasoning
Geometry is a field rich with theories that provide a framework for understanding our world. Central to these theories are postulates and theorems that involve lines and angles, which serve as the foundational truths from which all other geometric principles are derived. Euclid’s postulates, for instance, are axiomatic statements that define the essence of geometric reasoning. They outline the basic properties of lines and angles and serve as the starting point for logical deductions and the proving of theorems.
## Postulates and Theorems Involving Lines and Angles: The Bedrock of Geometry
The geometry we know and use today wouldn’t exist without the postulates and theorems that govern lines and angles. Postulates, like the idea that a straight line can be drawn between any two points, are accepted as truth without proof. Theorems, such as the angles on a straight line adding up to 180 degrees, are propositions that have been proven based on these unassailable truths. These concepts not only help in solving geometric problems but also instill a disciplined approach to mathematical reasoning.
## Solving Problems with Lines and Angles: A Logical Pursuit
Problem-solving with lines and angles is a staple in the study of geometry. From proving the properties of geometric shapes to calculating the dimensions of a structure, lines, and angles are the tools that unlock the answers. Through a logical sequence of steps, applying theorems, and using deductive reasoning, complex problems are broken down into solvable parts, illustrating the power of geometric principles in action.
## Art and Geometry: The Intersection of Beauty and Precision
Geometry’s influence stretches far beyond the confines of mathematics, deeply intertwining with the world of art. Artists have long used geometric principles to guide their compositions, creating pieces that are not only visually pleasing but also structurally sound. The use of lines and angles in art helps to achieve balance, symmetry, and harmony, guiding the viewer’s eye and evoking emotional responses.
## The Use of Geometry in Artistic Composition: A Dance of Lines and Angles
In the composition of artwork, geometry serves as both a tool and an inspiration. By manipulating lines and angles, artists can create perspective, giving the illusion of depth on a flat canvas. They can also use geometric shapes to organize elements within a piece, creating a sense of order and rhythm. This interplay between the freedom of artistic expression and the structure of geometric principles results in compositions that are both dynamic and cohesive.
## Famous Artworks Featuring Lines and Angles: Masterpieces of Geometry
Many famous artworks are celebrated for their geometric precision. For example, Leonardo da Vinci’s “Vitruvian Man” is a study of symmetry and proportion, while Piet Mondrian’s abstract compositions use horizontal and vertical lines to create a sense of equilibrium. These masterpieces stand as a testament to the timeless relationship between art and geometry, showcasing how lines and angles can be used to create works that resonate across ages.
## Educational Approach to Geometry: Shaping Minds with Lines and Angles
Teaching geometry is about much more than imparting knowledge of mathematical concepts; it’s about shaping the way students think and view the world. By introducing lines and angles, educators can help students develop spatial awareness, logical reasoning, and problem-solving skills. Geometry becomes a playground for the mind, where abstract concepts are given form and substance.
## Teaching Lines and Angles: Building Blocks of Learning
In the educational journey, lines, and angles are often among the first geometric concepts introduced to students. Teachers use a variety of methods, from hands-on activities with physical models to interactive digital tools, to bring these abstract ideas to life. By engaging with lines and angles, students begin to understand the language of geometry and its applications in various fields.
## Geometry in School Curriculums: The Blueprint for Education
Geometry is a cornerstone of school curriculums around the world, providing a foundation for higher mathematical learning and critical thinking. It is interwoven throughout various subjects, demonstrating the interdisciplinary nature of geometry. By learning about lines and angles, students gain not only mathematical proficiency but also an appreciation for the geometric patterns that make up our world.
## Lines and Angles in Everyday Life: The Geometry of the Mundane
Lines and angles are omnipresent in our daily lives, often in ways we might not immediately recognize. From the arrangement of tiles on a floor to the crossing of power lines against the sky, our world is constructed with geometry. Recognizing these elements in our surroundings can enhance our appreciation for the built environment and the natural world.
## Everyday Examples of Lines and Angles: A Geometric Journey
Everyday life is replete with examples of lines and angles. The way a bookshelf is arranged, the angle at which a door opens, and the lines that form the letters on this page each an application of geometric principles. By observing these examples, we can begin to see the world as a geometric canvas.
## Advanced Concepts in Geometry: Charting the Depths of Space and Form
Geometry is not just about the basics of lines and angles; it extends into complex theories that challenge our understanding of space and form. These advanced concepts delve into the realms of non-Euclidean geometries, topology, and fractal geometry, where the traditional rules of lines and angles bend and stretch in fascinating ways. These theories provide insights into the flexibility of space and the relative nature of form, pushing the boundaries of what we know about the physical world.
## Beyond Basics: Complex Theories
Beyond the basics, geometry explores dimensions that go far beyond our three-dimensional experience. Concepts like the fourth dimension, where lines and angles take on new properties and behaviors, are mind-bending yet fundamental to areas such as physics and computer science. These complex theories challenge mathematicians and scientists to think outside the traditional confines of geometry, leading to breakthroughs in understanding the fabric of the universe.
## Lines, Angles, and the Universe: The Cosmic Blueprint
The universe itself is a geometric masterpiece, with lines and angles playing pivotal roles in its structure. The orbits of planets form elliptical lines around stars, the angles of light determine our view of constellations, and the geometry of spacetime is at the heart of our understanding of gravity and the cosmos. The study of lines and angles extends our reach into the vastness of space, helping us decode the cosmic blueprint.
## Geometry in the Future: Shaping the World of Tomorrow
As we look to the future, geometry’s influence shows no signs of waning. It will continue to shape the development of technology, influencing design and innovation. The geometric principles that guide the creation of today’s marvels will evolve, leading to new applications that we can only begin to imagine.
## Predicting the Role of Geometry in Future Technology
The role of geometry in future technology is vast and varied. From the development of quantum computers, which rely on the geometric arrangement of qubits, to the intricate designs of nanotechnology, geometry will be at the forefront of scientific advancement. It will continue to be a critical tool in solving the complex problems posed by a rapidly advancing technological landscape.
## Geometric Innovations on the Horizon
Innovations on the horizon promise to revolutionize the way we interact with technology and the physical world. Augmented reality, for instance, relies heavily on geometric algorithms to superimpose digital information onto the real world. Similarly, advancements in artificial intelligence will harness geometric computations to enhance machine learning and perception. Geometry will be pivotal in these developments, providing the framework upon which the next generation of technologies is built.
## Conclusion: The Infinite Possibilities of Lines and Angles
In conclusion, lines and angles are not just elements of a dry mathematical theory but are vital, dynamic concepts that permeate every aspect of our lives. They are in the structures we build, the technologies we develop, and the universe we strive to understand. Geometry, with its lines and angles, shapes our past, defines our present, and will continue to map out our future. As we advance in knowledge and technology, the exploration of geometry’s potential is limitless. Whether in the depths of space or the circuits of a computer, the facts about lines and angles will remain an essential part of the human quest for understanding and innovation. | 3,274 | 17,418 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.84375 | 3 | CC-MAIN-2024-30 | latest | en | 0.933944 |
https://www.coursehero.com/file/p1f6h/The-corresponding-indifference-curve-is-downward-sloping-in-the-graph-above-see/ | 1,542,797,512,000,000,000 | text/html | crawl-data/CC-MAIN-2018-47/segments/1542039747665.82/warc/CC-MAIN-20181121092625-20181121114625-00166.warc.gz | 838,390,874 | 707,202 | bkmsol_ch06
# The corresponding indifference curve is downward
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The corresponding indifference curve is downward sloping in the graph above (see Problem 3), and is labeled Q6. 7. Utility for each investment = E(r) – 0.5 × 4 × σ 2 We choose the investment with the highest utility value. Investment Expected return E(r) Standard deviation σ Utility U 1 0.12 0.30 -0.0600 2 0.15 0.50 -0.3500 3 0.21 0.16 0.1588 4 0.24 0.21 0.1518 8. When investors are risk neutral, then A = 0; the investment with the highest utility is Investment 4 because it has the highest expected return. 9. b
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6-4 10. The portfolio expected return and variance are computed as follows: (1) W Bills (2) r Bills (3) W Index (4) r Index r Portfolio (1) × (2)+(3) × (4) σ Portfolio (3) × 20% σ 2 Portfolio 0.0 5% 1.0 13.5% 13.5% = 0.135 20% = 0.20 0.0400 0.2 5% 0.8 13.5% 11.8% = 0.118 16% = 0.16 0.0256 0.4 5% 0.6 13.5% 10.1% = 0.101 12% = 0.12 0.0144 0.6 5% 0.4 13.5% 8.4% = 0.084 8% = 0.08 0.0064 0.8 5% 0.2 13.5% 6.7% = 0.067 4% = 0.04 0.0016 1.0 5% 0.0 13.5% 5.0% = 0.050 0% = 0.00 0.0000 11. Computing utility from U = E(r) – 0.5 × A σ 2 = E(r) – 1.5 σ 2 , we arrive at the values in the column labeled U(A = 3) in the following table: W Bills W Index r Portfolio σ Portfolio σ 2 Portfolio U(A = 3) U(A = 5) 0.0 1.0 0.135 0.20 0.0400 0.0750 0.0350 0.2 0.8 0.118 0.16 0.0256 0.0796 0.0540 0.4 0.6 0.101 0.12 0.0144 0.0794 0.0650 0.6 0.4 0.084 0.08 0.0064 0.0744 0.0680 0.8 0.2 0.067 0.04 0.0016 0.0646 0.0630 1.0 0.0 0.050 0.00 0.0000 0.0500 0.0500 The column labeled U(A = 3) implies that investors with A = 3 prefer a portfolio that is invested 80% in the market index and 20% in T-bills to any of the other portfolios in the table. 12. The column labeled U(A = 5) in the table above is computed from: U = E(r) – 0.5A σ 2 = E(r) – 2.5 σ 2 The more risk averse investors prefer the portfolio that is invested 40% in the market index, rather than the 80% market weight preferred by investors with A = 3. 13. Expected return = (0.7 × 18%) + (0.3 × 8%) = 15% Standard deviation = 0.7 × 28% = 19.6% 14. Investment proportions: 30.0% in T-bills 0.7 × 25% = 17.5% in Stock A 0.7 × 32% = 22.4% in Stock B 0.7 × 43% = 30.1% in Stock C
15. Your reward-to-variability ratio: 3571 . 0 28 8 18 S = = Client's reward-to-variability ratio: 3571 . 0 6 . 19 8 15 S = = 16. Client P 0 5 10 15 20 25 30 0 10 20 30 40 σ (%) E(r) % CAL (Slope = 0.3571) 17. a. E(r C ) = r f + y[E(r P ) – r f ] = 8 + y(18 8) If the expected return for the portfolio is 16%, then: 16 = 8 + 10 y 8 . 0 10 8 16 y = = Therefore, in order to have a portfolio with expected rate of return equal to 16%, the client must invest 80% of total funds in the risky portfolio and 20% in T-bills. b. Client’s investment proportions: 20.0% in T-bills 0.8 × 25% = 20.0% in Stock A 0.8 × 32% = 25.6% in Stock B 0.8 × 43% = 34.4% in Stock C c. σ C = 0.8 × σ P = 0.8 × 28% = 22.4% 6-5
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View Full Document | 1,346 | 3,174 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.78125 | 4 | CC-MAIN-2018-47 | latest | en | 0.777697 |
https://prepinsta.com/zs-associates/data-interpretation/tables/quiz-2/ | 1,721,594,005,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763517768.40/warc/CC-MAIN-20240721182625-20240721212625-00111.warc.gz | 393,406,821 | 38,090 | # Table Chart Questions and Answers Quiz-2
Question 1
Time: 00:00:00
The following table shows a number of people from different age groups who respond to survey about their favorite food style.
• What percentage of people indicates that their favorite style of food is Indian.
22
22
34
34
30.64
30.64
32.58
32.58
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Question 2
Time: 00:00:00
Approximately what percentage of the total people were aged 15 – 20 (Calculate to the nearest whole Percentage)
31
31
27
27
28
28
14
14
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Question 3
Time: 00:00:00
Which of the given cities would have recorded the highest increase in the population In a year?
Delhi
Delhi
Kolkata
Kolkata
Chennai
Chennai
Mumbai
Mumbai
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Question 4
Time: 00:00:00
The below-mentioned table shows the production of food grains (in Million tonnes) in Punjab for 1998- 99 to 2002-03
• Calculate the total wheat production % from the year 1998 to 2002?
43%
43%
33.25%
33.25%
36.45%
36.45%
41.35%
41.35%
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Question 5
Time: 00:00:00
Calculate the percentage increase in wheat production in 2002 over the previous year?
25.32
25.32
26.4
26.4
31.02
31.02
22.75
22.75
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Question 6
Time: 00:00:00
Directions: Study the below-mentioned table and accordingly answer the questions that follow:
• In which year did the NP exceed Rs 1 Crore for the first time?
1995
1995
1994
1994
1993
1993
1992
1992
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Question 7
Time: 00:00:00
Army Public School, Shankar Vihar has four sections A, B, C, D of Class XI students.
If the number of students passing an examination be considered a criterion for comparison of the difficulty level of two examinations, which of the following statements is true in this context?
Half-yearly examinations were more difficult.
Half-yearly examinations were more difficult.
Annual examinations were more difficult.
Annual examinations were more difficult.
Both the examinations had almost the same difficulty level
Both the examinations had almost the same difficulty level
The two examinations cannot be compared for difficulty level.
The two examinations cannot be compared for difficulty level.
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Question 8
Time: 00:00:00
With reference to question 7,
How many students are there in Class IX in the school?
336
336
442
442
525
525
430
430
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Question 9
Time: 00:00:00
With reference to question 7,
Which section has the maximum pass percentage in at least one of the two examinations?
Section A
Section A
Section B
Section B
Section C
Section C
Section D
Section D
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Question 10
Time: 00:00:00
With reference to question number 7,
Which section has the maximum success rate in the annual examination?
Section A
Section A
Section B
Section B
Section C
Section C
Section D
Section D
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["0","40","60","80","100"]
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Job Assurance | 991 | 4,059 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 8, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.015625 | 3 | CC-MAIN-2024-30 | latest | en | 0.881135 |
https://www.expertsmind.com/library/how-much-error-would-there-be-in-the-volume-calculation-5302409.aspx | 1,721,254,090,000,000,000 | text/html | crawl-data/CC-MAIN-2024-30/segments/1720763514809.11/warc/CC-MAIN-20240717212939-20240718002939-00279.warc.gz | 693,619,147 | 14,638 | ### How much error would there be in the volume calculation
Assignment Help Civil Engineering
##### Reference no: EM13302409
Assume the actual water temperature for calibrating a 1/3 ft3 measure was 65 degrees F. If you had used a water temperature of 75 degrees F for your calibration, how much error would there be in your volume calculation (both in ft3 and as a percentage)
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For each of the horizons, provide a description of the soil characteristics and briefly describe the environment where you would expect to find the horizon?
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#### Determinate and indeterminate structures
Doubling the length of a truss member increases its Euler Buckling capacity by a factor of 4 | 1,142 | 5,214 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.5 | 4 | CC-MAIN-2024-30 | latest | en | 0.930833 |
https://www.codemummy.com/2020/06/rotate-list.html | 1,632,796,750,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780058589.72/warc/CC-MAIN-20210928002254-20210928032254-00606.warc.gz | 727,106,847 | 49,252 | Given the head of a linked list, rotate the list to the right by k places.
Example 1:
```Input: head = [1,2,3,4,5], k = 2
Output: [4,5,1,2,3]
```
Example 2:
```Input: head = [0,1,2], k = 4
Output: [2,0,1]
```
Example 3:
```Input: head = [0,1,2], k = 3
Output: [0,1,2]
```
method :
1)count(c) the length of Linked list such that temp points to last node
2)Make temp->next point to head
3)take k=k%c
4) traverse till c-k , (starting before head/last node) in list and make (c-k)th node next as head and make (c-k)th node point to NULL )
c++ implementation:
```ListNode* rotateRight(ListNode* head, int k)
{
while(temp->next!=NULL)
{
temp=temp->next;
c++;
}
k=k%c;
if(k==0)
for(int i=0;i<c-k-1;i++)
{
t=t->next;
} | 265 | 728 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.875 | 3 | CC-MAIN-2021-39 | latest | en | 0.615008 |
https://stat.ethz.ch/pipermail/r-help/2006-February/087821.html | 1,469,744,252,000,000,000 | text/html | crawl-data/CC-MAIN-2016-30/segments/1469257829320.70/warc/CC-MAIN-20160723071029-00259-ip-10-185-27-174.ec2.internal.warc.gz | 881,361,254 | 2,288 | [R] Logistic regression - confidence intervals
Frank E Harrell Jr f.harrell at vanderbilt.edu
Wed Feb 8 18:20:26 CET 2006
Cox, Stephen wrote:
> Please forgive a rather naïve question...
>
> Could someone please give a quick explanation for the differences in conf intervals achieved via confint.glm (based on profile liklihoods) and the intervals achieved using the Design library.
>
> For example, the intervals in the following two outputs are different.
>
> library(Design)
> x = rnorm(100)
> y = gl(2,50)
> d = data.frame(x = x, y = y)
> m1 = lrm(y~x, data = d)
> summary(m1)
>
> m2 = glm(y~x, family = binomial, data = d)
> confint(m2)
>
> I have spent time trying to figure this out via archives, but have not had much luck.
>
> Regards
>
> Stephen
Design uses Wald(large sample normality of parameter estimates) -based
confidence intervals. These are good for most situations but profile
confidence intervals are preferred. Someday I'll make Design do those.
One advantage to Wald statistics is that they extend readily to cluster
sampling (e.g., using cluster sandwich covariance estimators) and other
complications (e.g., adjustment of variances for multiple imputation),
whereas likelihood ratio statistics do not (unless e.g. you have an
explicit model for the correlation structure or other facits of the model).
Also note that confint is probably giving a confidence interval for a
one-unit change in x whereas summary.Design is computing an
interquartile-range effect (difference in x-values is shown in the
summary output).
When posting a nice simulated example it's best to do
set.seed(something) so everyone will get the same data.
Frank
--
Frank E Harrell Jr Professor and Chair School of Medicine
Department of Biostatistics Vanderbilt University | 429 | 1,791 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.578125 | 3 | CC-MAIN-2016-30 | longest | en | 0.854448 |
http://stackoverflow.com/questions/22665990/optimize-code-generated-by-sympy | 1,418,860,341,000,000,000 | text/html | crawl-data/CC-MAIN-2014-52/segments/1418802765002.8/warc/CC-MAIN-20141217075245-00023-ip-10-231-17-201.ec2.internal.warc.gz | 315,370,836 | 17,322 | # Optimize code generated by sympy
Using SymPy to find a derivative (see this question: http://math.stackexchange.com/questions/726104/apply-chain-rule-to-vector-function-with-chained-dot-and-cross-product ), I came up with this code:
``````from sympy import *
from sympy.physics.mechanics import *
from sympy.printing import print_ccode
from sympy.utilities.codegen import codegen
x1, x2, x3 = symbols('x1 x2 x3')
y1, y2, y3 = symbols('y1 y2 y3')
z1, z2, z3 = symbols('z1 z2 z3')
u = ReferenceFrame('u')
u1=(u.x*x1 + u.y*y1 + u.z*z1)
u2=(u.x*x2 + u.y*y2 + u.z*z2)
u3=(u.x*x3 + u.y*y3 + u.z*z3)
s1=(u1-u2).normalize()
s2=(u2-u3).normalize()
v=cross(s1, s2)
f=dot(v,v)
df_dy2=diff(f, y2)
print_ccode(df_dy2, assign_to='df_dy2')
[(c_name, c_code), (h_name, c_header)] = codegen( ("df_dy2", df_dy2), "C", "test", header=False, empty=False)
print c_code
``````
Which yields this beauty:
``````#include "test.h"
#include <math.h>
double df_dy2(double x1, double x2, double x3, double y1, double y2, double y3, double z1, double z2, double z3) {
return ((x1 - x2)*(y2 - y3)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))) - (x2 - x3)*(y1 - y2)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))))*(2*(x1 - x2)*(y1 - y2)*(y2 - y3)/(pow(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2), 3.0L/2.0L)*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))) + 2*(x1 - x2)*(-y2 + y3)*(y2 - y3)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*pow(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2), 3.0L/2.0L)) + 2*(x1 - x2)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))) - 2*(x2 - x3)*pow(y1 - y2, 2)/(pow(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2), 3.0L/2.0L)*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))) - 2*(x2 - x3)*(y1 - y2)*(-y2 + y3)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*pow(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2), 3.0L/2.0L)) + 2*(x2 - x3)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2)))) + (-(x1 - x2)*(z2 - z3)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))) + (x2 - x3)*(z1 - z2)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))))*(-2*(x1 - x2)*(y1 - y2)*(z2 - z3)/(pow(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2), 3.0L/2.0L)*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))) - 2*(x1 - x2)*(-y2 + y3)*(z2 - z3)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*pow(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2), 3.0L/2.0L)) + 2*(x2 - x3)*(y1 - y2)*(z1 - z2)/(pow(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2), 3.0L/2.0L)*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))) + 2*(x2 - x3)*(-y2 + y3)*(z1 - z2)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*pow(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2), 3.0L/2.0L))) + ((y1 - y2)*(z2 - z3)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))) - (y2 - y3)*(z1 - z2)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))))*(2*pow(y1 - y2, 2)*(z2 - z3)/(pow(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2), 3.0L/2.0L)*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))) + 2*(y1 - y2)*(-y2 + y3)*(z2 - z3)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*pow(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2), 3.0L/2.0L)) - 2*(y1 - y2)*(y2 - y3)*(z1 - z2)/(pow(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2), 3.0L/2.0L)*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))) - 2*(-y2 + y3)*(y2 - y3)*(z1 - z2)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*pow(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2), 3.0L/2.0L)) - 2*(z1 - z2)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))) - 2*(z2 - z3)/(sqrt(pow(x1 - x2, 2) + pow(y1 - y2, 2) + pow(z1 - z2, 2))*sqrt(pow(x2 - x3, 2) + pow(y2 - y3, 2) + pow(z2 - z3, 2))));
}
``````
there are several multiple occurrences of the sqrts and pows of the same numbers, which could be computed once to improve readability and time of execution. But I do not know how...
Q1: Do you know of a way to make sympy do this automatically?
Q2: Do you know of a way to postprocess this code with an other tool?
Q3: Can gcc optimize this at compile time? Why?
-
gcc will probably optimize this, but if you want to do it yourself, take a look at `cse`. http://docs.sympy.org/latest/modules/simplify/simplify.html#module-sympy.simplify.cse_main
-
thanks! Nearly exactly what I need. Converting the result of cse to a single c function remains as a problem, do you know how this is done? – Dirk Mar 28 at 13:58
Since i could not convince codegen to do it, I wrote a small script, see my own answer. – Dirk Mar 28 at 14:52
Here is my own small script which is based on asmeurers hint.
``````def sympyToC( symname, symfunc ):
tmpsyms = numbered_symbols("tmp")
symbols, simple = cse(symfunc, symbols=tmpsyms)
symbolslist = map(lambda x:str(x), list(symfunc.atoms(Symbol)) )
symbolslist.sort()
varstring=",".join( " double "+x for x in symbolslist )
c_code = "double "+str(symname)+"("+varstring+" )\n"
c_code += "{\n"
for s in symbols:
#print s
c_code += " double " +ccode(s[0]) + " = " + ccode(s[1]) + ";\n"
c_code += " r = " + ccode(simple[0])+";\n"
c_code += " return r;\n"
c_code += "}\n"
return c_code
``````
- | 2,765 | 5,815 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.9375 | 3 | CC-MAIN-2014-52 | latest | en | 0.338602 |
https://www.gamedev.net/blogs/entry/2256127-easing-along-one-step-at-a-time/?pg=3 | 1,501,141,083,000,000,000 | text/html | crawl-data/CC-MAIN-2017-30/segments/1500549427749.61/warc/CC-MAIN-20170727062229-20170727082229-00433.warc.gz | 787,712,566 | 23,315 | • entries
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596714
# Easing along, one step at a time
Followers 0
2864 views
I just finished adding some of the standard Ease equations to my code base for use in Of Stranger Flames.
In discussion about the equations, it was requested for me to share the code here. This is not a tutorial, I don't have enough familiarity with the subject (or with math in general) to explain how every equation works. I'm just posting what I added to my own code, so others can use it if they want to.
The equations are mostly from Robert Penner's eases, which are under the BSD license. His code seems to be the ones that are used by most software, such as the jQuery, Flash, and other libraries.
Most Ease equations have the function signature:void equation(currentTime, start, distance, totalTime);
I personally like having my eases in start at 0.0, end at 1.0, and have a 'duration' of 1.0, and then I scale the input and output as desired, instead of having the equation scale it. It just makes it easier for me to understand.
That said, all my functions have the format:void equation(position);
...with 'position' being from 0.0 to 1.0.
Because Eases come in various forms (You can ease IN, OUT, IN and OUT, or OUT and IN), I made sure all the ease equations were in EaseIn form, and I created a few functions to convert the input and output to the other forms as desired.
Here's the conversion code:
http://ideone.com/6rc0Zk ([size=2]Posted as links, because all my code kept getting unformatted when hitting 'publish')
EaseFunction is: "typedef std::function EaseFunction;", which nicely permits the use of things like lambdas and functors as well as the regular ease functions. If you don't have C++11, you can just typedef it as: "typedef float(*EaseFunction)(float);" or whatever the correct C-style function-pointer syntax is.
Some of the ease equations have a few extra parameters, like ElasticEase and BackEase, so I provided some C++11 templates to convert the functions to std::functions that meet the function signature shared by the other functions. It's just a wrapper around std::bind for convenience. (I'm big on convenience! )
http://ideone.com/LPEvC6
You don't have to use C++11 to use the equations! Just the helper functions above.
I also use this function for scaling the output:
http://ideone.com/fhYHJT
Actually, mine looks like this:
http://ideone.com/hucHWu
...but that depends on a 'FloatRange' helper class I made, whereas the previous one has no dependencies.
I actually made two ScaledEase overloads, one for my Point class, and one for my Color class. I haven't tested those out yet.
I also made a Easer class, that handles most of everything inside of it. This is more for when you want persistent ease data wrapped nicely, and this class would be a member-variable of another class.
Easer.h
Easer.cpp
That also uses FloatRange, but can be easily adjusted to just use 'float begin' and 'float end' instead.
# The Ease Equations
And here are a few additional ones I keep inline
The next page has graphs generated to test/demonstrate the output.
[page]
Cubic Ease In
Cubic Ease InOut
Cubic Ease Out
Cubic Ease OutIn
Elastic Ease In
Elastic Ease InOut
Elastic Ease Out
Elastic Ease OutIn
Exponential Ease In
Exponential Ease InOut
Exponential Ease Out
Exponential Ease OutIn
Linear Ease In / InOut / Out / OutIn
Power Ease In
Power Ease InOut
Power Ease Out
Power Ease OutIn
Quartic Ease In
Quartic Ease InOut
Quartic Ease Out
Quartic Ease OutIn
Quintic Ease In
Quintic Ease InOut
Quintic Ease Out
Quintic Ease OutIn
Sine Ease In
Sine Ease InOut
Sine Ease Out
Sine Ease OutIn
SmoothStep In
SmoothStep InOut
SmoothStep Out
SmoothStep OutIn
WeightedAverage In
WeightedAverage InOut
WeightedAverage Out
WeightedAverage OutIn
BackEase In
BackEase InOut
BackEase Out
BackEase OutIn
BounceEase In
BounceEase InOut
BounceEase Out
BounceEase OutIn
CircleEase In
CircleEase InOut
CircleEase Out
CircleEase OutIn
[page]
BounceEase was annoying me alot. I was trying to figure out how it worked, but I'm not very good with math and algorithm-thinking.
The original code looked like this:
http://ideone.com/14kyLm
And trying to figure out all the magic numbers, I eventually broke it down to this:
http://ideone.com/wGCTU9
I never figured out how the '7.5625f' value was calculated, but the others are resolved.
Unfortunately, changing the value of 'bounciness' or 'bounces' produces poor results (probably from the constant!), so I didn't bother including the code with the rest of the equations.
Links that were useful in understanding and converting the equations:
http://www.robertpenner.com/easing/ (The guy who made most of these now-common equations)
http://sol.gfxile.net/interpolation/index.html (also has good descriptions and explanations)
http://hosted.zeh.com.br/tweener/docs/en-us/misc/transitions.html
http://msdn.microsoft.com/en-us/library/ee308751.aspx
Some nice graphs:
http://easings.net/
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I prefer to make the the whole thing template based - so I can interpolate floats, ints, doubles, vectors as well as quaternions (anything that has the + and * operator overloaded :D And yeah, interpolators are awesome :) here's my code : http://ideone.com/RTEmf5
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Good idea about the templates! I think I'll leave that for some future, though.
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Register a new account | 1,350 | 5,421 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.9375 | 3 | CC-MAIN-2017-30 | latest | en | 0.943851 |
http://black-sea.travel/library/within-reason-a-guide-to-non-deductive-reasoning | 1,506,410,373,000,000,000 | text/html | crawl-data/CC-MAIN-2017-39/segments/1505818695113.88/warc/CC-MAIN-20170926070351-20170926090351-00211.warc.gz | 42,247,400 | 9,114 | Seldom does human reasoning healthy the factors of deduction. but logicians have tended to exploit the stern criteria of deductive validity for assessing all inferences. Within Reason develops as a substitute a fashion of assessing arguments and inferences that's without delay acceptable to the non-deductive types humans usually use. It makes use of analogy, and argument from analogy, to supply a thread that unites numerous varieties: elevating objections, inductions of varied kinds, arguments to clarification (or hypothesis), and arguments to motion. The dialogue is constructed gradually, at every one degree development at the abilities realized formerly. And at every one level the e-book suggetss methods of assessing the energy of reasoning. lots of the examples are taken from the nice texts of the Western culture. within the workouts that shape an essential component of every bankruptcy a good broader variety of writing is gifted, supplying teachers a unprecedented number of texts at numerous degrees ot assign to their students.
The thesis implicit within the publication is that induction, arguments to clarification and arguments to motion are all refined varieties of arguments from analogy. Burbidge is worried now not just to warn opposed to the misuse of non-deductive reasoning but in addition to increase a extra confident thought that enables us either to higher udnerstand the workings of non-deductive reasoning, and to raised hire it.
Best Logic Language books
The Liar Speaks the Truth: A Defense of the Revision Theory of Truth
During this booklet, Yaq? b describes an easy perception of fact and indicates that it yields a semantical concept that comprises the total diversity of our doubtless conflicting intuitions approximately fact. This notion takes the Tarskian biconditionals (such as "The sentence 'Johannes enjoyed Clara' is right if and provided that Johannes enjoyed Clara") as adequately and entirely defining the suggestion of fact.
Realism in Mathematics (Clarendon Paperbacks)
Mathematicians are likely to ponder themselves as scientists investigating the good points of genuine mathematical issues, and the wildly winning software of arithmetic within the actual sciences reinforces this photo of arithmetic as an goal research. For philosophers, despite the fact that, this realism approximately arithmetic increases critical questions: What are mathematical issues?
Mental Files in Flux (Lines of Thought)
Francois Recanati has pioneered the 'mental dossier' framework for brooding about innovations and the way we consult with the realm in inspiration and language. psychological documents are in accordance with 'epistemically profitable' family members to things within the setting. status in such family members to things places the topic able to achieve information about them.
Papers on Time and Tense
This can be a revised and improved version of a seminal paintings within the common sense and philosophy of time, initially released in 1968. Arthur N. past (1914-1969) was once the founder of temporal common sense, and his publication deals a very good advent to the elemental questions within the box. a number of vital papers were further to the unique choice, in addition to a entire bibliography of Prior's paintings and an illuminating interview together with his widow, Mary earlier.
Extra resources for Within Reason: A Guide to Non-Deductive Reasoning
Show sample text content
Rated 4.93 of 5 – based on 22 votes | 670 | 3,494 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.59375 | 3 | CC-MAIN-2017-39 | latest | en | 0.928308 |
https://www.mrexcel.com/board/threads/fill-cell-colour-according-to-percentile.1171810/ | 1,628,193,434,000,000,000 | text/html | crawl-data/CC-MAIN-2021-31/segments/1627046157039.99/warc/CC-MAIN-20210805193327-20210805223327-00204.warc.gz | 922,404,077 | 18,881 | # Fill cell colour according to percentile.
#### XanderTheNotSoAwesome
##### New Member
I have an excel sheet of students with their different subject scores for their tests.
Row: Student Names
Columns: Subject headers and their scores. (Math, Science, Literature.
Is there a excel macro that can automatically help me colour the cells of those in the top 20% green, next 20% light green, so on so forth until 20% bottom red? Only within each subject, not across the students. (Top 20% in Math, Top 20% in Science, etc)
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### Excel Facts
Can you AutoAverage in Excel?
There is a drop-down next to the AutoSum symbol. Open the drop-down to choose AVERAGE, COUNT, MAX, or MIN
#### mrshl9898
##### Well-known Member
Like this?
VBA Code:
``````Sub DoTheThing()
Dim sht As Worksheet
Dim LastRow As Long
Dim rownum As Long
Dim colnum As Long
Set sht = ActiveSheet
LastRow = sht.Cells(sht.Rows.Count, "A").End(xlUp).Row
rownum = 2
colnum = 2
Do Until colnum = 5
Do Until rownum = LastRow + 1
If Cells(rownum, colnum) >= 80 Then
Cells(rownum, colnum).Interior.ColorIndex = 4
ElseIf Cells(rownum, colnum) >= 60 Then
Cells(rownum, colnum).Interior.ColorIndex = 43
ElseIf Cells(rownum, colnum) >= 40 Then
Cells(rownum, colnum).Interior.ColorIndex = 44
ElseIf Cells(rownum, colnum) >= 20 Then
Cells(rownum, colnum).Interior.ColorIndex = 45
Else: Cells(rownum, colnum).Interior.ColorIndex = 3
End If
rownum = rownum + 1
Loop
colnum = colnum + 1
rownum = 2
Loop
End Sub``````
More colours shown here:
#### XanderTheNotSoAwesome
##### New Member
Like this?
VBA Code:
``````Sub DoTheThing()
Dim sht As Worksheet
Dim LastRow As Long
Dim rownum As Long
Dim colnum As Long
Set sht = ActiveSheet
LastRow = sht.Cells(sht.Rows.Count, "A").End(xlUp).Row
rownum = 2
colnum = 2
Do Until colnum = 5
Do Until rownum = LastRow + 1
If Cells(rownum, colnum) >= 80 Then
Cells(rownum, colnum).Interior.ColorIndex = 4
ElseIf Cells(rownum, colnum) >= 60 Then
Cells(rownum, colnum).Interior.ColorIndex = 43
ElseIf Cells(rownum, colnum) >= 40 Then
Cells(rownum, colnum).Interior.ColorIndex = 44
ElseIf Cells(rownum, colnum) >= 20 Then
Cells(rownum, colnum).Interior.ColorIndex = 45
Else: Cells(rownum, colnum).Interior.ColorIndex = 3
End If
rownum = rownum + 1
Loop
colnum = colnum + 1
rownum = 2
Loop
End Sub``````
More colours shown here:
This worked perfectly! Thank you so much Sorry, as a field worker transitioned to Work-From-Home during this COVID period, I am entirely new to this whole thing and was suddenly assigned this job which I had not much clue on. Appreciate the help!
Happy to help
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Go back | 1,148 | 3,870 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.953125 | 3 | CC-MAIN-2021-31 | latest | en | 0.657019 |
https://math.stackexchange.com/questions/tagged/semi-riemannian-geometry?sort=newest&page=3 | 1,560,909,573,000,000,000 | text/html | crawl-data/CC-MAIN-2019-26/segments/1560627998879.63/warc/CC-MAIN-20190619003600-20190619025600-00319.warc.gz | 518,574,491 | 36,681 | # Questions tagged [semi-riemannian-geometry]
It is the study of smooth manifolds equipped with a non-degenerate metric tensor, not necessarily positive-definite (and hence a generalisation of [riemannian-geometry]). Included in this are metric tensors with index 1, called "Lorentzian", which are used to model spacetimes in (general-relativity).
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Let $\mathbb{L}^{n+1}$ be the Lorentz space, that is, the Euclidean space $\mathbb{R}^{n+1}$ equipped with the nondegenerate bilinear form $$\langle x, y\rangle = x_1 y_1 + \cdots + x_n y_n - x_{n+1}... 2answers 364 views ### Stereographic projection with de Sitter space and hyperbolic plane How can we do stereographic projection using de Sitter space \Bbb S^2_1 and the hyperbolic plane \Bbb H^2, in Lorentz-Minkowski space \Bbb L^3. For \Bbb S^2_1 it is not clear what point ... 0answers 32 views ### A General Question on Semi-Riemannian Geometry and Finsler Geometry I’m a first-year graduate math student on my way to earn my master's. I like geometry and topology and our faculty has two geometers and hence I have two options for the thesis. First is walker ... 0answers 32 views ### Positive Definite Matrix Induced by Lorentz Matrix Assume G is a Lorentzian matrix, which means it has signature (+,-,\cdots,-), and v is a unit timelike vector, i.e. v^TGv=1. So do we have that matrix 2Gvv^TG-G is positive definite? Any ... 1answer 87 views ### Is every hyperbolic isometry the restriction of an orthochronous Lorentz transformation? I know that every isometry of the sphere \Bbb S^2 is the restriction of some A \in {\rm O}(3,\Bbb R): namely, if A_0:\Bbb S^2\to \Bbb S^2 is an isometry, then A_0 = A\big|_{\Bbb S^2} where$$...
It is well known that Lorentzian mainfold is studied in general relativity. So this raises my curiosity about How about the classical mechanics? Does it correspond to the manifold $\mathbb{R}\times M$... | 1,290 | 4,863 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 1, "x-ck12": 0, "texerror": 0} | 3.03125 | 3 | CC-MAIN-2019-26 | latest | en | 0.904985 |
http://slideplayer.com/slide/3374127/ | 1,521,597,666,000,000,000 | text/html | crawl-data/CC-MAIN-2018-13/segments/1521257647556.43/warc/CC-MAIN-20180321004405-20180321024405-00175.warc.gz | 294,535,472 | 20,122 | # Linear Programming – Sensitivity Analysis How much can the objective function coefficients change before the values of the variables change? How much can.
## Presentation on theme: "Linear Programming – Sensitivity Analysis How much can the objective function coefficients change before the values of the variables change? How much can."— Presentation transcript:
Linear Programming – Sensitivity Analysis How much can the objective function coefficients change before the values of the variables change? How much can the right hand side of the constraints change you obtain a different basic solution? How much value is added/reduced to the objective function if I have a larger/smaller quantity of a scarce resource?
Linear Programming – Sensitivity Leo Coco Problem Max 20x1 + 10 x2 s.t. x1 - x2 <= 1 3x1 + x2 <= 7 x1, x2 >= 0 Solution: x1 = 0, x2 = 7 Z = 70 Issue: How much can you change a cost coefficient without changing the solution?
Sensitivity – Change in cost coefficient What if investment 2 only pays \$5000 per share? Max 20x1 + 5 x2 s.t. x1 - x2 <= 1 3x1 + x2 <= 7 x1, x2 >= 0 Optimal solution is now the point (2,1). Issue: At what value of C 2 does solution change? New objective function isobar
Max 20x1 + C 2 * x2 s.t. 3x1 + x2 <= 7 3/1 = 20/C 2 or C 2 = 20/3 or 6.67 Issue: At what value of C 2 does solution change? Ans.: When objective isobar is parallel to the binding constraint. Sensitivity – Change in cost coefficient
LP OPTIMUM FOUND AT STEP 1 OBJECTIVE FUNCTION VALUE 1) 70.00000 VARIABLE VALUE REDUCED COST X1 0.000000 10.000000 X2 7.000000 0.000000 ROW SLACK OR SURPLUS DUAL PRICES 1) 8.000000 0.000000 2) 0.000000 10.000000 NO. ITERATIONS= 1 RANGES IN WHICH THE BASIS IS UNCHANGED: OBJ COEFFICIENT RANGES VARIABLE CURRENT ALLOWABLE ALLOWABLE COEF INCREASE DECREASE X1 20.000000 10.000000 INFINITY X2 10.000000 INFINITY 3.333333 RIGHTHAND SIDE RANGES ROW CURRENT ALLOWABLE ALLOWABLE RHS INCREASE DECREASE 1 1.000000 INFINITY 8.000000 2 7.000000 INFINITY 7.000000 Lindo Sensitivity Analysis Output – Leo Coco Problem Sensitivity – Change in cost coefficient
Sensitivity – Change in right hand side What if only 5 hours available in time constraint? Max 20x1 + 10 x2 s.t. x1 - x2 <= 1 3x1 + x2 <= 5 x1, x2 >= 0 Optimal solution is now the point (5,0). But, basis does not change. Issue: At what value of the r.h.s. does the basis change? New time constraint.
Sensitivity – Change in right hand side Issue: At what value of the r.h.s. does the basis change? Max 20x1 + 5 x2 s.t. x1 - x2 <= 1 3x1 + x2 <= ? x1, x2 >= 0 x2 becomes non-basic at the origin. Or, when the constraint is: Basis changes at this constraint. 3x1 + x2 < 0
LP OPTIMUM FOUND AT STEP 1 OBJECTIVE FUNCTION VALUE 1) 70.00000 VARIABLE VALUE REDUCED COST X1 0.000000 10.000000 X2 7.000000 0.000000 ROW SLACK OR SURPLUS DUAL PRICES 1) 8.000000 0.000000 2) 0.000000 10.000000 NO. ITERATIONS= 1 RANGES IN WHICH THE BASIS IS UNCHANGED: OBJ COEFFICIENT RANGES VARIABLE CURRENT ALLOWABLE ALLOWABLE COEF INCREASE DECREASE X1 20.000000 10.000000 INFINITY X2 10.000000 INFINITY 3.333333 RIGHTHAND SIDE RANGES ROW CURRENT ALLOWABLE ALLOWABLE RHS INCREASE DECREASE 1 1.000000 INFINITY 8.000000 2 7.000000 INFINITY 7.000000 Lindo Sensitivity Analysis Output – Leo Coco Problem Sensitivity – Change in right hand side
Sensitivity – Shadow or Dual Prices Issue, how much are you willing to pay for one additional unit of a limited resource? Max 20x1 + 10 x2 s.t. x1 - x2 <= 1 (budget constraint 3x1 + x2 <= 7 (time constraint x1, x2 >= 0 Knowing optimal solution is (0,7) and time constraint is binding: Not willing to increase budget constraint (shadow price is \$0). If time constraint increase by one unit (to 8), solution will change to (0,8) and Z=80. Therefore should be willing to pay up to \$10(000s) for each additional unit of time constraint.
LP OPTIMUM FOUND AT STEP 1 OBJECTIVE FUNCTION VALUE 1) 70.00000 VARIABLE VALUE REDUCED COST X1 0.000000 10.000000 X2 7.000000 0.000000 ROW SLACK OR SURPLUS DUAL PRICES 1) 8.000000 0.000000 2) 0.000000 10.000000 NO. ITERATIONS= 1 RANGES IN WHICH THE BASIS IS UNCHANGED: OBJ COEFFICIENT RANGES VARIABLE CURRENT ALLOWABLE ALLOWABLE COEF INCREASE DECREASE X1 20.000000 10.000000 INFINITY X2 10.000000 INFINITY 3.333333 RIGHTHAND SIDE RANGES ROW CURRENT ALLOWABLE ALLOWABLE RHS INCREASE DECREASE 1 1.000000 INFINITY 8.000000 2 7.000000 INFINITY 7.000000 Lindo Sensitivity Analysis Output – Leo Coco Problem Sensitivity – Change in right hand side
Linear Programming – Sensitivity Analysis What if more than one coefficient is changed?: 100% Rule (for objective function coefficients): if <= 1, the optimal solution will not change, where is the actual increase (decrease) in the coefficient and is the maximum allowable increase (decrease) from the sensitivity analysis.
Linear Programming – Sensitivity Analysis Example obj. function coefficient changes
Linear Programming – Sensitivity Analysis Simultaneous variations in multiple coefficients: 100% Rule (for RHS constants): if <= 1, the optimal basis and product mix will not change, where is the actual increase (decrease) in the coefficient and is the maximum allowable increase (decrease) from the sensitivity analysis.
Linear Programming – Sensitivity Analysis Example RHS constant changes
Linear Programming – Duality Theory Every LP has an associated dual problem. The Dual is essentially the inverse of the Primal (original problem). The optimal dual solution produces the dual price or shadow price reported in the Lindo output reports.
Integer Programming (IP) Similar to Linear Programming with the exception that decision variables must take on integer values. Drawbacks: solution effort considerably more difficult than Linear programming. Should we have used IP to solve the microwave oven homework problem? (solution was 147.8 model 1 and 100.0 model II ovens). Lindo solves both binary and integer programming problems.
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Similar presentations | 1,663 | 6,131 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.890625 | 4 | CC-MAIN-2018-13 | latest | en | 0.68384 |
http://mathoverflow.net/feeds/question/7750 | 1,369,212,591,000,000,000 | text/html | crawl-data/CC-MAIN-2013-20/segments/1368701543416/warc/CC-MAIN-20130516105223-00093-ip-10-60-113-184.ec2.internal.warc.gz | 143,021,879 | 3,538 | Geodesics on a Grassmannian - MathOverflow most recent 30 from http://mathoverflow.net 2013-05-22T08:49:58Z http://mathoverflow.net/feeds/question/7750 http://www.creativecommons.org/licenses/by-nc/2.5/rdf http://mathoverflow.net/questions/7750/geodesics-on-a-grassmannian Geodesics on a Grassmannian Deane Yang 2009-12-04T05:37:30Z 2013-05-19T17:27:02Z <p>Where can I find the most direct and simplest presentation of what geodesics on a (complex) Grassmannian look like? I know how to do it from scratch, but, if I want to provide a reference to, say, a graduate student in EE who doesn't want to deal with any unnecessary abstract mathematical machinery, what should I point him to?</p> http://mathoverflow.net/questions/7750/geodesics-on-a-grassmannian/7756#7756 Answer by David Bar Moshe for Geodesics on a Grassmannian David Bar Moshe 2009-12-04T06:27:47Z 2009-12-04T13:52:25Z <p>The complex Grassmannian SU(n)/S(U(k) * SU(n-k)) being a Hermitian symmetric space enjoys the property that its geodesics (in the standard Kaehler metric) are homogeneous, i.e., generated by action of a one parameter subgroup of SU(n). In the following reference there is an explicit construction of this map in the affine coordinates.</p> <p><a href="http://www.emis.de/journals/BBMS/Bulletin/bul972/berceanu1.pdf" rel="nofollow">http://www.emis.de/journals/BBMS/Bulletin/bul972/berceanu1.pdf</a></p> <p>Update:</p> <p>Another method for the computation of the geodesics on symmetric spaces is through the solution of the radial part of the Hamilton-Jacobi equation. In the case of the complex Grassmannian, it depends on min(k, n-k) coordinates and depends only on the restricted roots of the symmetric space and their multiplicity (see, Helgason: Groups and geometric analysis for the definitions of the radial coordinates and the radial differential operators).</p> http://mathoverflow.net/questions/7750/geodesics-on-a-grassmannian/7757#7757 Answer by Mariano Suárez-Alvarez for Geodesics on a Grassmannian Mariano Suárez-Alvarez 2009-12-04T06:31:05Z 2009-12-04T06:31:05Z <p>Grassmanians are symmetric spaces, and symmetric spaces are "geodesic orbit spaces", that is, their geodesics are orbits of their group of isometries. Your Grassmanians, in particular, are of the form $SU(p+q)/SU(p)\times SU(q)$. If $g$ is the Lie algebra of the big group and $h\subseteq g$ the Lie algebra of the subgroup, then there is a $SU(p)\times SU(q)$-invariant complement $p$ to $h$ in $g$. The geodesics are the orbits of the $1$-parameter subgroups of $SU(p+q)$ whose tangent vectors are in $p$.</p> <p>So to compute the geodesics, you need only find that complement $p$ and compute exponentials...</p> http://mathoverflow.net/questions/7750/geodesics-on-a-grassmannian/7764#7764 Answer by Greg Kuperberg for Geodesics on a Grassmannian Greg Kuperberg 2009-12-04T07:41:42Z 2009-12-04T08:07:53Z <p>This answer is a little bit redundant with the other two answers given so far, but here goes anyway.</p> <p>It is easier to describe the real Grassmannian case. We can look at the Grassmannian $\text{Gr}(n,k)$, and suppose that $2k \le n$; if not then you can pass to the opposite Grassmannian. If $V$ and $W$ are two $k$-planes in $\mathbb{R}^n$, then there a set of $k$ 2-dimensional planes that are each perpendicular to each other and each intersect $V$ and $W$ in a line. Call the angles between these lines $\theta_1,\ldots,\theta_k$. Then in the connecting geodesic $V_t$ with $V_0 = W$ and $V_1 = V$, the angles are instead $t\theta_1,\ldots,t\theta_k$. This is an explicit description that is basically equivalent to Mariano's remark about invariant complements.</p> <p>The complex version has the same system of angles, but complexified lines, 2-planes, and $k$-planes. The "angle" between two lines in a 2-plane can be defined as the geometric angle between their slopes plotted on the Riemann sphere. Actually these angles are twice as large as the angles in the real case in the previous paragraph, but that makes no difference.</p> <p><hr /></p> <p>I was vague on the positions of the planes. The orthogonal projection of $V$ onto $W$ has a singular value decomposition, and the singular values are $\cos \theta_1,\ldots,\cos \theta_n$. The orthogonal projection the other way is the transpose, or Hermitian transpose in the complex case, so it has the same singular values. The corresponding singular vectors are the lines $V \cap P_k$ and $W \cap P_k$. So the actual explicit work of finding the geodesic comes from solving a singular value problem, or equivalently an eigenvalue problem.</p> http://mathoverflow.net/questions/7750/geodesics-on-a-grassmannian/13804#13804 Answer by Richard Montgomery for Geodesics on a Grassmannian Richard Montgomery 2010-02-02T07:01:48Z 2010-02-02T07:01:48Z <p>This is a variation on the 1st answer, but I find it more straightforward and have explained it to EE students. Consider the map $U(n) \to Gr(k,n)$ from the unitary group to the Grassmannian by $g \mapsto gx_0$, with $x_0$ a chosen `base point'. Put the bi-invariant metric on the unitary group $U(n)$. The metric on $Gr(k,n)$ is defined so that this map is a Riemannian submersion: the orthogonal complement to the fiber is linearly isometric to the base tangent space. As such, geodesics in $U(n)$ which are ORTHOGONAL TO THE FIBER project onto geodesics in the Grassmannian. And all geodesics in the Grassmannian arise this way. Now use that geodesics in the Unitary group are all of the form $g_0 exp(t \xi)$ -- translates of one-parameter subgroups, and work out what it means , relative to $\xi$ for the geodesic to be tangent to the fiber in the case $g_0 = Id.$ </p> http://mathoverflow.net/questions/7750/geodesics-on-a-grassmannian/131158#131158 Answer by Peter Michor for Geodesics on a Grassmannian Peter Michor 2013-05-19T17:27:02Z 2013-05-19T17:27:02Z <p>Have a look at the paper: </p> <ul> <li>Y.~A. Neretin: On Jordan angles and the triangle inequality in Grassmann manifold}, Geometriae Dedicata, 86 (2001).</li> </ul> <p>There are explicit formulas for geodesics and even for the geodesic distance on real Grassmannians. This ties in with Greg Kuperberg's answer.</p> | 1,761 | 6,173 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.921875 | 3 | CC-MAIN-2013-20 | latest | en | 0.717613 |
https://community.cloudera.com/t5/Support-Questions/How-Default-join-will-be-performed/m-p/100740 | 1,679,980,939,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296948765.13/warc/CC-MAIN-20230328042424-20230328072424-00723.warc.gz | 216,392,939 | 36,422 | # Support Questions
## How Default join will be performed???
Rising Star
Upto now, I am thinking like Normal join is simple map/reduce job where two tables are two inputs .Based on columns given in equality expression ,Key and values will be decided in map side and they are grouped when comes to reducer side.
But when i read following lines, i confused a little bit about "Difference between Map side join and Normal join".
In every map/reduce stage of the join, the last table in the sequence is streamed through the reducers where as the others are buffered. Therefore, it helps to reduce the memory needed in the reducer for buffering the rows for a particular value of the join key by organizing the tables such that the largest tables appear last in the sequence. e.g. in
`SELECT a.val, b.val, c.val FROM a JOIN b ON (a.key = b.key1) JOIN c ON (c.key = b.key1)`
Can any one explain above lines in normal join in details??? Once explain stream table and buffering in normal join??
1 ACCEPTED SOLUTION
Mentor
In every map/reduce stage of the join, the last table in the sequence is streamed through the reducers where as the others are buffered. Therefore, it helps to reduce the memory needed in the reducer for buffering the rows for a particular value of the join key by organizing the tables such that the largest tables appear last in the sequence. e.g. in
`SELECT a.val, b.val, c.val FROM a JOIN b ON (a.key = b.key1) JOIN c ON (c.key = b.key1)`
all the three tables are joined in a single map/reduce job and the values for a particular value of the key for tables a and b are buffered in the memory in the reducers. Then for each row retrieved from c, the join is computed with the buffered rows. Similarly for
`SELECT a.val, b.val, c.val FROM a JOIN b ON (a.key = b.key1) JOIN c ON (c.key = b.key2)`
there are two map/reduce jobs involved in computing the join. The first of these joins a with b and buffers the values of a while streaming the values of b in the reducers. The second of one of these jobs buffers the results of the first join while streaming the values of c through the reducers.
2 REPLIES 2
Mentor
In every map/reduce stage of the join, the last table in the sequence is streamed through the reducers where as the others are buffered. Therefore, it helps to reduce the memory needed in the reducer for buffering the rows for a particular value of the join key by organizing the tables such that the largest tables appear last in the sequence. e.g. in
`SELECT a.val, b.val, c.val FROM a JOIN b ON (a.key = b.key1) JOIN c ON (c.key = b.key1)`
all the three tables are joined in a single map/reduce job and the values for a particular value of the key for tables a and b are buffered in the memory in the reducers. Then for each row retrieved from c, the join is computed with the buffered rows. Similarly for
`SELECT a.val, b.val, c.val FROM a JOIN b ON (a.key = b.key1) JOIN c ON (c.key = b.key2)`
there are two map/reduce jobs involved in computing the join. The first of these joins a with b and buffers the values of a while streaming the values of b in the reducers. The second of one of these jobs buffers the results of the first join while streaming the values of c through the reducers.
Mentor
@Suresh Bonam has this been resolved? Can you post your solution or accept the best answer?
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https://www.jiskha.com/questions/748486/Calculate-the-volume-of-a-cylinder-that-is-5-615-mm-in-height-and-17-03-mm-in-diameter | 1,542,485,930,000,000,000 | text/html | crawl-data/CC-MAIN-2018-47/segments/1542039743732.41/warc/CC-MAIN-20181117185331-20181117211331-00256.warc.gz | 907,203,279 | 5,472 | # Math
Calculate the volume of a cylinder that is 5.615 mm in height and 17.03 mm in diameter.
1. 0
2. 0
3. 4
1. V = pi * r^2 * h
V = 3.14 * 8.515^2 * 5.615
V = 3.14 * 72.505225 * 5.615
V = 1,278.34687 cubic mm
1. 0
2. 0
posted by Ms. Sue
2. V = ( d ^ 2 * pi / 4 ) * h
V = ( 17.03 ^ 2 * 3.14159 / 4 ) * 5615
V = ( 290.0209 * 3.14159 / 4 ) * 5615
V = ( 911.126759231/4 ) * 5615
V = 227.78168980775 * 5615
V = 1278994.18827 mm ^ 3
1. 0
2. 0
posted by Anonymous
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https://www.physicsforums.com/threads/two-particles-entangled-state-vs-non-interacting-state.903685/ | 1,723,491,050,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722641048885.76/warc/CC-MAIN-20240812190307-20240812220307-00212.warc.gz | 717,517,385 | 31,731 | # Two particles: Entangled State vs Non interacting State
• I
• fog37
In summary, the two-particle wavefunction for a system of two particles can't be factorized into individual wavefunctions, and the state of the system is not always defined by its individual wavefunctions. However, if the two particles are in a joint pure state, they are entangled.
fog37
Hello Forum,
Could anyone offer some insight on this topic?
In the case of a physical system composed of multiple particles, there is only one single wavefunction that depends on the three position variables of each particle and the parameter time t. For example, in the case of 2 particles, we have
$$\Psi(r_1, r_2, t)$$
where ##r_1=(x_1,y_1,z_1)## and ##r_2=(x_2,y_2,z_2)##.
• For the hydrogen atom, there is only electron which can be in one particular state (among the many) or in a superposition of multiple states. A state that hosts a single electron is called orbital, correct?
• For a system with two electrons, if we apply the approximation that the electrons are not interacting, we can express the two-particle wavefunction as a product of single electron wavefunctions, i.e. orbitals. These orbitals can be eigenstates of a certain observable. The non-interaction seems to be a strong approximation. Because of indistinguishability, we don't know which particle is in which mono-electronic (orbital) state.
• In the case of entanglement between two particles, we say that total state describing the two particle can actually not be expressed as a product of orbital states, i.e. the wavefunction cannot be factorized, correct? In general, even without entanglement, we cannot tell in which state each particle may be (that is due to the fact that the particles are identical and indistinguishable).
• Entanglement is about the existence of a correlation between the observables associated to each one of the two particles. Correlation means that if we know the value of the observable for one particle we automatically know the value of the observable for the other particle. For instance, if particle 1 is in state ##|+>##, particle 2 will be for sure in state ##|->##. If particle 1 is in state##|->## , particle 2 will be in state ##|+>##. What if the entangled observables have more than two possible values?
• For two possible values of the observables, the two particle can be either in the state ##|+ - >## or ##|- - > ## or even a superposition state |Phi>= c_1* ##|+ -> + c_2*|- +>##. When the two particle are in the superposition state c_1* ##|+ -> + c_2*|- +>##, we say they are entangled because the physical state of one of the particles on its own does not exist. Only the ‘pair state’ exists. But isn't that the case also for a multiple particles system having just a single total wavefunction (if we don't apply the non-interaction approximation) even without entanglement? Entangled particles and interacting particles are not the same thing but their total wavefunctions seem to not be deconstructed in a product of single particle wavefunctions...
Anyhow, I am still clearly struggling to grasp the essence of entanglement...
Thanks,
Fog37
The quantum state of a single particle or a group of particles in a pure state is defined by its wavefunction (up to a constant term of magnitude 1).
It is still under debate whether a single particle must be in a pure state, but since experiments aren't perfect, we use density matrices to describe the state of a distribution of particles, each of which may be in a slightly different state.
To be particular, an orbital is an eigenstate of energy, the magnitude of orbital angular momentum, and (depending on convention) the z-compinent of orbital angular momentum as well for an electron bound to an atom. For example, the 1s orbital is the quantum state of both minimal energy, and zero angular momentum. The state of the electron may be a superposition of multiple orbitals, and is not guaranteed to be in a single orbital.
If we consider two non-interacting electrons bound to the same proton, it would be a valid approximation to say that their joint wavefunction is the product of their individual wavefunctions, if they were distinguishable particles. However, because they are identical fermions, the joint wavefunction must be rendered anti-symmetric, and both electrons cannot be in precisely the same orbital and spin state at the same time (this is the Pauli exclusion principle).
A pair of particles in a joint pure state is entangled if and only if their joint wavefunction cannot be separated into a product of individual wavefunctions. Alternatively, a pair of particles in an arbitrary state is entangled if and only if their joint state cannot be expressed as a distribution of product states.
A pair of particles can become entangled only through interaction (direct or indirect), or the circumstances of their creation.
Entanglement is more than correlation, though you can't have entanglement without it.
It's possible to have a distribution of product states give the correlations in the z-component of spin as you describe, but only an entangled state can exhibit correlations in the other components of spin as well.
One example of entanglement between observables with more than two possible values is position-momentum entanglement.
if a particle A decays into a pair of particles B and C, then conservation of momentum requires that the momenta of B and C are highly anti-correlated, so they add up to the momentum of A every time. In addition, the initial positions of B and C are highly correlated because they are right on top of each other, having come from A.
This means it's possible to predict the position of B by knowing the position of A, and it's possible to predict the momentum of B by knowing the momentum of A. The only way to have strong correlations/anti-correlations in both position and momentum is for there to be entanglement between A and B in that degree of freedom. The original EPR paradox is a fine example utilizing position-momentum entanglement.
fog37 said:
A state that hosts a single electron is called orbital, correct?
No. An orbital is a term for a state with a particular definite set of quantum numbers (n, l, m), where n is the energy level, l is the orbital angular momentum, and m is the z component of orbital angular momentum. But an electron also has a spin quantum number, so each orbital can hold two electrons, in states of opposite spin.
fog37 said:
For a system with two electrons, if we apply the approximation that the electrons are not interacting, we can express the two-particle wavefunction as a product of single electron wavefunctions, i.e. orbitals.
No. You are leaving out electron spin. See above.
fog37 said:
In the case of entanglement between two particles, we say that total state describing the two particle can actually not be expressed as a product of orbital states, i.e. the wavefunction cannot be factorized, correct?
This is correct if you say "single particle states" instead of "orbital states". See above.
fog37 said:
Entanglement is about the existence of a correlation between the observables associated to each one of the two particles.
Yes, but the correlation does not have to be 100%. In other words, measuring one particle does not necessarily give you 100% accurate information about measurement results on the other particle. This can be true even if you measure the same observable (for example, spin in the same direction) on both particles; but if you measure different observables (such as spin in two different directions), things get even more complicated.
fog37 said:
if particle 1 is in state ##|+>##, particle 2 will be for sure in state ##|->##.
This assumes a particular entangled state of the two particles (roughly that total spin is zero), and it also assumes that you are measuring the same spin observable on both. If you were to measure, say, spin in the z direction on one and spin in the x direction on the other, a + result on one would only give a 50-50 chance of a - result on the other.
fog37 said:
For two possible values of the observables, the two particle can be either in the state ##|+ - >## or ##|- - >##
No. Assuming we are talking about fermions (which electrons are), the wave function has to be antisymmetric, i.e., it has to change sign when you swap particles. So a valid two-fermion state would be ##|+-> - |-+>##. But ##|+->## itself would not be valid, since by itself it is not antisymmetric (it has to be combined with ##|-+>## as I just described), and ##|-->## can't even occur as a term in a valid two-fermion state at all (because there's no other term you could possibly combine it with to make the wave function as a whole antisymmetric).
Now a question for you: is the two-fermion state I wrote down just now, ##|+-> - |-+>##, entangled? Why or why not?
thanks.
Just a quick comment about the orbital before we move forward.
Two electrons cannot have the same set of four quantum numbers by the Pauli exclusion principle. So each electron has to live on a distinct and separate state since each state is identified by the four quantum numbers (Of course, talking about electrons living in different states implies that the electrons are not interacting. If the electrons were strongly interacting, they would both live in the same state).
Assuming the two electrons are not interacting, the term orbital implicitly indicates two states. The wavefunction for each of the two electrons is the product of a spatial part and a spin part (which is not a function but a 2D vector):
$$\Psi(x,y,z) \phi(s)$$
Each electrons is in this state but the spin part is different: ##s## can be either ##\frac {1}{ 2} \hbar## or ##\frac {-1}{2} \hbar##. An orbital like ##1s## that can host two electrons is in reality two states that differ from each other only in the spin part of the wavefunction and have the same spatial part ##\Psi(x,y,z)##. Right??
fog37 said:
If the electrons were strongly interacting, they would both live in the same state
Why do you think this? It's not correct. The Pauli exclusion principle always applies. It doesn't somehow get overridden when the electrons (or any fermions) are strongly interacting.
fog37 said:
the term orbital implicitly indicates two states
Yes, which is why I objected when you said it described "a state that hosts a single electron".
fog37 said:
The wavefunction for each of the two electrons is the product of a spatial part and a spin part
Only if the spatial part and the spin part are not entangled. They can be.
fog37 said:
An orbital like ##1s## that can host two electrons is in reality two states that differ from each other only in the spin part of the wavefunction and have the same spatial part ##\Psi(x,y,z)##. Right??
Yes. But the term "orbital" is only used for the spatial part (or, if you view it in terms of quantum numbers, it's only used for sets of unique values of the first three quantum numbers (n, l, m), and doesn't include the fourth quantum number s).
Also, there are electron wave functions in which the spatial part is not a single orbital but a superposition of them. And there are also electron wave functions where the spatial part and the spin part are entangled, for example, something like ##|1s, +> + \ |2s, ->##. Such a wave function (note that it is for a single electron, not two electrons with different orbitals) does not factorize into functions ##\Psi(x, y, z) \phi(s)##.
PeterDonis said:
Why do you think this? It's not correct. The Pauli exclusion principle always applies. It doesn't somehow get overridden when the electrons (or any fermions) are strongly interacting.
I guess I get hang up on the fact that if we left all possible approximations aside there would always be one single wavefunction, i.e. one single state, describing the two or multi-electron system. The application of the approximations (nuclei are very slow, electrons don't interact, etc.) lead us to talk about multiple state for each separate electron...
fog37 said:
if we left all possible approximations aside there would always be one single wavefunction, i.e. one single state, describing the two or multi-electron system
That's true. But I don't see how it supports what you said that I objected to. If you want to talk about one single state describing, say, a two-electron system, then that state has to be antisymmetric under electron exchange. That is true whether the electrons are strongly interacting or not.
Thanks.
• Yes, if the atom/molecule has only a single electron then the orbital is just a single state but if there are many multiple electrons, an orbital becomes a set of two states occupied by two different electrons.
• As you mention, there is always a single wavefunction for two or more electrons. That single total wavefunction must be antisymmetric in the sense that i under particle interchange (which is equivalent to interchange the particles' position), the total wavefunction must be:
$$\Psi (r_1, r_2) =- \Psi(r_2, r_1)$$
I guess the total wavefunction ##\Psi(r_1, r_2)## also and implicitly includes the spin part ##\eta(s)## as well. So a function multiplied by a 2D spin vector seems to produce a vector having two wavefunctions as components:
$$\Psi(r_1, r_2)= \psi(r_1, r_2) \eta(s)= \psi(r_1, r_2) \begin{pmatrix} s_1 \\ s_2 \end{pmatrix}= \begin{pmatrix} \psi(r_1, r_2) s_1 \\ \psi(r_1, r_2) s_2 \end{pmatrix}$$
For some reason, this does not help me yet to see how fermions must obey the exclusion principle and be in different states since for the function ##\Psi(r_1, r_2)## still contemplates both electrons in one state.
• When we assume that two electrons are not interacting, then the total wavefunction ##\Psi(r_1, r_2)## can be expressed in terms of single electron wavefunctions ##\psi_a (r_1)## and ##\psi_b (r_2)## which are two different states, the first being the state for particle at location ##r_1## and the other being the state for the electron located at ##r_2##. We are also implicitly referring to ##\psi_a (r_1) = psi_a (r_1) \eta(s_1)## and ##\psi_a (r_1) \eta(s_2)##
$$\Psi(r_1, r_2)= \psi_a (r_1) \psi_b (r_2)$$
But since the particles are indistinguishable, we could write
$$\Psi(r_1, r_2)= \psi_a (r_2) \psi_b (r_1)$$
For fermions like electrons,
$$\Psi(r_1, r_2)= \frac {1}{\sqrt {2}} [\psi_a (r_1) \psi_b (r_2)- \psi_a (r_2) \psi_b (r_1)]$$
Then ##\Psi(r_1, r_2)## becomes zero when either electron occupies both states ##\psi_a (r_1) = psi_a (r_1) \eta(s_1)## and ##\psi_a (r_1) \eta(s_2)##
fog37 said:
...What if the entangled observables have more than two possible values?
That's no problem. Usually there is some kind of conservation rule at work. Total momentum conserved, total energy, etc. So the values can be a range as long as the total does not change.
fog37 said:
if the atom/molecule has only a single electron then the orbital is just a single state
No, it isn't. You're confusing the orbital with the state of the electron. They're not the same. The orbital is a set of two possible states of the electron. The single electron can be in one of those states, but that doesn't make the orbital a single state.
fog37 said:
under particle interchange (which is equivalent to interchange the particles' position)
No, it isn't. You have to take into account the entire wave function, not just the spatial part.
fog37 said:
I guess the total wavefunction ##\Psi(r_1, r_2)## also and implicitly includes the spin part ##\eta(s)## as well.
No, the total wave function is not ##\Psi(r_1, r_2)##. It's ##\Psi(r_1, r_2, s_1, s_2)##, i.e., it's a function of two positions and two spins. In some cases you can factor this into separable position and spin parts, i.e., ##\Psi(r_1, r_2, s_1, s_2) = \Phi(r_1, r_2) \eta(s_1, s_2)##. But in some cases you can't.
fog37 said:
the function ##\Psi(r_1, r_2)## still contemplates both electrons in one state.
No, it doesn't. It describes one two-electron state, but that is not the same as two electrons both being in the same single-electron state. (Also, as above, the arguments to ##\Psi## have to include the spins, not just the positions.)
Ordinary language is a very poor tool for this job; you need to look at the math. For example, consider the following two-electron state:
$$\Psi(r_1, r_2, s_1, s_2) = \vert 1s, + \rangle \vert 2s, - \rangle - \vert 2s, - \rangle \vert 1s, + \rangle$$
This is an allowed two-electron state in which the position and spin parts are entangled. In ordinary language, we might describe it as "one electron in a 1s orbital with spin up, and one electron in a 2s orbital with spin down". So it is not the case that both electrons are "in the same state" in the single-electron sense--we clearly have two electrons in two different single-electron states. But the two electrons are entangled so we can't factor the wave function into separate wave functions for each electron. We can't even factor it into a two-electron wave function for position and a two-electron wave function for spin.
I think you need to take a step back and re-think everything you're saying, using the above two-electron state as an example: if what you're saying can't be true of that state, then it's wrong.
tomdodd4598
Thanks PeterDonis,
I am still processing your answer and get back to that soon. Thank you.
On a different and simpler side note, I have a quick doubt about the action of a linear operators in QM. In linear algebra a linear operator is a transformation that converts one vector in the vector space into a different vector in the same vector space. In general, a linear operator ##\hat {F}## acts on the state ##|\Psi>## of the system and converts that state into a different state ##|\Phi>## (unless the initial state is an eigenstate of the operator itself):
$$\hat {F} |\Psi > = |\Phi >$$
where ##|\Psi> \neq | \Phi>##.
In QM, the act of measuring an observable corresponds to the action of the operator ##\hat {F}## on the current state of the system ##| \Psi>##. After the measurement, the system always ends up in one of the eigenstates of the operator itself (unless it is already in one of the eigenstates) and the measurement result is the eigenvalue of the corresponding eigenstate. That implies that a linear quantum mechanical operator corresponding to an observable always converts a certain arbitrary state into one of the eigenstates (upon measurement):
$$\hat {F} |\Psi > = |\Phi >$$
where ##| \Phi>## is one of the operator ##\hat {F}## eigenstates. So operators corresponding to observables always and only convert any input state into one of their eigenstates. It is not possible to obtain any other type of output state, correct?
I know there are also linear operators in QM that are not Hermitian or that do not correspond to observables (for example, unitary operators). I guess these operators can then convert some generic input state into a state that is not necessarily one of their eigenstates.
Am I on the right track?
Thanks,
Fog37
fog37 said:
After the measurement, the system always ends up in one of the eigenstates of the operator itself (unless it is already in one of the eigenstates) and the measurement result is the eigenvalue of the corresponding eigenstate.
Only on a collapse interpretation. And on a collapse interpretation, something else has to happen to the quantum state over and above the action of the linear operator representing the observable. Wave function collapse is a nonlinear operation.
fog37 said:
That implies that a linear quantum mechanical operator corresponding to an observable always converts a certain arbitrary state into one of the eigenstates
No, it doesn't; this is impossible for a linear operator, since a linear operator must obey the superposition principle. In other words, if ##\vert \Psi \rangle = a \vert \alpha \rangle + b \vert \beta \rangle##, then ##F \vert \Psi \rangle = a F \vert \alpha \rangle + b F \vert \beta \rangle##. This is part of the definition of a linear operator. So if ##\vert \alpha \rangle## and ##\vert \beta \rangle## are eigenstates of ##F##, then ##F \vert \Psi \rangle## must be a superposition of eigenstates, not an eigenstate itself.
This should make it obvious why wave function collapse cannot be a linear operation. It also might make it clearer where no collapse interpretations like the MWI come from: they just leave out the nonlinear collapse part.
fog37 said:
Am I on the right track?
No. See above.
Ok, thanks PeterDonis. I see how the wavefunction collapse process is nonlinear and hides certain steps. So linear operators can covert a certain state into a different state other than one of its eigenstates.
So what is a simple example of a linear operator that corresponds to an observable that changes the state of the system into a different state? I struggling to think of a particular situation like. Most of the time we discuss eigenvalues equations and eigenvectors in relations to linear operators...
fog37 said:
So linear operators can covert a certain state into a different state other than one of its eigenstates.
Any operator will do that to any state that is not an eigenstate. Linear operators have the additional property of obeying the superposition principle (which I stated in my previous post). That is what makes them important in QM.
fog37 said:
what is a simple example of a linear operator that corresponds to an observable that changes the state of the system into a different state?
The best simple examples IMO are the spin operators. However, we have to be careful about saying what "changes the state" actually means. Look at the general formula I gave for the action of a linear operator ##F## on a state ##\vert \Psi \rangle## that is a superposition of eigenstates ##\vert \alpha \rangle## and ##\vert \beta \rangle## of ##F##. Since ##\vert \alpha \rangle## and ##\vert \beta \rangle## are eigenstates, we must have ##F \vert \alpha \rangle = A \vert \alpha \rangle## and ##F \vert \beta \rangle = B \vert \beta \rangle##, where ##A## and ##B## are numbers. So if ##\vert \Psi \rangle = a \vert \alpha \rangle + b \vert \beta \rangle##, then from the linear operator formula I gave, we must have ##F \vert \Psi \rangle = a A \vert \alpha \rangle + b B \vert \beta \rangle##.
Note that this state ##F \vert \Psi \rangle## looks very similar to ##\vert \Psi \rangle##; the only thing that keeps it from being just a multiple of ##\vert \Psi \rangle## (which would have all the same physical properties as ##\vert \Psi \rangle## itself) is if the condition ##A \neq B## is satisfied. In other words, as long as ##A \neq B##, then ##F## does indeed change ##\vert \Psi \rangle## to a physically different state.
For the case of spin operators, take for example the ##z## spin operator, usually represented as the Pauli matrix ##\sigma_z##. In the simplest case, where this operator acts on a single spin-1/2 particle, it has two eigenstates, which we can represent as ##\vert z+ \rangle## and ##\vert z- \rangle##, with eigenvalues ##+ 1/2## and ##- 1/2##. So a general spin state ##\vert \Psi \rangle = a \vert z+ \rangle + b \vert z- \rangle## will be acted on as follows: ##\sigma_z \vert \Psi \rangle = \frac{1}{2} a \vert z+ \rangle - \frac{1}{2} b \vert z- \rangle##. This is evidently a different state from ##\vert \Psi \rangle##.
Thanks PeterDonis.
1) I guess your point (if I understood it) is that an operator will always change a state ##|\Psi>## that is not one of operator's eigenvectors (and is therefore a superposition of eigenvectors) into a different state ##|\Phi>## (not an eigenvector either, hence also a superposition (different expansion coefficients) of the operator's eigenvectors;
2) Interesting: if the state ##|\Psi>## is a superposition of two eigenstates that have different eigenvalues ##A## and ##B##, then the final state ##\hat{F} |\Psi> = | \Phi>## will be different from the initial state ##|\Phi>##. If the two eigenstates had the same eigenvalue (degeneracy) then the final state would be the same physical state as the initial input state (just a scaled version, which in QM means the same physical state. Scaled versions of the same state are the same physical state because once normalized they represent the same state?).
Thanks.
fog37 said:
if the state ##|\Psi>## is a superposition of two eigenstates that have different eigenvalues ##A## and ##B##, then the final state ##\hat{F} |\Psi> = | \Phi>## will be different from the initial state ##|\Psi>##. If the two eigenstates had the same eigenvalue (degeneracy) then the final state would be the same physical state as the initial input state (just a scaled version, which in QM means the same physical state. Scaled versions of the same state are the same physical state because once normalized they represent the same state?
Correct.
Ok, back to observables and entanglement. Let me summarize:
• The observables that are used to describe a system are the momentum, energy, position, angular momentum and spin. Am I forgetting any other? Is the spin observable on a different footing than the other observables? I think so. How is spin, which is an internal property of the system, different from the other types of observable? All observables have eigenstates that admit a position representation with the exception of spin. Is that the difference? Some systems are two-level systems which means that there are only two observable eigenstates for a specific observable (for ex. the energy observable). That is similar to spin which always has two eigenstates (regardless of the system under study). But still, the two state observable and spin seem to be observables on different footing.
• Orbital: jfizzix said that an orbital is an eigenstate.This eigenstate is simultaneously an eigenstate for the energy, magnitude of orbital angular momentum and z-component of orbital angular momentum operators because all these mentioned operators commute in the case of an electron bound to an atom under a central force field. This commutation may not always exist for other potential function ##V(r)##.
• An electron may be in a state that is a superposition of multiple orbitals. In the case of two non-interacting electrons (indistinguishable particles like any particle in QM) bound to the same proton, we can approximate their total joint wavefunction as the product of their individual wavefunctions. That joint wavefunction must be anti-symmetric. Both electrons cannot be in precisely the same state of the orbital (Pauli exclusion principle). The orbital is actually and always comprising two different states which are difference because of the spin.
• Entanglement: that same pair of electrons (or any indistinguishable particles) in a joint pure state is entangled iff their joint wavefunction cannot be separated into a product of individual wavefunctions. To go a step further, why does the lack of this product imply entanglement? What does the ability to separate the wavefunction into a product imply entanglement?
• I am still confused about particles interacting and non-interacting. If two particles are non-interacting it means they are independent and can never be entangled, correct? But two interacting particles are not necessarily entangled. The joint wavefunction of interacting particles cannot separated either.
• It is possible to entangle two or more particles and two or more of their observables. jffix provided theposition-momentum entanglement. But that does not imply that one observable is cross-correlated with the other. It just means that identical observables are correlated for the two particles. By cross-correlation, I mean , classically, that given two properties A and B and two systems 1 and 2, we could correlate property A of system 1 with property B of system 2. Can that happen with entanglement?
fog37 said:
1. The observables that are used to describe a system are the momentum, energy, position, angular momentum and spin. Am I forgetting any other? Is the spin observable on a different footing than the other observables? I think so. How is spin, which is an internal property of the system, different from the other types of observable?
2. But that does not imply that one observable is cross-correlated with the other. It just means that identical observables are correlated for the two particles. By cross-correlation, I mean , classically, that given two properties A and B and two systems 1 and 2, we could correlate property A of system 1 with property B of system 2. Can that happen with entanglement?
1. Time is often thrown in the list of basic observables. When it comes to entanglement, spin entanglement is not on a different footing than other entanglement.
2. Yes (depending on where you draw the line). There are many combinations of entanglement possible, and composite observables can be created. You can entangle a photon and an electron, for example. In fact, there are many weird things that can be entangled, and these lead to some odd looking Bell inequalities. Here are a couple that happen to involve Bose-Einstein Condensates (BEC).
https://arxiv.org/abs/1604.06419
Characterizing many-body systems through the quantum correlations between their constituent particles is a major goal of quantum physics. Although entanglement is routinely observed in many systems, we report here the detection of stronger correlations - Bell correlations - between the spins of about 480 atoms in a Bose-Einstein condensate. We derive a Bell correlation witness from a many-particle Bell inequality involving only one- and two-body correlation functions. Our measurement on a spin-squeezed state exceeds the threshold for Bell correlations by 3.8 standard deviations. Our work shows that the strongest possible non-classical correlations are experimentally accessible in many-body systems, and that they can be revealed by collective measurements.
https://arxiv.org/abs/1201.0248
We propose a robust scheme to prepare three-dimensional entanglement states between a single atom and a Bose-Einstein Condensate (BEC) via stimulated Raman adiabatic passage (STIRAP) techniques. The atomic spontaneous radiation, the cavity decay, and the fiber loss are efficiently suppressed by the engineering adiabatic passage. Our scheme is also robust to the variation of atom number in the BEC.
Thank you.
I am winding things back to the expression of an orbital for moment.
For the hydrogen atom, the stationary states are wavefunctions ##\psi_{n \ell m_\ell}## where ##n##, ##\ell## and ##m_\ell## are the primary quantum number, the secondary (or orbital) quantum number, and the magnetic quantum number respectively. The state ##\phi_{n \ell m_\ell}## is a complicated function with a radial and angular component:
$$\psi_{n \ell m_\ell} = R_{n \ell} Y_{\ell}^{m_\ell}(\theta, \phi)$$
When there are two electrons involved, we are forced to introduced the 4th quantum number ##m_s##, i.e. the spin quantum number. How does the total state with the four quantum numbers
$$\psi_{n \ell m_\ell m_s}$$
look like? Is it a function? How do we incorporate the label ##m_s## into the wavefunction? By itself, ## \psi_{n \ell m_\ell}## is a function with 3 labels and three spatial coordinates ##(r, \theta, \phi)##.
For instance, the two states ##\psi_{000, \frac{1}{2}}## and ##\psi_{000,\frac {-1}{2}}## have identical wavefunctions (same probability distribution density) except for the spin quantum numbers. Do we simply distinguish these two states from the label ##m_s## but their wavefunction is not affected and is exactly the same?
I don't think the single electron in the hydrogen atom can be in a superposition of two the states ##\psi_{000, \frac{1}{2}}## and ##\psi_{310, \frac{1}{2}}## with the same spin quantum number ##m_s = \frac {1}{2}##, correct?
What about the superposition of the following states ##\psi_{320, \frac{1}{2}}##, ##\psi_{321, \frac {-1}{2}}## and ##\psi_{32,-2, \frac{1}{2}}##? Is that an allowed superposition?
Thanks!
## 1. What is an entangled state?
An entangled state is a quantum state in which two or more particles are connected in such a way that the state of one particle cannot be described without also describing the state of the other particle. This phenomenon is known as quantum entanglement and it is a fundamental principle of quantum mechanics.
## 2. How is an entangled state different from a non-interacting state?
In a non-interacting state, the particles do not affect each other and their states can be described independently. In an entangled state, the particles are connected and their states are interdependent, meaning that changing the state of one particle will also affect the state of the other particle.
## 3. How are particles entangled?
Particles can become entangled through interactions with each other, such as collisions or through the process of quantum entanglement known as "spooky action at a distance." This occurs when two particles are separated but still exhibit correlated behavior, indicating that their states are connected.
## 4. What are some potential applications of entangled states?
Entangled states have the potential to be used in quantum computing, quantum cryptography, and quantum teleportation. They can also be used to test the foundations of quantum mechanics and to study the nature of entanglement itself.
## 5. Can entangled states be observed in everyday life?
No, entangled states are typically only observed in controlled laboratory settings. While entanglement is a fundamental aspect of quantum mechanics, it is not observable in our macroscopic world and is only relevant on a very small scale.
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3K | 8,088 | 34,086 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.75 | 3 | CC-MAIN-2024-33 | latest | en | 0.914082 |
https://stats.stackexchange.com/questions/211904/using-holt-winters-formula-how-do-you-choose-which-seasonality-to-begin-your-fi | 1,716,299,807,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971058484.54/warc/CC-MAIN-20240521122022-20240521152022-00072.warc.gz | 477,721,599 | 38,834 | # Using Holt-Winters formula, how do you choose which seasonality to begin your first forecast period with?
This is probably a pretty basic question but I'd like to understand how you choose a seasonality number for the first forecast period in a Holt-Winters model.
If you need to forecast 8 months ahead would you begin with the seasonality number that corresponds to the same month 1 year ago? Example: use April '15's seasonality number to forecast April ''16's?
Yes.
In Holt-Winters, you will initialize and update three different components, one for the level, one for the trend and one for the seasonality. The seasonality component actually has as many entries as there are periods in one seasonal cycle - 4 for quarterly data, 12 for monthly data etc.
When you forecast out, the forecast includes the most recent level component estimate, the most recent trend component estimate (extrapolated, possibly dampened) and the most recent seasonality component estimate for the seasonal period you are interested in. Thus, when forecasting for next April, you'd use the entry corresponding to April.
I recommend this section on Holt-Winters in Hyndman's and Athanasopoulos' excellent free online forecasting textbook. Note in particular which seasonal entry is used in forecasting: $s_{t-m+h_m^+}$, where $s$ contains the updated seasonal components, $t$ is the forecast time period, $m$ is the length of the seasonal cycle, and
$$h_m^+ = \lfloor (h-1)\ \text{mod}\ m\rfloor +1$$
for a forecast horizon $h$ ensures that you take the correct seasonal entry.
• You are welcome. If my answer helped you, please consider upvoting and/or accepting it. Thank you! May 11, 2016 at 18:02 | 384 | 1,692 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.765625 | 3 | CC-MAIN-2024-22 | latest | en | 0.924211 |
https://rdrr.io/cran/ade4/man/pta.html | 1,709,410,065,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947475897.53/warc/CC-MAIN-20240302184020-20240302214020-00124.warc.gz | 465,966,656 | 8,731 | # pta: Partial Triadic Analysis of a K-tables In ade4: Analysis of Ecological Data: Exploratory and Euclidean Methods in Environmental Sciences
pta R Documentation
## Partial Triadic Analysis of a K-tables
### Description
performs a partial triadic analysis of a K-tables, using an object of class `ktab`.
### Usage
```pta(X, scannf = TRUE, nf = 2)
## S3 method for class 'pta'
plot(x, xax = 1, yax = 2, option = 1:4, ...)
## S3 method for class 'pta'
print(x, ...)
```
### Arguments
`X` an object of class `ktab` where the arrays have 1) the same dimensions 2) the same names for columns 3) the same column weightings `scannf` a logical value indicating whether the eigenvalues bar plot should be displayed `nf` if scannf FALSE, an integer indicating the number of kept axes `x` an object of class 'pta' `xax, yax` the numbers of the x-axis and the y-axis `option` an integer between 1 and 4, otherwise the 4 components of the plot are displayed `...` further arguments passed to or from other methods
### Value
returns a list of class 'pta', sub-class of 'dudi' containing :
`RV` a matrix with the all RV coefficients `RV.eig` a numeric vector with the all eigenvalues (interstructure) `RV.coo` a data frame with the scores of the arrays `tab.names` a vector of characters with the array names `nf` an integer indicating the number of kept axes `rank` an integer indicating the rank of the studied matrix `tabw` a numeric vector with the array weights `cw` a numeric vector with the column weights `lw` a numeric vector with the row weights `eig` a numeric vector with the all eigenvalues (compromis) `cos2` a numeric vector with the cos² between compromise and arrays `tab` a data frame with the modified array `li` a data frame with the row coordinates `l1` a data frame with the row normed scores `co` a data frame with the column coordinates `c1` a data frame with the column normed scores `Tli` a data frame with the row coordinates (each table) `Tco` a data frame with the column coordinates (each table) `Tcomp` a data frame with the principal components (each table) `Tax` a data frame with the principal axes (each table) `TL` a data frame with the factors for Tli `TC` a data frame with the factors for Tco `T4` a data frame with the factors for Tax and Tcomp
### Author(s)
Pierre Bady pierre.bady@univ-lyon1.fr
Anne-Béatrice Dufour anne-beatrice.dufour@univ-lyon1.fr
### References
Blanc, L., Chessel, D. and Dolédec, S. (1998) Etude de la stabilité temporelle des structures spatiales par Analyse d'une série de tableaux faunistiques totalement appariés. Bulletin Français de la Pêche et de la Pisciculture, 348, 1–21.
Thioulouse, J., and D. Chessel. 1987. Les analyses multi-tableaux en écologie factorielle. I De la typologie d'état à la typologie de fonctionnement par l'analyse triadique. Acta Oecologica, Oecologia Generalis, 8, 463–480.
### Examples
```data(meaudret)
wit1 <- withinpca(meaudret\$env, meaudret\$design\$season, scan = FALSE, scal = "partial")
kta1 <- ktab.within(wit1, colnames = rep(c("S1", "S2", "S3", "S4", "S5"), 4))
kta2 <- t(kta1)
pta1 <- pta(kta2, scann = FALSE)
pta1
plot(pta1)
```
ade4 documentation built on Feb. 16, 2023, 7:58 p.m. | 917 | 3,200 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.75 | 3 | CC-MAIN-2024-10 | latest | en | 0.663535 |
https://dsp.stackexchange.com/questions/24706/how-to-perform-a-time-domain-shift-in-the-frequency-domain-without-zero-padding/25272 | 1,619,092,553,000,000,000 | text/html | crawl-data/CC-MAIN-2021-17/segments/1618039603582.93/warc/CC-MAIN-20210422100106-20210422130106-00509.warc.gz | 323,828,916 | 40,090 | How to perform a time domain shift in the frequency domain without zero padding
Apologies in advance if my question doesn't make sense. I'm not the most fluent person in signal processing.
I have an array of time domain values that I would like to apply a time delay to by computing the fft then apply the Fourier transform $f(t - \tau) = F(\omega)\exp(-i \omega\tau)$ and then compute the inverse fft to get my delayed signal.
My problem is that the delay is very large (three times further than the range of my original signal) so in order to get the delayed signal I have been zero padding my original signal by a significant amount which greatly increase the computation time.
Is there a better way to compute the delay using Fourier transform without the need to zero pad?
• If you only need a constant delay, this corresponds to a linear phase shift. So you can directly change the shift in the frequency domain. As for the shift in real domain, you wrote it yourself: $t-\tau$... But I may have missed something because I don't get why you would need to perform an FFT to delay your signal: that's much faster in the time domain if you only apply one time delay. – user13706 Jul 15 '15 at 18:57
• The problem for me is that the time series are discrete and uniform in time (e.g. a bit per second) and the delay is not necessary in intervals of seconds. If the delay is 2 seconds for example I could just shift the array of values two elements but I don't quite know how to do that with a delay of 1.5 without resorting to using time shift in frequency domain. – kkawabat Jul 15 '15 at 20:37
• Ah, I see... Then the Fourier transform would most likely not solve anything! If your signal is smooth enough, just interpolate data-points and change the $x$ values to get the correct shift. If your data is not smooth using the FFT is just wrong (I can explain more in a complete answer if you wish). In the end, for a limited number of delay calculation per sample, do it in time domain. – user13706 Jul 15 '15 at 21:39
• That said, if and only if your signal is smooth enough, you can perform the said shifting in frequency domain. In that case, do not pad: the signal in the time domain will "roll" as much as needed and the new points would correspond to the correct interpolated points. Then, all you have to do is to roll-back you signal array and to update $x$ accordingly. Said this way, real space interpolation seems soooo much simpler. – user13706 Jul 15 '15 at 21:50
You must zero-pad, whether implementing the delay in the time domain or the frequency domain. (Consider this: by delaying, you are making the signal longer.)
Implementing the delay with the FFT implements a circular shift. If you don't pad and you use the FFT, the data will simply wrap around on itself. (Imagine that if you didn't zero pad and used the FFT with $\tau = NT$, the duration of the record length. Then you would simply get back what you started with, with no delay, because of circular wrapping.) If you want only an integer number of sample delays, do it in the time domain.
If you want a fractional sample delay, you can use the FFT as you describe. It makes no difference mathematically if you implement say a 20.7 sample delay first in time by 20 samples and then in frequency by 0.7 samples, or whether you do it all in frequency by 20.7 samples. Remember—you padded first. Computationally, as you say, this can increase computation time. But you are only increasing the length by a factor of four so computation time with an FFT should increase by a factor of only two. Is this too much? Alternatively, you can do the "bulk" delay in time and the fractional delay in frequency. In the frequency part, you have a couple of choices. First, before doing the bulk time delay, you can do the fractional delay on the original unpadded data and accept the fractional-sample delay wrap-around error at the beginning of the sequence. Second, you can pad your data by only one sample and do the fractional shift with an FFT. If your FFT software accepts only powers-of-two record lengths and your original record length is a power of two, this will likely slow your computation by more than a factor of two because a fast algorithm is not employed. However, most modern FFT packages provide fast algorithms for sequence lengths that can be factored into products of small prime numbers, so adding one data point might not significantly increase computation time.
Some have suggested alternatively using an interpolater for a fractional shift. The FFT is the ideal interpolater—it exactly interpolates bandlimited data when zero padding without adding a delay exponential or when your delay exponential is added. However, cubic splines are outstanding interpolators and should be in your toolbox.
Delay in the frequency domain, as you are attempting, can only be circular, so you must zero pad unless you want your signal to wrap around in time.
I'm guessing there is a good reason why you cannot just prepend the appropriate number of zeros in the time domain?
• Thank you for your reply. The signals is about 5 seconds long while the delay is 20 seconds. And I'm repeating the operation for about 10000 signals so it increase the computation by a large amount. Would it be possible for me to manipulate the wrapped signal after the delay? – kkawabat Jul 15 '15 at 17:53
• I don't really understand your requirements. I'm assuming this is offline processing: if you are going to delay a K sample signal by M samples, you will inevitably end up with a K+M sample result. The quickest way to achieve this is simply inserting the K sample signal at the end of the K+M sample all-zeros array. If you require fractional sample delay of, say, 20.5 samples, I would perform the fractional delay of 0.5 samples using the FFT method, then add the large integer delay by pre-padding zeros. You could also perform the fractional sample delay in the time domain by interpolation. – kippertoffee Jul 17 '15 at 7:36 | 1,331 | 6,004 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.296875 | 3 | CC-MAIN-2021-17 | latest | en | 0.912788 |
https://reactgo.com/python-get-first-digit-of-number/ | 1,685,608,335,000,000,000 | text/html | crawl-data/CC-MAIN-2023-23/segments/1685224647639.37/warc/CC-MAIN-20230601074606-20230601104606-00464.warc.gz | 535,114,751 | 17,903 | Author - Sai gowtham
# Python - Get the first digit of a number
In this tutorial, we are going to learn about how to get the first digit of a number in Python with the help of examples.
In Python, strings are the sequence of characters, where the index of the first character is `0`, the second character is `1`, third character is `3` and the last character index `-1`.
Consider, we have a following number:
``pin = 67683``
To get the first digit of a number:
1. Convert the number to a string using the str() Function.
2. Use the square brackets syntax `[]` to access the first character of a string.
3. Convert the result back to a number to get the first digit of the number.
Here is an example:
``````pin = 67683
first_digit_str = str(pin)[0]
result = int(first_digit_str) # str to int
print(result)``````
Output:
``6``
In the example above, first we converted the number to a string, so we can use the square brackets syntax on it.
You can access the characters of a string, by using the square brackets syntax and specifying an index.
0 is the index of a first character in the string. At last we have used the int() function to convert the string to a number.
You can also shorten the above code in a single line like this:
``````pin = 67683
first_digit = int(str(pin)[0])
print(first_digit)``````
## How rotate an image continuously in CSS
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## How to create a pulse animation in CSS
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## Creating a snowfall animation using css and JavaScript
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© 2023 Reactgo | 569 | 2,325 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.921875 | 3 | CC-MAIN-2023-23 | longest | en | 0.795515 |
https://blog.digitalelectronics.co.in/2007/08/interview-question_6906.html | 1,695,875,643,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233510358.68/warc/CC-MAIN-20230928031105-20230928061105-00759.warc.gz | 159,273,876 | 50,847 | # Interview Question
Due to a miscommunication during design, you thought your circuit was supposed to have a supply voltage of 2.1 volts (threshold voltage is 0.7 volts) and a 25 ns cycle time, and you designed it to meet those specifications. Now your boss tells you you were supposed to have a 20 ns cycle time. To avoid redesigning the whole circuit, a co-worker suggests increasing the voltage of the circuit to decrease the delay to 20 ns. The same co-worker suggests picking some arbitrary number like 3.5 volts.
1. Determine the new cycle time of your circuit with a 3.5 volt input voltage.
2. Your boss is worried about the additional power consumption - calculate the increase in power consumption of your circuit at 3.5 volts, assuming activity factor and capacitance remain the same and neglecting short circuit and leakage power.
3. To satisfy your boss, calculate the minimum voltage you would increase the supply voltage to, in order to allow your circuit to run at 20 ns. You may leave your answer in non-simplified numeric terms, but not in the form of an equation to solve. | 238 | 1,092 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.046875 | 3 | CC-MAIN-2023-40 | latest | en | 0.956949 |
http://openstudy.com/updates/4f33ac79e4b0fc0c1a0ba40a | 1,449,008,185,000,000,000 | text/html | crawl-data/CC-MAIN-2015-48/segments/1448398471441.74/warc/CC-MAIN-20151124205431-00225-ip-10-71-132-137.ec2.internal.warc.gz | 177,321,105 | 11,454 | jpknegtel 3 years ago Need to use the binomal therom to expand (1+2x)/(1-2x) Not sure where to start to get it into the right format.
1. jpknegtel
$(1+2x)/(1-2x)$
2. jpknegtel
Oh. Need to go up too and including the term $x ^{2}$
3. King
so its x^2+2x+1/1-2x?
4. jpknegtel
Could you explain the steps? thank you very much for your timee!
5. Zed
Is that $(1+2x) \times (1-2x)$ or $\frac{(1+2x)}{(1-2x)}$?
6. jpknegtel
I have been trying to do those Fractions but am unable to do it! Soo fustrating! Yes it is the the (1+2x) over (1-2x)
7. Zed
Okay give me a minute to work this out :)
8. jpknegtel
If it is any help the answer is $(1+2x)(1+2x+4x ^{2})$
9. y2o2
(1+2x) over (1-2x) can never be equal to (1+2x)(1+2x+4x²) and you can assure that by substitution.
10. Zed
$(1+2x)(1-2x)^{-1}=(1+2x)(1^{-1}+-1*1^{-1-1}*-2x+\frac{-1(-1-1)}{2} (1)^{-1-2}(2x)^2+...)$$=(1+2x)(1^{-1}+2x+\frac{-1(-2)}{2} (1)^{-3}*4x^2+...)$$=(1+2x)(1+2x+\frac{2}{2} *1*4x^2+...)$$=(1+2x)(1+2x+4x^2+...)$ This is from this rule $(a+b)^n=a^n+na^{n-1}b+\frac{n(n-1)}{2}a^{n-2}b^2+....$ Sorry it took so long :D
11. dumbcow
either the answer is wrong or you forgot something when posting the problem i agree with y2o2
12. Zed
13. dumbcow
@zed yes it becomes an infinite sum..is that the solution they are looking for? their answer stops after 4x^2
14. Zed
Yes they only had to do the terms until it reaches x^2 power
15. dumbcow
ok thanks for clearing it up :)
16. jpknegtel
Thank you very much guys! Clears things up! | 621 | 1,516 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.21875 | 4 | CC-MAIN-2015-48 | longest | en | 0.752661 |
https://community.fabric.microsoft.com/t5/Desktop/Filter-Table-using-Selected-Montha-na-d-Year/m-p/742724/highlight/true | 1,726,372,535,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651614.9/warc/CC-MAIN-20240915020916-20240915050916-00066.warc.gz | 156,428,136 | 51,846 | Skip to main content
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Anonymous
Not applicable
## Filter Table using Selected Montha na d Year
I need an urgent help.
I have a month and year filter, which linked to the Date table.
I have another table A which is not linked to the date able and it has a Start date and End date.
Now I want to filter table A where the selected Year and Month lies in between the Start Date and End Date.
Please help me.
Thanks
1 ACCEPTED SOLUTION
Community Support
Hi @Anonymous ,
Could you tell me if your problem has been solved? If it is, kindly mark the helpful answer as a solution if you feel that makes sense. Welcome to share your own solution. More people will benefit from here.
Best Regards,
Xue
If this post helps, then please consider Accept it as the solution to help the other members find it more quickly.
Best Regards,
Xue Ding
If this post helps, then please consider Accept it as the solution to help the other members find it more quickly.
2 REPLIES 2
Community Support
Hi @Anonymous ,
Could you tell me if your problem has been solved? If it is, kindly mark the helpful answer as a solution if you feel that makes sense. Welcome to share your own solution. More people will benefit from here.
Best Regards,
Xue
If this post helps, then please consider Accept it as the solution to help the other members find it more quickly.
Best Regards,
Xue Ding
If this post helps, then please consider Accept it as the solution to help the other members find it more quickly.
Community Support
Hi @Anonymous ,
I create a sample to calculate total values when the selected date is between start date and end date. You can reference it to modify yours.
1. I created a new date table.
`Table = CALENDARAUTO()`
1. Create a measure
```Measure =
VAR a =
CALCULATE (
SUM ( Table1[values] ),
FILTER ( Table1, MAX ( 'Table'[Date].[Year] ) = Table1[START_DATE].[Year] )
)
VAR b =
CALCULATE (
SUM ( Table1[values] ),
FILTER (
Table1,
MAX ( 'Table'[Date] ) <= Table1[END_DATE]
&& MAX ( 'Table'[Date] ) >= Table1[START_DATE]
)
)
RETURN
IF (
ISFILTERED ( 'Table'[Date].[Year] ),
IF ( ISFILTERED ( 'Table'[Date].[Month] ), b, a ),
SUM ( Table1[values] )
)```
Best Regards,
Xue Ding
If this post helps, then please consider Accept it as the solution to help the other members find it more quickly.
Best Regards,
Xue Ding
If this post helps, then please consider Accept it as the solution to help the other members find it more quickly.
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Top Solution Authors
Top Kudoed Authors | 747 | 3,151 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.296875 | 3 | CC-MAIN-2024-38 | latest | en | 0.913731 |
http://physics.stackexchange.com/questions/51824/where-the-proper-time-is-invariant-why-d-tau-is-not-zero/51826 | 1,429,347,724,000,000,000 | text/html | crawl-data/CC-MAIN-2015-18/segments/1429246634257.45/warc/CC-MAIN-20150417045714-00088-ip-10-235-10-82.ec2.internal.warc.gz | 204,863,689 | 18,889 | # where the proper time is invariant why $d\tau$ is not zero?
where the proper time is invariant why change (differential) in proper time $d\tau$ is not zero? $\Delta \tau=\tau_f-\tau_i$ as i know. $d(invariant)=0$ note to comment: action $S=-m_oc^2\int_C d\tau$
Invariance always applies between some set of conditions. Things can be invariant in time, invariant over changes in position or over changes of coordinate systems and so on. In relativity things described as "invariant" without a descriptive clause are general things that all observers can agree upon. The claim that "proper time is invariant", means that the proper time between two events (four points in space time) is something that all observers can agree upon, not that the measured proper time is zero.
something that all observers can agree upon like speed of light but this does not means that the measured in speed of light is not zero $dc\not= 0$,
ok guys i got the point: invariance is not a synonym for being a constant. thanks
-
Hello antoni, I think you should formulate your question better. The differential in $d\tau$ probabily doesn't mean variation along the transformation under which you declare invariance. – Bzazz Jan 21 '13 at 22:44
Invariance always applies between some set of conditions. Things can be invariant in time, invariant under changes in position or under changes of coordinate systems and so on.
In relativity things described as "invariant" without a descriptive clause are general things that all observers can agree upon. The claim that "proper time is invariant", means that the proper time along a particular path between two events (four points in space time) is something that all observers can agree upon, not that the measured proper time is zero.
-
Not quite: the proper time along a particular space-time path is invariant. The proper time is path dependent - this is the resolution of the twin paradox! – Michael Brown Jan 22 '13 at 0:38
@MichaelBrown Uhm...yes. That's roughly what I was visualizing, but I have clearly writen in incorrectly. You words are exactly what was required to repait it. Thanks. – dmckee Jan 22 '13 at 0:47
Invariance is not a synonym for being constant. The differential of a constant is zero, but a number is an invariant if it is constant with respect to change of reference frame. So, if I have a particle attached to a harmonic oscillator, and I undergo a galilean transformation, I'll see that the particle's acceleration remains unchanged. Therefore, the particle's acceleration is an invariant with respect to Galilean transformations. However, over time, the acceleration changes, so even though acceleration is an invariant in this case it changes over time.
The proper time $\tau$ is an invariant with respect to Lorentz transformations in special relativity, because the proper time separating two spacetime events (also given a path between them) is the same regardless of whatever Lorentz transformation of coordinates you do. However, in some other reference frame with time coordinate $t$, $\frac{d\tau}{dt}$ may be nonzero. The usual case you can look at would be when a particle with proper time $\tau$ and velocity $v$ (with respect to your reference frame with time coordinate $t$ and velocity $0$), and you can figure out that $\frac{d\tau}{dt}=\frac{1}{\sqrt{1-v^2/c^2}}=\gamma$, giving you the formula for time dilation.
(Disclaimer: Not an expert on this stuff! And, I'm only referring to special relativity, because that's all I've studied.)
-
In special relativity, the proper time between events $(t_1, \mathbf{x}_1)$ and $(t_2, \mathbf x_2)$ is given by
$\Delta\tau_{12}^2 = -(t_2-t_1)^2 + (\mathbf x_2-\mathbf x_1)^2$.
This quantity is has the same value as measured by any two inertial observers. To prove this, we note that the coordinates of these events as measured by a different inertial observer differ by a Poincare transformation, and such a transformation leaves the proper time difference $\Delta\tau_{12}$ the same (I'll leave the proof of this fact to you). This is true whether or not $\Delta\tau_{12}=0$.
- | 970 | 4,112 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.3125 | 3 | CC-MAIN-2015-18 | longest | en | 0.931499 |
https://www.eolymp.com/en/problems/10032 | 1,709,306,302,000,000,000 | text/html | crawl-data/CC-MAIN-2024-10/segments/1707947475311.93/warc/CC-MAIN-20240301125520-20240301155520-00584.warc.gz | 768,677,539 | 3,984 | bolt
Try our new interface for solving problems
Problems
# Positive tests
Time limit 2 seconds
Memory limit 128 MiB
Virologist Abutalib continues his mathematical calculations. He is looking for effective ways to detect positive or negative tests for coronavirus. Abutalib has tests for coronavirus numbered from a to b. In the course of his calculations, he found out that positive tests satisfy certain conditions. Thus, the test for coronavirus is positive if the serial number of the test is divided by k numbers previously determined by Abutalib, and at the same time, it is not divided by m numbers also previously determined by Abutalib. You should help Abutalib to find how many tests from a to b are positive.
## Input data
First line contains numbers a and b (1ab10^18 ). Second line contains numbers k and m (0k , m20). Third line contains k integers x[i] (1x[i]10^18 ) - numbers that must divide the positive test. Fourth line contains m integers y[i] (1y[i]10^18 ) - numbers that must not divide the positive test.
## Output data
Print the number of positive tests from a to b.
## Examples
Input example #1
5 15
1 1
2
4
Output example #1
3
Input example #2
5 15
0 2
3 5
Output example #2
5
Input example #3
1 100000
0 0
Output example #3
100000 | 331 | 1,267 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.671875 | 3 | CC-MAIN-2024-10 | latest | en | 0.881057 |
https://warreninstitute.org/what-do-barbell-curls-and-dips-have-in-common/ | 1,726,667,987,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651899.75/warc/CC-MAIN-20240918133146-20240918163146-00271.warc.gz | 559,021,252 | 22,305 | # Building upper body strength.
Sure, here's a brief introduction for your blog post:
Welcome to Warren Institute! In this article, we'll explore what barbell curls and dips have in common in the realm of Mathematics education. While these exercises may seem unrelated at first glance, their similarities reveal an unexpected connection that can help us understand key concepts in mathematics. By analyzing the underlying principles shared by these two physical movements, we can gain a deeper insight into how mathematical ideas are interconnected and interdependent. Let's delve into this intriguing comparison and uncover the surprising parallels between these seemingly disparate activities.
Sure, here are the secondary subtitles in HTML format and their detailed responses:
```html
## The Mathematics Behind Barbell Curls and Dips
```
The Mathematics behind both barbell curls and dips lies in the concept of mechanical advantage and leverage. In Mathematics education, students can explore how the length of the lever arm affects the force required to move the weight in these exercises. Understanding the relationship between force, distance, and resistance can be a practical application of mathematical principles in the context of physical fitness.
```html
## Analyzing Movement Patterns Using Trigonometry
```
Trigonometry plays a significant role in analyzing the movement patterns involved in barbell curls and dips. Students can apply trigonometric functions such as sine, cosine, and tangent to understand the angles at which various joints move during these exercises. Exploring the connection between trigonometry and human movement can provide a unique perspective on the integration of mathematics and physical activities.
```html
## Calculating Work and Power in Weightlifting
```
In the realm of Mathematics education, students can delve into the calculation of work and power in the context of weightlifting exercises like barbell curls and dips. By applying mathematical formulas related to work, energy, and power, learners can quantify the mechanical output involved in these movements. This application of mathematical concepts in the domain of fitness can enhance students' understanding of real-world problem-solving.
```html
## Exploring the Role of Geometry in Exercise Equipment Design
```
Geometry becomes relevant when exploring the design and functionality of exercise equipment used for barbell curls and dips. Students can investigate the geometric properties of the equipment, such as angles, dimensions, and structural stability. Understanding the role of geometry in optimizing exercise equipment design can demonstrate the practical implications of geometry in real-life contexts, bridging the gap between mathematics and physical fitness.
### How can barbell curls and dips be used as real-world examples to teach students about the concept of functions in mathematics?
Barbell curls and dips can be used as real-world examples to teach students about the concept of functions in mathematics by demonstrating how the movement of the barbell or the body during the exercises can be represented as a function of time.
### In what ways can barbell curls and dips be incorporated into a lesson on geometry and angles in mathematics education?
Barbell curls and dips can be incorporated into a lesson on geometry and angles in mathematics education by demonstrating the relationship between the movements and the angles formed. This can help students understand concepts such as acute, obtuse, and right angles in a practical and engaging way.
### What mathematical principles can be explored through analyzing the movements and mechanics involved in barbell curls and dips in physical education and mathematics classes?
Physics principles such as leverage, force, and torque can be explored through analyzing the movements and mechanics involved in barbell curls and dips, which can provide mathematical applications in physical education and mathematics classes.
### How can the use of barbell curls and dips as practical exercises help students understand the concept of algebraic expressions and equations in mathematics education?
The use of barbell curls and dips in practical exercises can help students understand the concept of algebraic expressions and equations in mathematics education by demonstrating real-life applications of mathematical principles, promoting physical understanding of variables and operations, and fostering a holistic approach to problem-solving.
### Are there any mathematical patterns or relationships that can be observed through analyzing the repetition and variation in barbell curls and dips as part of a mathematics and fitness integrated curriculum?
Yes, analyzing the repetition and variation in barbell curls and dips can reveal mathematical patterns and relationships, particularly in the context of geometry, algebra, and calculus as part of a mathematics and fitness integrated curriculum.
In conclusion, we can see that barbell curls and dips share a common thread in the realm of Mathematics education. By exploring the variables involved in these exercises, we can gain a deeper understanding of how mathematical principles are applied in real-world scenarios. Both movements require an understanding of patterns, angles, and force distribution, highlighting the interconnectedness of mathematics and physical activity. This connection serves as a powerful example of how we can integrate mathematical concepts into various domains, fostering a more holistic approach to education. | 957 | 5,595 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.1875 | 4 | CC-MAIN-2024-38 | latest | en | 0.919285 |
https://bigupanddown.com/can-you-play-cribbage-with-4-players/ | 1,653,608,590,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662627464.60/warc/CC-MAIN-20220526224902-20220527014902-00437.warc.gz | 182,833,154 | 16,458 | # Can You Play Cribbage With 4 Players
Can You Play Cribbage With 4 Players. For starters, you must be sitting diagonal from your partner. Basically, you can play it two ways.
Both players keep 4 cards, give their partners 4 cards and throw two to the crib. I don't have any links to provide for you but i can tell you how my family (avid cribbage players)and i play the 4 player variation. Post pictures of your cool boards, show off your big hands, boast about your scorecard, discuss strategy or find out where you can play in your area.
Or four people can play two against two as partners. This game is tailored for 2 or 3 players, however, players can form teams of two in a four player game. A number of variations have been devised for playing solitaire forms of cribbage.
This game is normally over in four deals, at most five. You can remember this with the phrase “five, throw one”. As for dealing, you deal out only 4 cards to each player and 4 directly to the crib.
### Can You Play Cribbage With 4 Players?
The rows are split into two sets. As for dealing, you deal out only 4 cards to each player and 4 directly to the crib. With 3, 4, and 5 players, the dealer deals five cards to each player and everyone discards 1 card for the crib.
### This Plays Much Like Cribbage Without Pegging.
The rest of the game is played normally. Two or three people can play. This video will cover the game for 3 p.
### The Point For Go Is Always Won By The Person Who Played The Last Card.
But cribbage is basically best played by two people, and the rules that follow are for that number. With only 5 cards to build a hand, the game comes down to luck instead of skill. Five cards are dealt to each player, each of whom discards one to the crib.
### A Standard Deck Of 52 Playing Cards.
The game then proceeds in the following three rounds: We find it more fun to play as teams. Both players then discard two of their cards and place them face down to the side of the gameplay area to form the crib.
### If The First Person After The Go Cannot Play, The Second Player Does Not Play.
Points are earned by making card combinations. If he does play, the third person must also play (if possible). Cribbage is a challenging game that can be played with 2 to 4 players.
## How Much Can You Make From A Board Game
How Much Can You Make From A Board Game. You can have a custom monopoly type game or any custom styled game with your... | 571 | 2,443 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.828125 | 3 | CC-MAIN-2022-21 | latest | en | 0.967176 |
http://guides.library.tulsacc.edu/c.php?g=118452&p=771608 | 1,529,900,568,000,000,000 | text/html | crawl-data/CC-MAIN-2018-26/segments/1529267867424.77/warc/CC-MAIN-20180625033646-20180625053646-00312.warc.gz | 127,748,095 | 10,325 | # Math Help: Variables and expressions
Refresh your competency in the various areas of Mathematics.
## VARIABLES AND EXPRESSIONS
In this module you can learn what a variables and expressions are and how they are used in algebra.
The video above contains an explanation of variables.
The above video from Khan academy explains variables, expressions and equations.
## Did you know?
There are no rules that determine what letter is used as a variable.
Variables always represent some value, even if that value is zero.
The number that comes just after "x" is not "y"; it is "x + 1".
Study and practice | 125 | 609 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.625 | 3 | CC-MAIN-2018-26 | latest | en | 0.906013 |
https://convertoctopus.com/41-1-grams-to-kilograms | 1,621,078,442,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243991801.49/warc/CC-MAIN-20210515100825-20210515130825-00550.warc.gz | 204,260,116 | 7,950 | ## Conversion formula
The conversion factor from grams to kilograms is 0.001, which means that 1 gram is equal to 0.001 kilograms:
1 g = 0.001 kg
To convert 41.1 grams into kilograms we have to multiply 41.1 by the conversion factor in order to get the mass amount from grams to kilograms. We can also form a simple proportion to calculate the result:
1 g → 0.001 kg
41.1 g → M(kg)
Solve the above proportion to obtain the mass M in kilograms:
M(kg) = 41.1 g × 0.001 kg
M(kg) = 0.0411 kg
The final result is:
41.1 g → 0.0411 kg
We conclude that 41.1 grams is equivalent to 0.0411 kilograms:
41.1 grams = 0.0411 kilograms
## Alternative conversion
We can also convert by utilizing the inverse value of the conversion factor. In this case 1 kilogram is equal to 24.330900243309 × 41.1 grams.
Another way is saying that 41.1 grams is equal to 1 ÷ 24.330900243309 kilograms.
## Approximate result
For practical purposes we can round our final result to an approximate numerical value. We can say that forty-one point one grams is approximately zero point zero four one kilograms:
41.1 g ≅ 0.041 kg
An alternative is also that one kilogram is approximately twenty-four point three three one times forty-one point one grams.
## Conversion table
### grams to kilograms chart
For quick reference purposes, below is the conversion table you can use to convert from grams to kilograms
grams (g) kilograms (kg)
42.1 grams 0.042 kilograms
43.1 grams 0.043 kilograms
44.1 grams 0.044 kilograms
45.1 grams 0.045 kilograms
46.1 grams 0.046 kilograms
47.1 grams 0.047 kilograms
48.1 grams 0.048 kilograms
49.1 grams 0.049 kilograms
50.1 grams 0.05 kilograms
51.1 grams 0.051 kilograms | 472 | 1,691 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.28125 | 4 | CC-MAIN-2021-21 | longest | en | 0.755143 |
http://wiki.fool.com/wiki/index.php?title=How_to_Calculate_the_Income_Tax_on_an_IRA_Disbursement&oldid=24683 | 1,438,614,495,000,000,000 | text/html | crawl-data/CC-MAIN-2015-32/segments/1438042989897.84/warc/CC-MAIN-20150728002309-00024-ip-10-236-191-2.ec2.internal.warc.gz | 253,517,217 | 15,313 | What is Foolsaurus?
It's a glossary of investing terms edited and maintained by our analysts, writers and YOU, our Foolish community. Get Started Now!
# How to Calculate the Income Tax on an IRA Disbursement
Original post by Mark Kennan of Demand Media
Individual retirement accounts (IRAs) help you to save for retirement. As long as you keep the money in the IRA, you incur no income tax liability. When you take distributions from a traditional IRA, you must report that money as taxable income, which adds to your income taxes due. In addition, if you are not 59 1/2, you owe an extra income tax penalty, further increasing your tax liability. When taking a withdrawal before age 59 1/2, you avoid the early withdrawal penalty if you qualify for an exception, such as suffering a permanent disability or paying for post-secondary education expenses.
## Traditional IRA Disbursements
### Step 1
Add the value of any nondeductible contributions made to the traditional IRA to find your total nondeductible contributions. If you did not make nondeductible contributions, skip to Step 5 because your entire disbursement is taxable.
### Step 2
Divide your nondeductible contributions by the total value of the account to find the portion of nondeductible contributions. For example, if you have \$10,000 in nondeductible contributions and your traditional IRA's value equals \$50,000, divide \$10,000 by \$50,000 to find your IRA has 20 percent nondeductible contributions.
### Step 3
Subtract the percentage of nondeductible contributions from 100 to find the percentage of taxable money in your traditional IRA. In this example, subtract 20 from 100 to find that 80 percent of your distribution is taxable.
### Step 4
Multiply the percentage of taxable distributions by your total distribution to find the portion of your disbursement that is taxable. In this example, if your distribution equals \$12,500, multiply \$12,500 by 80 percent to get \$10,000 in taxable distributions.
### Step 5
Estimate your marginal income tax rate based on your taxable income and the IRS income tax brackets. The tax brackets differ each year and depend on your tax filing status. The IRS publishes the tax rate schedules in IRS Publication 17 each year. For example, if in 2010 you were married filing jointly and had an adjusted gross income of \$90,000, you fall in the 25 percent tax bracket.
### Step 6
Divide the marginal tax rate by 100 to convert it to a decimal. In this example, divide 25 by 100 to get 0.25.
### Step 7
Multiply the marginal tax rate by the taxable amount of your IRA distribution. For example, if you took a \$10,000 IRA distribution, multiply \$10,000 by 0.25 to find that your income tax on the IRA distribution will be \$2,500.
### Step 8
Multiply your IRA distribution by 10 percent if taking a nonqualified distribution without an exception. The 10 percent early withdrawal penalty does not vary depending on your income and adds to your taxes due. It does not replace the standard income tax. In this example, if your \$10,000 distribution was nonqualified, multiply \$10,000 by 0.1 to find you also owe a penalty of \$1,000.
## Roth IRA Disbursements
### Step 1
Proceed to Step 2 only if your Roth IRA is less than five tax years old and you are under 59 1/2 years old. If you are 59 1/2 years old and you opened your Roth IRA at least five tax years ago, the entire distribution is tax-free and penalty-free.
### Step 2
Add the value of all the contributions made to the account. You can remove this amount tax-free and penalty-free. For example, if over the years you put in \$30,000 to your Roth IRA, you could remove \$30,000 without paying any taxes or penalties. If your Roth IRA disbursement is less than \$30,000, you owe no income taxes or penalties.
### Step 3
Estimate your marginal income tax rate based on your taxable income and the IRS income tax brackets. The tax brackets differ each year and depend on your tax filing status. The IRS publishes the tax rate schedules in IRS Publication 17 each year. For example, if in 2010 you were married filing jointly and had an adjusted gross income of \$90,000, you fall in the 25 percent tax bracket.
### Step 4
Divide the marginal tax rate by 100 to convert it to a decimal. In this example, divide 25 by 100 to get 0.25.
### Step 5
Multiply the marginal tax rate by the taxable amount of your IRA distribution. For example, if you took out \$20,000 of earnings on top of all of your contributions from your Roth IRA, multiply \$20,000 by 0.25 to find your income tax on the IRA distribution will be \$5,000.
### Step 6
Multiply the taxable portion of your Roth IRA distribution by 10 percent if taking a nonqualified distribution and you do not have an exception. The 10 percent early withdrawal penalty does not vary depending on your income and adds to your taxes due. It does not replace the standard income tax. In this example, since you took out \$20,000 of earnings, multiply \$20,000 by 0.1 to find your penalty equals \$2,000.
```
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```
### Things Needed
• IRS Publication 17
### About the Author
Mark Kennan is a freelance writer specializing in finance-related articles. He has worked as a sports editor for "Ring-Tum Phi" and published articles on a number of online outlets. Kennan holds a Bachelor of Arts in history and politics from Washington and Lee University. | 1,270 | 5,549 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.9375 | 3 | CC-MAIN-2015-32 | longest | en | 0.912236 |
https://www.answers.com/Q/How_old_is_sat_night_live | 1,606,991,559,000,000,000 | text/html | crawl-data/CC-MAIN-2020-50/segments/1606141727627.70/warc/CC-MAIN-20201203094119-20201203124119-00030.warc.gz | 579,995,475 | 40,517 | TV Programming and Commercials
Comedy TV Shows
Saturday Night Live
# How old is sat night live?
111213
###### Wiki User
It began in 1975 so that makes it 32yrs
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## Related Questions
Not sure.. Young though! Drew Barrymore hosted Saturday Night Live when she was 7 years old!
Lily Tomlin played a character called Edith Ann, a precocious five-and-a-half year old girl. She sat in an oversized rocking chair.
Sat Mahajan is 84 years old (birthdate: July 27, 1927).
The "old" SAT is measured on a 1600-point scale (800 for mathematics and 800 for verbal).
On the old SAT, there was just the reading and the math section, each is worth 800 points. The new SAT includes a writing section which is also worth 800 points. So the old = 1600. New = 2400.
For the old SAT, a 1270 SAT score is on the low end of the spectrum. The average SAT score is around 1500. For the New SAT, out of 1600 the score would be significantly better. This score using the new test corresponds to a 1780 in the old SAT out of 2400.
Depending on how old the skit is, you can view them on:HuluNetflixYouTubeSaturdayNightLive.com
He was 5 years old when he sat on his uncle's wedding cake....silly little Niall
Neil Levy has: Played Football Player in "Saturday Night Live" in 1975. Played Passerby in "Saturday Night Live" in 1975. Played Violinist in "Saturday Night Live" in 1975. Played Magician in "Saturday Night Live" in 1975. Played Juror in "Saturday Night Live" in 1975. Played Patron in "Saturday Night Live" in 1975. Played Bee in "Saturday Night Live" in 1975. Played Warrior in "Saturday Night Live" in 1975. Played Student in "Saturday Night Live" in 1975. Played Crowd Member in "Saturday Night Live" in 1975. Played Orderly in "Saturday Night Live" in 1975. Played Police Officer in "Saturday Night Live" in 1975. Played Contestant in "Saturday Night Live" in 1975. Played Guard in "Saturday Night Live" in 1975. Played Marine in "Saturday Night Live" in 1975. Played Dancer in "Saturday Night Live" in 1975. Played Passenger in "Saturday Night Live" in 1975. Played Various in "Saturday Night Live" in 1975. Played Stagehand in "Saturday Night Live" in 1975. Played Usher in "Saturday Night Live" in 1975. Played Jewish Warrior in "Saturday Night Live" in 1975. Played Neil in "Saturday Night Live" in 1975. Played Runner in "Saturday Night Live" in 1975. Played Wax figure in "Saturday Night Live" in 1975. Played Basketball Player in "Saturday Night Live" in 1975. Played Executive in "Saturday Night Live" in 1975. Played Hippie in "Saturday Night Live" in 1975. Played himself in "Live from New York: The First 5 Years of Saturday Night Live" in 2005.
Yvonne Hudson has: Played Soldier in "Saturday Night Live" in 1975. Played Patron in "Saturday Night Live" in 1975. Played Marlene Cooper in "Saturday Night Live" in 1975. Played Black Woman in "Saturday Night Live" in 1975. Played Crew Member in "Saturday Night Live" in 1975. Played Lawyer in "Saturday Night Live" in 1975. Played Sheep in "Saturday Night Live" in 1975. Played Norma Jenkins in "Saturday Night Live" in 1975. Played Passenger in "Saturday Night Live" in 1975. Played Various in "Saturday Night Live" in 1975. Played Ms. Robley in "Saturday Night Live" in 1975. Played Maid in "Saturday Night Live" in 1975. Played Traveler in "Saturday Night Live" in 1975. Performed in "Saturday Night Live" in 1975. Played Lettuce in "Saturday Night Live" in 1975. Played Friend in "Saturday Night Live" in 1975. Played Beulah in "Saturday Night Live" in 1975. Played Bar Patron in "Saturday Night Live" in 1975. Played Slave in "Saturday Night Live" in 1975. Played Fat Lady in "Saturday Night Live" in 1975. Played Nurse in "Saturday Night Live" in 1975.
Jews observe the Sabbath from Friday night at sundown, until Saturday night at sundown.
http://www.collegeboard.com/student/testing/sat/scores/sending/old.html
SAT is Scholastic Aptitude Test.If you need any other information about SAT, SAT practice papers, live review classes I suggest you go to this site www.examville.com.Its really good.
yes raccoons ARE nocturnal. they come out at night and some times live in old attics.
it is called you tube I don't know a correct answer, but it is NOT that.
Tom Schiller has: Played Beatalo in "Saturday Night Live" in 1975. Played Passerby in "Saturday Night Live" in 1975. Played Patron in "Saturday Night Live" in 1975. Played Contestant in "Saturday Night Live" in 1975. Played Ira in "Saturday Night Live" in 1975. Played Priest in "Saturday Night Live" in 1975. Played Passenger in "Saturday Night Live" in 1975. Played Tour Guide in "Saturday Night Live" in 1975. Played Dean Slydell in "Saturday Night Live" in 1975. Played Vincent Van Gogh in "Saturday Night Live" in 1975. Played French Director in "Saturday Night Live" in 1975. Played Monk in "Saturday Night Live" in 1975. Played Henri in "Saturday Night Live" in 1975. Played Maury Frugan in "Saturday Night Live" in 1975. Played Bee in "Saturday Night Live" in 1975. Played Relative in "Saturday Night Live" in 1975. Played Crowd Member in "Saturday Night Live" in 1975. Played Student in "Saturday Night Live" in 1975. Played Various in "Saturday Night Live" in 1975. Played Thomas Schiller in "Saturday Night Live" in 1975. Played Reporter in "Saturday Night Live" in 1975. Played Knight of Columbus in "Saturday Night Live" in 1975. Played Bee Violinist in "Saturday Night Live" in 1975. Played Audience Member in "Saturday Night Live" in 1975. Played Dope Grower in "Saturday Night Live" in 1975. Played Cha Dawan in "Saturday Night Live" in 1975. Played himself in "Saturday Night Live" in 1975. Played Announcer in "Saturday Night Live" in 1975. Played Rich Man in "Saturday Night Live" in 1975. Played Guitarist in "Saturday Night Live" in 1975. Played Interviewer in "Saturday Night Live" in 1975. Played Theatre Announcer in "Saturday Night Live" in 1975. Played Knorben Knussen in "Saturday Night Live" in 1975. Played Artist in "Saturday Night Live" in 1975. Played himself in "Saturday Night Live: 15th Anniversary" in 1989. Played Himself - Performer in "Intimate Portrait" in 1993. Played Knorben Knussen in "Saturday Night Live: The Best of Chris Farley" in 1998. Played Himself - Commentator in "101 Most Unforgettable SNL Moments" in 2004. Played himself in "Live from New York: The First 5 Years of Saturday Night Live" in 2005. Played himself in "To My Great Chagrin" in 2007. Played The Doctor in "Snow Fleas" in 2013. Played Father Galler in "Teenage Vampire Killers from Hell" in 2013.
According to the Prep Scholar website:The average SAT score composite at Purdue is a 1837 on the old 2400 SAT scale.On the new 1600 SAT, this corresponds to an average SAT score of 1300.
If they were throughly cooked the night before, and the stove was off all night, they should be fine.
James Downey has: Played The Cheese Game announcer in "Saturday Night Live" in 1975. Played Translator in "Saturday Night Live" in 1975. Played Brundidge Bailey in "Saturday Night Live" in 1975. Played Hercules in "Saturday Night Live" in 1975. Played Word Busters Announcer in "Saturday Night Live" in 1975. Played Guest in "Saturday Night Live" in 1975. Played Shepherd in "Saturday Night Live" in 1975. Played Contestant in "Saturday Night Live" in 1975. Played Guard in "Saturday Night Live" in 1975. Played Caller in "Saturday Night Live" in 1975. Played Convention Announcer in "Saturday Night Live" in 1975. Played Paul McElroy in "Saturday Night Live" in 1975. Played Priest in "Saturday Night Live" in 1975. Played Ben Samberg in "Saturday Night Live" in 1975. Played Referee in "Saturday Night Live" in 1975. Played Dave Powers in "Saturday Night Live" in 1975. Played Makeup Artist in "Saturday Night Live" in 1975. Played Hugh in "Saturday Night Live" in 1975. Played Burger Master Customer in "Saturday Night Live" in 1975. Played Store Clerk in "Saturday Night Live" in 1975. Played Football Player in "Saturday Night Live" in 1975. Played Arthur Grayson in "Saturday Night Live" in 1975. Played Juror in "Saturday Night Live" in 1975. Played Celebrity in "Saturday Night Live" in 1975. Played Student in "Saturday Night Live" in 1975. Played Chile Delegate Translator in "Saturday Night Live" in 1975. Played Grayson Moorhead in "Saturday Night Live" in 1975. Played Sherlock Holmes in "Saturday Night Live" in 1975. Played Sketch Announcer in "Saturday Night Live" in 1975. Played C-Span Announcer in "Saturday Night Live" in 1975. Played Spectator in "Saturday Night Live" in 1975. Played Narrator in "Saturday Night Live" in 1975. Played Various in "Saturday Night Live" in 1975. Played Parent in "Saturday Night Live" in 1975. Played Reporter in "Saturday Night Live" in 1975. Played Knight of Columbus in "Saturday Night Live" in 1975. Played Audience Member in "Saturday Night Live" in 1975. Played Sheriff in "Saturday Night Live" in 1975. Played Victor Devereaux in "Saturday Night Live" in 1975. Played himself in "Saturday Night Live" in 1975. Played Announcer in "Saturday Night Live" in 1975. Played Tourist in "Saturday Night Live" in 1975. Played T.V. Announcer in "The Brain Machine" in 1977. Played Steg in "Bum Rap" in 1988. Played himself in "Saturday Night Live: 15th Anniversary" in 1989. Played Newspaper Vendor in "The Best of Eddie Murphy: Saturday Night Live" in 1989. Played himself in "The Charlie Rose Show" in 1991. Played Paul McElroy (First Citiwide Change Bank) in "Saturday Night Live Goes Commercial" in 1991. Played himself in "Best of Saturday Night Live: Special Edition" in 1992. Played Principal in "Billy Madison" in 1995. Played Martin, Homeless Guy in "Dirty Work" in 1998. Played Newspaper Vendor in "Saturday Night Live: The Best of Eddie Murphy" in 1998. Played himself in "Saturday Night Live 25" in 1999. Played himself in "Live from New York: The First 5 Years of Saturday Night Live" in 2005. Played Various Characters in "Saturday Night Live: The Best of Commercial Parodies" in 2005. Played Downey in "30 Rock" in 2006. Played Al Rose in "There Will Be Blood" in 2007. Played himself in "Saturday Night Live in the 2000s: Time and Again" in 2010. Played himself in "Saturday Night Live Backstage" in 2011. Played Himself - Co-Nominated: Outstanding Writing for a Variety Series in "The 65th Primetime Emmy Awards" in 2013.
###### Comedy TV ShowsSaturday Night Live Celebrity Births Deaths and AgesCollege Applications and Entrance RequirementsCheryl ColeParrotsWedding CakeActors & ActressesReligion & SpiritualityMammalsInternetPurdue UniversityFood SpoilageTV Programming and Commercials
Copyright ยฉ 2020 Multiply Media, LLC. All Rights Reserved. The material on this site can not be reproduced, distributed, transmitted, cached or otherwise used, except with prior written permission of Multiply. | 2,888 | 10,828 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.53125 | 3 | CC-MAIN-2020-50 | latest | en | 0.920411 |
https://mailman46.in.tum.de/pipermail/isabelle-dev/2013-August/004486.html | 1,701,469,443,000,000,000 | text/html | crawl-data/CC-MAIN-2023-50/segments/1700679100308.37/warc/CC-MAIN-20231201215122-20231202005122-00168.warc.gz | 442,090,775 | 3,676 | # [isabelle-dev] functions over abstract data
Christian Sternagel c.sternagel at gmail.com
Fri Aug 23 10:06:24 CEST 2013
```Dear Alex and all,
once again I started to transform a rather adhoc parser datatype (in
IsaFoR) into some (I think) nicer variant using abstract datatypes with
invariants. After tinkering around for several days (where everything
worked out nicely) I hit a wall, and also remembered that I already did
so some years ago, when I wanted to do the same thing. Only this time,
instead of giving up, I started to think about destructing the wall (not
with my head though ... well ... in a way ;)).
Let me first state my "problem" (parsers are only a special instance).
Suppose you have an abstract datatype with invariant like
typedef T = "{x. Inv x}"
with an "Abs"/"Rep" pair and the invariant "Inv".
---------------------------------------------------------
*Example:* Parsers:
('a, 'b) raw_parser = 'a list => string + ('b * 'a list)
leq p <-> (ALL ts x ts'.
p ts = Inr (x, ts') --> length ts' <= length ts)
typedef ('a, 'b) parser = "{p::('a, 'b) raw_parser. leq p}"
morphisms run Parser
---------------------------------------------------------
When defining a function "f", whose result type is "T", it might be
necessary to "peek under the hood" in order to show termination. When
doing this manually, we destroy the abstraction and always have to
reason about the raw-level and even worse, also all the existing
constants with result type T have to be deconstructed in the definition.
---------------------------------------------------------
*Example:* Suppose we already have do-notation for parsers
(i.e., bind), monadic return, op <|> (for alternatives),
and a parser "just" that parses just the given string. One
simple parser that could be constructed is:
par =
(do { just "(", par; just ")"; return () }) <|>
return ()
However, without lifting the abstraction, we have no handle
on termination. Resulting in something like
par_aux ts = run
((do { just "(", Parser par_aux; just ")"; return () }) <|>
return ())
ts
par = Parser par_aux
where I have to unfold all the abstract definitions in the
body of "par_aux" in order to prove termination and the
termination proof gets really messy (in fact I did not
succeed at all.)
---------------------------------------------------------
Here comes my suggestion (until now I only did a manual --
i.e., all proofs and auxiliary definitions by hand --
case-study for the "par" parser, to check feasibility).
(This only makes sense when "Rep" returns something
of function type.)
Function specifications may be given parameters "Abs", "Rep",
"Inv" (most likely corresponding to some abstract datatype
with invariant) with lemmas:
Abs_inverse: "Inv x ==> Rep (Abs x) = x"
Rep_eqI: "(!!x. Rep f x = Rep g x) ==> f = g"
Then when the user writes something like
function (abstract Abs Rep Inv)
f :: "T"
where
"f = F f"
this is internally replaced by
"Rep f x = Rep (F f) x"
for the inductive definition of the function graph G_f, we replace the
existing (see Alex' thesis, page 17) introduction rules (for simplicity
just using a single recursive call):
(Gamma ==> (r[h/f], h(r[h/f]) : G_f) ==> (x, F h x) : G_f
by
(Gamma ==> (r[h/f], Rep h (r[h/f])) : G_f ==> (x, Rep (F h) x) : G_f
(So we more or less consider "Rep f" instead of just "f" to be the newly
defined function for the purpose of internal constructions.)
The introduction rules for the domain are modified similarly. The
internal definition of the function is now two-fold:
"f' = (%x. THE y. par_graph x y)"
"f = Abs f'"
Furthermore, an additional lemma (besides the usual "x : dom_f ==> EX!y.
(x, y) : G_f") is needed:
"Inv f' ==> x : dom_f ==> (x, Rep (F f) x) : G_f"
(which is proved similarly to the existence part of the standard lemma
and where "Inv f'" is needed to obtain, together with "Abs_inverse",
"Rep f = f'".) Furthermore the usual psimps get an additional assumption:
psimps: "Inv f' ==> x : dom_f ==> Rep f x = Rep (F f) x"
Then the termination proof involves two steps:
- show "!!x. x : dom_f", and
- show "(!!x. x : dom_f) ==> inv f'"
(which is both trivial for the "par" parser). Then we can derive "Rep f
x = Rep (F f) x", which together with "Rep_eqI" yields the desired "f =
F f".
Remark: ideally this should also handle additional parameters of "f"
(which are outside of the abstraction). Maybe something like:
"f x = F f x"
turned into
"Rep (f x) y = Rep (F f x) y"
with
"f' = (%x y. THE z. ((x, y), z) : G_f"
"f = (%x. Abs (f' x))
Any comments? Would anybody else find this useful?
cheers
chris
PS: I started to dive into the function package. My first hurdle is that
for "f" not of function type (as in "par"), no recursive calls are
generated, since "Function_Ctx_Tree.mk_tree" says that "No cong rules
could be found".
```
More information about the isabelle-dev mailing list | 1,268 | 4,885 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.546875 | 3 | CC-MAIN-2023-50 | latest | en | 0.812335 |
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In this activity, students will analyze a photograph and determine varying points of view of characters related to the photograph. Then, students will write a short story to match their picture. Step-by-Step: 1. Allow each student to select a picture that interests them, or project one of the pict
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This is a FREEBIE which is part of a larger Point of View pack (to be published March 2014). There is a photograph in the center and students are responsible for composing two differing points of view.
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Top 10 Trilobites - power point - view pictures of 10 top trilobites
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Use these point of view pictures with the Point of View resources and Point of View lesson plans/Smartboard File!
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This resource is a comprehensive resource for teaching and practicing point of view. Common Core aligned, these activities are intended for 4th and 5th grade classrooms. Not only will students explore the standard “I can describe how a narrator’s point of view influences a story’s events.” They will
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This Point of View and Perspective Resource has everything you need to teach, practice and assess Point of View and Perspective in Reading. This resource was created to align with the Common Core Language Arts Standards for 4th and 5th grade. It teaches the first-person point of view, as well as t
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This coordinate plane graphing activity will strengthen your students’ skill in graphing ordered pairs in all four quadrants. The ordered pairs in this activity are in all four quadrants and are all integers (no decimals). Please view the preview to view the completed pictures. What's Include
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Animal Report ~ Research Project: With this fun and engaging research project students will write from an animal report from an animal's point of view and create a booklet using nonfiction text features. Included are: ~lesson plans ~a list of animal research websites ~bibliography poster ~note taki
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#### Videos matching "point of view pictures" (BETA)
Point of View: Anchor Chart and Reading Strategies Bundle The focus of this strategy is to teach students about point of view. You will receive one interactive reading strategy PowerPoint that is great to use with your students. Also included is the pictured anchor chart in PDF format that you will
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Help your students easily find the point of view of any story with this classroom poster set and these practice worksheets. This resource is perfect for grades 3-5 and can easily be used as a supplement to any point of view lesson or unit. This resource was created to correlate with Common Core S
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*This resource now comes with FULL-PAGE TEXT and FULL PAGE QUESTION/ANSWER format, in addition to interactive flip flaps for notebooks! This set is complete with a range of 10 informational texts topics and interactive flip flaps for notebooks and full-sheet text and full-sheet questions for those
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This no prep ELA Print a Standard packet for RL 2.6 was designed to give your students a chance to work on reading a passage or other such text and thinking about the different points of view of the characters. Some activities require kiddos to cut and paste and others simply require a pencil. There
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Do your students have a cell phone? If they do, chances are they take "selfies" (photos of themselves) all the time. Turn this favorite pastime into an activity that will strengthen their comprehension skills! Not to mention, you will be one cool teacher for these 21st century kids! Examples of w
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This End of Year / Summer themed coordinate plane graphing activity will strengthen your students’ skill in graphing ordered pairs in all four quadrants. The ordered pairs in this activity are in all four quadrants and are all integers (no decimals). Activity includes: • Blank Coordinate Grid
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This complete, differentiated unit provides point of view passages, activities, writing, and assessment. Kids learn to determine point of view, defend it with evidence from the text, and consider alternative perspectives. You can choose from two parallel files. Option 1 (multiple choice) asks studen
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114 ratings
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This product is designed to support students in learning and practicing a new strategy: analyzing point of view. Teacher pages explain how to use the gradual release model to help students move from learning the new strategy to supported practice to independent practice. This product includes materi
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135 ratings
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PDF (9.22 MB)
Point of View {Hands-On Interactive Notebook} : Looking for a fun and interactive way to teach Point of View? You have just found it! HANDS-ON Point of View! This set of activities will have your students understanding Points of View in no time! With the detailed instructio
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Point of View Reading Skill Weekly Unit This unit contains a week of activities to teach point of view. Included in this unit: * Teacher Talk Page- All the instructions you will need for a week of point of view reading skill activities * Skill Shocker- A science experiment (optical illusions) to
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236 ratings
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Use this Common Core Based Seasonal Pack with Pumpkin Graphic Organizer to teach the 5 main Points of View (First person, second person, third person omniscient, third person limited, and third person objective). This pack includes: -Planning Sheet to organize ideas for each section of the organize
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146 ratings
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PDF (25.34 MB)
Point of View definitions are included for FIRST PERSON, THIRD PERSON OMNISCIENT, and THIRD PERSON LIMITED. Students use these definitions to create a Point of View flipbook (directions attached here with steps and PHOTOS to show how to create flipbook) for the three points of view: first person,
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161 ratings
3.9
PDF (11.44 MB)
Point of View Story Elements Power Point This 33 slide Author's Point of View - Story Elements interactive powerpoint covers different the three main points of view (First person, second person, and third person) and also includes examples from each. Students will love the vibrant pictures, fun jun
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117 ratings
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This 2-page Point of View Quiz (includes Answer Key) assesses students' knowledge of the three types of point of view (POV): first person, omniscient, and third person limited. The quiz includes 3 sections: 1) matching descriptions to type of POV (ex. "This narrator uses pronouns "I," "me," "my".
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This unit provides you with activities that help you teach point of view, and how to distinguish point of view from the author. You will find interactive point of view posters, mini-stories. These will help teach 1st, 2nd and 3rd point of view. A point of view picture practice activity is included a
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\$5.25
104 ratings
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PDF (4.06 MB)
This Substitute Teacher themed coordinate plane graphing activity will strengthen your students’ skill in graphing ordered pairs in all four quadrants while keeping them entertained with a sub. The ordered pairs in this activity are in all four quadrants and are all integers (no decimals). Ac
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\$1.50
46 ratings
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PDF (4.32 MB)
This Christmas themed coordinate plane graphing activity will strengthen your students’ skill in graphing ordered pairs in all four quadrants. The ordered pairs in this activity are in all four quadrants and are all integers (no decimals). Please view the preview to view the completed activity/p
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This mini-book is a great addition to any English Language Arts classroom, and suitable for a variety of levels. Students no longer have an excuse for misplacing their notes or not knowing the various points of view. Give students this mini-book, so that students can easily store it in their binders
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35 ratings
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When teaching point of view, I always start by teaching my students that not only do all of us have our own opinions, but characters in stories do too. We practice by simply identifying whose point of view is which. I created this simple, hands on matching activity to help with this concept. Stud
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77 ratings
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PDF (10.71 MB)
Point of View Craftivity This point of view pack will be a fun, engaging and hands on activity to use with your students. I have created little point of view people which will help reinforce the concept of 1st person point of view and 3rd person point of view. Included in this pack is: *anchor c
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27 ratings
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PDF (2.21 MB)
This Back to School themed coordinate plane graphing activity will strengthen your students’ skill in graphing ordered pairs in all four quadrants. The ordered pairs in this activity are in all four quadrants and are all integers (no decimals). Activity includes: • Blank Coordinate Grid (With
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49 ratings
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PDF (1.26 MB)
Students are given a picture of a person and description and must write as if they are that person. There is a total of 20 pictures with different scenarios, for larger classes, so some students will get the same person. This is a fun assignment for students, yet, they are still writing and worki
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I came across a wonderful piece of text to use with point of view. Voices in the Park by Anthony Browne lends itself well to different voices. It is a story about a walk in the park by 4 different voices, written as mini stories. Make sure you look at the pictures, as well. Here is the plan: •
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16 ratings
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PDF (322.82 KB)
This Thanksgiving themed coordinate plane graphing activity will strengthen your students’ skill in graphing ordered pairs in all four quadrants. The ordered pairs in this activity are in all four quadrants and are all integers (no decimals). Activity includes: • Blank Coordinate Grid • Ordere
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46 ratings
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Prezi is similar to a PowerPoint in that they are both presentation tools, but that is where their similarities end. Prezi Presentations are created on a "canvas" rather than on "slides". This helps to encourage focusing on combining text, pictures and video clips. Items on the canvas can be dragg
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PDF (503.3 KB)
Lessons for every common core reading literature standard. These are meant to teach the student the terminology and reading standard before they begin to analyze it in a text. These lessons are based on third grade literature standards (CCSS.ELA.RL-LITERACY 3.1-3.9), but can easily be used and ada
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\$8.00
255 ratings
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PDF (32.23 MB)
This St Patrick’s Day themed coordinate plane graphing activity will strengthen your students’ skill in graphing ordered pairs in all four quadrants. The ordered pairs in this activity are in all four quadrants and are all integers (no decimals). Activity includes: • Blank Coordinate Grid (wit
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\$1.50
39 ratings
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PDF (1.53 MB)
This activity is meant to teach students how to determine what the point of view of text is by reading and analyzing text and using a flow chart to determine it. Once your students have been introduced to 1st, 2nd, and 3rd person point of view, this activity can be implemented and used to enhance th
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\$4.00
23 ratings
4.0
PDF (3.37 MB)
This Valentine’s Day themed coordinate plane graphing activity will strengthen your students’ skill in graphing ordered pairs in all four quadrants. The ordered pairs in this activity are in all four quadrants and are all integers (no decimals). Please view the preview to view the completed acti
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\$1.50
35 ratings
4.0
PDF (1.2 MB)
Character's Point of View - This unit will save you a ton of planning time and allow your students to have an engaging learning experience. All you have to do is print and teach. No need to hunt for reading material that aligns with standards. Included: Differentiated Passages (1 story with 3 leve
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CCSS:
\$5.00
\$4.00
29 ratings
3.9
PDF (17.06 MB)
This set of posters covers the different points of view in literacy: first person, second person, third person limited, and third person omniscient. This poster pack comes with two different versions: one for intermediate and one for primary. The intermediate version just has the definitions and c
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\$2.50
32 ratings
4.0
PDF (3.47 MB)
This three-day minilesson series will guide you through teaching students how to identify and analyze the point of view the author chose to tell the story in through the umbrella minilesson, "Readers critique the point of view the story is written in so that they can analyze what was effective and i
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CCSS:
\$3.50
22 ratings
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PDF (12.82 MB)
My kids have an issue with remembering which pronouns go with which point of view. I keep telling them that they have to practice and memorize the pronouns, but you know how teens are! I decided to make them practice their pronouns for POV in a fun way! This product contains 2 point of view color
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27 ratings
4.0
PDF (104.8 KB)
I created this 10-page product to take the work out of teaching the Common Core Standard CCSS.ELA-Literacy.RL.6.6. for language arts/reading classes of 6th graders. The standard deals with how an author develops point of view of a narrator or speaker. This lesson can be used in conjunction with a st
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25 ratings
3.9
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This handout introduces the four main narrative points of view: first person, third person limited, third person omniscient, and third person objective. Pictures help differentiate between the different points of view, by asking students to consider (1) who the narrator is, and (2) how many characte
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19 ratings
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This Football / Homecoming / Superbowl themed coordinate plane graphing activity will strengthen your students’ skill in graphing ordered pairs in all four quadrants. The ordered pairs in this activity are in all four quadrants and are all integers (no decimals). Activity includes: • Blank Coo
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CCSS:
\$1.50
21 ratings
4.0
PDF (2.45 MB)
This is a unit I do in my own third grade classroom. It is a perfect way to emphasize the importance of point of view, opinion writing, and persuasive writing all in one! It is a favorite of my students every year. It also make a great writing bulletin board for your classroom or hallway! This b
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18 ratings
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NO PREP Listening Center!! I have been looking for a way to incorporate listening more into my upper elementary instruction! This QR linked listening center focused on Point of View (POV) 1st, 2nd, and 3rd person POV focused on! This is ideal because students can listening and focus on 1 skill! The
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16 ratings
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This is a creative writing assignment based on the book The Talking Eggs, by Robert D. San Souci. After reading the book, students become hosts for "eggchange eggs" from the country of Eggonia. They will interpret their visitor's Eggonese to write "autobieggraphies" using their knowledge of firs
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CCSS:
\$3.00
13 ratings
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ZIP (9.86 MB)
This Fall / Autumn / Back to School themed coordinate plane graphing activity will strengthen your students’ skill in graphing ordered pairs in all four quadrants. The ordered pairs in this activity are in all four quadrants and are all integers (no decimals). Please view the preview to view t
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CCSS:
\$1.50
17 ratings
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PDF (2.88 MB)
This Halloween themed coordinate plane graphing activity will strengthen your students’ skill in graphing ordered pairs in all four quadrants. The ordered pairs in this activity are in all four quadrants and are all integers (no decimals). Please view the preview to view the completed pictures
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\$2.00
17 ratings
4.0
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Lunch Box Craftivity Book Report Project This is a book report project teaches point of view. The project can be used as a take home book report or a literacy center activity. (I use it as a class lesson, then have my 5th graders complete the project using a picture book at a literacy center.) This
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\$3.00
10 ratings
4.0
PDF (3.63 MB)
Author's Point of View - This unit will save you a ton of planning time and allow your students to have an engaging learning experience. All you have to do is print and teach. No need to hunt for reading material that aligns with standards. Included: Differentiated Passages (one text with 3 levels
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CCSS:
\$4.50
12 ratings
4.0
PDF (7.93 MB)
Students can use the pictures of differently stacked cubes to build and/or draw the top, side and front views. Also includes two objects that need to be drawn from different perspectives.
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\$1.00
13 ratings
4.0
DOC (55 KB)
showing 1-52 of 4,040 results
Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials. | 4,437 | 18,044 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.6875 | 3 | CC-MAIN-2018-13 | longest | en | 0.901349 |
https://www.quesask.net/four-charges-8q-3q-5q-and-10q-are-kept-inside-a-closed-surface-what-will-be-the-outgoing/ | 1,653,721,341,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652663013003.96/warc/CC-MAIN-20220528062047-20220528092047-00791.warc.gz | 1,089,672,360 | 24,712 | # Four charges + 8Q, – 3Q +5Q and -10Q are kept inside a closed surface. What will be the outgoing
Four charges + 8Q, – 3Q +5Q and -10Q are kept inside a closed surface. What will be the outgoing flux through the surface? *
(a) 26 V-m(b) 0 V-m(c) 10 V-m(d) 8 V-m | 94 | 264 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.640625 | 3 | CC-MAIN-2022-21 | latest | en | 0.927244 |
https://codegolf.stackexchange.com/questions/188979/move-arrows-along-a-contour/189069 | 1,620,569,596,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243988986.98/warc/CC-MAIN-20210509122756-20210509152756-00476.warc.gz | 186,446,488 | 48,025 | # Move arrows along a contour
Sandboxed
Given a set of closed non-overlapping 2d contours (separated by at least one space even on diagonals) with arrows oriented consistently in the same clockwise or counter-clockwise direction (each contour has its own direction) and a positive number n, move the arrows n steps along the contours in the respective direction. The arrows are represented by > v < ^ respectively for right, down, left and up directions. There the other characters are - (horizontal), | (vertical) and + (corner). When an arrow is on a corner, it keeps its current direction and changes it only after the turn is taken.
There will always be a straight segment (or a space) between any two corners (like +-+ for the horizontal and similar for the vertical) - in other words the sharp U turns are forbidden. The segments between the corners are either vertical or horizontal and the bend at a corner is always 90 degree.
# Input:
• a positive integer - n - number of steps
• an ASCII representation of the contours - it can be a multiline string, a list of strings, a list of characters and so on.
# Output:
The same contours with all arrows shifted n steps in each contour's overall direction.
# 1.
Input:
n = 1
+----->->
| |
| v---+
| |
+---<-------+
Output:
+------>+
| v
| +>--+
| |
+--<--------+
# 2.
Input:
n = 2
+-----+ +---+
| | | |
+-->--+ | v
| |
+--->---+ |
| |
+------<<---+
Output:
+-----+ +---+
| | | |
+---->+ | |
| |
+----->-+ v
| |
+----<<-----+
# 3.
Input:
n = 3
+---+ +---+ +-------+
| | | v | |
^ | | | +-<-+ |
| | ^ | | v
| +---+ +-->----+ |
| |
| +-------+ +---+ |
| | | v | |
+---+ +---+ +---+
Output:
+>--+ ^---+ +-------+
| | | | ^ |
| | | | +---+ |
| | | | | |
| +---+ v----->-+ |
| |
| +-------+ +---+ v
| | | | | |
+---+ +-<-+ +---+
# 4.
Input:
n = 1
+--+
| |
| +---+
| |
+----+ |
| |
+-+
Output:
+--+
| |
| +---+
| |
+----+ |
| |
+-+
# 5.
Input
n = 4
^>>>>
^ v
^ v>>>>
^ v
<<<<<<<<v
Output:
^>>>>
^ v
^ v>>>>
^ v
<<<<<<<<v
# 6.
Input:
n = 1
^->
^ v
<<v
Output:
^>+
^ v
<<v
Write a function or a program solving the above task. The shortest code in bytes in every language wins. Don't be discouraged by the golfing languages. Explanation of the algorithm and the code is highly appreciated.
• Can two contours touch their corners on a diagonal, or a contour touch itself like that? – xnor Jul 31 '19 at 6:57
• "Given a set of closed non-overlapping 2d contours ... with arrows oriented consistently in the same clockwise or counter-clockwise direction" sounds to me like every contour is oriented in the same direction, whereas from the test cases, it seems the arrows only have be consistent within a contour. – xnor Jul 31 '19 at 7:00
• @xnor Thanks for your comments! - No, contours are not allowed to touch each other/itself on a diagonal. - Each contour has its own directon. I'll update the description. – Galen Ivanov Jul 31 '19 at 7:11
• Is input with no space between the walls possible? Eg: Try it online!. I know you said "separated by at least one space" but I was unclear if that applied only to independent loops or if it applied to a single loop as well. – Jonah Aug 1 '19 at 0:21
• @Jonah No, it's not possible: There will always be a straight segment (or a space) between any two corners (like +-+ for the horizontal and similar for the vertical) - in other words the sharp U turns are forbidden. – Galen Ivanov Aug 1 '19 at 6:19
# JavaScript (ES6), 210 ... 182 180 bytes
Takes input as (m)(n), where $$\m\$$ is a list of lists of characters. Returns the result in the same format.
m=>g=n=>n?g(n-1,m=m.map((r,y)=>r.map((c,x)=>(i=0,h=$=>~$?(m[Y=y+($-2)%2]||0)[X=x+~-$%2]>h?"-|+"[n+=;m[${Y}][${X}]=S[${$}],i?2:$&1]:h($^++i):c)((S="<^>v").indexOf(c)))),eval(n)):m
Try it online!
## How?
You can follow this link to see a formatted version of the source.
### Wrapper
The recursive function $$\g\$$ is just used as a wrapper that invokes the main code to move all arrows by 1 step and keeps calling itself with $$\n-1\$$ until $$\n=0\$$.
### Update method
We can't safely move each arrow one at a time because we would run the risk of overwriting non-updated arrows with updated ones. Instead, we first remove all arrows and compute their new positions. We apply the new positions in a second time.
This is done by re-using $$\n\$$ as a string to store the position updates as JS code.
For instance, in the first test case, $$\n\$$ is set to:
"1;m[0][7]=S[2];m[1][8]=S[3];m[2][9]=S[2];m[4][3]=S[0]"
(Note that the leading number -- which is the original value of $$\n\$$ -- is harmless.)
The new positions are applied by just doing eval(n).
Each arrow is converted into a direction $$\d\$$ (named $ in the code), using the following compass: $$\begin{matrix} &1\\ 0&+&2\\ &3 \end{matrix}$$ The corresponding values of $$\dx\$$ and $$\dy\$$ are computed this way: d | dx = (d - 1) % 2 | dy = (d - 2) % 2 ---+------------------+------------------ 0 | -1 | 0 1 | 0 | -1 2 | +1 | 0 3 | 0 | +1 ### Corners If the next character in the identified direction is a space or is out of bounds, it means that we're located on a corner and we need to take a 90° or 270° turn. This is why the helper function $$\h\$$ is testing up to 3 distinct directions: $$\d\$$, $$\d\operatorname{xor}1\$$ and $$\d\operatorname{xor}3\$$. If we're located on a corner, we overwrite the cell with +. Otherwise, we overwrite it with either - or |, depending on the parity of $$\d\$$. Note: The parameter of $$\h\$$ is not named $ just because it looks uber l33t but also because it allows us to compare a given character with $$\h\$$ (implicitly coerced to a string) to know if it's a space (below "$"), a contour character (above "$") or another arrow (also above "$"). ## Animated version f= m=>g=n=>n?g(n-1,m=m.map((r,y)=>r.map((c,x)=>(i=0,h=$=>~$?(m[Y=y+($-2)%2]||0)[X=x+~-$%2]>h?"-|+"[n+=;m[${Y}][${X}]=S[${$}],i?2:$&1]:h($^++i):c)((S="<^>v").indexOf(c)))),eval(n)):m m = [ [..."+---+ +---+ +-------+"], [..."| | | v | |"], [..."^ | | | +-<-+ |"], [..."| | ^ | | v"], [..."| +---+ +-->----+ |"], [..."| |"], [..."| +-------+ +---+ |"], [..."| | | v | |"], [..."+---+ +---+ +---+"] ]; (F = _ => (o.innerHTML = m.map(r => r.join('')).join('\n'), m = f(m)(1), window.setTimeout(F, 100)))() <pre id=o></pre> • Thank you for the explanation! – Galen Ivanov Aug 1 '19 at 6:20 # K (ngn/k), 183 161 157 bytes {A:"^>v<";D,:-D:(-1 0;!2);s:(#x;#*x);c:~^x;r:" -+|"c*+/'3'0,c,0;$[#p:+s\&~^t:A?,/x;;:r];q:q@'*'&'~^x ./:/:q:+p+/:D@4!(t^0N)+/:0 1 3;s#@[,/r;s/+q;:;A@D?q-p]}/
Try it online!
{ }/ when called with an int left arg n, this will apply the function in { } n times to the right arg
A:"^>v<" arrows
D,:-D:(-1 0;!2) ∆y,∆x for the 4 cardinal directions
s:(#x;#*x) shape of the input: height,width
c:~^x countours - boolean matrix showing where the non-spaces are
r:" -+|"c*+/'3'0,c,0 recreate the character matrix with a countour but without arrows, by counting self+upper+lower for each cell in c and replacing 1->-, 2->+, 3->|
t:A?,/x types of arrows: 0 1 2 3 for ^>v<, all other cells are represented as 0N (null)
p:+s\&~^t coordinates of the arrows
\$[#p ;;:r] if there aren't any arrows, return r
q:+p+/:D@4!(t^0N)+/:0 1 3 all 3 possible new positions for each arrow - if it keeps going forward, if it turns left, and if it turns right
q:q@'*'&'~^x ./:/:q for each arrow choose the first option that lands on the countour
@[,/r;s/+q;:;A@D?q-p] flatten r and put on it the arrows at their new positions and with their new directions
s# reshape to the original shape
• You are fast! I hope you'll explain the code after finish golfing it. – Galen Ivanov Jul 31 '19 at 7:50
• Thank you for the explanation! – Galen Ivanov Jul 31 '19 at 12:24
# Charcoal, 105 bytes
Ｗ¬ΦυΣκ⊞υＳ≔⊟υη≔⪫υ⸿θ≔⟦⟧υ≔>^<vζＰθＦθ¿№ζι«⊞υ⟦⌕ζιⅉⅈ⟧§+|-↨ＥＫＶ›κ ²»ιＦυ«Ｊ⊟ι⊟ι≔⊟ιιＦＩη«≔⊟Φ⁴∧﹪⁻⊖ι⊕λ⁴›§ＫＶ⁻⁵λ ιＭ✳⊗黧ζι
Try it online! Link is to verbose version of code. Includes 22 bytes used to avoid requiring a cumbersome input format. Explanation:
Ｗ¬ΦυΣκ⊞υＳ≔⊟υη≔⪫υ⸿θ≔⟦⟧υ
Conveniently input the contours and the number of steps.
≔>^<vζ
The direction characters are used several times so the string is cached here. The index of a direction character in this string is known as its direction.
Ｐθ
Print the original contours without moving the cursor.
Ｆθ
Loop over the characters in the contour.
¿№ζι«
If the current characters is a direction character...
⊞υ⟦⌕ζιⅉⅈ⟧
... then save the direction and position in a list...
§+|-↨ＥＫＶ›κ ²
... and replace the character with the appropriate line character.
»ι
Otherwise output the character and move on to the next character.
Ｆυ«
Loop over the saved positions.
Ｊ⊟ι⊟ι
≔⊟ιι
Extract the saved direction.
ＦＩη«
Loop over the appropriate number of steps.
≔⊟Φ⁴∧﹪⁻⊖ι⊕λ⁴›§ＫＶ⁻⁵λ ι
Find the direction of the next step, which is any direction that is neither reverse nor empty.
Ｍ✳⊗ι
Take a step in that direction. (Charcoal direction indices for the Move command are twice the value of my direction.)
»§ζι
Print the appropriate direction character.
• Thank you for the explanation! – Galen Ivanov Aug 1 '19 at 6:20
# APL (Dyalog Unicode), 111 bytesSBCS
{A[D⍳q-p]@q⊢' |+-'[c×3+/0,c,0]⊣q←⊃¨(⍸c←' '≠⍵)∘∩¨↓⍉D[4|0 1 3∘.+4~⍨,t]+⍤1⊢p←⍸4>t←⍵⍳⍨A←'v>^<'⊣D←9 11∘○¨0j1*⍳4}⍣⎕⊢⎕
Try it online! | 3,301 | 9,656 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 18, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.59375 | 3 | CC-MAIN-2021-21 | latest | en | 0.86381 |
http://www.finderchem.com/compute-the-line-integral-of-the-vector-field-f-3zy-1-4x-y-over-the-path-c-t-et-et-t-for-6-t-6.html | 1,498,665,522,000,000,000 | text/html | crawl-data/CC-MAIN-2017-26/segments/1498128323711.85/warc/CC-MAIN-20170628153051-20170628173051-00143.warc.gz | 545,321,305 | 9,092 | # Compute the line integral of the vector field F=⟨3zy−1,4x,−y⟩ over the path c(t)=(et,et,t) for −6≤t≤6
The indirect formulation of the elastodynamic problem expresses the wavefield as an integral over the ... field u at time t ... et al., 1998; C ... - Read more
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## Compute the line integral of the vector field F=⟨3zy−1,4x,−y⟩ over the path c(t)=(et,et,t) for −6≤t≤6 resources
### Green's theorem - Wikipedia, the free encyclopedia
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solutions to sums ... william hayt. solutions to sums
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Move point charges around on the playing field and then view the electric field, voltages ... Over 110 million ... Use free-body diagrams and vector addition to ...
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Funcational Methods in Quantum Field Theory ... The functional integral over Ais now restricted by the delta ... C. DeWitt-Morette and T. R. Zhang, \PATH INTEGRALS AND
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a region of space that is a vector field. c. a region of space under ... field - (computer ... The corn which had been sowed in the field over the field-mouse's ...
### The magnetic field - University of Tennessee
(This is a vector integral. ... The field-line pattern is that ... 0.4 m in order to produce at the center of the solenoid a magnetic field of 10-4 T? ...
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Spherical coordinates, also called spherical polar coordinates ... T. M. Calculus, ... spherical coordinates of vector (1, 2, 3)
### Which city is called Manchester of china?
It wasn’t a city, ... compute the line integral of the vector field f=?3zy?1,4x,?y? over the path c(t)=(et,et,t) for ?6?t?6
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... (t),b(t), and c(t) is. Moreover, the vector ... Find a vector equation for the line tangent to this same curve ... i + (5− t2 ) j c)R(t) = et costi + et sintj ...
Related Questions
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https://oeis.org/A022234 | 1,719,326,633,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198866143.18/warc/CC-MAIN-20240625135622-20240625165622-00355.warc.gz | 369,070,978 | 4,075 | The OEIS is supported by the many generous donors to the OEIS Foundation.
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A022234 Gaussian binomial coefficients [ n,5 ] for q = 7. 1
1, 19608, 336416907, 5670690600800, 95347005938577702, 1602592475815614015216, 26935000671139346639437914, 452697105941691435357049202400, 7608481579300344488889504665693103, 127875753071992714335358328311551866824 (list; graph; refs; listen; history; text; internal format)
OFFSET 5,2 REFERENCES F. J. MacWilliams and N. J. A. Sloane, The Theory of Error-Correcting Codes, Elsevier-North Holland, 1978, p. 698. LINKS Vincenzo Librandi, Table of n, a(n) for n = 5..200 FORMULA a(n) = Product_{i=1..5} (7^(n-i+1)-1)/(7^i-1), by definition. - Vincenzo Librandi, Aug 06 2016 G.f.: x^5/((1 - x)*(1 - 7*x)*(1 - 49*x)*(1 - 343*x)*(1 - 2401*x)*(1 - 16807*x)). - Ilya Gutkovskiy, Aug 06 2016 MATHEMATICA Table[QBinomial[n, 5, 7], {n, 5, 20}] (* Vincenzo Librandi, Aug 06 2016 *) PROG (Sage) [gaussian_binomial(n, 5, 7) for n in range(5, 15)] # Zerinvary Lajos, May 27 2009 (Magma) r:=5; q:=7; [&*[(1-q^(n-i+1))/(1-q^i): i in [1..r]]: n in [r..20]]; // Vincenzo Librandi, Aug 06 2016 (PARI) r=5; q=7; for(n=r, 30, print1(prod(j=1, r, (1-q^(n-j+1))/(1-q^j)), ", ")) \\ G. C. Greubel, Jun 13 2018 CROSSREFS Sequence in context: A156721 A174760 A115472 * A082890 A109569 A204665 Adjacent sequences: A022231 A022232 A022233 * A022235 A022236 A022237 KEYWORD nonn AUTHOR N. J. A. Sloane EXTENSIONS Offset changed by Vincenzo Librandi, Aug 06 2016 STATUS approved
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Last modified June 25 10:28 EDT 2024. Contains 373701 sequences. (Running on oeis4.) | 709 | 1,888 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.25 | 3 | CC-MAIN-2024-26 | latest | en | 0.496729 |
http://www.physicsforums.com/showthread.php?s=5d310de440a4352b1a93459e7647d366&p=4277861 | 1,369,160,100,000,000,000 | text/html | crawl-data/CC-MAIN-2013-20/segments/1368700380063/warc/CC-MAIN-20130516103300-00076-ip-10-60-113-184.ec2.internal.warc.gz | 669,193,728 | 9,646 | ## Questions about the drag equation and aerodynamics
Hello!
I have some questions about the drag equation and aerodynamics:
$F = \frac{1}{2}ρv^2CA$
I'm trying to calculate the atmospheric drag on a streamlined body (the drag coefficient will be a very small number) with a velocity of about 8 km/s at about 38,000 meters altitude, where the atmospheric density is only about $5.4\times10^-3$$kg/m^3$. So my question is; is the drag equation valid even for these extreme values, or is there a better equation that I can use?
Secondly, which is the optimal geometrical shape for $\frac{Volume}{Drag}$? Is it a streamlined body shape? If it is a streamlined body shape, what is the equation for calculating its volume, and what is the equation for calculating its reference area? Can't find it!
Really appreciate any help on this!
PhysOrg.com physics news on PhysOrg.com >> Iron-platinum alloys could be new-generation hard drives>> Lab sets a new record for creating heralded photons>> Breakthrough calls time on bootleg booze
Mentor Above the speed of sound, and in particular if heating becomes important, that formula will need some corrections. NASA and other space agencies should know something about atmospheric drag at those velocities, they might have published something.
Recognitions: Homework Help Streamlined bodies come in a variety of shapes. In order to calculate something, you would need a description of the particular shape.
Recognitions:
Homework Help
## Questions about the drag equation and aerodynamics
Drag at supersonic speeds gets complicated. In order to use the standard equation for drag, the coefficient of drag becomes a function of speed (usually complicated enough to require a table and interpolation). A related wiki article:
http://en.wikipedia.org/wiki/External_ballistics
Thanks for your replies! I have now found out that the optimum shape for $\frac{Volume}{Drag}$ at high hypersonic speeds is the Sears-Haack body, and the equations for calculating the volume and reference area of the Sears-Haack body are on the wikipidea page, so now that bit is solved. See below if interested: http://en.wikipedia.org/wiki/Sears%E2%80%93Haack_body However, I still have a big problem. As "rcgldr" points out, in order to use the standard equation for drag (and I still havn't found any better equation), the drag coefficient becomes a function of speed, and the drag coefficient is based on empirical data for drag at different speeds for the specific shape. This is a big problem since I can't find any empirical data for drag on the Sears-Haack body at around mach 25 (which is about 8 km/s at 38,000 meters altutude). Does anyone know if any experiments even have been conducted at these speeds for the Sears-Haack body, or for any other shape for that matter? The highest speeds I've found data on for drag on the Sears-Haack body is mach 12 in a scientific article published by nasa in 1967, has no one really conducted experiments for higher speeds since? See article below: http://ntrs.nasa.gov/archive/nasa/ca...1967030792.pdf If anyone wonders what this is for, it is for my high school science project where I'm investigating the possibility to fling satellites into orbit around the earth from the upper atmosphere instead of launching them by rockets. The upper atmosphere would be reached using a huge helium baloon. I realize of course that it probably wont work, presumably because of too powerful centrifugal forces, crushing the satellite as it rotates during acceleration before it is released in its trajectory to orbit around the earth. But its still a fun project. Very grateful for help!
Mentor
Those experiments would require a massive rocket, and heating is a really serious problem with those parameters.
If anyone wonders what this is for, it is for my high school science project where I'm investigating the possibility to fling satellites into orbit around the earth from the upper atmosphere instead of launching them by rockets.
With a circular motion? You would need a cable which is thicker than the actual spacecraft. Attached to the spacecraft with the same strength as within the cable...
Quote by mfb Those experiments would require a massive rocket, and heating is a really serious problem with those parameters.
Hi! I am not so sure heating will be a problem in my case, since it will only be seconds before the spacecraft has reached a high enough altitude for the atmospheric drag to be negligible. But I havn't done the calculations yet, so I don't know. Atmospheric density rapidly decreases with altitude, see graph below:
http://www.wolframalpha.com/input/?i...eters+altitude
Mentor The graph shows the range of 0...1000km, you can hardly see the relevant range of 30..100km. Sure, atmospheric density drops with height quickly (otherwise concept like the StarTram would be impossible), but the density at 38km is not negligible. How do you accelerate a spacecraft from 0 to 8km/s in seconds? That would require an extreme acceleration and power output. | 1,073 | 5,050 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.140625 | 3 | CC-MAIN-2013-20 | latest | en | 0.909489 |
https://topic.alibabacloud.com/a/tian-font-colorredpingfont-called-the-ball-problem_8_8_31929547.html | 1,679,951,552,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296948684.19/warc/CC-MAIN-20230327185741-20230327215741-00394.warc.gz | 635,556,109 | 17,910 | # Tian Ping called the ball problem
Source: Internet
Author: User
Tian Ping called the ball problem
Tianping said that there are many classic paradigm solutions to the ball problem. Here we are talking about only the most widely used triplicate encoding solution.
Why do you think of using a triplicate system? In fact, it is easy to understand. Let's consider the status of the ball: not placed on the balance, on the left of the balance, on the right of the balance. We may wish to use some numbers to express these three states:
0 -- not on the Balance
1 -- left disk on the Balance
2 -- placed on the right disk of the balance
In this way, we can use a digital string to represent the Weighing Process of a ball. For example, if the encoding of a ball is 210120, it indicates that the ball was first weighed on the right disk, the second time is on the left disk, the third time is not on the balance, the fourth time is on the left disk, the fifth time is on the right disk, and the sixth time is not on the balance. It's easy. Just use a digital string to express the complicated Weighing Process of the ball.
For convenience, we will describe this problem with "12 small balls named 3 times". However, you can easily promote it to "m small balls named N times ". Good. I want to talk about it in plain text.
Let us assume that we have compiled 12 small balls in a three-digit encoding that is not repeated. During the weighing process, we fully follow the encoding steps: Step 1, we put the encoding 0th bits on the 12 small balls as 1 on the left side of the balance, encoding 0th bits as 2 on the right side of the balance, encoding 0th bits as 0 is not placed on the balance, write down the weighing result. In Step 1, we put the encoding 1st bits for 12 small balls on the left side of the balance, and the encoding 1st bits for 2 on the right side of the balance, if the number of digits coded with 0th bits is 1 is not placed on the balance, the weighing result is recorded. If the number of digits is N, the number of digits is weighed n times to obtain n sets of results.
The status of the result is as follows: Balance of the balance, light on the left of the balance to the right, and heavy on the left of the balance to the right. Why? There are also three types. (HIA, unfortunately it's not a book, but the drama is still behind) We use 0 to represent the balance, 1 to the left to the right, 2 to the left to the right; in this way, after weighing n times, we get an N-bit result code, which is also a three-digit code. Note: This encoding may be the same as the encoding of a small ball! :)
You seem to have realized something. Okay, now let's pick out the problem: the resulting code is the same as the non-standard ball code or has a direct correspondence. (What is the relationship? )
If we determine the weighing method for a group of small balls (corresponding to the 3-digit encoding of the 12 small balls), we will consider it in turn, it turns out that the ball on the left disk of a certain scale is now placed on the right disk of the scale. The ball on the left disk of the scale is now placed on the right disk of the scale. The ball on the scale should not be placed on the scale. So will the ball code (also 12) be duplicated with the original one? Obviously there are no duplicates. The encoding obtained from this correspondence is called an even code (the next definition here is to change every digit in the encoding, 1 to 2 and 2 to 1 and 0, get the new Code called the original code. For example, the 22102 or 11201 pair code is 22101, or the 11201 and pairs are the same ). At this time, you will consider the question-how many three-digit 3-hexadecimal codes are there? The answer is 3 ^ 3 = 27 (recorded as 3 ^ N), which is 3 more than the 24 encoding mentioned above. Why study this symmetric code? Because we put the, B, C, and D balls on the left disk, and put the', B ', C', and d' balls on the right disk -- and we put A', B ', the C ', d' Balls are placed on the left disk, and the, B, C, and D balls are placed on the right disk. The weighing meaning is the same and the results are the same, we need to avoid repeated operations. Therefore, to implement this algorithm, it is very important to select the code -- select one of the pair codes to numbers the ball.
Here, I think you must have guessed it. What is the three more codes than the preceding 24 codes? They are 000,111,222. 111 and itself are parity codes, and 222 and are mutual parity codes. Why remove the three of them? I don't want to explain it here. To solve this problem, you have to take a look at the mathematical proof later!
Therefore, we come to the conclusion that if a group of three hexadecimal codes are correctly selected to numbers the ball respectively, The results code obtained by strictly following the Weighing Process of the ball encoding are, it must be a non-standard ball code or a pair code. (Because the encoding of any two balls is not an even code, our weighing operation uniquely identifies a non-standard ball) the proof method of this conclusion is too complex (I typed 4 pages in Word), so I put it in the text for packaging and download.
The following describes the specific process of code implementation by the program.
For reference, we first obtain a code array to store the encoding. To save space, the Code array in my program stores the decimal encoding. I use gettheball. num2code () and gettheball. code2num () to implement the mutual conversion between the tridecimal System and the decimal system. First, we store all the codes in the array, then remove the three codes 000,111,222, and then delete half of the remaining codes. Then we can mark the 12 codes to the ball. For the encoding at the beginning of 1, we choose all the encoding codes greater than 111. For the encoding at the beginning of 2, we move the parity code of "the part we selected at the beginning of 1, for the encoding starting with 0, we choose from the left-to-right encoding bits. the first digit that is not 0 is 1 encoding (this is like hard to understand, in fact, the first digital that is not 0 is not 1 or 2, And we deleted the half of 2 ).
Okay, let's look at the number. We are optimistic that we have half of the total deleted. According to the encoding method, the result code obtained after the operation, if in the ball encoding, that encoding ball is a non-standard ball, and lighter than the standard ball. If the result code is not in the ball encoding, The result code is a non-standard ball pair code, and the non-standard ball is heavier than the standard ball.
Now, it's time to come to an end. In fact, to fully understand the meaning of this algorithm, why is it so encoded? Why is it correct? It must be proved by strict mathematics.
I used the three-in-one method to solve the small ball problem that Tianping called. I had to do this with my brother an Xinghua. The mathematical proof attached to this article is not done by myself. It may be due to a COI National Team expert, I don't know the author's name or surname. The article is also a mess and may be incorrect. It is here to provide some information for beginners. If you find any problems, contact me if you know the source and author of the original.
My source code (Java version)
Related mathematical proofs
Related Keywords:
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• Alibaba Cloud offers highly flexible support services tailored to meet your exact needs. | 1,912 | 8,271 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.15625 | 4 | CC-MAIN-2023-14 | latest | en | 0.932244 |
https://dev.to/xiaoyifante/design-the-kafka-architecture-to-handle-1-billion-requests-349c | 1,725,965,272,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651241.17/warc/CC-MAIN-20240910093422-20240910123422-00232.warc.gz | 186,095,402 | 23,550 | ## DEV Community
fante-sun
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# Requirements scenario analysis
Architecture design according to the production environment, in a scenario-driven way, such as what kind of scenario is encountered in the company and what kind of scale of a cluster needs to be set up.
Kafka clusters, HBase clusters, Hadoop clusters, cluster evaluation is similar.
### Let's take Kafka for example:
E-commerce platform, 1 billion requests are sent to the Kafka cluster every day. According to the 80-20 rule, the general assessment of the problem is not big.
For example, if our Kafka cluster is facing approximately 1 billion requests a day, then based on the 24 hours of the day, there is not a lot of data between 12:00pm and 8:00 am on a typical day. Eighty percent of requests take another 16 hours to process.
Witch means we need to use 16 hours to process 800 million requests。
According to the actual situation, we have hot time every day, that is, the number of requests received during this time is the most, then according to the 80-20 rule, 16*0.2=3 hours processing 80% of the data of 800 million requests.
So we got a preliminary figure, which is that in three hours, we processed about 600 million requests
So let's just do a simple calculation of QPS during the peak period
600 million requests / 3 hours = 55,000/s
For the size of a message, let's assume 50KB. Of course, 50KB does not mean the size of a message, as we usually combine multiple logs into one message. (Typically, the size of a log message is a few bytes.)
So we can get the following formula
1Billion Requests 50KB = 46T
That means we need to store 46 terabytes of data per day.
Given that Kafka has replicas in it, we would normally set up two replicas: 46T * 2 = 92T
At the same time, the data in Kafka has a time period of retention. It is assumed that the data of the last 3 days is retained 92T * 3 days = 276T
### Scenario summary
1 billion requests, 55,000 QPS at peak, 276T of data.
# Evaluation of physical machine quantity
First, analyze whether you need a virtual machine or a physical machine
When we build clusters like Kafka, MySQL, Hadoop, we use physical machines in our production. Because of the performance requirements.
According to the above calculation, the peak number of requests needed to handle is 55,000 per second, in fact, one or two physical machines can withstand. Normally, when we evaluate a machine, we evaluate it at four times the peak.
If it's 4 times, maybe our cluster can afford about 200,000 QPS. That way our cluster is more secure.
About 5 physical machines, each capable of 40,000 requests per second
### Scenario summary
1 billion requests, 55,000 QPS at peak, 276T of data. You need five physical machines.
# The disk selection
The evaluation is based on the following two aspects: SSD solid-state drives, or ordinary mechanical drives?
SSD drives: better performance, but more expensive
SAS disk: some performance is not very good, but cheaper
The performance of SSD hard disk is better, which means its performance of random read and write is better. Suitable for clusters like MySQL. But its sequential write performance is similar to that of an SAS disk.
Kafka, as we understand it, is written in sequential write. So we can just use a normal mechanical hard disk.
Then need to estimate how many disks per server needs?
Five servers, a total of 276T is needed, and about 60T of data needs to be stored on each server.
Assume that the company's servers can be configured with 11 hard disks, each of disk is 7T.
11 * 7T = 77T
77T * 5 servers = 385T
The estimate is that the disk usage is approximately 80% of the total disk volume
### Scenario summary
a billion requests, 5 physical machines, 11 SAS hard disks with a capacity of 7T
# Memory assessment
Evaluate how much memory is required.
We found that Kafka's process of reading and writing data is based on OS Cache. In other words, given that our OS cache is infinite, the entire Kafka operation is based on memory, and the performance must be very good.
But memory is limited
You need to reserve some resources for the OS cache
Kafka's core code is written in Scala, and the client code is written in Java. It's all JVM based. So we have to give some memory to the JVM. In Kafka's design, there are not many data structures in the JVM. So we don't need a lot of memory for JVM. As a rule of thumb, you can reserve 10GB of memory resources for the JVM.
Let's say the project of 1 billion requests that has 100 topics.
100 topic * 5 partition * 2 replicas = 1000 partition. A partition is a directory on the physical machine that contains a number of .log files.
.log is the file that stores the log data. By default, a.log file is 1 gigabyte in size.
We just need to keep 25% of the data that's currently in the latest .log file in memory.
250M * 1000 = 0.25G * 1000 = 250G of memory.
250GB of memory / 5 servers = 50GB of memory
50G + 10G = 60G memory
Overall, 64 gigabytes of memory is about right. Because we have to reserve 4 gigabytes of memory for the OS. Of course, if you can get a server with 128 gigabytes of memory, that would be great.
At the beginning of the evaluation, we assumed that there would be 5 partitions in a topic. If it was a topic with a large amount of data, there might be 10 partitions. Then only need to follow the above process, and calculate.
### Scenario summary
a billion requests, 5 physical machines, 11 SAS hard disks with a capacity of 7T, requires 64GB of memory (128GB is better)
# CPU stress assessment
Evaluate how much CPU core is required per server (resources are limited). The evaluation is based on how many threads we have in our service to process.
Assess how many threads a Kafka server will have once it starts up.
ISR mechanism (ID number), mechanism to check ISR list periodically
So, once a Kafka service is up and running, there are about a hundred threads.
If the CPU has four cores, a few dozen threads will normally fill the CPU.
If the CPU core count is 8, it should easily be able to support dozens of threads.
If we have more than 100 threads, or something like 200, then 8 CPU cores are not going to work. The recommended number of CPU cores is 16. If possible, 32 CPU cores are the best.
conclusion
For a Kafka cluster, a minimum of 16 CPU cores should be given, and 32 CPU cores would be better.
2cpu * 8 = 16 cpu core
4cpu * 8 = 32 cpu core
### Scenario summary
a billion requests, 5 physical machines, 11 SAS hard disks with a capacity of 7T, requires 64GB of memory (128GB is better), Requires 16 CPU cores (32 is better)
# Network Requirements Assessment
Evaluate what kind of network card we need
We basically have two choices: usually either gigabit (1G/s) or 10 gigabit (10G/s) network card
At its peak, there were 55,000 requests pouring in per second, which is 5.5/5 = about 10,000 requests per server
We said earlier that 10,000 requests * 50KB = 488M, which is 488M data per second per server. The data must be duplicated, and synchronization between duplicates is also required by the network. 488 * 2 = 976M/s
Note: In many companies, a request is not as large as 50KB. In our company, it is because the host encapsulates the data at the production end and then combines multiple data together, so a request can be so big.
In general, the broadband of the network card is not up to the limit, if it is a gigabit network card, we can generally use is about 700M.
But if, at best, we use a ten-megabit network card, that's easy. | 1,851 | 7,569 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.5625 | 3 | CC-MAIN-2024-38 | latest | en | 0.938242 |
https://www.teachoo.com/6673/2185/Ex-7.4--5-(Optional)/category/Ex-7.4-(Optional)/ | 1,726,771,649,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700652055.62/warc/CC-MAIN-20240919162032-20240919192032-00084.warc.gz | 927,416,685 | 22,049 | Important Coordinate Geometry Questions
Chapter 7 Class 10 Coordinate Geometry
Serial order wise
### Transcript
Question 5 The Class X students of a secondary school in Krishinagar have been allotted a rectangular plot of land for their gardening activity. Sapling of Gulmohar are planted on the boundary at a distance of 1m from each other. There is a triangular grassy lawn in the plot as shown in the Fig. The students are to sow seeds of flowering plants on the remaining area of the plot. (i) Taking A as origin, find the coordinates of the vertices of the triangle. If A is the origin, AD and AB are coordinate axes. our graph will look like this The vertices of the ∆PQR are P (4, 6), Q (3, 2) and R (6, 5) Question 5 (ii) What will be the coordinates of the vertices of Δ PQR if C is the origin? Also calculate the areas of the triangles in these cases. What do you observe? If C is the origin, CD and CB are the coordinate axes. Our graph would be like The vertices of the ∆PQR are P (−12, –2), Q (−13, −6) and R (−10, −3) Calculating the area Area of ∆PQR with vertices P (4, 6), Q (3, 2) & R (6, 5) Here, 𝑥_1=4 , 〖 𝑦〗_1=6 𝑥_2=3 , 𝑦_2=2 𝑥_3=6 , 𝑦_3=5 ar (∆PQR) = 1/2 [𝑥_1 (𝑦_2−𝑦_3 )+ 𝑥_2 (𝑦_3−𝑦_1 )+𝑥_3 (𝑦_1−𝑦_2 )] = 1/2 [4 (2−5)+3 (5−6) + 6 (6−2)] Area of ∆PQR with vertices P (−12, –2), Q (−13, −6) & R (−10, −3) Here, 𝑥_1=−12 , 𝑦_1=−2 𝑥_2=−13 , 𝑦_2=−6 𝑥_3=−10 , 𝑦_3=−3 ar (∆PQR) = 1/2 [𝑥_1 (𝑦_2−𝑦_3 )+ 𝑥_2 (𝑦_3−𝑦_1 )+𝑥_3 (𝑦_1−𝑦_2 )] = 1/2 [(−12) (−6+3)+(−13)(−3+2)+−10(−2+6)] = 1/2 [4 (−3)+3 (−1)+6 (4)] = 1/2 [−12−3+24] = 1/2 (9) = 𝟗/𝟐 sq. units = 1/2 [(−12) (−3)+(−13)(−1)+(−10)(4)] = 1/2 [36+13−40] = 1/2 (9) = 𝟗/𝟐 sq. units = 1/2 [(−12) (−3)+(−13)(−1)+(−10)(4)] = 1/2 [36+13−40] = 1/2 (9) = 𝟗/𝟐 sq. units We observe, that the areas are same in both the cases. | 811 | 1,779 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.5625 | 5 | CC-MAIN-2024-38 | latest | en | 0.833779 |
https://www.hamiltonewave.com/2012/12/tsx-update-24-10585/ | 1,653,417,562,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00630.warc.gz | 895,239,175 | 11,547 | # TSX update
One never really knows if a wave count is actually correct. EW is not particularly good at timing , primarily because all other factors are ignored, quite deliberately, and consequently it is not uncommon that when errors are made they are only recognized years later and after the fact. Also, because there is no road map for the future but there is one for the past, EW has a built in tendency to be “conservative” to put it politely. Another problem is that a minute wriggle somewhere at the bottom can be magnified disproportionately at the top years later.
But there are rules etc. so despite the above you still might get it right. This is , of course, the TSX on a semi-log scale which works better over long periods as equal vertical distances are perfectly proportioned to each other. Apart from EW we also look for symmetry, harmony, consistency, elegance and so on and so forth to increase the probability of being correct. Here is what we have;
As with most charts we assume the start of the 5th wave is in 1974 ( with the Dow there is the argument that it started in 1982, that does not apply to the TSX).The relatively large “diagonal” preceding (always a 5th wave) it supports this assumption. Looking at all the wiggles there is only one that stands out as an absolute sure thing, and that is the triangle from 1986 to 1992. I started in retail during this time and I distinctly remember the existing confusion; there were as many bulls as there were bears. Triangles have to be 4th waves! As it cannot be a 4th of the entire 5 wave sequence (we know now with hindsight) it must be 4 of 3. That fits nicely because it makes 5 of 3 the “extended” wave and, this is very common, makes waves 1 and 5 equal (proportionately). Furthermore the chart can be divided in two parts exactly where the apex is. Time wise that does not work quite as well but if you view a B-wave as a failed 5th, it fits perfectly again. Superficially there does not appear to be alternation between waves 2 and 4, both look like zig-zags, but this can be remedied easily by making wave 2 irregular, which it probable is anyway. During the entire 40 or so year period the index stays (roughly) within the channel. Each time it crosses from the left bank to the right bank (4X) it immediately returns to the other side except this last time! We are now hugging the lower side and we have not yet returned to the 4th wave of previous degree. If 10000 holds the Central Bankers will win and we move on to 25000 + (like Zimbabwe), if not there is a free fall below. At least be prepared. | 603 | 2,586 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.546875 | 3 | CC-MAIN-2022-21 | longest | en | 0.975995 |
https://www.geeksforgeeks.org/program-to-find-all-factors-of-a-number-using-recursion/?ref=lbp | 1,603,735,386,000,000,000 | text/html | crawl-data/CC-MAIN-2020-45/segments/1603107891624.95/warc/CC-MAIN-20201026175019-20201026205019-00532.warc.gz | 719,881,739 | 22,303 | # Program to find all Factors of a Number using recursion
Given a number N, the task is to print all the factors of N using recursion.
Examples:
Input: N = 16
Output: 1 2 4 8 16
Explanation:
1, 2, 4, 8, 16 are the factors of 16. A factor is a number which divides the number completely.
Input: N = 8
Output: 1 2 4 8
## Recommended: Please try your approach on {IDE} first, before moving on to the solution.
Approach: The idea is to create a function that takes 2 arguments. The function is recursively called from 1 to N and in every call, if the number is a factor of N, then it is printed. The recursion will stop when the number exceeds N.
Below is the implementation of the above approach:
## C++
`// C++ program to find all the factors ` `// of a number using recursion ` ` ` `#include ` `using` `namespace` `std; ` ` ` `// Recursive function to ` `// print factors of a number ` `void` `factors(``int` `n, ``int` `i) ` `{ ` ` ``// Checking if the number is less than N ` ` ``if` `(i <= n) { ` ` ``if` `(n % i == 0) { ` ` ``cout << i << ``" "``; ` ` ``} ` ` ` ` ``// Calling the function recursively ` ` ``// for the next number ` ` ``factors(n, i + 1); ` ` ``} ` `} ` ` ` `// Driver code ` `int` `main() ` `{ ` ` ``int` `N = 16; ` ` ``factors(N, 1); ` `} `
## Java
`// Java program to find all the factors ` `// of a number using recursion ` ` ` `class` `GFG { ` ` ` ` ``// Recursive function to ` ` ``// print factors of a number ` ` ``static` `void` `factors(``int` `n, ``int` `i) ` ` ``{ ` ` ` ` ``// Checking if the number is less than N ` ` ``if` `(i <= n) { ` ` ``if` `(n % i == ``0``) { ` ` ``System.out.print(i + ``" "``); ` ` ``} ` ` ` ` ``// Calling the function recursively ` ` ``// for the next number ` ` ``factors(n, i + ``1``); ` ` ``} ` ` ``} ` ` ``// Driver code ` ` ``public` `static` `void` `main(String args[]) ` ` ``{ ` ` ``int` `N = ``16``; ` ` ``factors(N, ``1``); ` ` ``} ` `} `
## Python3
`# Python3 program to find all the factors ` `# of a number using recursion ` ` ` `# Recursive function to ` `# prfactors of a number ` `def` `factors(n, i): ` ` ` ` ``# Checking if the number is less than N ` ` ``if` `(i <``=` `n): ` ` ``if` `(n ``%` `i ``=``=` `0``): ` ` ``print``(i, end ``=` `" "``); ` ` ` ` ``# Calling the function recursively ` ` ``# for the next number ` ` ``factors(n, i ``+` `1``); ` ` ` `# Driver code ` `if` `__name__ ``=``=` `'__main__'``: ` ` ``N ``=` `16``; ` ` ``factors(N, ``1``); ` ` ` `# This code is contributed by Rajput-Ji `
## C#
`// C# program to find all the factors ` `// of a number using recursion ` ` ` `using` `System; ` ` ` `class` `GFG { ` ` ` ` ``// Recursive function to ` ` ``// print factors of a number ` ` ``static` `void` `factors(``int` `n, ``int` `i) ` ` ``{ ` ` ` ` ``// Checking if the number is less than N ` ` ``if` `(i <= n) { ` ` ``if` `(n % i == 0) { ` ` ``Console.WriteLine(i + ``" "``); ` ` ``} ` ` ` ` ``// Calling the function recursively ` ` ``// for the next number ` ` ``factors(n, i + 1); ` ` ``} ` ` ``} ` ` ` ` ``// Driver code ` ` ``public` `static` `void` `Main() ` ` ``{ ` ` ``int` `n = 16; ` ` ``factors(n, 1); ` ` ``} ` `} `
Output:
```1 2 4 8 16
```
Time Complexity: O(N)
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Improved By : Rajput-Ji | 1,389 | 4,246 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.40625 | 3 | CC-MAIN-2020-45 | latest | en | 0.621505 |
http://www.aos.wisc.edu/~dvimont/matlab/NaN_Tools/lin_remove_NaN_defunct.html | 1,516,616,602,000,000,000 | text/html | crawl-data/CC-MAIN-2018-05/segments/1516084891277.94/warc/CC-MAIN-20180122093724-20180122113724-00699.warc.gz | 392,617,646 | 1,980 | # Documentation of lin_remove_NaN_defunct
Global Index (all files) (short | long) | Local Index (files in subdir) (short | long)
## Function Synopsis
`y = lin_remove_NaN(x,xtim,show)`
## Help text
```lin_remove_NaN: linearly remove a time series from data
Y = lin_remove(Xdat, Xtim) removes the best linear fit of Xtim to
each column of Xdat. If Xdat is N-dimensional, then it is
assumed that the time series Xtim will be removed from the first
dimension of Xdat.
Y = lin_remove(Xdat) assumes Xtim is evenly spaced, so the linear
trend is removed.
```
## Cross-Reference Information
This function calls
## Listing of function lin_remove_NaN_defunct
```function y = lin_remove_NaN(x,xtim,show)
sz = size(x); ndim = length(sz);
if (ndim == 2) & (sz(1) == 1); x = x(:); end;
sz = size(x); ndim = length(sz);
if nargin < 2; xtim = [1:sz(1)]/sz(1); end;
if nargin < 3; show = 0; end;
if (size(xtim, 1))==1; xtim=xtim(:); end;
if size(xtim, 1)~=sz(1);
error('Xtim must have the same length as the first dimension of Xdat');
end
% Reshape x if necessary, assuming the dimension to be
% detrended is the first
if ndim > 2;
x = reshape(x, sz(1), prod(sz(2:ndim)));
end
% Remove means from data and time series
N = size(x, 1);
xtim = xtim - ones(N, 1)*mean2(xtim);
x = x - ones(N, 1)*mean2(x);
% Remove Regression
[N, m] = size(x);
[NN, mm] = size(xtim);
y = repmat(NaN, [N m]);
for i = 1:m;
if show;
disp(['Iteration: ' num2str(i)]);
end
kp = find(~isnan(x(:,i)));
for j = 1:mm
kp = intersect(kp, find(~isnan(xtim(:, j))));
end
y(kp,i) = x(kp,i) - xtim(kp,:)*(xtim(kp,:)\x(kp,i));
end
% Reshape output so it is the same dimension as input
if ndim > 2;
y = reshape(y, sz);
end
``` | 576 | 1,705 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.921875 | 3 | CC-MAIN-2018-05 | latest | en | 0.582625 |
https://theblogbyjavier.com/2010/02/ | 1,686,217,209,000,000,000 | text/html | crawl-data/CC-MAIN-2023-23/segments/1685224654606.93/warc/CC-MAIN-20230608071820-20230608101820-00166.warc.gz | 608,941,197 | 35,291 | # Monthly Archives: February 2010
## Go and get married…
Tomorrow I will be attending the birthday party of a friend who is getting married this year. In that party there will be another friends who will be getting married as well this year. I have yet other friends getting married this year as well. First thought: “Javier, you are in the age where most of those around you get marry…”.
Second thought: weddings cost money, lots of money. And they do not only cost money but produce many exchanges of cash from one side to another: Buying dresses, rental of suits, nuptial cakes, rental of luxury cars, hotel rooms and saloon, expensive menus, free drinks, buses back and forth for the invitees, professional photographers, flowers, hundreds of haircuts, long lists of gifts from El Corte Ingles, honey moon trip to Bali, musicians (with the corresponding cannon to SGAE, it couldn’t be otherwise…), a voluntary donation to the church…
The Federación de Usuarios-Consumidores Independientes (FUCI) releases every year a study of the cost of a wedding per region and how much each item is costing. The latest study dates back from 2009.
From the study we learn that in 2009 a wedding cost around 18,380 euros on average. They were most expensive in Madrid, and the average cost had decreased 11% from 2008.
The study takes into account the expenses incurred by the ones organising the wedding. Can we assume that those attending it will incur in as many costs in gifts, haircuts, cleaning of suits, hotel rooms, transport, etc…? (This hypothesis comes from the not written rule which states that presents should aim to account at least for the same value of the menu which is ~50% of the cost incurred by spouses-to-be, the main assumption is in the other costs incurred by invitees -transport, hotel…). If so, let’s settle the turnover of a wedding in 35,000 euros.
How many people do get married in Spain in a year? From 2006 to 2008 the average was 204,000 weddings, with a slight decrease of 3.4% from 2007 to 2008.
Now the math is already there: this industry generated in 2008 around 7,000 million euros. Is this much? The same year aerospace industry in Spain had a consolidated turnover of 5,577 million euros. So the wedding sector weighs 25% more than the aerospace sector in Spain or around 0.7% of Spanish GDP (let me not enter in this post in the discussion of the value added of the sector… I still want to get invited to those weddings).
In line with the recent campaign “esto solo lo arreglamos entre todos”, my contribution: please encourage marriages and do get married!
I have a good friend who used to be quite against marriage. I hope this may help turning his opinion.
Aerospace and Weddings, value-adding and value-requiring sectors.
Filed under Aerospace & Defence
## Most desired company to work for in Spain…
Today Spanish financial press gave some coverage to a study performed by Randstad, “Employer Branding: cuando la percepción puede convertirse en realidad”. To compile this study Randstad interviewed 10.000 workers between 18 and 65 years old in Spain.
Workers were asked what issues they considered most important at the time of choosing a company to work for, the highest rated ones were:
1. Long-term stability, 69% of respondents.
2. Better salaries, 67%.
3. Good atmosphere in the workplace, 57%…
Most important factors when selecting a company to work for
Randstad found a high variability between men and women respondents and between different age groups.
After this introduction… what I wanted to say: EADS CASA (Airbus Military) was rated by respondents as the most desirable company to work for. (period)
Other remarkable companies: GlaxoSmithKline, Nokia Spain, Pfizer, Correos, Coca-Cola and Iberdrola.
1 Comment
Filed under Aerospace & Defence
## A Tale of Two Cities…
I’ve just finished reading the book “Hidden Madrid. A walking guide”, by Mark & Peter Besas, two Madrileños originally from New York. The book is terrific. It has hundreds of tales, anecdotes, curiosities, pictures, etc… of the city of Madrid:
• The origin of futbolin.
• The suicide mission of Eloy Gonzalo at Cascorro.
• The voices of Palacio de Linares (Casa de America).
• The origin of Atocha.
• The miracles of San Isidro.
• The priviledges of Paco the dog…
Last month I read a similar book about New York, written by another New Yorker (this one originally from Ohio), John Keatts, “Tales of New York: Some Will Surprise You”.
We met John at the Circle Line boat tour around the island of Manhattan last December. He was our guide. He not only had a very pleasant voice but kept telling more and more facts, stories and anecdotes about the city and the persons who marked the history of NY during the 3-hour journey.
He mentioned that he had written a book with these stories and when we were leaving the boat, my partner Luca saw him handing his book to someone, so we decided to stop and buy it. Another terrific book. As he puts it in his web:
• A poor farm boy who began a simple ferry boat service, and became a millionaire
• A renowned bridge-builder whose work on a statue would change his life
• A newspaper man who seized an opportunity
• A man whose building forced our skyline upward…
And yet a month before I read “How to survive Holland”, by Martijn de Rooi. Another wonderful book explaining many facts (traditions, food, history, sightseeing, sports…) about the Netherlands delivered with some self-deprecating humour and irony.
All three books are strongly recommended.
1 Comment
Filed under Books, Travelling
## Nothing like a good red wine…
The recent Tweet from Freakonomics http://bit.ly/9jsc3r, in which they tell how American supposedly fine wine aficionados could not tell the difference between the wine they were given and the one they were looking (and paying) for, reminds me of 3 different cases to point how we can be influenced in our perceptions:
• The first is a personal anecdote. I have always preferred Coca-Cola over Pepsi, one of these people who had never bought a Pepsi in a supermarket. In 2007-2008 I did a test at home to see whether I was able to distinguish one from the other. I did the test with my partner. I was blind-folded while she poured same amount of Cola and Pepsi in two identical glasses. She left them for some couple minutes in the fridge so they would get same temperature, etc, etc. Then I tasted them. After trying the first glass I said “Pepsi, I don’t even need to try the other”. Then I thought it twice. I tried the second glass. Thought for some seconds. Then again the first. Then… then… I mixed everything in my mind and couldn’t distinguish one from the other, to the point of changing my initial choice and being wrong.
Whenever I tell this story to my friends, they tell me “I can distinguish them”: I challenge you to do so. Find a helper and take the test. Please let me know the result.
If you thought my test is not representative, here is another story:
• This is a TED talk by Benjamin Wallace on the price of happiness. Benjamin goes exploring different luxury articles and finding that they don’t bring him or those close to him any special feeling. He indeed does a similar test to the one I did, this time with luxury oil, with more varieties to distinguish and more people to try them, the result… guess it.
After having read the case of the fake Pinot Noir, having suffered the non-distinguish ability of Pepsi and hearing to the TED talk cases… we might wonder: why are we mislead so much by perceptions? Why do we pay more for something that doesn’t bring us any enhanced customer experience except for being able to tell that we paid that amount for this?
Last case I wanted to point…
• The Dutch are well known for being a very pragmatic nation. Here you have a case, again, for wines (just to close the loop). What do you care about the brand of a wine? Let’s remove it. What do you appreciate in it? Is it the grape type? Is it the fruit flavour, the tannins? So that’s what you need to know!! The rest… better to call it “4. Red Wine” and remembering that it comes in a blue bottle… check it: http://94wines.com.
Prost!
Filed under Marketing
## Three centuries of confusion
Last Monday I was reading an article in FT by Tony Jackson: “Is China an investment sweet spot or a sour lesson?”.
Not that I am thinking about investing there, but in this article I started reading sentences which rang bells… “the long-run correlation between real growth in gross domestic product and real equity returns is in fact slightly negative”, “reminder of the futility of long-range forecasting”, “how to explain the underwhelming performance of emerging equities, besides a simple propensity to overpay for growth?”…
Nevertheless, the best I got from this articles it wasn’t those reflections but that it referred me to the Credit Suisse annual study from the academics Dimson, Marsh and Staunton.
This annual study contains wonderful data and graphics. Let me share some of them.
Later on the report very well summarises what we have read and heard so many times from Graham and/or Buffet:
“Value stocks sell for relatively low multiples of earnings, book value or dividends. They may be mature businesses with an unexciting future, or they may have a depressed share price that anticipates setbacks. Growth stocks sell for relatively high valuation ratios, reflecting favorable prospects for the business, and their stock price anticipates cash flows that are expected to get larger in the future.
For larger US companies, over the longest available period (end-1926 to end-2008), the difference between the annualized returns on the Fama-French value and growth indexes is 2.5%. In other words, the premium for US value stocks, relative to large companies as a whole, is approximately +1.2%, while the «premium» for growth stocks is of the same magnitude but negative.”
Finally the report reviews the case for different countries and regions. Among them The Netherlands, where the stock exchange originated with Dutch East India Company. Here we find a reference to the book “Confusión de confusiones” by Jose de la Vega (1688), an Spaniard who wrote the first book ever on the stock exchange business.
I will end this post with one quotation from the book: “What really matters is an awareness of how greed and fear can drive rational people to behave in strange ways when they gather in the marketplace.” (We have heard this lately from someone else as well).
Filed under Books, Investing
## From climbing to merely walking
On Saturday 13 February, some friends and I joined the “Grupo de Empresa” hiking group in a walk around the Sierra. It’s been years since I haven’t gone walking one of these routes. I kind of missed it.
This time we went to La Pedriza, close to Manzanares El Real. The march took almost 6 hours. At moments we found it quite complex and very exhausting. Maicol kept telling us that the difficulty was 3… but 3 what?
I did some research.
First, from the Wiki we learn that what we did was just senderismo. We indeed saw all the signs described in the Wikipedia, thus that path was registered in the Federation.
From the colour of the signs we saw, we can also learn that we did a Pequeño Recorrido instead of a Gran Recorrido. Following this lead, we can find that there are 37 of those in Madrid, and that the one we did was: “PR-M-1, Circular a La Pedriza” (the M stands for Madrid). Those are supposed to have between 10 and 50km length, thus ours is just within the minimum distance of that margin.
I found another site (in Spanish as well) with different ways to rate these paths:
• Rating the kind of terrain: ours would be type 3 (from 1 to 7).
• Rating the differences in height: it would be no more than 3 or 4 (from 0 to 7).
• All in all, the web proposes one single rating: in which difficulty 3 would be just “moderate” (from 1 to 6).
Next time, we might consider giving less drama to such a heroic achievement.
Filed under Sports, Travelling
## New marketing
Some weeks ago I attended the presentation of a book at EOI business school, “Claves del Nuevo marketing” (which can be downloaded in pdf freely).
At the moment of writing this post I have not yet read the book, though it seemed quite interesting: Eighteen different authors just gathered to write different chapters on their area of expertise.
The conference itself was quite entertaining. Two of the authors were commenting their views on metrics and on viral marketing.
They quoted some articles, videos and examples that I want to quickly refer here:
• Article from Marshall Sponder & Cecilia Pineda Feret in Customer Intelligence, discussing the possible entry of Google on Social Media monitoring and what could this mean.
• On viral marketing it was interesting the questioning of whether it really reaches that many people. We tend to think so, but does it really do so? Check out this funny video (in Spanish).
• Another very interesting video: “Redes Sociales – ¿Revolución o Moda?” (the video is in English, “Social Networks – Revolution or Fashion?).
I’m just referring to these topics as discussing them at length would need many different posts. I hope you enjoy them.
That day, EOI was distributing the latest issue of the marketing magazine “Yorokobu”. I will comment in a near future different things I read there (e.g. 94wines…).
One last thing I wanted to share with you: my Lego. I had seen advertisements about cartoonfying yourself, but I found this one in the Yorokobu magazine even funnier. This is as close as I could get to myself.
Lego of myself
Filed under Books
## Augustine’s Laws
Last summer I read a book, a classic: “Augustine’s Laws” by Norman Augustine. Norman served in many positions both in the Administration (Under Secretary of the Army) and in the Aerospace & Defence industry (CEO of Lockheed Martin). Lately he lead the Committee that was reviewing the US Human Space Flight Plans.
I first learnt about this book from a teacher in Seville in 2006. He used a couple of his graphics in the course. One was plotting the trend of fighter aircraft acquisition costs per unit. I remember that the extrapolation of the trend pointed that somewhere in 2054 the whole DoD budget would allow to procure one single aircraft, that would have to be shared by US Air Force and Navy, with the 29th February of the leap years availabe for the US Marines.
Since that moment I wanted to read it, and it was only 3 years later that I had the opportunity to do so. The book reviews A&D programs, especially their mismanagement and failures from the Wright brothers times till the early 80’s, when the book was written. The book is hilarious. Really. Let me show you this by concatenating some of its “findings”:
• The first one was commented above: aircraft are more and more costly with time.
• At the same time aircraft developments turn in aircraft always becoming heavier than initially designed, producing more capable and heavier aircraft.
• Another trend points out that avionics and electronic components are of greater importance in the aircraft of today. Wright brothers didn’t make use of avionics or electronics, however in the 80’s the percentage of OEW dedicated to them was around 20%, and increasing.
• We also find that electronic components themselves become smaller and cheaper with time (just think of room-size computers of decades ago compared to today’s smart phones).
Thus we find ourselves in front of a paradox: Aircraft that will be heavier and more expensive, but that a certain point will be entirely made of avionics and electronic components which are lighter and cheaper with time! How can this be? As Augustine points out: engineers came to the rescue, they came up with “something” that it’s very expensive, doesn’t add weight and helps to solve the paradox without violating 2nd law of Thermodynamics. They came up with software. Neverending of lines of software… which also contribute to delay developments.
Here you may read the different laws, I’ll just copy the ones I like the most:
• Law Number V: One-tenth of the participants produce over one-third of the output. Increasing the number of participants merely reduces the average output.
• Law Number XIII: There are many highly successful businesses in the United States. There are also many highly paid executives. The policy is not to intermingle the two.
• Law Number XXVI: If a sufficient number of management layers are superimposed on each other, it can be assured that disaster is not left to chance.
• Law Number XXXII: Hiring consultants to conduct studies can be an excellent means of turning problems into gold, your problems into their gold.
• Law Number XXXVII: Ninety percent of the time things will turn out worse than you expect. The other 10 percent of the time you had no right to expect so much.
• Law Number XLIV: Aircraft flight in the 21st century will always be in a westerly direction, preferably supersonic, crossing time zones to provide the additional hours needed to fix the broken electronics.
• Law Number LI: By the time of the United States Tricentennial, there will be more government workers than there are workers.
Clearly this is not something I learnt today, but then, last summer I didn’t have a blog to comment on this. Enjoy the book.
Filed under Aerospace & Defence, Books
## Elegies and eulogies
In the previous post I mentioned Toastmasters. This is a public speaking non-profit association I joined in December 2007. Its mission is mainly to provide a mutually supportive environment in which members can grow their communication and leadership skills. It sounds great, and it is indeed.
I say it is great because of the comprehensive program it follows, the amount of manuals it has to polish different skills, the variety of the assignments you have to complete, the details within a meeting that help you polish your public speaking… and also because of the amount of things you learn.
My club, Toastmasters Madrid, meets twice a month, but yesterday I was attending other club’s meeting, Excelencia Toastmasters. I especially liked one of the speeches. It was about elegies (a mournful poem, a lament for the dead). You may think it’s a sad topic to talk about. I saw it as a very useful one. We may not have to give elegies many times in our lives, we certainly wouldn’t like so. However, the times we will be faced with it, we better be well equipped.
Some quick tips the speaker gave:
• Intro: Tell some story that happened to both the deceased and you together, or how you met each other. Even something moderately funny might be good (explanation behind was the possitive biological stimulus that some smile, small laugh can give to a crowd under stress or even crying).
• The body: Anything could work, try to avoid generalizations.
• Conclusion: Talk directly to the deceased. Tell her something you wanted to have told her in live but failed to do so. You may also read a poem.
• Plan B: under the stress of that day, anything can happen. Plan ahead. Practice it more than ever: by practising it you will have lived it beforehand and probably will have released those emotional moments in the safe of your place instead of in front of the audience. Have your script in written at hand, in case you cannot continue by heart you may still read it. Have some water nearby. Have a back up person with instructions of what to do in case you become blocked.
To finish his speech, the speaker recommended the eulogy B. Obama gave in Ted Kennedy’s funeral. His evaluator read out:
Recuerde el alma dormida,
avive el seso y despierte
contemplando
cómo se pasa la vida,
cómo se viene la muerte
tan callando;
cuán presto se va el placer,
da dolor,
cómo a nuestro parescer,
fué mejor.
Y pues cemos lo presente
cómo en un punto es ido
si juzgamos sabiamente,
daremos lo no venido
pensando que ha de durar
lo que espera
má que duró lo que vió,
porque todo ha de pasar
por tal manera.
Nuestras vidas son los ríos
que van a dar en la mar,
que es el morir;
allí van los señoríos
derechos á se acabar
y consumir;
allí los ríos caudales,
allí los otros medianos
y más chicos;
los que viven por sus manos
y los ricos.
Jorge Manrique
Filed under Toastmasters
## Intro
I wanted to start the blog with some introduction of myself… but I did not feel like preparing a piece for this purpose. Then I thought: “I could use the icebreaker speech I gave in Toastmasters when I joined”… this was a better idea. Since this not only introduced myself but started creating topics for next posts, e.g. what is Toastmasters? Speeches?…
The only objection: I went through that speech and I don’t like it much anymore, nevertheless I came to see again another speech, which even though hasn’t been the best one ever since, it talks about some of the things I like the most: a bit of aircraft, another bit of travelling and some numbers here and there. Since that is what this blog will mostly talk about in the future… here it goes that speech (given on May 7th 2008):
“May 2nd is a very important day for Madrid. It is the day of the uprising. The day, in which the people of Madrid rebelled against the occupation of the French troops. A day that changed our history.
I will talk about another 2nd of May that changed our history as well. The 2nd of May of year 1952. That day took place the first commercial flight of a jet plane, the De Havilland Comet.
In this speech I will talk about that flight, about how it changed the history and I will finish explaining one of the Comet’s biggest contributions to engineering which at the same time caused the very end of the aircraft.
BOAC’s De Havilland Comet
That first flight departed from London to Johannesburg and was operated by BOAC, British Overseas Airways Corporation, one of the companies that later merged in today’s British Airways.
BOAC used a configuration of 36 seats (a luxurious configuration for the size of the aircraft). The galley could serve hot and cold food and there was even a bar. There were separate men’s and women’s washrooms. The passenger cabin was quieter than those of propeller-driven planes.
Many people thought jet engines wouldn’t be economically viable on a commercial plane since jets had higher fuel consumption. However the Comet was able to fly at an altitude of 35,000 feet where the air is less turbulent. The Comet was smoother and faster. Hours were cut off in flights. New York was only twelve hours flying time away from London instead of the eighteen hours it took piston-engine planes.
Now let’s see how it changed the history by comparing some differences from that first flight to commercial aviation today!
• It took only 3 years from the first design work till the first flight of the Comet; it took about 14 years for the A380.
• The Comet could take 36 persons to a distance of 2,700 kilometres, compared to the more than 800 passengers in a 3-class configuration to 15,000 km of the A380.
• If we take a look at that first flight, London – Johannesburg, it took more than 23 hours!! With 5 stops in between (Rome, Beirut, Khartoum…) like a frog jumping from one water lily to the other. Now, the same company, British Airways, operates the flight with a B-747 and takes less than 12 hours (half the time) in a non-stop flight!!
• A ticket in that first flight cost 175 pounds, while a ticket for tomorrow’s flight in the afternoon would cost you 240 pounds taxes included! That could seem just a bit more expensive, but in fact if we discount the effect of the inflation throughout the 50 years now it is about 4 times cheaper!
• The Comet needed a crew of four men: including two pilots, a flight engineer, and a navigator. Nowadays planes need only 2 pilots… if any.
• 114 aircraft of the different models of Comet were produced compared to the more than 5,200 Boeing 737 built to date plus the 1,500 in waiting list.
• The estimated price of a Comet 1 was a quarter million pounds, while the B-747 costs 120 million pounds (hundred times more expensive after discounting the effect of inflation).
Only a year after it began commercial service, Comets started to fall out of the sky. Thirteen aircraft were lost in fatal accidents with hundreds of victims. Extensive investigation revealed a devastating design flaw – metal fatigue. This problem had never been encountered in aviation.
The constant stress of pressurization weakened an area of the fuselage in the corner of the windows. All Comets were grounded until the jets could be redesigned. This was a tragic but great contribution of the Comet to aeronautical engineering.
The Comet re-entered commercial service in 1958, but its reputation was forever damaged. The Comet 1 disasters contributed to archrival Boeing’s domination of the jetliner market.
2nd of May. A special day both in the History of Madrid and in the History of commercial aviation. A day that changed the lives of madrileños in a good way. The uprising in Madrid and the Comet’s first commercial flight.”
May this serve as introduction. | 5,627 | 25,132 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.53125 | 3 | CC-MAIN-2023-23 | latest | en | 0.947454 |
https://www.slideshare.net/DataScienceConferenc1/dsc-europe-22-anomaly-detection-within-a-hydroelectric-power-plan-cyrille-feudjio | 1,675,349,355,000,000,000 | text/html | crawl-data/CC-MAIN-2023-06/segments/1674764500028.12/warc/CC-MAIN-20230202133541-20230202163541-00330.warc.gz | 995,114,647 | 46,149 | Successfully reported this slideshow.
# [DSC Europe 22] Anomaly detection within a hydroelectric power plan - Cyrille Feudjio
The goal of the project is to develop an unsupervised machine learning model to predict when parts are likely to fail within a hydroelectric power plant. The value of such a model is gained by applying its predictions to improve the maintenance and planning schedule of the power plant in order to improve its safety and overall efficiency in its operations. The data set is collected from sensors in the power plant at intervals. These sensors captured different data types such as temperature and pressure.
The goal of the project is to develop an unsupervised machine learning model to predict when parts are likely to fail within a hydroelectric power plant. The value of such a model is gained by applying its predictions to improve the maintenance and planning schedule of the power plant in order to improve its safety and overall efficiency in its operations. The data set is collected from sensors in the power plant at intervals. These sensors captured different data types such as temperature and pressure.
## More Related Content
### [DSC Europe 22] Anomaly detection within a hydroelectric power plan - Cyrille Feudjio
1. 1. Cyrille and Faith Anomaly Detection within a Hydroelectric Power Plant Electricity everywhere and for everyone! 1
2. 2. 2 About me Cyrille Feudjio Data Scientist & Industrial Engineer ● MSc degree in Industrial Mathematics AIMS, Cameroon. MSc degree in Industrial Engineering NHPSD Doula, Cameroon. I like learning new things and helping others
3. 3. 3 Context We need Electricity
4. 4. 4 Context Business Losses Loss of communication Lack of security Unable to perform daily operations
5. 5. 5 Problem Overview Better schedule of maintenance Detect, predict and explain failures
6. 6. ETL 2 ETL1 Data Preparation 6 LANDING ZONE RAW ZONE TRUSTED ZONE Great Expectation
7. 7. 7 Solution 1: Model Isolation Forest Compute all the paths to reach the node with one point and choose the shortest ones based on the contamination.
8. 8. 8 Solution 1: Results anomalies normal
9. 9. Solution 2: Model 9 Signature matrices Generation Encoding spatial information. Encoding temporal information. Decoding previous information Reconstructed signature matrices Residual signature matrices - Multi-Scale Convolutional Recurrent Encoder-Decoder Model (MSCRED) WHY MSCRED? ● Detect anomaly events at certain time steps. ● Identify abnormal time series that are most likely to be the causes of each anomaly.
10. 10. Solution 2: Anomalies 10 All the time step with anomaly score above the red line are anomalies
11. 11. Solution 2: Root causes 11 55 12 50 19 53 Root causes sensors
12. 12. 12 Solution 3: Model LSTM (16,16) LSTM (16,8) LSTM (8,16) LSTM (16,16)
13. 13. 13 Solution 3: Data augmentation Slicing: The general concept behind slicing is that the data is augmented by slicing time steps off the ends of the pattern Research paper: “An empirical survey of data augmentation for time series classification with neural networks” by Brian Kenji Iwana ,Seiichi Uchida published on july 15, 2021 Window warping is a popular method of time warping. It takes a random window of the time series and stretches it by 2 or contracts it by 1/2.
14. 14. 14 Solution 3: Results ( in progress)
15. 15. 15 Cyrille Feudjio cyrille@ishango.ai | 795 | 3,391 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.515625 | 3 | CC-MAIN-2023-06 | latest | en | 0.912263 |
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The Formula and Math Codes for this math game builds logic so students will be able to reason with quantitative data in their head. The goal is to have your students or children turn a sales price in to a whole number without the decimals of the
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Learning Numbers with Columns, Rows and Colors is one of the best ways to help students think and “figure it out” when it comes to absorbing knowledge. This instruction of learning is engineered with methods that will help your students sharpen
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Did you ever think you could form a sentence in your head, write it out on paper and come up with a formula that would make it in to arithmetic? What exactly would a sentence have to do with math? Shouldn’t that be in the English category of
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There are 26 letters in the alphabet. The student will have to write down the missing letters in each column. There are 2 columns. One column is on the left with 11 big letters mixed up and the other is on the right with 11 small lower case letters.
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Here is a fun exercise to massage the memory and minds of your students by having students mix and match standard colors in squares with numbers. The numbers are written in numeric form and spelled out in the square boxes. The square boxes are
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Allow me to introduce a “Major Disturbance” in the way our children group puzzles, numbers and the alphabet. There are numbers trapped in an Alphabet Code for this operation. Students will have to write down what that Code is and apply the sum. The
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The stain of a teacher’s imprint is everlasting when it comes to teaching the mind of a child. The ambition is to have your students and children learn new words every week (or day) by integrating their names in the definition. The instructions for
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Flash card treats and worksheets are neat to motivate early learners in the right direction. You can use this 3 in one piece treat as flash cards to enhance early learning of the alphabet. They can also learn standard colors. You can use this 3
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Learning Colors and Shapes is something fun and great for early learners! Children will be able to learn their shapes and also shade in their very own colors. There are 3 shapes for this exercise. The first shape is labeled for the student to learn
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TEACHING EXPERIENCE
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Formulas and Codes!
HONORS/AWARDS/SHINING TEACHER MOMENT
MY OWN EDUCATIONAL HISTORY
I have 20 years of educational experience girded around my waist.
My aim is not to complain but to invest in the best-our children. | 759 | 3,175 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.265625 | 3 | CC-MAIN-2018-30 | latest | en | 0.944405 |
https://www.aqua-calc.com/one-to-all/temperature/preset/kelvin/294.35 | 1,680,423,299,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296950422.77/warc/CC-MAIN-20230402074255-20230402104255-00368.warc.gz | 719,248,476 | 5,718 | # Convert Kelvins [K] to other units of temperature
## Kelvins [K] temperature conversions
294.35 K = 21.2 degrees Celsius K to °C 294.35 K = 70.16 degrees Fahrenheit K to °F 294.35 K = 529.83 degrees Rankine K to °R 294.35 K = 18.63 degrees Romer K to °Rø
Convert entered temperature to units of energy.
#### Foods, Nutrients and Calories
VANILLA ORGANIC PROTEIN DRINK, VANILLA, UPC: 842096112348 contain(s) 48 calories per 100 grams (≈3.53 ounces) [ price ]
550 foods that contain Tocotrienol, gamma. List of these foods starting with the highest contents of Tocotrienol, gamma and the lowest contents of Tocotrienol, gamma
#### Gravels, Substances and Oils
CaribSea, Freshwater, Super Naturals, Sunset Gold weighs 1 505.74 kg/m³ (94.00028 lb/ft³) with specific gravity of 1.50574 relative to pure water. Calculate how much of this gravel is required to attain a specific depth in a cylindricalquarter cylindrical or in a rectangular shaped aquarium or pond [ weight to volume | volume to weight | price ]
MPS [2KHSO5 ⋅ KHSO4 ⋅ K2SO4 ] weighs 2 350 kg/m³ (146.70571 lb/ft³) [ weight to volume | volume to weight | price | mole to volume and weight | mass and molar concentration | density ]
Volume to weightweight to volume and cost conversions for Crambe oil with temperature in the range of 23.9°C (75.02°F) to 110°C (230°F)
#### Weights and Measurements
A kilogram per cubic millimeter (kg/mm³) is a derived metric SI (System International) measurement unit of density used to measure volume in cubic millimeters in order to estimate weight or mass in kilograms
The electric resistance of a conductor determines the amount of current, that flows through the conductor for a given voltage at the ends of the conductor.
dwt/pt to dwt/in³ conversion table, dwt/pt to dwt/in³ unit converter or convert between all units of density measurement.
#### Calculators
Online food price conversions and cost calculator | 523 | 1,934 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.046875 | 3 | CC-MAIN-2023-14 | latest | en | 0.75849 |
http://www.newton.dep.anl.gov/newton/askasci/1993/physics/PHY64.HTM | 1,419,103,581,000,000,000 | text/html | crawl-data/CC-MAIN-2014-52/segments/1418802770324.129/warc/CC-MAIN-20141217075250-00133-ip-10-231-17-201.ec2.internal.warc.gz | 695,923,736 | 3,682 | Can information out speed light? ```Name: Planck Status: N/a Age: N/A Location: N/A Country: N/A Date: Around 1993 ``` Question: According the theory of relativity, nothing can surpass the speed of light, even the flow of information. But what of events that necessarily take place instantaneously? Ex: An object moves, and the gravitational force instantly changes proportionately a light-year away. I believe that Einstein resolved this difficulty in terms of gravity's warping space - time, but I still do not understand his explanation. And on a more basic level, if I were to shake a move a one light- year long pole, would not the tip move instantaneously, beating light by roughly 12 months? Or would some sort of spring action occur just to thwart my attempt of disproving relativity? Replies: Actually, it turns out that all forces, including gravity, the electromagnetic and other forces, are what is called "retarded". That means that although they look like they act at a distance, they do not act instantaneously at a distance. In your example, the gravitational field one light-year away would not start changing until exactly one year later. Time- dependent forces are tricky. Concerning a pole that was extremely long - how do you suppose forces move from one end to the other? They actually cannot move any (or at least not much) faster than the speed of sound in the pole. Very rigid poles have very high speeds of sound but far less than the speed of light. A. Smith Click here to return to the Physics Archives
NEWTON is an electronic community for Science, Math, and Computer Science K-12 Educators, sponsored and operated by Argonne National Laboratory's Educational Programs, Andrew Skipor, Ph.D., Head of Educational Programs.
For assistance with NEWTON contact a System Operator (help@newton.dep.anl.gov), or at Argonne's Educational Programs | 395 | 1,869 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.609375 | 3 | CC-MAIN-2014-52 | latest | en | 0.945466 |
https://www.jiskha.com/questions/289/one-end-of-a-rubber-band-with-a-length-l-is-attached-to-a-wall-the-rubber-band-is-held | 1,653,775,724,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652663021405.92/warc/CC-MAIN-20220528220030-20220529010030-00288.warc.gz | 940,704,057 | 5,225 | # Physics
One end of a rubber band with a length L is attached to a wall. The rubber band is held horizontally and the loose end is pulled away from the wall at a speed v, stretching the band. Simultaneously, an ant begins to crawl away from the wall along the rubber band with a speed u < v. Assume that the rubber band can be infinitely stretched. Will the ant ever make it to the loose end of the rubber band? If so, how long will it take?
The speed of the ant is u+ speed of band. The speed of the band depends on where the ant is, at the end it is v, halfway it is v/2, and at position d from the wall it is d*v/(L+v*time)
So to get to the end, the ant has to go faster than the band below him. He is, because u+ d*v/(v*time)>velocity of band below him.
consider The position of the ant at time T.
Position= average velocity*Time
= [u + 1/2 (position*v/(v*T)*]T
=uT + 1/2 *position*vT/(VT)
solving this for position...
Position = uT/[1-vt/2(vT)]=2 uT
So, can position of the ant ever be greater than vT , the end of the band...
vT =? 2uT so it can be true if
u = v/2 or greater.
Please check my thinking
I have an error I forgot to delete... Here is the new..
The speed of the ant is u+ speed of band. The speed of the band depends on where the ant is, at the end it is v, halfway it is v/2, and at position d from the wall it is d*v/(L+v*time). This assumes constant velocity v for the end of the rubber band.(Acceleration is zero)
So to get to the end, the ant has to go faster than the band below him. He is, because u+ d*v/(v*time)>velocity of band below him.
consider The position of the ant at time T.
Position= average velocity*Time
= [u + 1/2 (position*v/(v*T)*]T
=uT + 1/2 *position*vT/(VT)
solving this for position...
Position = uT/[1-vt/2(vT)]=2 uT
So, can position of the ant ever be greater than vT , the end of the band...
vT =? 2uT so it can be true if
u = v/2 or greater.
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http://cran.wustl.edu/web/packages/sbm/vignettes/Multiplex_allianceNwar_case_study.html | 1,653,341,165,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662561747.42/warc/CC-MAIN-20220523194013-20220523224013-00187.warc.gz | 11,956,517 | 32,391 | # Stochastic Block Models for Multiplex networks
### War and Alliance case study
#### 2021-06-09
The war data set comes in the sbm package:
library(sbm)
data("war")
This data set contains a list of two networks (belligerent and alliance) where the nodes are countries; an edge in the network belligerent means that the two countries have been at war at least once between years 1816 to 2007; an edge in network alliance means that the two countries have had a formal alliance between years 1816 and 2012. The network belligerent have less nodes since countries which have not been at war at all are not considered.
These two networks were extracted from https://www.correlatesofwar.org/ (see for war data, and for formal alliance). Version 4.0 was used for war data and version 4.1 for formal alliance.
# Data manipulation
Since they don’t have the same size, we choose to only consider nodes (countries) which were at war with at least one other country. This corresponds to the first 83 nodes in the Alliance network.
library(igraph)
#>
#> Attaching package: 'igraph'
#> The following objects are masked from 'package:stats':
#>
#> decompose, spectrum
#> The following object is masked from 'package:base':
#>
#> union
A = as.matrix(get.adjacency(war$alliance)) A = A[1:83,1:83] B = as.matrix(get.adjacency(war$belligerent))
We can start with a plot of this multiplex network:
netA = defineSBM(A,model="bernoulli",dimLabels = "country")
netB = defineSBM(B,model="bernoulli",dimLabels = "country")
plotMyMultiplexMatrix(list(netA,netB))
# Fitting a multiplex SBM model where the two layers are assumed to be independent
We run the estimation of this multiplex model. By setting dependent=FALSE, we declare that we consider the two layers to be independent conditionally on the latent block variables.
MultiplexFitIndep = estimateMultiplexSBM(list(netA,netB), dependent = FALSE, estimOptions = list(verbosity=0))
We can retrieve the clustering
clust_country_indep = MultiplexFitIndep$memberships[[1]] sort(clust_country_indep) #> United States of America Canada #> 1 1 #> Belize El Salvador #> 2 2 #> Colombia Ecuador #> 2 2 #> Bolivia Uruguay #> 2 2 #> Bahamas Cuba #> 3 3 #> Haiti Dominican Republic #> 3 3 #> Jamaica Trinidad and Tobago #> 3 3 #> Barbados Dominica #> 3 3 #> Grenada St. Lucia #> 3 3 #> St. Vincent and the Grenadines Antigua & Barbuda #> 3 3 #> St. Kitts and Nevis Mexico #> 3 3 #> Guatemala Honduras #> 3 3 #> Nicaragua Costa Rica #> 3 3 #> Panama Venezuela #> 3 3 #> Guyana Suriname #> 3 3 #> Peru Brazil #> 3 3 #> Paraguay Chile #> 3 3 #> Argentina United Kingdom #> 3 4 #> Netherlands Belgium #> 4 4 #> Luxembourg France #> 4 4 #> Spain Portugal #> 4 4 #> Germany German Federal Republic #> 4 4 #> Poland Hungary #> 4 4 #> Czech Republic Italy #> 4 4 #> Greece Norway #> 4 4 #> Denmark Iceland #> 4 4 #> Bavaria German Democratic Republic #> 5 5 #> Baden Wuerttemburg #> 5 5 #> Austria-Hungary Austria #> 5 5 #> Czechoslovakia Slovakia #> 5 5 #> Malta Albania #> 5 5 #> Croatia Yugoslavia #> 5 5 #> Bosnia and Herzegovina Cyprus #> 5 5 #> Bulgaria Moldova #> 5 5 #> Romania Russia #> 5 5 #> Estonia Latvia #> 5 5 #> Lithuania Ukraine #> 5 5 #> Belarus Armenia #> 5 5 #> Georgia Azerbaijan #> 5 5 #> Finland Sweden #> 5 5 #> Cape Verde Sao Tome and Principe #> 5 5 #> Guinea-Bissau #> 5 And we can plot the reorganized adjacency matrices or the corresponding expectations: plot(MultiplexFitIndep) plot(MultiplexFitIndep,type="expected") # Fitting a multiplex SBM model where the two layers are assumed to be dependent Now we assume that the two layers are dependent conditionally to the latent block variables. We then set dependent=TRUE MultiplexFitdep = estimateMultiplexSBM(list(netA,netB),dependent = TRUE,estimOptions = list(verbosity=0)) We can retrieve the clustering and compare it to the one obtained in the independent case. clust_country_dep = MultiplexFitdep$memberships[[1]]
sort(clust_country_indep)
#> United States of America Canada
#> 1 1
#> Belize El Salvador
#> 2 2
#> 2 2
#> Bolivia Uruguay
#> 2 2
#> Bahamas Cuba
#> 3 3
#> Haiti Dominican Republic
#> 3 3
#> Jamaica Trinidad and Tobago
#> 3 3
#> 3 3
#> Grenada St. Lucia
#> 3 3
#> St. Vincent and the Grenadines Antigua & Barbuda
#> 3 3
#> St. Kitts and Nevis Mexico
#> 3 3
#> Guatemala Honduras
#> 3 3
#> Nicaragua Costa Rica
#> 3 3
#> Panama Venezuela
#> 3 3
#> Guyana Suriname
#> 3 3
#> Peru Brazil
#> 3 3
#> Paraguay Chile
#> 3 3
#> Argentina United Kingdom
#> 3 4
#> Netherlands Belgium
#> 4 4
#> Luxembourg France
#> 4 4
#> Spain Portugal
#> 4 4
#> Germany German Federal Republic
#> 4 4
#> Poland Hungary
#> 4 4
#> Czech Republic Italy
#> 4 4
#> Greece Norway
#> 4 4
#> Denmark Iceland
#> 4 4
#> Bavaria German Democratic Republic
#> 5 5
#> 5 5
#> Austria-Hungary Austria
#> 5 5
#> Czechoslovakia Slovakia
#> 5 5
#> Malta Albania
#> 5 5
#> Croatia Yugoslavia
#> 5 5
#> Bosnia and Herzegovina Cyprus
#> 5 5
#> Bulgaria Moldova
#> 5 5
#> Romania Russia
#> 5 5
#> Estonia Latvia
#> 5 5
#> Lithuania Ukraine
#> 5 5
#> Belarus Armenia
#> 5 5
#> Georgia Azerbaijan
#> 5 5
#> Finland Sweden
#> 5 5
#> Cape Verde Sao Tome and Principe
#> 5 5
#> Guinea-Bissau
#> 5
aricode::ARI(clust_country_indep,clust_country_dep)
#> [1] 0.8886699
On top of the clustering comparison, we can compare the ICL criteria to see which of the dependent or independent models is a best fit:
MultiplexFitdep$ICL #> [1] -1470.276 MultiplexFitIndep$ICL
#> [1] -1434.602
We can do the same plots for the reorganized matrices and the corresponding expectations. Note that the expectations correspond to the marginal expectation of each layer and it may be relevant to have a look to the conditional expectations.
plot(MultiplexFitdep)
plot(MultiplexFitdep,type="expected")
#> Warning in self$predict(): provided expectations are the marginal expectations #> in the dependent case For instance, we may want to compare the marginal distribution for two countries in their given blocks to have being at war while they are allied at some point (before or after): p11 = MultiplexFitdep$connectParam$prob11 p01 = MultiplexFitdep$connectParam$prob01 p10 = MultiplexFitdep$connectParam\$prob10
# conditional probabilities of being at war while having been or will be allied
round(p11/(p11+p10),2)
#> [,1] [,2] [,3] [,4]
#> [1,] 0.09 0.10 0.03 0.43
#> [2,] 0.10 0.11 0.09 0.14
#> [3,] 0.03 0.09 0.05 0.03
#> [4,] 0.43 0.14 0.03 0.01
# marginal probabilities of being at war
round(p11+p01,2)
#> [,1] [,2] [,3] [,4]
#> [1,] 0.07 0.04 0.03 0.14
#> [2,] 0.04 0.10 0.04 0.13
#> [3,] 0.03 0.04 0.05 0.03
#> [4,] 0.14 0.13 0.03 0.02
## References
Gibler, Douglas M. 2008. International Military Alliances, 1648-2008. CQ Press.
Sarkees, Meredith Reid, and Frank Whelon Wayman. 2010. Resort to War: A Data Guide to Inter-State, Extra-State, Intra-State, and Non-State Wars, 1816-2007. Cq Pr. | 2,429 | 10,863 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.578125 | 3 | CC-MAIN-2022-21 | latest | en | 0.861947 |
http://mathhelpforum.com/calculus/84311-residue-theorem-print.html | 1,498,234,110,000,000,000 | text/html | crawl-data/CC-MAIN-2017-26/segments/1498128320070.48/warc/CC-MAIN-20170623151757-20170623171757-00501.warc.gz | 245,511,053 | 2,859 | # Residue Theorem
• Apr 18th 2009, 11:56 AM
Residue Theorem
I cant figure out where the singularities are on this Q!
Q: Use a large semicircular contour and the residue theorem to evaluate:
$\int_{-\infty}^{\infty} \frac{x^2}{x^4 + 1} dx$.
Lets call the integral above I.
Then I = $2 \pi i \sum$ residues of $\frac{z^2}{z^4 + 1}$.
Then when i find these residues i sub them into $\frac{z^2}{4z^3} = \frac{1}{4z}$ to get the residues but i cant figure out what z should be. It SHOULD be $e^{\frac{\pi i}{4}}$ and $e^{\frac{3 \pi i}{4}}$ but i have no idea how to get those. I got $\sqrt{i}$ and $i \sqrt{i}$. Are those equivalent?!?
• Apr 18th 2009, 12:24 PM
Opalg
If $z^4+1=0$ then $z^4=-1$. So you are looking for fourth roots of –1. How do you find them? (Answer: De Moivre's theorem. Write –1 as $e^{i\pi}$ and raise it to the power 1/4.) | 307 | 846 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 11, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.546875 | 4 | CC-MAIN-2017-26 | longest | en | 0.775841 |
https://www.mrexcel.com/board/threads/i-need-help-with-projections.764998/?mode=threaded&s=09f4338705743689e836fea832db8aa2 | 1,575,717,987,000,000,000 | text/html | crawl-data/CC-MAIN-2019-51/segments/1575540499389.15/warc/CC-MAIN-20191207105754-20191207133754-00215.warc.gz | 805,258,569 | 15,755 | # I need help with projections
#### worthm
##### New Member
Hello, I am totaling a value for each month of the year as and I need something to give me a projected year end value based on the numbers I enter for each month. Why doesn't hitting enter take me to a new line? Seems dumb. Anyway, for example, for January I have 42, February is 31 and March (so far) is at 26. Since we're about halfway through March that means we're about 2.5 months into the year. I need a formula which calculates how far into the year we are and then projects a year end total based on the numbers so far and how far we are into the year. Thanks for any help
#### etaf
##### Well-known Member
what happens when you hit enter - you can setup for enter to move to next cell to the right or down
would in your example , the following work
sum the values in the months entered - so sum(range for Jan-dec)
then divide by the number of days we have had so far ?
and then multiply by 365
=TODAY()-DATEVALUE("1/1/2014")
that would for today() which = 18th March 2014 = 76
now we can divide the sum so far by 76
=SUM(Range of forcast)/TODAY()-DATEVALUE("1/1/2014")
which would be (42+31+26 ) = 99
99/76 = 1.303 (rounded to 3 decimals)
now multiply by 365
1.303 * 365
=
475.6
#### worthm
##### New Member
what happens when you hit enter - you can setup for enter to move to next cell to the right or down
would in your example , the following work
sum the values in the months entered - so sum(range for Jan-dec)
then divide by the number of days we have had so far ?
and then multiply by 365
=TODAY()-DATEVALUE("1/1/2014")
that would for today() which = 18th March 2014 = 76
now we can divide the sum so far by 76
=SUM(Range of forcast)/TODAY()-DATEVALUE("1/1/2014")
which would be (42+31+26 ) = 99
99/76 = 1.303 (rounded to 3 decimals)
now multiply by 365
1.303 * 365
=
475.6
Isnt there an equation I can enter in the last cell in the row of months that can do all of this? And when I hit enter here, nothing happens. I don't know how to go down to the next line
#### Redwolfx
##### Well-known Member
Are you entering 1 number for each month and updating that one number or are you entering a new number every day?
#### worthm
##### New Member
Are you entering 1 number for each month and updating that one number or are you entering a new number every day?
I am entering a number for each month but the number keeps changing as new data comes in. We're tracking the number of customer complaints and trying to forecast a total for the year based on YTD totals
#### Redwolfx
##### Well-known Member
So is it safe to assume at the end of the year you will have 12 numbers?
If your information was in Row 2 you would use
=SUM(B2:M2)/(TODAY()-DATE(YEAR(TODAY()),1,1))*365
#### worthm
##### New Member
So is it safe to assume at the end of the year you will have 12 numbers?
If your information was in Row 2 you would use
=SUM(B2:M2)/(TODAY()-DATE(YEAR(TODAY()),1,1))*365
Thank you!
#### etaf
##### Well-known Member
Isnt there an equation I can enter in the last cell in the row of months that can do all of this? And when I hit enter here, nothing happens. I don't know how to go down to the next line
yes, you can do that , and it appears Today, 09:00 PM
#6
Redwolfx
Today, 09:00 PM
# | 910 | 3,291 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.0625 | 4 | CC-MAIN-2019-51 | latest | en | 0.95383 |
https://www.enotes.com/homework-help/solve-by-using-quadratic-formula-put-answer-exact-449135 | 1,484,771,177,000,000,000 | text/html | crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00490-ip-10-171-10-70.ec2.internal.warc.gz | 893,849,405 | 13,082 | # Solve by using the quadratic formula. Put answer in exact value, simplest radical form. 3x^2 + 6x + 2 = 0
baxthum8 | High School Teacher | (Level 3) Associate Educator
Posted on
`3x^2 + 6x + 2 = 0` This equation is written in `ax^2 + bx + c` form.
Therefore, `a = 3, b = 6, and c = 2`
The quadratic formula is: `(-b+-sqrt(b^2 - 4ac))/(2a)`
Substituting 3, 6, and 2 for a, b, and c respectively we get:
`( -6+-sqrt(6^2-4*3*2)) / ( 2*3 )`
Simplyfing in radical we get: `( -6+-sqrt(12)) / 6`
`sqrt(12)` can be simplified: `sqrt(12) =sqrt(4)*sqrt(3)` `rArr` `2sqrt(3)`
Now we have: `( -6+-2sqrt(3)) / 6`
Since all terms have a common factor of 2, we will simplify and get:
`( -3+-sqrt(3) ) / 3`
llltkl | College Teacher | (Level 3) Valedictorian
Posted on
The solutions for x in a quadratic equation of the type:
`ax^2+bx+c` is given by
`x=(-b+-sqrt(b^2-4*a*c))/(2*a)`
The given equation is:
`3x^2 + 6x + 2 = 0`
Hence `x=(-6+-sqrt(6^2-4*3*2))/(2*3)`
`=(-6+-sqrt(36-24))/(6)`
`=(-6+-2sqrt3)/6`
`=(-3+-sqrt3)/3`
i.e. `x=(-3+sqrt3)/3` , `(-3-sqrt3)/3`
Sources: | 455 | 1,083 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.3125 | 4 | CC-MAIN-2017-04 | longest | en | 0.580002 |
https://www.unitmeasurement.com/illuminance-conversion/lux-to-microlux.html | 1,713,380,971,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296817171.53/warc/CC-MAIN-20240417173445-20240417203445-00760.warc.gz | 941,747,594 | 5,843 | # Lux to Microlux Conversion
## You are currently converting Illuminance units from Lux to Microlux
1 Lux (lx)
=
1000000 Microlux (µlx)
Enter the number of Lux(lx) to convert into Microlux(µlx).
Lux(lx) Value:
Results in Microlux(µlx):
1 (lx) = 1000000 (µlx)
Do you want to convert Microlux to Lux?
How to Convert Lux to Microlux
To convert Lux to Microlux, multiply the Illuminance by the conversion ratio. One Lux is equal to 1000000 Microlux, so use this simple formula to convert:
Lux = Microlux × 1000000
For example, here's how to convert 5 Lux to Microlux using the formula above.
5 lx = (5 × 1000000) = 5000000 µlx
1 Lux is equal to how many Microlux?
1 Lux is equal to 1000000 Microlux: 1 lx = 1000000 µlx
There are 1000000 Microlux in 1 Lux. To convert from Lux to Microlux, multiply your figure by 1000000 (or divide by 1.0E-6) .
1 Microlux is equal to how many Lux?
1 Microlux is equal to 1.0E-6 Lux: 1 µlx = 1.0E-6 lx
There are 1.0E-6 Lux in 1 Microlux. To convert from Microlux to Lux, multiply your figure by 1.0E-6 (or divide by 1000000) .
### Converting Lux and Microlux
LuxMicroluxMicroluxLux
1 lx1000000 µlx1 µlx1.0E-6 lx
2 lx2000000 µlx2 µlx2.0E-6 lx
3 lx3000000 µlx3 µlx3.0E-6 lx
4 lx4000000 µlx4 µlx4.0E-6 lx
5 lx5000000 µlx5 µlx5.0E-6 lx
6 lx6000000 µlx6 µlx6.0E-6 lx
7 lx7000000 µlx7 µlx7.0E-6 lx
8 lx8000000 µlx8 µlx8.0E-6 lx
9 lx9000000 µlx9 µlx9.0E-6 lx
10 lx10000000 µlx10 µlx1.0E-5 lx
11 lx11000000 µlx11 µlx1.1E-5 lx
12 lx12000000 µlx12 µlx1.2E-5 lx
13 lx13000000 µlx13 µlx1.3E-5 lx
14 lx14000000 µlx14 µlx1.4E-5 lx
15 lx15000000 µlx15 µlx1.5E-5 lx
16 lx16000000 µlx16 µlx1.6E-5 lx
17 lx17000000 µlx17 µlx1.7E-5 lx
18 lx18000000 µlx18 µlx1.8E-5 lx
19 lx19000000 µlx19 µlx1.9E-5 lx
20 lx20000000 µlx20 µlx2.0E-5 lx | 738 | 1,765 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.640625 | 4 | CC-MAIN-2024-18 | latest | en | 0.538428 |
https://termpapermaster.com/calculating-whether-goods-receive-preferential-tariff-treatment-under-nafta/ | 1,632,751,574,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780058450.44/warc/CC-MAIN-20210927120736-20210927150736-00091.warc.gz | 564,366,716 | 12,379 | # calculating whether goods receive preferential tariff treatment under NAFTA
Tariff Shift and Regional Value Content – Exercise by Claire Wright (20 points)
Introduction:
This exercise lets you practice calculating whether goods receive preferential tariff treatment under NAFTA. Since we did not cover Chapter 12, I need to briefly breakdown the terminology with regards to tariff numbers for your use below. Using tariff item 9876.54.32:
a. The first two digits (98) are considered the Chapter number
b. The first four digits (9876) are considered the Heading number
c. The first six digits (9876.54) are considered the Subheading number
d. All 8 digits are the tariff item number.
1. Change in Classification – Assume a company in Canada known as Company A imports unfinished bearings from Japan. In Canada, Company A processes the rings into finished bearing rings. The unfinished bearing rings are classified under HTS tariff item (TI) 8482.99.11. The finished bearing rings are also classified as 8482.99.11.
Company A’s costs are:
Non-originating materials \$.75
Originating materials \$.15
Originating Labor \$.35
Net Cost \$1.30
Annex 401 Rule for TI 8482.99.11 – “A change to Subheading 8482.91 through 8482.99 from any other heading.”
Can the finished bearings qualify for NAFTA preferential treatment? Explain. (5)
1. Regional Value Content – Company A then sells the finished bearings to a US
Company, B, for \$1.45. B incorporates the finished bearing rings into ball bearings. The ball bearings are classified as HTS 8482.10.
Company B’s costs
Finished Rings \$1.45
Originating materials \$.45
Originating Labor \$.75
Sales, Marketing, Shipping – \$.30
Annex 401 specific rule of origin for HTS Subheading 8482.10:
(1) A change to subheading 8482.10 through 8482.80 from any other subheading outside that group, except from Canadian tariff item 8482.99.11 or 8482.99.91, US Tariff Item 8482.99.10A, 8482.99.30A, or 8482.99.50A or 8482.99.70A or Mexican tariff item 8482.10 or 8482.99.01
or (2) A change to any of the above
provided that there is a regional value content of not less than:
(a) 60% when the transaction value method is used or
(b) 50% where the net cost method is used
Can the ball bearings receive preferential NAFTA Treatment? Explain. (7.5)
[promo1] | 592 | 2,313 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.0625 | 3 | CC-MAIN-2021-39 | latest | en | 0.830069 |
https://us.metamath.org/mpeuni/iccid.html | 1,718,328,906,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198861520.44/warc/CC-MAIN-20240614012527-20240614042527-00730.warc.gz | 562,195,512 | 6,695 | Metamath Proof Explorer < Previous Next > Nearby theorems Mirrors > Home > MPE Home > Th. List > iccid Structured version Visualization version GIF version
Theorem iccid 12780
Description: A closed interval with identical lower and upper bounds is a singleton. (Contributed by Jeff Hankins, 13-Jul-2009.)
Assertion
Ref Expression
iccid (𝐴 ∈ ℝ* → (𝐴[,]𝐴) = {𝐴})
Proof of Theorem iccid
Dummy variable 𝑥 is distinct from all other variables.
StepHypRef Expression
1 elicc1 12779 . . . 4 ((𝐴 ∈ ℝ*𝐴 ∈ ℝ*) → (𝑥 ∈ (𝐴[,]𝐴) ↔ (𝑥 ∈ ℝ*𝐴𝑥𝑥𝐴)))
21anidms 570 . . 3 (𝐴 ∈ ℝ* → (𝑥 ∈ (𝐴[,]𝐴) ↔ (𝑥 ∈ ℝ*𝐴𝑥𝑥𝐴)))
3 xrlenlt 10704 . . . . . . . 8 ((𝐴 ∈ ℝ*𝑥 ∈ ℝ*) → (𝐴𝑥 ↔ ¬ 𝑥 < 𝐴))
4 xrlenlt 10704 . . . . . . . . . . 11 ((𝑥 ∈ ℝ*𝐴 ∈ ℝ*) → (𝑥𝐴 ↔ ¬ 𝐴 < 𝑥))
54ancoms 462 . . . . . . . . . 10 ((𝐴 ∈ ℝ*𝑥 ∈ ℝ*) → (𝑥𝐴 ↔ ¬ 𝐴 < 𝑥))
6 xrlttri3 12533 . . . . . . . . . . . . 13 ((𝑥 ∈ ℝ*𝐴 ∈ ℝ*) → (𝑥 = 𝐴 ↔ (¬ 𝑥 < 𝐴 ∧ ¬ 𝐴 < 𝑥)))
76biimprd 251 . . . . . . . . . . . 12 ((𝑥 ∈ ℝ*𝐴 ∈ ℝ*) → ((¬ 𝑥 < 𝐴 ∧ ¬ 𝐴 < 𝑥) → 𝑥 = 𝐴))
87ancoms 462 . . . . . . . . . . 11 ((𝐴 ∈ ℝ*𝑥 ∈ ℝ*) → ((¬ 𝑥 < 𝐴 ∧ ¬ 𝐴 < 𝑥) → 𝑥 = 𝐴))
98expcomd 420 . . . . . . . . . 10 ((𝐴 ∈ ℝ*𝑥 ∈ ℝ*) → (¬ 𝐴 < 𝑥 → (¬ 𝑥 < 𝐴𝑥 = 𝐴)))
105, 9sylbid 243 . . . . . . . . 9 ((𝐴 ∈ ℝ*𝑥 ∈ ℝ*) → (𝑥𝐴 → (¬ 𝑥 < 𝐴𝑥 = 𝐴)))
1110com23 86 . . . . . . . 8 ((𝐴 ∈ ℝ*𝑥 ∈ ℝ*) → (¬ 𝑥 < 𝐴 → (𝑥𝐴𝑥 = 𝐴)))
123, 11sylbid 243 . . . . . . 7 ((𝐴 ∈ ℝ*𝑥 ∈ ℝ*) → (𝐴𝑥 → (𝑥𝐴𝑥 = 𝐴)))
1312ex 416 . . . . . 6 (𝐴 ∈ ℝ* → (𝑥 ∈ ℝ* → (𝐴𝑥 → (𝑥𝐴𝑥 = 𝐴))))
14133impd 1345 . . . . 5 (𝐴 ∈ ℝ* → ((𝑥 ∈ ℝ*𝐴𝑥𝑥𝐴) → 𝑥 = 𝐴))
15 eleq1a 2911 . . . . . 6 (𝐴 ∈ ℝ* → (𝑥 = 𝐴𝑥 ∈ ℝ*))
16 xrleid 12541 . . . . . . 7 (𝐴 ∈ ℝ*𝐴𝐴)
17 breq2 5056 . . . . . . 7 (𝑥 = 𝐴 → (𝐴𝑥𝐴𝐴))
1816, 17syl5ibrcom 250 . . . . . 6 (𝐴 ∈ ℝ* → (𝑥 = 𝐴𝐴𝑥))
19 breq1 5055 . . . . . . 7 (𝑥 = 𝐴 → (𝑥𝐴𝐴𝐴))
2016, 19syl5ibrcom 250 . . . . . 6 (𝐴 ∈ ℝ* → (𝑥 = 𝐴𝑥𝐴))
2115, 18, 203jcad 1126 . . . . 5 (𝐴 ∈ ℝ* → (𝑥 = 𝐴 → (𝑥 ∈ ℝ*𝐴𝑥𝑥𝐴)))
2214, 21impbid 215 . . . 4 (𝐴 ∈ ℝ* → ((𝑥 ∈ ℝ*𝐴𝑥𝑥𝐴) ↔ 𝑥 = 𝐴))
23 velsn 4566 . . . 4 (𝑥 ∈ {𝐴} ↔ 𝑥 = 𝐴)
2422, 23syl6bbr 292 . . 3 (𝐴 ∈ ℝ* → ((𝑥 ∈ ℝ*𝐴𝑥𝑥𝐴) ↔ 𝑥 ∈ {𝐴}))
252, 24bitrd 282 . 2 (𝐴 ∈ ℝ* → (𝑥 ∈ (𝐴[,]𝐴) ↔ 𝑥 ∈ {𝐴}))
2625eqrdv 2822 1 (𝐴 ∈ ℝ* → (𝐴[,]𝐴) = {𝐴})
Colors of variables: wff setvar class Syntax hints: ¬ wn 3 → wi 4 ↔ wb 209 ∧ wa 399 ∧ w3a 1084 = wceq 1538 ∈ wcel 2115 {csn 4550 class class class wbr 5052 (class class class)co 7149 ℝ*cxr 10672 < clt 10673 ≤ cle 10674 [,]cicc 12738 This theorem was proved from axioms: ax-mp 5 ax-1 6 ax-2 7 ax-3 8 ax-gen 1797 ax-4 1811 ax-5 1912 ax-6 1971 ax-7 2016 ax-8 2117 ax-9 2125 ax-10 2146 ax-11 2162 ax-12 2179 ax-ext 2796 ax-sep 5189 ax-nul 5196 ax-pow 5253 ax-pr 5317 ax-un 7455 ax-cnex 10591 ax-resscn 10592 ax-pre-lttri 10609 ax-pre-lttrn 10610 This theorem depends on definitions: df-bi 210 df-an 400 df-or 845 df-3or 1085 df-3an 1086 df-tru 1541 df-ex 1782 df-nf 1786 df-sb 2071 df-mo 2624 df-eu 2655 df-clab 2803 df-cleq 2817 df-clel 2896 df-nfc 2964 df-ne 3015 df-nel 3119 df-ral 3138 df-rex 3139 df-rab 3142 df-v 3482 df-sbc 3759 df-csb 3867 df-dif 3922 df-un 3924 df-in 3926 df-ss 3936 df-nul 4277 df-if 4451 df-pw 4524 df-sn 4551 df-pr 4553 df-op 4557 df-uni 4825 df-br 5053 df-opab 5115 df-mpt 5133 df-id 5447 df-po 5461 df-so 5462 df-xp 5548 df-rel 5549 df-cnv 5550 df-co 5551 df-dm 5552 df-rn 5553 df-res 5554 df-ima 5555 df-iota 6302 df-fun 6345 df-fn 6346 df-f 6347 df-f1 6348 df-fo 6349 df-f1o 6350 df-fv 6351 df-ov 7152 df-oprab 7153 df-mpo 7154 df-er 8285 df-en 8506 df-dom 8507 df-sdom 8508 df-pnf 10675 df-mnf 10676 df-xr 10677 df-ltxr 10678 df-le 10679 df-icc 12742 This theorem is referenced by: ioounsn 12864 snunioo 12865 snunico 12866 snunioc 12867 prunioo 12868 icccmplem1 23430 ivthicc 24065 ioombl 24172 volivth 24214 mbfimasn 24239 itgspliticc 24443 dvivth 24616 cvmliftlem10 32598 mblfinlem2 35040 areacirc 35095 iocinico 40078 iocmbl 40079 snunioo1 42075 cncfiooicc 42462 vonsn 43256
Copyright terms: Public domain W3C validator | 2,476 | 4,031 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.421875 | 3 | CC-MAIN-2024-26 | latest | en | 0.179979 |
https://im.kendallhunt.com/k5_es/teachers/kindergarten/unit-4/lesson-14/lesson.html | 1,680,188,425,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296949331.26/warc/CC-MAIN-20230330132508-20230330162508-00079.warc.gz | 362,759,959 | 29,317 | # Lesson 14
Expresiones y problemas-historia
## Warm-up: Conteo grupal: Contemos hacia adelante (10 minutes)
### Narrative
The purpose of this warm-up is to count on from a given number. As students count, point to the numbers posted so that students can follow along. To support students as they learn to count on, consider asking “¿Cuál número va después del 3?” // “What number comes after 3?” or providing a running start by counting “1, 2, 3…” and having students continue the count.
### Launch
• “Contemos hasta 10” // “Let’s count to 10.”
• Count to 10.
### Activity
• “Ahora, empecemos en el número 3 y contemos hasta 10” // “Now start at the number 3 and count to 10.”
• Count on from 3 to 10.
• Repeat 3–4 times starting with other numbers within 10.
### Activity Synthesis
• “Podemos empezar a contar desde números diferentes al 1. Cuando contamos hacia adelante, pensamos en qué número va después” // “We can start counting at numbers other than 1. When we count on, we think about what number comes next when we count.”
## Activity 1: Expresión para un problema-historia (10 minutes)
### Narrative
The purpose of this activity is for students to explain how a subtraction expression represents a story problem (MP2). Students connect the expression to the story problem and then solve the story problem. Students will be introduced to equations in a later unit.
MLR8 Discussion Supports. Invite students to use connecting cubes or counters with verbal descriptions to explain what happened in the story problem.
### Required Materials
Materials to Gather
### Launch
• Groups of 2
• “Cuéntenle a su compañero lo que ocurrió en la historia” // “Tell your partner what happened in the story.”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Monitor for students who accurately retell the story. Choose at least one student to share with the class.
• Write the expression $$10 - 6$$.
• “¿Cómo muestra esta expresión lo que ocurre en el problema-historia?” // “How does this expression show what happens in the story problem?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
### Activity
• “Muestren cómo pensaron. Usen dibujos, números, palabras u objetos” // “Show your thinking using drawings, numbers, words, or objects.”
• 2 minutes: independent work time
• 2 minutes: partner discussion
### Student Facing
Había 10 personas montando en bicicleta en el parque.
Luego, 6 de las personas dejaron de montar en bicicleta para ir a almorzar.
¿Cuántas personas están montando en bicicleta ahora?
### Activity Synthesis
• Write “$$10 - 6$$.”
• “¿Qué representa el 10 en el problema-historia? ¿Qué representa el 6?” // “What does the 10 represent in the story problem? What does the 6 represent?”
• “10 quitando 6 es 4. Podemos escribir eso como $$10 - 6$$ es 4” // “10 take away 6 is 4. We can write that as $$10 - 6$$ is 4.”
## Activity 2: ¿Cuál expresión? (10 minutes)
### Narrative
The purpose of this activity is for students to choose expressions that represent story problems (MP2).
Representation: Develop Language and Symbols. Synthesis: Students may benefit from comparing the two problems and identifying what is different about what happened in the story and the expression that represents the story. Make connections between Lin putting more rocks in her jar and the addition symbol in the expression and the kids that left to go jump rope and the subtraction symbol in the expression.
Supports accessibility for: Visual-Spatial Processing, Conceptual Processing
### Required Materials
Materials to Gather
### Launch
• Groups of 2
• “¿Cuál expresión muestra lo que ocurrió en el problema-historia? Cuéntenle a su compañero cómo lo saben” // “Which expression shows what happened in the story problem? Tell your partner how you know.”
### Activity
• 30 seconds: quiet think time
• 2 minutes: partner discussion
• Share responses.
• Repeat the steps with the second story problem and expressions.
### Student Facing
1. Había 2 piedras en el tarro de Lin.
En el parque, Lin puso 4 piedras más dentro del tarro.
¿Cuántas piedras hay en el tarro de Lin ahora?
$$3 + 3$$
$$6 - 2$$
$$2 + 4$$
2. Había 8 niños jugando rayuela.
3 de los niños se fueron a saltar la cuerda.
¿Cuántos niños están jugando rayuela ahora?
$$8 + 3$$
$$3 - 3$$
$$8 - 3$$
### Student Response
If students match the second story problem with an expression other than $$8 - 3$$, consider asking:
• “¿Puedes contarme lo que ocurre en el problema-historia?” // “Can you tell me what is happening in the story problem?”
• “¿Se está agregando algo o se está quitando algo en el problema-historia? ¿Cómo te puede ayudar esto a descubrir cuál expresión le corresponde?” // “Is something being added or taken away in the story problem? How can that help you figure out which expression matches?”
### Activity Synthesis
• Display $$8 + 3$$ and $$8 - 3$$. If needed, reread the second story problem.
• “¿Cuál expresión escogieron? ¿Cómo supieron cuál expresión escoger?” // “Which expression did you choose? How did you know which expression to choose?” ($$8 - 3$$. Some of the kids left, so I chose the one with the minus sign.)
• Display $$8 - 3$$.
• “Usen esta expresión para contarle a su compañero lo que ocurrió en la historia” // “Use this expression to tell your partner what happened in the story.”
## Activity 3: Centros: Momento de escoger (25 minutes)
### Narrative
The purpose of this activity is for students to choose from activities that offer practice writing numbers and telling and solving story problems. Students choose from any stage of previously introduced centers.
• Number Race
• Math Stories
Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.
### Required Materials
Materials to Gather
### Required Preparation
• Gather materials from:
• Number Race, Stage 1
• Math Stories, Stages 1 and 2
### Launch
• “Hoy vamos a escoger centros de los que ya conocemos” // “Today we are going to choose from centers we have already learned.”
• Display the center choices in the student book.
• “Piensen qué les gustaría hacer primero” // “Think about what you would like to do first.”
• 30 seconds: quiet think time
### Activity
• Invite students to work at the center of their choice.
• 10 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 10 minutes: center work time
### Student Facing
Escoge un centro.
Carrera con números
Historias matemáticas
### Activity Synthesis
• “De los problemas-historia que su compañero les contó, ¿cuál fue su favorito? ¿Por qué fue su favorito?” // “What was your favorite story problem that your partner told you? Why was it your favorite?”
## Lesson Synthesis
### Lesson Synthesis
There were 10 people riding bikes in the park.
Then 6 of the people stopped riding to have lunch.
How many people are riding bikes now?
Display $$10 + 6$$.
“Han dice que $$10 + 6$$ corresponde a este problema-historia porque primero hay 10 personas y luego hay 6 personas. ¿Qué piensan?” // “Han says that $$10 + 6$$ matches this story problem because there are 10 people first and then there are 6 people. What do you think?” (It doesn't match. 6 people stopped riding bikes, so you need to use $$10 - 6$$.) | 1,873 | 7,370 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.125 | 4 | CC-MAIN-2023-14 | longest | en | 0.66797 |
http://conversion.org/volume/ounce-fluid-us-food-nutrition-labeling/jigger-bartending | 1,725,988,753,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651303.70/warc/CC-MAIN-20240910161250-20240910191250-00450.warc.gz | 7,556,993 | 7,699 | # ounce (fluid US food nutrition labeling) to jigger (bartending) conversion
Conversion number between ounce (fluid US food nutrition labeling) [US fl oz] and jigger (bartending) is 0.67628045403686. This means, that ounce (fluid US food nutrition labeling) is smaller unit than jigger (bartending).
### Contents [show][hide]
Switch to reverse conversion:
from jigger (bartending) to ounce (fluid US food nutrition labeling) conversion
### Enter the number in ounce (fluid US food nutrition labeling):
Decimal Fraction Exponential Expression
[US fl oz]
eg.: 10.12345 or 1.123e5
Result in jigger (bartending)
?
precision 0 1 2 3 4 5 6 7 8 9 [info] Decimal: Exponential:
### Calculation process of conversion value
• 1 ounce (fluid US food nutrition labeling) = (exactly) (0.00003) / (4.436029434375*10^-05) = 0.67628045403686 jigger (bartending)
• 1 jigger (bartending) = (exactly) (4.436029434375*10^-05) / (0.00003) = 1.478676478125 ounce (fluid US food nutrition labeling)
• ? ounce (fluid US food nutrition labeling) × (0.00003 ("m³"/"ounce (fluid US food nutrition labeling)")) / (4.436029434375*10^-05 ("m³"/"jigger (bartending)")) = ? jigger (bartending)
### High precision conversion
If conversion between ounce (fluid US food nutrition labeling) to cubic-metre and cubic-metre to jigger (bartending) is exactly definied, high precision conversion from ounce (fluid US food nutrition labeling) to jigger (bartending) is enabled.
Decimal places: (0-800)
ounce (fluid US food nutrition labeling)
Result in jigger (bartending):
?
### ounce (fluid US food nutrition labeling) to jigger (bartending) conversion chart
Start value: [ounce (fluid US food nutrition labeling)] Step size [ounce (fluid US food nutrition labeling)] How many lines? (max 100)
visual:
ounce (fluid US food nutrition labeling)jigger (bartending)
00
106.7628045403686
2013.525609080737
3020.288413621106
4027.051218161474
5033.814022701843
6040.576827242212
7047.33963178258
8054.102436322949
9060.865240863317
10067.628045403686
11074.390849944055
Copy to Excel
## Multiple conversion
Enter numbers in ounce (fluid US food nutrition labeling) and click convert button.
One number per line.
Converted numbers in jigger (bartending):
Click to select all
## Details about ounce (fluid US food nutrition labeling) and jigger (bartending) units:
Convert Ounce (fluid US food nutrition labeling) to other unit:
### ounce (fluid US food nutrition labeling)
Definition of ounce (fluid US food nutrition labeling) unit: ≡ 30 mL. By definition exactly 30 mL ≡ 3×10−5 m³
Convert Jigger (bartending) to other unit:
### jigger (bartending)
Definition of jigger (bartending) unit: ≡ 1 1⁄2 US fl oz. A jigger or measure is a bartending tool used to measure liquor, which is typically then poured into a cocktail shaker.
← Back to Volume units | 786 | 2,836 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.5625 | 3 | CC-MAIN-2024-38 | latest | en | 0.653306 |
https://metanumbers.com/130335 | 1,631,787,111,000,000,000 | text/html | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00190.warc.gz | 450,785,793 | 7,404 | # 130335 (number)
130,335 (one hundred thirty thousand three hundred thirty-five) is an odd six-digits composite number following 130334 and preceding 130336. In scientific notation, it is written as 1.30335 × 105. The sum of its digits is 15. It has a total of 3 prime factors and 8 positive divisors. There are 69,504 positive integers (up to 130335) that are relatively prime to 130335.
## Basic properties
• Is Prime? No
• Number parity Odd
• Number length 6
• Sum of Digits 15
• Digital Root 6
## Name
Short name 130 thousand 335 one hundred thirty thousand three hundred thirty-five
## Notation
Scientific notation 1.30335 × 105 130.335 × 103
## Prime Factorization of 130335
Prime Factorization 3 × 5 × 8689
Composite number
Distinct Factors Total Factors Radical ω(n) 3 Total number of distinct prime factors Ω(n) 3 Total number of prime factors rad(n) 130335 Product of the distinct prime numbers λ(n) -1 Returns the parity of Ω(n), such that λ(n) = (-1)Ω(n) μ(n) -1 Returns: 1, if n has an even number of prime factors (and is square free) −1, if n has an odd number of prime factors (and is square free) 0, if n has a squared prime factor Λ(n) 0 Returns log(p) if n is a power pk of any prime p (for any k >= 1), else returns 0
The prime factorization of 130,335 is 3 × 5 × 8689. Since it has a total of 3 prime factors, 130,335 is a composite number.
## Divisors of 130335
8 divisors
Even divisors 0 8 4 4
Total Divisors Sum of Divisors Aliquot Sum τ(n) 8 Total number of the positive divisors of n σ(n) 208560 Sum of all the positive divisors of n s(n) 78225 Sum of the proper positive divisors of n A(n) 26070 Returns the sum of divisors (σ(n)) divided by the total number of divisors (τ(n)) G(n) 361.019 Returns the nth root of the product of n divisors H(n) 4.99942 Returns the total number of divisors (τ(n)) divided by the sum of the reciprocal of each divisors
The number 130,335 can be divided by 8 positive divisors (out of which 0 are even, and 8 are odd). The sum of these divisors (counting 130,335) is 208,560, the average is 26,070.
## Other Arithmetic Functions (n = 130335)
1 φ(n) n
Euler Totient Carmichael Lambda Prime Pi φ(n) 69504 Total number of positive integers not greater than n that are coprime to n λ(n) 8688 Smallest positive number such that aλ(n) ≡ 1 (mod n) for all a coprime to n π(n) ≈ 12156 Total number of primes less than or equal to n r2(n) 0 The number of ways n can be represented as the sum of 2 squares
There are 69,504 positive integers (less than 130,335) that are coprime with 130,335. And there are approximately 12,156 prime numbers less than or equal to 130,335.
## Divisibility of 130335
m n mod m 2 3 4 5 6 7 8 9 1 0 3 0 3 2 7 6
The number 130,335 is divisible by 3 and 5.
## Classification of 130335
• Arithmetic
• Deficient
• Polite
• Square Free
### Other numbers
• LucasCarmichael
• Sphenic
## Base conversion (130335)
Base System Value
2 Binary 11111110100011111
3 Ternary 20121210020
4 Quaternary 133310133
5 Quinary 13132320
6 Senary 2443223
8 Octal 376437
10 Decimal 130335
12 Duodecimal 63513
20 Vigesimal g5gf
36 Base36 2skf
## Basic calculations (n = 130335)
### Multiplication
n×y
n×2 260670 391005 521340 651675
### Division
n÷y
n÷2 65167.5 43445 32583.8 26067
### Exponentiation
ny
n2 16987212225 2214028305345375 288565379177189450625 37610168695058987047209375
### Nth Root
y√n
2√n 361.019 50.7014 19.0005 10.5442
## 130335 as geometric shapes
### Circle
Diameter 260670 818919 5.33669e+10
### Sphere
Volume 9.2741e+15 2.13468e+11 818919
### Square
Length = n
Perimeter 521340 1.69872e+10 184322
### Cube
Length = n
Surface area 1.01923e+11 2.21403e+15 225747
### Equilateral Triangle
Length = n
Perimeter 391005 7.35568e+09 112873
### Triangular Pyramid
Length = n
Surface area 2.94227e+10 2.60926e+14 106418
## Cryptographic Hash Functions
md5 59feb275091d70599d3e39f23d71e87c 2a8fe51f3e800469a3ad64406aa688f27b7261a2 2060765964a0b112a1f909449a509e8dcf78b37227150c6a9e0e7573001d0011 32d52107b45c74a4d2d790902be10935ab1dd6a22386084be7d2c828602848525b2cd6aa3ab241d91ace6b51c370bd1ebffd3d833436caacc747c9b298c1c0b7 54b9a5427ed6643963c59990d8702ec90905e21e | 1,444 | 4,196 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.75 | 4 | CC-MAIN-2021-39 | latest | en | 0.816209 |
https://www.kodytools.com/units/tension/from/kgfpmm/to/knpnm | 1,716,115,638,000,000,000 | text/html | crawl-data/CC-MAIN-2024-22/segments/1715971057786.92/warc/CC-MAIN-20240519101339-20240519131339-00614.warc.gz | 759,249,421 | 17,279 | # Kilogram Force/Millimeter to Kilonewton/Nanometer Converter
1 Kilogram Force/Millimeter = 9.80665e-9 Kilonewton/Nanometer
## One Kilogram Force/Millimeter is Equal to How Many Kilonewton/Nanometer?
The answer is one Kilogram Force/Millimeter is equal to 9.80665e-9 Kilonewton/Nanometer and that means we can also write it as 1 Kilogram Force/Millimeter = 9.80665e-9 Kilonewton/Nanometer. Feel free to use our online unit conversion calculator to convert the unit from Kilogram Force/Millimeter to Kilonewton/Nanometer. Just simply enter value 1 in Kilogram Force/Millimeter and see the result in Kilonewton/Nanometer.
Manually converting Kilogram Force/Millimeter to Kilonewton/Nanometer can be time-consuming,especially when you don’t have enough knowledge about Surface Tension units conversion. Since there is a lot of complexity and some sort of learning curve is involved, most of the users end up using an online Kilogram Force/Millimeter to Kilonewton/Nanometer converter tool to get the job done as soon as possible.
We have so many online tools available to convert Kilogram Force/Millimeter to Kilonewton/Nanometer, but not every online tool gives an accurate result and that is why we have created this online Kilogram Force/Millimeter to Kilonewton/Nanometer converter tool. It is a very simple and easy-to-use tool. Most important thing is that it is beginner-friendly.
## How to Convert Kilogram Force/Millimeter to Kilonewton/Nanometer (kgf/mm to kN/nm)
By using our Kilogram Force/Millimeter to Kilonewton/Nanometer conversion tool, you know that one Kilogram Force/Millimeter is equivalent to 9.80665e-9 Kilonewton/Nanometer. Hence, to convert Kilogram Force/Millimeter to Kilonewton/Nanometer, we just need to multiply the number by 9.80665e-9. We are going to use very simple Kilogram Force/Millimeter to Kilonewton/Nanometer conversion formula for that. Pleas see the calculation example given below.
$$\text{1 Kilogram Force/Millimeter} = 1 \times 9.80665e-9 = \text{9.80665e-9 Kilonewton/Nanometer}$$
## What Unit of Measure is Kilogram Force/Millimeter?
Kilogram force per millimeter is a unit of measurement for surface tension. Surface tension is considered to be equal to one kilogram force per millimeter if the force along a line of one millimeter length, where the force is parallel to the surface but perpendicular to the line is equal to one kilogram force.
## What is the Symbol of Kilogram Force/Millimeter?
The symbol of Kilogram Force/Millimeter is kgf/mm. This means you can also write one Kilogram Force/Millimeter as 1 kgf/mm.
## What Unit of Measure is Kilonewton/Nanometer?
Kilonewton per nanometer is a unit of measurement for surface tension. Surface tension is considered to be equal to one kilonewton per nanometer if the force along a line of one nanometer length, where the force is parallel to the surface but perpendicular to the line is equal to one kilonewton.
## What is the Symbol of Kilonewton/Nanometer?
The symbol of Kilonewton/Nanometer is kN/nm. This means you can also write one Kilonewton/Nanometer as 1 kN/nm.
## How to Use Kilogram Force/Millimeter to Kilonewton/Nanometer Converter Tool
• As you can see, we have 2 input fields and 2 dropdowns.
• From the first dropdown, select Kilogram Force/Millimeter and in the first input field, enter a value.
• From the second dropdown, select Kilonewton/Nanometer.
• Instantly, the tool will convert the value from Kilogram Force/Millimeter to Kilonewton/Nanometer and display the result in the second input field.
## Example of Kilogram Force/Millimeter to Kilonewton/Nanometer Converter Tool
Kilogram Force/Millimeter
1
Kilonewton/Nanometer
9.80665e-9
# Kilogram Force/Millimeter to Kilonewton/Nanometer Conversion Table
Kilogram Force/Millimeter [kgf/mm]Kilonewton/Nanometer [kN/nm]Description
1 Kilogram Force/Millimeter9.80665e-9 Kilonewton/Nanometer1 Kilogram Force/Millimeter = 9.80665e-9 Kilonewton/Nanometer
2 Kilogram Force/Millimeter1.96133e-8 Kilonewton/Nanometer2 Kilogram Force/Millimeter = 1.96133e-8 Kilonewton/Nanometer
3 Kilogram Force/Millimeter2.941995e-8 Kilonewton/Nanometer3 Kilogram Force/Millimeter = 2.941995e-8 Kilonewton/Nanometer
4 Kilogram Force/Millimeter3.92266e-8 Kilonewton/Nanometer4 Kilogram Force/Millimeter = 3.92266e-8 Kilonewton/Nanometer
5 Kilogram Force/Millimeter4.903325e-8 Kilonewton/Nanometer5 Kilogram Force/Millimeter = 4.903325e-8 Kilonewton/Nanometer
6 Kilogram Force/Millimeter5.88399e-8 Kilonewton/Nanometer6 Kilogram Force/Millimeter = 5.88399e-8 Kilonewton/Nanometer
7 Kilogram Force/Millimeter6.864655e-8 Kilonewton/Nanometer7 Kilogram Force/Millimeter = 6.864655e-8 Kilonewton/Nanometer
8 Kilogram Force/Millimeter7.84532e-8 Kilonewton/Nanometer8 Kilogram Force/Millimeter = 7.84532e-8 Kilonewton/Nanometer
9 Kilogram Force/Millimeter8.825985e-8 Kilonewton/Nanometer9 Kilogram Force/Millimeter = 8.825985e-8 Kilonewton/Nanometer
10 Kilogram Force/Millimeter9.80665e-8 Kilonewton/Nanometer10 Kilogram Force/Millimeter = 9.80665e-8 Kilonewton/Nanometer
100 Kilogram Force/Millimeter9.80665e-7 Kilonewton/Nanometer100 Kilogram Force/Millimeter = 9.80665e-7 Kilonewton/Nanometer
1000 Kilogram Force/Millimeter0.00000980665 Kilonewton/Nanometer1000 Kilogram Force/Millimeter = 0.00000980665 Kilonewton/Nanometer
# Kilogram Force/Millimeter to Other Units Conversion Table
ConversionDescription
1 Kilogram Force/Millimeter = 9806.65 Newton/Meter1 Kilogram Force/Millimeter in Newton/Meter is equal to 9806.65
1 Kilogram Force/Millimeter = 98.07 Newton/Centimeter1 Kilogram Force/Millimeter in Newton/Centimeter is equal to 98.07
1 Kilogram Force/Millimeter = 9.81 Newton/Millimeter1 Kilogram Force/Millimeter in Newton/Millimeter is equal to 9.81
1 Kilogram Force/Millimeter = 0.00980665 Newton/Micrometer1 Kilogram Force/Millimeter in Newton/Micrometer is equal to 0.00980665
1 Kilogram Force/Millimeter = 0.00000980665 Newton/Nanometer1 Kilogram Force/Millimeter in Newton/Nanometer is equal to 0.00000980665
1 Kilogram Force/Millimeter = 8967.2 Newton/Yard1 Kilogram Force/Millimeter in Newton/Yard is equal to 8967.2
1 Kilogram Force/Millimeter = 2989.07 Newton/Foot1 Kilogram Force/Millimeter in Newton/Foot is equal to 2989.07
1 Kilogram Force/Millimeter = 249.09 Newton/Inch1 Kilogram Force/Millimeter in Newton/Inch is equal to 249.09
1 Kilogram Force/Millimeter = 9.81 Kilonewton/Meter1 Kilogram Force/Millimeter in Kilonewton/Meter is equal to 9.81
1 Kilogram Force/Millimeter = 0.0980665 Kilonewton/Centimeter1 Kilogram Force/Millimeter in Kilonewton/Centimeter is equal to 0.0980665
1 Kilogram Force/Millimeter = 0.00980665 Kilonewton/Millimeter1 Kilogram Force/Millimeter in Kilonewton/Millimeter is equal to 0.00980665
1 Kilogram Force/Millimeter = 0.00000980665 Kilonewton/Micrometer1 Kilogram Force/Millimeter in Kilonewton/Micrometer is equal to 0.00000980665
1 Kilogram Force/Millimeter = 9.80665e-9 Kilonewton/Nanometer1 Kilogram Force/Millimeter in Kilonewton/Nanometer is equal to 9.80665e-9
1 Kilogram Force/Millimeter = 8.97 Kilonewton/Yard1 Kilogram Force/Millimeter in Kilonewton/Yard is equal to 8.97
1 Kilogram Force/Millimeter = 2.99 Kilonewton/Foot1 Kilogram Force/Millimeter in Kilonewton/Foot is equal to 2.99
1 Kilogram Force/Millimeter = 0.24908891 Kilonewton/Inch1 Kilogram Force/Millimeter in Kilonewton/Inch is equal to 0.24908891
1 Kilogram Force/Millimeter = 9806650 Millinewton/Meter1 Kilogram Force/Millimeter in Millinewton/Meter is equal to 9806650
1 Kilogram Force/Millimeter = 98066.5 Millinewton/Centimeter1 Kilogram Force/Millimeter in Millinewton/Centimeter is equal to 98066.5
1 Kilogram Force/Millimeter = 9806.65 Millinewton/Millimeter1 Kilogram Force/Millimeter in Millinewton/Millimeter is equal to 9806.65
1 Kilogram Force/Millimeter = 9.81 Millinewton/Micrometer1 Kilogram Force/Millimeter in Millinewton/Micrometer is equal to 9.81
1 Kilogram Force/Millimeter = 0.00980665 Millinewton/Nanometer1 Kilogram Force/Millimeter in Millinewton/Nanometer is equal to 0.00980665
1 Kilogram Force/Millimeter = 8967200.76 Millinewton/Yard1 Kilogram Force/Millimeter in Millinewton/Yard is equal to 8967200.76
1 Kilogram Force/Millimeter = 2989066.92 Millinewton/Foot1 Kilogram Force/Millimeter in Millinewton/Foot is equal to 2989066.92
1 Kilogram Force/Millimeter = 249088.91 Millinewton/Inch1 Kilogram Force/Millimeter in Millinewton/Inch is equal to 249088.91
1 Kilogram Force/Millimeter = 9806650000 Micronewton/Meter1 Kilogram Force/Millimeter in Micronewton/Meter is equal to 9806650000
1 Kilogram Force/Millimeter = 98066500 Micronewton/Centimeter1 Kilogram Force/Millimeter in Micronewton/Centimeter is equal to 98066500
1 Kilogram Force/Millimeter = 9806650 Micronewton/Millimeter1 Kilogram Force/Millimeter in Micronewton/Millimeter is equal to 9806650
1 Kilogram Force/Millimeter = 9806.65 Micronewton/Micrometer1 Kilogram Force/Millimeter in Micronewton/Micrometer is equal to 9806.65
1 Kilogram Force/Millimeter = 9.81 Micronewton/Nanometer1 Kilogram Force/Millimeter in Micronewton/Nanometer is equal to 9.81
1 Kilogram Force/Millimeter = 8967200760 Micronewton/Yard1 Kilogram Force/Millimeter in Micronewton/Yard is equal to 8967200760
1 Kilogram Force/Millimeter = 2989066920 Micronewton/Foot1 Kilogram Force/Millimeter in Micronewton/Foot is equal to 2989066920
1 Kilogram Force/Millimeter = 249088910 Micronewton/Inch1 Kilogram Force/Millimeter in Micronewton/Inch is equal to 249088910
1 Kilogram Force/Millimeter = 980665000 Dyne/Meter1 Kilogram Force/Millimeter in Dyne/Meter is equal to 980665000
1 Kilogram Force/Millimeter = 9806650 Dyne/Centimeter1 Kilogram Force/Millimeter in Dyne/Centimeter is equal to 9806650
1 Kilogram Force/Millimeter = 980665 Dyne/Millimeter1 Kilogram Force/Millimeter in Dyne/Millimeter is equal to 980665
1 Kilogram Force/Millimeter = 980.66 Dyne/Micrometer1 Kilogram Force/Millimeter in Dyne/Micrometer is equal to 980.66
1 Kilogram Force/Millimeter = 0.980665 Dyne/Nanometer1 Kilogram Force/Millimeter in Dyne/Nanometer is equal to 0.980665
1 Kilogram Force/Millimeter = 896720076 Dyne/Yard1 Kilogram Force/Millimeter in Dyne/Yard is equal to 896720076
1 Kilogram Force/Millimeter = 298906692 Dyne/Foot1 Kilogram Force/Millimeter in Dyne/Foot is equal to 298906692
1 Kilogram Force/Millimeter = 24908891 Dyne/Inch1 Kilogram Force/Millimeter in Dyne/Inch is equal to 24908891
1 Kilogram Force/Millimeter = 1000000 Gram Force/Meter1 Kilogram Force/Millimeter in Gram Force/Meter is equal to 1000000
1 Kilogram Force/Millimeter = 10000 Gram Force/Centimeter1 Kilogram Force/Millimeter in Gram Force/Centimeter is equal to 10000
1 Kilogram Force/Millimeter = 1000 Gram Force/Millimeter1 Kilogram Force/Millimeter in Gram Force/Millimeter is equal to 1000
1 Kilogram Force/Millimeter = 1 Gram Force/Micrometer1 Kilogram Force/Millimeter in Gram Force/Micrometer is equal to 1
1 Kilogram Force/Millimeter = 0.001 Gram Force/Nanometer1 Kilogram Force/Millimeter in Gram Force/Nanometer is equal to 0.001
1 Kilogram Force/Millimeter = 914400 Gram Force/Yard1 Kilogram Force/Millimeter in Gram Force/Yard is equal to 914400
1 Kilogram Force/Millimeter = 304800 Gram Force/Foot1 Kilogram Force/Millimeter in Gram Force/Foot is equal to 304800
1 Kilogram Force/Millimeter = 25400 Gram Force/Inch1 Kilogram Force/Millimeter in Gram Force/Inch is equal to 25400
1 Kilogram Force/Millimeter = 1000 Kilogram Force/Meter1 Kilogram Force/Millimeter in Kilogram Force/Meter is equal to 1000
1 Kilogram Force/Millimeter = 10 Kilogram Force/Centimeter1 Kilogram Force/Millimeter in Kilogram Force/Centimeter is equal to 10
1 Kilogram Force/Millimeter = 0.001 Kilogram Force/Micrometer1 Kilogram Force/Millimeter in Kilogram Force/Micrometer is equal to 0.001
1 Kilogram Force/Millimeter = 0.000001 Kilogram Force/Nanometer1 Kilogram Force/Millimeter in Kilogram Force/Nanometer is equal to 0.000001
1 Kilogram Force/Millimeter = 914.4 Kilogram Force/Yard1 Kilogram Force/Millimeter in Kilogram Force/Yard is equal to 914.4
1 Kilogram Force/Millimeter = 304.8 Kilogram Force/Foot1 Kilogram Force/Millimeter in Kilogram Force/Foot is equal to 304.8
1 Kilogram Force/Millimeter = 25.4 Kilogram Force/Inch1 Kilogram Force/Millimeter in Kilogram Force/Inch is equal to 25.4
1 Kilogram Force/Millimeter = 1000000 Pond/Meter1 Kilogram Force/Millimeter in Pond/Meter is equal to 1000000
1 Kilogram Force/Millimeter = 10000 Pond/Centimeter1 Kilogram Force/Millimeter in Pond/Centimeter is equal to 10000
1 Kilogram Force/Millimeter = 1000 Pond/Millimeter1 Kilogram Force/Millimeter in Pond/Millimeter is equal to 1000
1 Kilogram Force/Millimeter = 1 Pond/Micrometer1 Kilogram Force/Millimeter in Pond/Micrometer is equal to 1
1 Kilogram Force/Millimeter = 0.001 Pond/Nanometer1 Kilogram Force/Millimeter in Pond/Nanometer is equal to 0.001
1 Kilogram Force/Millimeter = 914400 Pond/Yard1 Kilogram Force/Millimeter in Pond/Yard is equal to 914400
1 Kilogram Force/Millimeter = 304800 Pond/Foot1 Kilogram Force/Millimeter in Pond/Foot is equal to 304800
1 Kilogram Force/Millimeter = 25400 Pond/Inch1 Kilogram Force/Millimeter in Pond/Inch is equal to 25400
1 Kilogram Force/Millimeter = 1000 Kilopond/Meter1 Kilogram Force/Millimeter in Kilopond/Meter is equal to 1000
1 Kilogram Force/Millimeter = 10 Kilopond/Centimeter1 Kilogram Force/Millimeter in Kilopond/Centimeter is equal to 10
1 Kilogram Force/Millimeter = 1 Kilopond/Millimeter1 Kilogram Force/Millimeter in Kilopond/Millimeter is equal to 1
1 Kilogram Force/Millimeter = 0.001 Kilopond/Micrometer1 Kilogram Force/Millimeter in Kilopond/Micrometer is equal to 0.001
1 Kilogram Force/Millimeter = 0.000001 Kilopond/Nanometer1 Kilogram Force/Millimeter in Kilopond/Nanometer is equal to 0.000001
1 Kilogram Force/Millimeter = 914.4 Kilopond/Yard1 Kilogram Force/Millimeter in Kilopond/Yard is equal to 914.4
1 Kilogram Force/Millimeter = 304.8 Kilopond/Foot1 Kilogram Force/Millimeter in Kilopond/Foot is equal to 304.8
1 Kilogram Force/Millimeter = 25.4 Kilopond/Inch1 Kilogram Force/Millimeter in Kilopond/Inch is equal to 25.4
1 Kilogram Force/Millimeter = 2204.62 Pound Force/Meter1 Kilogram Force/Millimeter in Pound Force/Meter is equal to 2204.62
1 Kilogram Force/Millimeter = 22.05 Pound Force/Centimeter1 Kilogram Force/Millimeter in Pound Force/Centimeter is equal to 22.05
1 Kilogram Force/Millimeter = 2.2 Pound Force/Millimeter1 Kilogram Force/Millimeter in Pound Force/Millimeter is equal to 2.2
1 Kilogram Force/Millimeter = 0.0022046226218488 Pound Force/Micrometer1 Kilogram Force/Millimeter in Pound Force/Micrometer is equal to 0.0022046226218488
1 Kilogram Force/Millimeter = 0.0000022046226218488 Pound Force/Nanometer1 Kilogram Force/Millimeter in Pound Force/Nanometer is equal to 0.0000022046226218488
1 Kilogram Force/Millimeter = 2015.91 Pound Force/Yard1 Kilogram Force/Millimeter in Pound Force/Yard is equal to 2015.91
1 Kilogram Force/Millimeter = 671.97 Pound Force/Foot1 Kilogram Force/Millimeter in Pound Force/Foot is equal to 671.97
1 Kilogram Force/Millimeter = 56 Pound Force/Inch1 Kilogram Force/Millimeter in Pound Force/Inch is equal to 56
1 Kilogram Force/Millimeter = 35273.96 Ounce Force/Meter1 Kilogram Force/Millimeter in Ounce Force/Meter is equal to 35273.96
1 Kilogram Force/Millimeter = 352.74 Ounce Force/Centimeter1 Kilogram Force/Millimeter in Ounce Force/Centimeter is equal to 352.74
1 Kilogram Force/Millimeter = 35.27 Ounce Force/Millimeter1 Kilogram Force/Millimeter in Ounce Force/Millimeter is equal to 35.27
1 Kilogram Force/Millimeter = 0.0352739621 Ounce Force/Micrometer1 Kilogram Force/Millimeter in Ounce Force/Micrometer is equal to 0.0352739621
1 Kilogram Force/Millimeter = 0.0000352739621 Ounce Force/Nanometer1 Kilogram Force/Millimeter in Ounce Force/Nanometer is equal to 0.0000352739621
1 Kilogram Force/Millimeter = 32254.51 Ounce Force/Yard1 Kilogram Force/Millimeter in Ounce Force/Yard is equal to 32254.51
1 Kilogram Force/Millimeter = 10751.5 Ounce Force/Foot1 Kilogram Force/Millimeter in Ounce Force/Foot is equal to 10751.5
1 Kilogram Force/Millimeter = 895.96 Ounce Force/Inch1 Kilogram Force/Millimeter in Ounce Force/Inch is equal to 895.96
1 Kilogram Force/Millimeter = 70931.61 Poundal/Meter1 Kilogram Force/Millimeter in Poundal/Meter is equal to 70931.61
1 Kilogram Force/Millimeter = 709.32 Poundal/Centimeter1 Kilogram Force/Millimeter in Poundal/Centimeter is equal to 709.32
1 Kilogram Force/Millimeter = 70.93 Poundal/Millimeter1 Kilogram Force/Millimeter in Poundal/Millimeter is equal to 70.93
1 Kilogram Force/Millimeter = 0.070931611876605 Poundal/Micrometer1 Kilogram Force/Millimeter in Poundal/Micrometer is equal to 0.070931611876605
1 Kilogram Force/Millimeter = 0.000070931611876605 Poundal/Nanometer1 Kilogram Force/Millimeter in Poundal/Nanometer is equal to 0.000070931611876605
1 Kilogram Force/Millimeter = 64859.87 Poundal/Yard1 Kilogram Force/Millimeter in Poundal/Yard is equal to 64859.87
1 Kilogram Force/Millimeter = 21619.96 Poundal/Foot1 Kilogram Force/Millimeter in Poundal/Foot is equal to 21619.96
1 Kilogram Force/Millimeter = 1801.66 Poundal/Inch1 Kilogram Force/Millimeter in Poundal/Inch is equal to 1801.66
1 Kilogram Force/Millimeter = 98066500000 Erg/Square Meter1 Kilogram Force/Millimeter in Erg/Square Meter is equal to 98066500000
1 Kilogram Force/Millimeter = 9806650 Erg/Square Centimeter1 Kilogram Force/Millimeter in Erg/Square Centimeter is equal to 9806650 | 5,377 | 17,403 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3 | 3 | CC-MAIN-2024-22 | latest | en | 0.789149 |
https://mathematica.stackexchange.com/questions/59032/how-to-build-a-list-of-functions?noredirect=1 | 1,566,461,844,000,000,000 | text/html | crawl-data/CC-MAIN-2019-35/segments/1566027316785.68/warc/CC-MAIN-20190822064205-20190822090205-00187.warc.gz | 561,096,730 | 35,392 | # How to build a list of functions
Having said that I'm no expert, I have some problems in generating a list of functions inside a loop. The functions in the list should depend on the elements of a parameters list, that are read in sequence. The stripped down examples here below should show what I mean. First I tried this (rather naively)
parameters = {a, 3, 6, E, 2}; p = 1;
While[p <= 5, funclist[[p]][x_] := parameters[[p]] x^p; p++]
Naturally it doesn't work. After some other trials I arrived at this possible solution
parameters = {a, 3, 6, E, 2}; p = 1;
While[p <= 5, With[{p = p}, funclist[p, x_] := parameters[[p]] x^p]; p++]
But in this case the output is not actually a list but rather a sort of indexed function that cannot be manipulated as a list could be.
What I'd like to get is a list of functions that, for example can be used in the following ways:
in: funclist
out: {a x, 3 x^2...}
and also
in: funclist[[2]][4]
out: 48
or also
Plot[funclist[[2]],{x,-1,5}]
Is it possible?
The question contains conflicting requirements. On the one hand, it wants funclist to behave like a list of functions so that we can write funclist[[2]][4] and get a value. On the other hand, it wants funclist to act like a list of expressions in x so that we can write Plot[funclist[[2]], {x, -1, 5}]. The two requirements are incompatible: we will need to choose between them.
Functions
If we wish funclist to behave like a list of functions, we can do this:
parameters = {a, 3, 6, E, 2};
funclist = Function /@ (parameters # ^ Range@Length@parameters)
(* {a #1 &, 3 #1^2 &, 6 #1^3 &, E #1^4 &, 2 #1^5 &} *)
Then:
funclist[[2]][4]
(* 48 *)
But we must pass an explicit argument to one these functions in order to plot it:
Plot[funclist[[2]][x], {x, -1, 5}]
Expressions in x
Alternatively, we can have funclist contain a list of expressions in x:
funclist = parameters x ^ Range@Length@parameters
(* {a x, 3 x^2, 6 x^3, E x^4, 2 x^5} *)
But now we cannot invoke them like functions. To evaluate them, we need to replace x:
funclist[[2]] /. x -> 4
(* 48 *)
Plotting, on the other hand, does not require anything special:
Plot[funclist[[2]], {x, -1, 5}]
Earlier it was stated that we cannot have funclist behave both as a list of functions and as a list of expressions. This is not entirely true. If we are willing to damn the torpedoes and steam in anyway, it is possible to make it happen. This is not a serious proposal. It is simply a demonstration that the Wolfram language is very malleable, if we are determined enough.
We start by defining xfuns, which masquerades as an innocent list. In fact, it serves as a factory to produce these hybrid function/expression objects:
Format[xfuns[e___]] := {e}
xfuns[e___][[i_]] ^:= With[{a = {e}[[i]]}, xfun[a]]
Next we define xfun, a wrapper that implements the hybrid behaviour:
xfun[e_] /; MatchQ[Stack[], {___, Null, xfun, MatchQ}] := Function @@ {{x}, e}
xfun[x_] := x
This nasty piece of business looks up the call stack to see whether or not it is being applied to an argument. If it is, it returns a function. Otherwise it returns an expression.
Here it all is in action:
funclist = xfuns @@ (parameters x ^ Range@Length@parameters)
(* {a x, 3 x^2, 6 x^3, E x^4, 2 x^5} *)
funclist looks like a list of expressions in x. The individual elements resolve to expressions as well:
funclist[[2]]
(* 3 x^2 *)
Plot agrees:
Plot[funclist[[2]], {x, -1, 5}]
But... they can be used as functions too!
funclist[[2]][4]
(* 48 *)
Pure evil. I emphasize again: this is not a recommended practice. This is just for fun. Programming in this style means that expressions evaluate in unexpected ways, creating a fertile breeding ground in which bugs can thrive.
Because of what I consider serious overlap with later answers (either with the beginning of this answer, or the later part) I feel compelled to note that this answer covers two different methods.
Sure, it's possible. But not quite in the way you imagined.
Clear[a, x, p];
parameters = {a, 3, 6, E, 2};
funclist = MapIndexed[# x^(First@#2) &, parameters]
{a x, 3 x^2, 6 x^3, E x^4, 2 x^5}
This looks right, just like your list, but they aren't functions so you can't evaluate them the way you hoped to. Instead we have to do something like
With[{x = 4}, Evaluate@funclist[[2]]]
48
where Evaluate is needed because that rewrites the expression so that x appears explicitly. With will only replace symbols that appear explicitly in the expression in its body. This is also needed to plot any of the expressions because, again, x has appear explicitly:
Plot[Evaluate@funclist[[2]], {x, -1, 5}]
You can write a list of functions that will execute the way you want, but the list won't look the way it does in your example. You could do it like this:
funclist = MapIndexed[Function[{x}, # x^(First@#2)] &, parameters]
{Function[{x}, a x^First[{1}]], Function[{x}, 3 x^First[{2}]],
Function[{x}, 6 x^First[{3}]], Function[{x}, E x^First[{4}]],
Function[{x}, 2 x^First[{5}]]}
funclist[[2]][4]
48
And for the plot:
Plot[funclist[[2]][x], {x, -1, 5}]
EDIT: As seismatica pointed out to me, using Evaluate inside funclist makes the output better looking:
funclist = MapIndexed[Function[{x}, Evaluate[# x^(First@#2)]] &, parameters]
{Function[{x}, a x], Function[{x}, 3 x^2], Function[{x}, 6 x^3], Function[{x}, E x^4], Function[{x}, 2 x^5]}
• I was probably the first one to upvote your answer. Before you find further "overlaps": What's with Plot[Evaluate@funclist[[1]], {x, -1, 5}] ??? – eldo Sep 6 '14 at 21:36
• @eldo Thanks for the vote. That's what I need to make it work, isn't it? – C. E. Sep 6 '14 at 21:39
There is also a solution without the need for Evaluate.
parameters = {a, 3, 6, E, 2};
funclist = Table[p #^e & /. {p -> parameters[[n]], e -> n}, {n, 1, 5}];
The # and & are abbreviations for building pure functions. # stands for the varaible and & has to be put at the end of the expression to build a function.
Then you can use funclist like this:
funclist[[2]][4]
(* 48 *)
or
Plot[funclist[[2]][x], {x, 0, 1}]
Instead of creating a list of functions, I would simply use
func[p_][x_] := parameters[[p]] x^p
To avoid accidental modification of parameters, I might use
funcparametes = {...};
func[p_][x_] := funcparameters[[p]] x^p
Then you can use func[1] as a function, or if you really need them stored in a list, func /@ Range[5] gives you that.
Definitions of the form f[...][...]...[...] := ... (i.e. having more than one [...]) are called sub-value definitions.
• func[5][x] functions with me. But func /@ Range[5] doesn't. Please clarify. – eldo Sep 6 '14 at 21:49
para = {a, 3, 6, E, 2};
fun = Map[para[[#]] x^# &, Range @ 5]
{a x, 3 x^2, 6 x^3, E x^4, 2 x^5}
Plot[
Evaluate @ Map[fun[[#]] /. a -> 700 &, Range @ 5],
{x, 0, 10},
PlotStyle -> {Black, Red, Green, Blue, Orange},
PlotTheme -> "Detailed",
ImageSize -> 600]
I would suggest (to make easier) to do it like this:
parameters = {a, 3, 6, E, 2};
funclist[x_]=# x^Range[Length[#]] &[parameters]
(*{a x, 3 x^2, 6 x^3, E x^4, 2 x^5}*)
funclist[4][[2]]
(*48*)
Plot[funclist[x][[2]],{x,-1,5}]
` | 2,166 | 7,170 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.03125 | 3 | CC-MAIN-2019-35 | latest | en | 0.816301 |
https://physicsforme.com/tag/pi/ | 1,660,385,790,000,000,000 | text/html | crawl-data/CC-MAIN-2022-33/segments/1659882571911.5/warc/CC-MAIN-20220813081639-20220813111639-00143.warc.gz | 438,042,793 | 27,225 | # physics4me
physicsgg
## Pi enthusiast calculates its ten trillionth digit
Shigeru Kondo is a seriously committed guy. Ever since discovering he had an interest in calculating pi (aka π) back in his college days, he’s been following the results achieved by others using massive supercomputers. Now, in his late 50’s, with some help from Northwestern University grad school student Alexander Yee, he’s succeeded in calculating the ten trillionth digit of pi; on a home built PC yet.
Pi, the mathematical constant that describes the ratio of a circle’s circumference to its diameter, is generally rounded off to just two places, bringing it to 3.14. Believed to have been first described by Archimedes way back in the 3rd century BC, the ratio is used in all sorts of mathematical computations, not the least of which is in figuring out the area of a circle. But because pi is an irrational number, it’s value cannot be written as an fraction which means when written as a decimal approximation, it’s numbers go on infinitely, and perhaps more importantly, never repeat.
For hundreds of years, pi has held fascination for mathematicians, scientists, philosophers and even regular run of the mill people. Why this is so is hard to say, and so too is the seemingly endless progression of people that have set before themselves the task of calculating its digits. In spite of that, it’s possible that none has ever been so obsessed as Kondo. He’s spent the better part of a year with the singular task of finding the ten trillionth digit, and of course all those past the five trillionth and one digit leading up to the ten trillionth, since he found the five trillionth digit just last year.
Finding the ten trillionth digit of pi requires performing a lot of calculations (using software written by Yee), so many in fact, that Kondo had to add a lot more hard drive space than you’d find on your average PC. Forty eight terabytes to be exact. So intense was the computation that the computer alone caused the temperature in the room to hold steady at 104° F.
Also, it’s not as easy to keep a custom built super-sized PC going full steam ahead twenty four hours day for months on end, as it might seem. Hard drive failures and the threat of power disruption from the earthquake in Japan back in March threatened the project many times. And of course there was that power bill itself which ran to something close to \$400 a month as the computer ground away.
But in the end, it was Kondo’s persistence that paid off. For his efforts he will be forever known (in the annals of science, and probably the Guinness Book of World Records) as the man who calculated the ten trillionth digit of . It’s 5.
Written by physicsgg
October 20, 2011 at 3:04 pm
Posted in MATHEMATICS
Tagged with
## ‘Tau day’ marked by opponents of maths constant pi
The mathematical constant pi is under threat from a group of detractors who will be marking “Tau Day” on Tuesday.
Fans of tau suggest it makes more sense than pi when describing fractions of a circle
Tau Day revellers suggest a constant called tau should take its place: twice as large as pi, or about 6.28 – hence the 28 June celebration.
Tau proponents say that for many problems in maths, tau makes more sense and makes calculations easier…… Read the rest of this entry »
Written by physicsgg
June 28, 2011 at 7:43 pm
Posted in MATHEMATICS
Tagged with , | 756 | 3,408 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.265625 | 3 | CC-MAIN-2022-33 | latest | en | 0.962614 |
https://coniwasghana.org/and-pdf/514-oscillation-and-resonance-textbook-pdf-feynman-818-617.php | 1,653,606,644,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652662627464.60/warc/CC-MAIN-20220526224902-20220527014902-00374.warc.gz | 238,281,301 | 13,361 | # Oscillation And Resonance Textbook Pdf Feynman
File Name: oscillation and resonance textbook feynman.zip
Size: 1822Kb
Published: 23.05.2021
For the preparation, candidates can refer to the topics given in the JEE Main Physics syllabus in the article below to perform better in the exam.
## JEE Main Physics Syllabus 2021 (OUT): Check Topic wise Syllabus PDFs
For the preparation, candidates can refer to the topics given in the JEE Main Physics syllabus in the article below to perform better in the exam. Check the JEE Main expected cut off. JEE Main Feb 26 answer key released. Candidates prepare the topics based on the JEE Main syllabus and weightage. Candidates should also check the JEE Main physics important topics.
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Work, Energy and Power. Rotational Motion. Centre of mass of a two-particle system, Centre of mass of a rigid body; Basic concepts of rotational motion; moment of a force, torque, angular momentum, conservation of angular momentum and its applications; moment of inertia, radius of gyration. Values of moments of inertia for simple geometrical objects, parallel and perpendicular axes theorems and their applications.
Rigid body rotation, equations of rotational motion. The universal law of gravitation. Acceleration due to gravity and its variation with altitude and depth, Kepler's laws of planetary motion.
Gravitational potential energy; gravitational potential. Escape velocity. Orbital velocity of a satellite. Geo-stationary satellites. Properties of Solids and Liquids. Elastic behaviour, Stress-strain relationship, Hooke's Law, Young's modulus, bulk modulus, modulus of rigidity. Pressure due to a fluid column; Pascal's law and its applications. Viscosity, Stokes' law, terminal velocity, streamline and turbulent flow, Reynolds number. Bernoulli's principle and its applications. Surface energy and surface tension, angle of contact, application of surface tension - drops, bubbles and capillary rise.
Heat, temperature, thermal expansion; specific heat capacity, calorimetry; change of state, latent heat. Heat transfer-conduction, convection and radiation, Newton's law of cooling. Thermal equilibrium, zeroth law of thermodynamics, concept of temperature. Heat, work and internal energy. First law of thermodynamics. Second law of thermodynamics: reversible and irreversible processes.
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Periodic functions. Simple harmonic motion S. Wave motion. Longitudinal and transverse waves, speed of a wave. Displacement relation for a progressive wave. Principle of superposition of waves, reflection of waves, Standing waves in strings and organ pipes, fundamental mode and harmonics, Beats, Doppler effect in sound. Current Electricity. Magnetic Effects of Current and Magnetism. Electromagnetic Induction and Alternating Currents. Electromagnetic Waves.
Reflection and refraction of light at plane and spherical surfaces, mirror formula, Total internal reflection and its applications, Deviation and Dispersion of light by a prism, Lens Formula, Magnification, Power of a Lens, Combination of thin lenses in contact, Microscope and Astronomical Telescope reflecting and refracting and their magnifying powers.
Wave optics: wavefront and Huygens' principle, Laws of reflection and refraction using Huygen's principle. Interference, Young's double slit experiment and expression for fringe width, coherent sources and sustained interference of light. Diffraction due to a single slit, width of central maximum.
Resolving power of microscopes and astronomical telescopes, Polarisation, plane polarized light; Brewster's law, uses of plane polarized light and Polaroids. Dual Nature of Matter and Radiation. Dual nature of radiation. Photoelectric effect, Hertz and Lenard's observations; Einstein's photoelectric equation; particle nature of light.
Matter waves-wave nature of particle, de Broglie relation. Davis son-Germer experiment. Atoms and Nuclei. Alpha-particle scattering experiment; Rutherford's model of atom; Bohr model, energy levels, hydrogen spectrum. Composition and size of nucleus, atomic masses, isotopes, isobars; isotones. Mass-energy relation, mass defect; binding energy per nucleon and its variation with mass number, nuclear fission and fusion.
Electronic Devices. Semiconductors; semiconductor diode: I-V characteristics in forward and reverse bias; diode as a rectifier; 1-V characteristics of LED, photodiode, solar cell and Zener diode; Zener diode as a voltage regulator.
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But according to my calculations your percentile would be somewhat around percentile. The first and the most important thing which every candidate and a spirit preparing for the JEE examination should keep in mind is that he needs to get his basics right in the class 11th and 12th standard. The main difference between the genius of the JEE advanced examination is the level of questions, and the number and quality of questions practiced.
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Found everything I wanted and it solved all of my queries for which I was searching a lot A must visit No need to find colleges in other sites, this is the best site in India to know about any colleges in India. Your browser does not support iframes. Updated on Feb 6, - p. Law of conservation of linear momentum and its applications, Equilibrium of concurrent forces. Static and Kinetic friction, laws of friction, rolling friction. Potential energy of a spring, conservation of mechanical energy, conservative and non-conservative forces; Elastic and inelastic collisions in one and two dimensions.
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Electric Cell and its Internal resistance, potential difference and emf of a cell, combination of cells in series and in parallel.
## In retrospect: The Feynman Lectures on Physics
Nuclear magnetic resonance NMR occurs when nuclei in an unmoving magnetic field is disturbed by an oscillating magnetic field; the nuclei generate an electromagnetic signal, whose frequency depends on the magnetic field applied. This happens near resonance, where the frequency of oscillation aligns with the frequency of the nuclei. The magnetic field strength, chemical environment, and isotope affect resonance. NMR spectroscopy is used to elucidate the structure of organic molecules, study crystals and non-crystals, and can be applied to medical diagnostic imaging. NMR has three basic steps: nuclear spins are aligned in a magnetic field, the nuclear spins are disturbed by a radio-frequency RF pulse, the NMR signal is detected during or after the RF pulse. Yevgeny Zavoisky observed MNR in , prior to Bloch and Purcell; however, he discarded the results as unreproducible.
Thank you for visiting nature. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser or turn off compatibility mode in Internet Explorer. In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript. Over the past three decades, I have asked hundreds of people to name the five or ten books that have meant the most to them. That may say something about the kind of readers I talk to, but it is an accurate reflection of the broad reach of this half-century-old scientific classic. The book was based on a course the Nobel-prizewinning theoretical physicist and polymath Richard Feynman taught from to , in an attempt to reinvigorate 'freshman physics' at the California Institute of Technology Caltech in Pasadena.
Feynman's derivation of Maxwell equations and extra dimensions [PDF 15p] The Damped Oscillator, Oscillator with external forcing, Resonance, Coupled This book is part of the Light and Matter series of introductory physics textbooks.
## 5.10: Nuclear Magnetic Resonance (NMR) Theory and Solution NMR
This is the paper I always wanted to write. If you have been following my blog — and many of you have — you will want to digest this. The results are elegant and insightful. For example, the energy densities are proportional to the square of the absolute value of the wavefunction and, hence, to the probabilities, which establishes a physical normalization condition. Finally, as an added bonus, concepts such as the Compton scattering radius for a particle, spin angular momentum, and the boson-fermion dichotomy, can also be explained more intuitively.
I am posting the pdf files of my summaries of the lectures here, along with references to the corresponding sections of the textbooks, and links to any figures shown in the lectures and other relevant material. Lecture capture: For various technical reasons these lectures are not part of the University's lecture capture programme. However using the visualiser means that they are being "captured" in a more traditional medium: ink on paper. If anyone needs to see or copy something they missed, just ask me as a few of you already have.
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Кармен. Ту, что работает в столовой. Бринкерхофф почувствовал, как его лицо заливается краской. Двадцатисемилетняя Кармен Хуэрта была поваром-кондитером в столовой АН Б. Бринкерхофф провел с ней наедине несколько приятных и, как ему казалось, тайных встреч в кладовке.
Треск лесного пожара, вой торнадо, шипение горячего гейзера… все они слились в гуле дрожащего корпуса машины. Это было дыхание дьявола, ищущее выхода и вырывающееся из закрытой пещеры. Стратмор так и остался стоять на коленях, парализованный ужасающим, неуклонно приближающимся звуком. Самый дорогой компьютер в мире на его глазах превращался в восьмиэтажный ад. Стратмор медленно повернулся к Сьюзан.
Не могу с ним не согласиться, - заметил Фонтейн. - Сомневаюсь, что Танкадо пошел бы на риск, дав нам возможность угадать ключ к шифру-убийце. Сьюзан рассеянно кивнула, но тут же вспомнила, как Танкадо отдал им Северную Дакоту. Она вглядывалась в группы из четырех знаков, допуская, что Танкадо играет с ними в кошки-мышки.
Она перевела взгляд на пустую шифровалку.
ОТОЗВАТЬ СЛЕДОПЫТА. Он быстро нажал Да. ВЫ УВЕРЕНЫ. Он снова ответил Да.
Сьюзан понадобилось некоторое время, чтобы все это осмыслить. Она вдруг поняла стремление коммандера к необычайной секретности в шифровалке. Стоящая перед ним задача была крайне деликатна и требовала массу времени - вписать скрытый черный ход в сложный алгоритм и добавить невидимый ключ в Интернете. Тайна имела первостепенное значение.
Он аккуратно размазал приправу кончиком салфетки. - Что за отчет. - Производственный. Анализ затрат на единицу продукции. - Мидж торопливо пересказала все, что они обнаружили с Бринкерхоффом.
- Господи Иисусе. - Ищите. - Над ними склонился Фонтейн. - Посмотрим, что у них .
- Гамлет. - Самообразование за тюремной решеткой. Хейл засмеялся. - Нет, серьезно, Сьюзан, тебе никогда не приходило в голову, что это все-таки возможно и что Танкадо действительно придумал невзламываемый алгоритм.
Может быть, стоит побродить по Триане, кварталу развлечений, и поискать там эту рыжую девицу. Или же обойти все рестораны - вдруг этот тучный немец окажется. Но и то и другое вряд ли к чему-то приведет. В его мозгу все время прокручивались слова Стратмора: Обнаружение этого кольца - вопрос национальной безопасности. Внутренний голос подсказывал Беккеру, что он что-то упустил - нечто очень важное, но он никак не мог сообразить, что .
Конечно, офицеры АНБ прекрасно понимали, что вся информация имеет смысл только в том случае, если она используется тем, кто испытывает в ней необходимость по роду работы. Главное достижение заключалось не в том, что секретная информация стала недоступной для широкой публики, а в том, что к ней имели доступ определенные люди.
Ты никогда не смог бы проникнуть в почту коммандера. - Ты ничего не понимаешь! - кричал Хейл. - На его компьютере уже стоял жучок! - Он говорил, стараясь, чтобы его слова были слышны между сигналами. - Этот жучок вмонтировал кто-то другой, и я подозреваю, что по распоряжению директора Фонтейна. Я просто попал на все готовое.
Ну да, это ночной рейс в выходные - Севилья, Мадрид, Ла-Гуардиа. Его так все называют. Им пользуются студенты, потому что билет стоит гроши. Сиди себе в заднем салоне и докуривай окурки.
ТРАНСТЕКСТ ежедневно без проблем взламы-вает эти шифры. Для него все шифры выглядят одинаково, независимо от алгоритма, на основе которого созданы. - Не понимаю, - сказала. - Мы же говорим не о реверсии какой-либо сложной функции, а о грубой силе. PGP, Lucifer, DSA - не важно.
## Olympia D.
The wife of bath prologue pdf yamaha xj650 service manual pdf
## Quantebimpy1976
(1) In mechanics, forced oscillations and resonance frequently serve as an example in significance, Richard Feynman, in his legendary Lectures on Physics Accordingly, every textbook of physics or engineering, if it has a. | 3,839 | 16,447 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.1875 | 3 | CC-MAIN-2022-21 | latest | en | 0.859368 |
https://hoven-discuss.appspot.com/Home/Aptitude/Averages/Discuss/16-04-22-10-54-55-028.html | 1,585,685,009,000,000,000 | text/html | crawl-data/CC-MAIN-2020-16/segments/1585370503664.38/warc/CC-MAIN-20200331181930-20200331211930-00551.warc.gz | 521,080,589 | 3,958 | # Discussion of Question with ID = 028 under Averages
## This is the discussion forum for this question. If you find any mistakes in the solution, or if you have a better solution, then this is the right place to discuss. A healthy discussion helps all of us, so you are requested to be polite and soft, even if you disagree with the views of others. The question and its current solution has also been given on this page.
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### Question
There is a sequence of 60 consecutive odd numbers. The average of first 18 of them is 78. What is the average of all the 60 numbers?
A
120.
B
121.
C
119.
D
118.
Soln.
Ans: a
The consecutive odd numbers form an AP with a common difference of 2. If the first term is a, then the average of first n terms of this AP is \${a + (a + (n-1) × 2)}/2\$ which is = a + n-1. We are given the average of first 18 terms as 78. So a + 18 - 1 = 78, which gives a = 61. The average of first 60 terms would be a + 60 - 1 = 61 + 60 - 1 = 120. | 277 | 988 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.859375 | 4 | CC-MAIN-2020-16 | latest | en | 0.949099 |
https://stemez.com/subjects/maths/AAlgebra/AAlgebra/AAlgebra/A34-1090.htm | 1,679,891,991,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296946637.95/warc/CC-MAIN-20230327025922-20230327055922-00702.warc.gz | 603,018,977 | 4,948 | PROBLEM 34–1090: From 12 books in how many ways can a selection
(1)when one specified book is always included,
(2) when one specified book is always excluded?
Solution: Here the formula for combinations is appropriate: the number of
combinations of n things taken r at a time:
C(n, r) = nCr = n!/r!(n – r)!
where n = 11, and r = 4.
(1) Since the specified book is to be included in every selection, we
have only to choose 4 out of the remaining 11.
Hence the number of ways = 11c4
11c4 = 11!/4!(11 – 4)!
= 11!/4!7!
= 11∙10∙9∙8∙7!/4∙3∙2∙1∙7!
=11 X 10 X 9 X 8/1X 2 X 3 X 4
= 330.
(2) Since the specified book is always to be excluded, we have to
select the 5 books out of the remaining 11.
Hence the number of ways = 11c5
11c4 = 11!/5!(11 – 5)!
= 11!/5!6!
= 11∙10∙9∙8∙7∙6!/5∙4∙3∙2∙1∙6!
= 11X10X9X8X7/1 X 2 X 3 X 4 X 5
= 462 | 358 | 887 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.46875 | 4 | CC-MAIN-2023-14 | latest | en | 0.851123 |
https://www.geeksforgeeks.org/python-program-to-find-tuples-with-positive-elements-in-list-of-tuples/?ref=rp | 1,685,758,657,000,000,000 | text/html | crawl-data/CC-MAIN-2023-23/segments/1685224648911.0/warc/CC-MAIN-20230603000901-20230603030901-00282.warc.gz | 869,138,217 | 37,036 | GeeksforGeeks App
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# Python program to find Tuples with positive elements in List of tuples
Given a list of tuples. The task is to get all the tuples that have all positive elements.
Examples:
```Input : test_list = [(4, 5, 9), (-3, 2, 3), (-3, 5, 6), (4, -6)]
Output : [(4, 5, 9)]
Explanation : Extracted tuples with all positive elements.
Input : test_list = [(-4, 5, 9), (-3, 2, 3), (-3, 5, 6), (4, -6)]
Output : []
Explanation : No tuple with all positive elements. ```
Method #1 : Using list comprehension + all()
In this, all() is used to check for all the tuples, list comprehension helps in the iteration of tuples.
Step-by-step approach:
• Initialize a list of tuples named test_list containing tuples of different lengths, with positive and negative integers.
• Print the original list using the print() function with the string concatenation operator + to combine the string message with the list.
• Use list comprehension to filter out the tuples containing only positive integers from the test_list. This is done using a conditional expression inside the comprehension that checks if all elements of the tuple are greater than or equal to zero.
• Print the resulting list of positive tuples using the print() function with the string concatenation operator + to combine the string message with the list.
• The program successfully filters out the tuples containing negative integers and returns only the tuples with positive integers.
Below is the implementation of the above approach:
## Python3
`# Python3 code to demonstrate working of``# Positive Tuples in List``# Using list comprehension + all()` `# initializing list``test_list ``=` `[(``4``, ``5``, ``9``), (``-``3``, ``2``, ``3``), (``-``3``, ``5``, ``6``), (``4``, ``6``)]` `# printing original list``print``(``"The original list is : "` `+` `str``(test_list))` `# all() to check each element``res ``=` `[sub ``for` `sub ``in` `test_list ``if` `all``(ele >``=` `0` `for` `ele ``in` `sub)]` `# printing result``print``(``"Positive elements Tuples : "` `+` `str``(res))`
Output
```The original list is : [(4, 5, 9), (-3, 2, 3), (-3, 5, 6), (4, 6)]
Positive elements Tuples : [(4, 5, 9), (4, 6)]
```
Time complexity: O(n*m), where n is the number of tuples in the list and m is the number of elements in each tuple.
Auxiliary space: O(n), as a new list is created to store the positive tuples.
Method #2 : Using filter() + lambda + all()
In this, the task of filtration is performed using filter() and lambda function.
## Python3
`# Python3 code to demonstrate working of``# Positive Tuples in List``# Using filter() + lambda + all()` `# initializing list``test_list ``=` `[(``4``, ``5``, ``9``), (``-``3``, ``2``, ``3``), (``-``3``, ``5``, ``6``), (``4``, ``6``)]` `# printing original list``print``(``"The original list is : "` `+` `str``(test_list))` `# all() to check each element``res ``=` `list``(``filter``(``lambda` `sub: ``all``(ele >``=` `0` `for` `ele ``in` `sub), test_list))` `# printing result``print``(``"Positive elements Tuples : "` `+` `str``(res))`
Output
```The original list is : [(4, 5, 9), (-3, 2, 3), (-3, 5, 6), (4, 6)]
Positive elements Tuples : [(4, 5, 9), (4, 6)]
```
Time complexity: O(n) where n is the number of elements in the list.
Auxiliary space: O(1) as the only extra space used is to store the result in a new list.
Method #3 : Using find(),map(),list() and join()
1. Convert each tuple element to a string and then convert that tuple to a list.
2. After that join elements of list using space.
3. Now check if that joined list(which is a string) contains – sign in it.If – sign is found then tuple contains negative elements.
4. Ignore such tuples and add the other tuples to output list.
## Python3
`# Python3 code to demonstrate working of``# Positive Tuples in List` `# initializing list``test_list ``=` `[(``4``, ``5``, ``9``), (``-``3``, ``2``, ``3``), (``-``3``, ``5``, ``6``), (``4``, ``6``)]` `# printing original list``print``(``"The original list is : "` `+` `str``(test_list))` `res ``=` `[]``for` `i ``in` `test_list:`` ``x ``=` `list``(``map``(``str``, i))`` ``a ``=` `" "``.join(x)`` ``if``(a.find(``"-"``) ``=``=` `-``1``):`` ``res.append(i)` `# printing result``print``(``"Positive elements Tuples : "` `+` `str``(res))`
Output
```The original list is : [(4, 5, 9), (-3, 2, 3), (-3, 5, 6), (4, 6)]
Positive elements Tuples : [(4, 5, 9), (4, 6)]
```
Time complexity: O(n), where n is the number of tuples in the list.
Auxiliary space: O(n), as the result list is storing the positive tuples.
Method #4 : Using list(),map(),join() and startswith() methods
## Python3
`# Python3 code to demonstrate working of``# Positive Tuples in List` `# initializing list``test_list ``=` `[(``4``, ``5``, ``9``), (``-``3``, ``2``, ``3``), (``-``3``, ``5``, ``6``), (``4``, ``6``)]` `# printing original list``print``(``"The original list is : "` `+` `str``(test_list))` `res ``=` `[]``for` `i ``in` `test_list:`` ``x ``=` `sorted``(i)`` ``x ``=` `list``(``map``(``str``, x))`` ``b ``=` `"".join(x)`` ``if``(``not` `b.startswith(``"-"``)):`` ``res.append(i)` `# printing result``print``(``"Positive elements Tuples : "` `+` `str``(res))`
Output
```The original list is : [(4, 5, 9), (-3, 2, 3), (-3, 5, 6), (4, 6)]
Positive elements Tuples : [(4, 5, 9), (4, 6)]
```
Time complexity: O(nlogn) where n is the length of the input list.
Auxiliary space: O(n) where n is the length of the input list.
Method #5: By defining a function and using len() method
## Python3
`# Python3 code to demonstrate working of``# Positive Tuples in List` `# initializing list``test_list ``=` `[(``4``, ``5``, ``9``), (``-``3``, ``2``, ``3``), (``-``3``, ``5``, ``6``), (``4``, ``6``)]` `# printing original list``print``(``"The original list is : "` `+` `str``(test_list))``res ``=` `[]` `def` `fun(x):`` ``c ``=` `0`` ``for` `i ``in` `x:`` ``if``(i > ``0``):`` ``c ``+``=` `1`` ``if``(c ``=``=` `len``(x)):`` ``return` `True`` ``return` `False` `for` `i ``in` `test_list:`` ``if``(fun(i)):`` ``res.append(i)` `# printing result``print``(``"Positive elements Tuples : "` `+` `str``(res))`
Output
```The original list is : [(4, 5, 9), (-3, 2, 3), (-3, 5, 6), (4, 6)]
Positive elements Tuples : [(4, 5, 9), (4, 6)]
```
Time complexity: O(nm), where n is the length of the input list and m is the length of the tuples in the list.
Auxiliary space: O(k), where k is the length of the output list.
Method #6: Using list comprehension + not any()
In this, not any() is used to check for all the tuples, list comprehension helps in the iteration of tuples.
## Python3
`# Python3 code to demonstrate working of``# Positive Tuples in List``# Using list comprehension + all()` `# initializing list``test_list ``=` `[(``4``, ``5``, ``9``), (``-``3``, ``2``, ``3``), (``-``3``, ``5``, ``6``), (``4``, ``6``)]` `# printing original list``print``(``"The original list is : "` `+` `str``(test_list))` `# not any() to check each element``res ``=` `[sub ``for` `sub ``in` `test_list ``if` `not` `any` `(ele < ``0` `for` `ele ``in` `sub)]` `# printing result``print``(``"Positive elements Tuples : "` `+` `str``(res))`
Output
```The original list is : [(4, 5, 9), (-3, 2, 3), (-3, 5, 6), (4, 6)]
Positive elements Tuples : [(4, 5, 9), (4, 6)]
```
Time Complexity:O(n)
Auxiliary Space :O(n)
Method #7: Without using built-in function
## Python3
`test_list ``=` `[(``4``, ``5``, ``9``), (``-``3``, ``2``, ``3``), (``-``3``, ``5``, ``6``), (``4``, ``6``)]``result ``=` `[]``# printing original list``print``(``"The original list is : "` `+` `str``(test_list))``for` `tup ``in` `test_list:`` ``positive ``=` `True`` ``for` `ele ``in` `tup:`` ``if` `ele < ``0``:`` ``positive ``=` `False`` ``break`` ``if` `positive:`` ``result.append(tup)``# printing result``print``(``"Positive elements Tuples : "` `+` `str``(result))` `# This code contributed by Vinay Pinjala.`
Output
```The original list is : [(4, 5, 9), (-3, 2, 3), (-3, 5, 6), (4, 6)]
Positive elements Tuples : [(4, 5, 9), (4, 6)]
```
Time Complexity:O(n)
Auxiliary Space :O(n)
Method #8: Using for loop and if condition to filter tuples with positive elements:
Approach :
1. Initialize a list of tuples with various integers – this is done using the syntax test_list = [(4, 5, 9), (-3, 2, 3), (-3, 5, 6), (4, 6)].
2. Create an empty list called res to hold the tuples with positive elements – this is done using the syntax res = [].
3. Loop through each tuple in the original list using a for loop – this is done using the syntax for tup in test_list:. The loop variable tup will take on the value of each tuple in the list, one at a time.
4. Check if all elements in the tuple are positive using the all() function – this is done using the syntax if all(ele >= 0 for ele in tup):. The all() function returns True if all elements in the iterable passed to it satisfy the condition given in the generator expression, which in this case is ele >= 0. If any element in the tuple is less than 0, the condition is not satisfied and the if block is skipped.
5. If all elements in the tuple are positive, add the tuple to the res list using the append() method – this is done using the syntax res.append(tup).
6. After the loop is finished, print the resulting list of tuples with positive elements using the print() function and string concatenation – this is done using the syntax print(“Positive elements Tuples : ” + str(res)). The str() function is used to convert the res list to a string for concatenation with the string “Positive elements Tuples : “.
## Python3
`# initializing list``test_list ``=` `[(``4``, ``5``, ``9``), (``-``3``, ``2``, ``3``), (``-``3``, ``5``, ``6``), (``4``, ``6``)]` `# Create an empty list to hold the tuples with positive elements``res ``=` `[]` `# Loop through each tuple in the original list``for` `tup ``in` `test_list:`` ``# Check if all elements in the tuple are positive`` ``if` `all``(ele >``=` `0` `for` `ele ``in` `tup):`` ``# If so, add the tuple to the result list`` ``res.append(tup)` `# Print the result``print``(``"Positive elements Tuples : "` `+` `str``(res))`
Output
```Positive elements Tuples : [(4, 5, 9), (4, 6)]
```
Time Complexity: O(n)
Auxiliary Space: O(n)
#### Using regular expressions:
We cam check if a tuple contains a negative number “-” in the string of tuple, we can use regular expressions (re) in Python. The approach is to convert the tuple to a string using str() and then search for a “-” using re.search(). If the string contains a “-“, it means that there is at least one negative number in the tuple.
Here’s the algorithm for the same:
Algorithm:
• Initialize a list of tuples containing positive and negative integers.
• Create an empty list to store tuples with only positive integers.
• Loop through each tuple in the list of tuples.
• Convert the tuple to a string using str().
• Use re.search() to check if the string contains a “-“.
• If the string does not contain a “-“, it means that the tuple contains only positive integers.
• Append the tuple to the list of positive tuples.
• Print the original list of tuples and the list of tuples with only positive integers.
## Python3
`import` `re` `# initializing list of tuples containing positive and negative integers``test_list ``=` `[(``4``, ``5``, ``9``), (``-``3``, ``2``, ``3``), (``-``3``, ``5``, ``6``), (``4``, ``6``)]` `# empty list to store tuples with only positive integers``positive_list ``=` `[]` `# loop through each tuple in the list of tuples``for` `tup ``in` `test_list:`` ``# convert tuple to string using str()`` ``str_tup ``=` `str``(tup)`` ``# use re.search() to check if string contains a "-"`` ``if` `not` `re.search(``'-'``, str_tup):`` ``# if string does not contain "-", append tuple to positive_list`` ``positive_list.append(tup)` `# print original list of tuples and list of tuples with only positive integers``print``(``"Original List: "``, test_list)``print``(``"Positive List: "``, positive_list)`
Output
```Original List: [(4, 5, 9), (-3, 2, 3), (-3, 5, 6), (4, 6)]
Positive List: [(4, 5, 9), (4, 6)]
```
The time complexity of the given code is O(nm), where n is the length of the test_list and m is the maximum length of the tuple in the list.
This is because the code involves a loop through each tuple in the list, and for each tuple, it converts it to a string and searches for the “-” character using the re.search() function, which has a time complexity of O(m).
The space complexity of the given code is also O(nm), because it creates a new string representation of each tuple, which takes up O(m) space, and stores the positive tuples in a new list, which takes up O(nm) space in the worst case.
My Personal Notes arrow_drop_up | 3,964 | 12,905 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.96875 | 3 | CC-MAIN-2023-23 | latest | en | 0.663064 |
https://maker.pro/forums/threads/pic18f4520-math-in-assembly.75593/ | 1,696,338,933,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00301.warc.gz | 411,481,372 | 66,526 | # PIC18F4520 math in assembly
M
#### Mook Johnson
Jan 1, 1970
0
I ahve a little GPS module that I'm trying to read with a PIC and convert
the data and display on an LCD screen.
The GPS outputs speed as a 16 bit word where 1 bit - 0.1 km/h and I'd like
to convert that to MPH before displaying it on a screen. I need to multiply
the word received from the GPS by a fractional number before having
something to display on the screen.
How do I do that in a 8 bit PIC18 series part using assembly? I know there
are some routines for dealing with floating point numbers in a pIC but I
don't quite know how to start. How do you convert a 16 bit word to a float
so you can do the multiply?
B
#### Brian
Jan 1, 1970
0
I ahve a little GPS module that I'm trying to read with a PIC and convert
the data and display on an LCD screen.
The GPS outputs speed as a 16 bit word where 1 bit - 0.1 km/h and I'd like
to convert that to MPH before displaying it on a screen. I need to multiply
the word received from the GPS by a fractional number before having
something to display on the screen.
How do I do that in a 8 bit PIC18 series part using assembly? I know there
are some routines for dealing with floating point numbers in a pIC but I
don't quite know how to start. How do you convert a 16 bit word to a float
so you can do the multiply?
You over-thunk it. You need to divide by 1.6. Instead, divide by 16, a
simple shift operation.
R
#### [email protected]
Jan 1, 1970
0
I ahve a little GPS module that I'm trying to read with a PIC and convert
the data and display on an LCD screen.
The GPS outputs speed as a 16 bit word where 1 bit - 0.1 km/h and I'd like
to convert that to MPH before displaying it on a screen. I need to multiply
the word received from the GPS by a fractional number before having
something to display on the screen.
How do I do that in a 8 bit PIC18 series part using assembly? I know there
are some routines for dealing with floating point numbers in a pIC but I
don't quite know how to start. How do you convert a 16 bit word to a float
so you can do the multiply?
If you don't want perfect accuracy - you need to
a) divide by 10
b) multiply by 5/8
Equivalently, you need to divide by 16 - which you can do by shifting
right 4 places.
You can use a look up table to deal with the 4 bit remainder
S
#### Spehro Pefhany
Jan 1, 1970
0
I ahve a little GPS module that I'm trying to read with a PIC and convert
the data and display on an LCD screen.
The GPS outputs speed as a 16 bit word where 1 bit - 0.1 km/h and I'd like
to convert that to MPH before displaying it on a screen. I need to multiply
the word received from the GPS by a fractional number before having
something to display on the screen.
How do I do that in a 8 bit PIC18 series part using assembly? I know there
are some routines for dealing with floating point numbers in a pIC but I
don't quite know how to start. How do you convert a 16 bit word to a float
so you can do the multiply?
There should be some routines to do this conversion (integer->float).
In general you'd normalize the number by left shifting until the ms
bit is 1, and then one more shift (no sense storing the leftmost bit
if it's always one). The exponent gets decremented from a starting
value (typically biased from zero) with each shift. When you see the
floating point format described, it should be pretty obvious. Usually
you're going to also want the reverse function to display the number.
For only a single operation you might find it easier to work entirely
in fixed point and avoid the double conversions. For example you could
use some routines that would handle 16 or 32 bit math (or write them).
Multiply by 10 and then divide by 16 (shift), more-or-less as Brian
suggested would give you 0.1 MPH resolution and ~0.6% error.
Personally, for an accurate instrument, in assembly, I'd use a 32-bit
x 32-bit -> 64-bit multiply by a fixed 32-bit constant of 0x4F9175A
(keep the most significant 32 bits) and get essentially perfect
accuracy, probably faster than the floating point calculations and
conversions, but hey, that's just me.
J
#### Jonathan Kirwan
Jan 1, 1970
0
I ahve a little GPS module that I'm trying to read with a PIC and convert
the data and display on an LCD screen.
The GPS outputs speed as a 16 bit word where 1 bit - 0.1 km/h and I'd like
to convert that to MPH before displaying it on a screen. I need to multiply
the word received from the GPS by a fractional number before having
something to display on the screen.
How do I do that in a 8 bit PIC18 series part using assembly? I know there
are some routines for dealing with floating point numbers in a pIC but I
don't quite know how to start. How do you convert a 16 bit word to a float
so you can do the multiply?
In assembly, I'd just avoid floating point entirely.
I don't know for certain what you'd like to output. You mention just
converting to miles/hr, but since your input is in 1/10ths of km/hr
let's say you wanted to generate an integer that was in 1/10ths of
miles/hr. That way, you could just convert this binary integer into
ASCII output and insert a period just before the last digit. So let
me assume that so you can see.
Let's call your value 'x'. It is an integer in tenths of km/hr. To
convert this to km/hr, it is (x/10). To convert km/hr to miles/hr,
you need to:
(x/10) / [ 5280 ft/mile * 12 in/ft * 25.4 mm/in * 10^-6 km/mm ]
That is:
100000
x * -------
1609344
But to convert to 1/10ths of a mile/hr, multiply that constant by 10,
so you actually need to compute this:
1000000
x * -------
1609344
In the first case above, you can see why some suggested just dividing
by 16. Looks close enough. But let's go with the 2nd case I
mentioned and compute tenths of a mile/hr, as in integer.
Let's first remove prime factors:
15625
x * -----
25146
That helps. You could, if you have the routines handy, just multiply
your 16-bit 'x' by 15625 to compute a 32-bit numerator, then use a
32-by-16 divide routine to divide that result by 25146.
But let's say you want to look a little further. Use continued
fractions (look it up, if you want) to approximate that fraction. The
continued fraction for the above fraction is:
[ 0, 1, 1, 1, 1, 1, 3, 1, 2, 7, 1, 1, 15 ]
In terms of possible ratios, in decreasing accuracy, they are then
formed from the above continued fraction by removing final terms:
Term Fraction Decimal value
15: 15625/25146 0.621371192237334
1: 1006/1619 0.6213712168004941
1: 535/861 0.6213704994192799
7: 471/758 0.6213720316622692
2: 64/103 0.6213592233009708
1: 23/37 0.6216216216216216
3: 18/29 0.6206896551724138
1: 5/8 0.625
1: 3/5 0.6
1: 2/3 0.6666666666666666
1: 1/2 0.5
1: 1/1 1
0: 0 0
As you can see, you can pick your poison. Looking down the list, you
can see that perhaps 5/8ths isn't so bad. In this case, you multiply
your 'x' value by 5 (which is a shift left two and add) and then
divide by 8 (which is a shift right three -- and just check the carry
out for rounding, if you want.) That would take the value of 160
(which is 16 km/hr) and convert it to 100 (which is 10 mi/hr.) That
might be close enough and would be easily done in assembly.
If you need greater accuracy, work your way up the chain. But as you
can see, the divisors aren't powers of 2 anymore so a simple shift
won't work and you'll be looking for an integer division routine,
perhaps.
If you really do just want miles/hr and not tenths of miles/hr, then
the continued fraction setup looks like, in descending precision:
Term Fraction Decimal value
6: 3125/50292 0.0621371192237334
4: 503/8095 0.062137121680049416
1: 107/1722 0.062137049941927994
2: 75/1207 0.06213753106876554
2: 32/515 0.062135922330097085
1: 11/177 0.062146892655367235
10: 10/161 0.062111801242236024
16: 1/16 0.0625
0: 0 0
There you can see the (1/16) recommended elsewhere. But you can also
see other options for more precision, assuming you've got a nifty
integer division algorithm floating about and want greater accuracy.
Hope that helps.
Jon
J
#### Jonathan Kirwan
Jan 1, 1970
0
other options for more precision
I mean more accuracy, here. Sorry.
Jon
T
#### Terran Melconian
Jan 1, 1970
0
That helps. You could, if you have the routines handy, just multiply
your 16-bit 'x' by 15625 to compute a 32-bit numerator, then use a
32-by-16 divide routine to divide that result by 25146.
Nice writeup.
into the program in question and try to avoid adding more if I can.
Suppose that what I already have is a 16x16 multiply. I don't want to
introduce a divide as well, because I'm short on code space, so I want
to divide by a power of two, or even better a power of 256. 4072/65536
is 0.0621338, not too bad at all. This can be implemented as
multiplying the value by 4072 and then taking the upper two bytes of the
result, possibly rounding if desired.
Alternatively, suppose I have a 24/24 divide, but no multiply (this
has happened). I'd put the number in the highest two bytes of my
dividend and make the lowest byte zero. Then I want to divide by N such
that 256/N = 0.621371, giving N=412. This gives 256/412=0.621359.
T
#### Tony Williams
Jan 1, 1970
0
Mook Johnson said:
The GPS outputs speed as a 16 bit word where 1 bit - 0.1 km/h and I'd like
to convert that to MPH before displaying it on a screen. I need to multiply
the word received from the GPS by a fractional number before having
something to display on the screen.
The sum, Miles = KM*( 5/8 - 1/256 ) looks about 0.05% accuracy.
It's mainly 32 bit shifts and adds, for a 16 bit result.
J
#### Jonathan Kirwan
Jan 1, 1970
0
The sum, Miles = KM*( 5/8 - 1/256 ) looks about 0.05% accuracy.
It's mainly 32 bit shifts and adds, for a 16 bit result.
I like it. It can be observed easily by computing (5/8 - 15625/25146)
in floating point notation (32-bit is 3B6DD100) and noting the
mantissa, which is 1.11011011101.... * 2^-9. All those bits near the
leading left side spells an easy round up to 2^-8, which is your
1/256. Good call.
It's better than you give here, though. The expression is also just
KM*( (5*32 - 1)/256 ). This codes up as:
((KM + ((KM - (KM >> 5)) >> 2) + 1) >> 1)
\11 bits/
\----16 bits---/
\-------14 bits-------/
\--------------17 bits-----------/
\----------------16 bits----------------/
So 16 bits + carry are enough.
Jon
T
#### Tony Williams
Jan 1, 1970
0
The sum, Miles = KM*( 5/8 - 1/256 ) looks about 0.05% accuracy.
[/QUOTE]
It's better than you give here, though. The expression is also
just KM*( (5*32 - 1)/256 ).
Big software improvement. I didn't even see it. Thanks.
B
#### Ben Jackson
Jan 1, 1970
0
The GPS outputs speed as a 16 bit word where 1 bit - 0.1 km/h and I'd like
to convert that to MPH before displaying it on a screen. I need to multiply
Other people covered a bunch of fixed point techniques for you. I'll
just provide a link to some macros I wrote:
http://www.ben.com/vcc/18fdivmul.zip
which generate arbitrary bit width multiply/divide functions for PIC18,
in case you need to do something that really does multiply.
J
#### Jamie
Jan 1, 1970
0
Mook said:
I ahve a little GPS module that I'm trying to read with a PIC and convert
the data and display on an LCD screen.
The GPS outputs speed as a 16 bit word where 1 bit - 0.1 km/h and I'd like
to convert that to MPH before displaying it on a screen. I need to multiply
the word received from the GPS by a fractional number before having
something to display on the screen.
How do I do that in a 8 bit PIC18 series part using assembly? I know there
are some routines for dealing with floating point numbers in a pIC but I
don't quite know how to start. How do you convert a 16 bit word to a float
so you can do the multiply?
convert it all to 32 bits.
and fractions you have will become wholes.
use the standard ADD SUB Binary Divides etc,.
when done. you simply generate an ASCII string
with the decimal point in the correct place.
M
#### MooseFET
Jan 1, 1970
0
convert it all to 32 bits.
and fractions you have will become wholes.
use the standard ADD SUB Binary Divides etc,.
when done. you simply generate an ASCII string
with the decimal point in the correct place.
Or:
If you need to multiply it by (1+N/256):
X*(1+N/256) = X + (X*N)/256
This is a very handy way to get a quicker answer than a 32 bit library
would do.
It is often still worth it even if you have to code:
Y = X + (N * (X + (X*M)/256))/256
M
#### mook Johnson
Jan 1, 1970
0
Great responses guys.
Thanks.
J
#### John Barrett
Jan 1, 1970
0
mook Johnson said:
Great responses guys.
Thanks.
Isnt your GPS module capable of NMEA output ?? NMEA is a full text format,
fixed field width, newline delimited.... Just find the command to tell the
GPS to output NMEA and then decode the string and get preformatted text
M
#### Mook Johnson
Jan 1, 1970
0
Not this one. Its a Furuno GH81. Tiny little sucker at .8" x .8" but it
has its own binary protocol.
Talk about a PITA. It outputs words in 7 bit bytes with the msb set to 1.
I have to concatinate the 7 bits in each byte (eliminating the 8th bit in
each byte) to get the a 14 bit word of actual data.
I'd never seen that before and thought my unit was broken when I tried to do
a straight conversion.
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558 | 3,837 | 13,334 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.828125 | 3 | CC-MAIN-2023-40 | latest | en | 0.937663 |
https://es.mathworks.com/matlabcentral/cody/problems/719-rotate-a-matrix-by-90-degrees/solutions/1871393 | 1,606,210,443,000,000,000 | text/html | crawl-data/CC-MAIN-2020-50/segments/1606141176049.8/warc/CC-MAIN-20201124082900-20201124112900-00653.warc.gz | 294,702,577 | 17,040 | Cody
# Problem 719. Rotate a Matrix by 90 degrees
Solution 1871393
Submitted on 11 Jul 2019 by Andrew Gorrie
This solution is locked. To view this solution, you need to provide a solution of the same size or smaller.
### Test Suite
Test Status Code Input and Output
1 Pass
x = [1 2;3 4]; y_correct = [2 4;1 3]; assert(isequal(rotMatrix(x),y_correct))
ans = 2 4 1 3
2 Pass
x = [1 2 3;4 5 6;7 8 9]; y_correct = [3 6 9;2 5 8;1 4 7]; assert(isequal(rotMatrix(x),y_correct))
ans = 3 6 9 2 5 8 1 4 7
3 Pass
x=[1 2 3 4 5;6 7 8 9 0] y_correct = [5 0;4 9;3 8;2 7;1 6]; assert(isequal(rotMatrix(x),y_correct))
x = 1 2 3 4 5 6 7 8 9 0 ans = 5 0 4 9 3 8 2 7 1 6
### Community Treasure Hunt
Find the treasures in MATLAB Central and discover how the community can help you!
Start Hunting! | 327 | 793 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.9375 | 3 | CC-MAIN-2020-50 | latest | en | 0.586621 |
https://electronics.stackexchange.com/questions/68308/how-step-down-voltage-regulators-behave-when-their-input-drops-below-their-outpu?noredirect=1 | 1,723,320,853,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722640822309.61/warc/CC-MAIN-20240810190707-20240810220707-00057.warc.gz | 189,341,424 | 42,082 | # How step-down voltage regulators behave when their input drops below their output voltage?
How do the common low-dropout LP2950 and buck LM2596 regulators behave when their input voltage drops below their output voltage?
I'm driving a micro-controller board rated for 3.7-5.5 V with a 4.8V battery pack built from four 1.2V NiMH cells. 1.2V NiMH cells range from 1.45V freshly charged to slightly below 1V, or whenever you wish to start worrying about polarity reversal.
As I understand it, one should usually use a buck like the LM2596 for efficiency reasons. LM2596 boards all claim the input voltage must exceed the output voltage by at least 1.5V or even specify a minimum input voltage of 4V. I'll want the device running while the pack still exceeds 4V though, but 2.5V = 4V - 1.5V sounds too low, although not necessarily.
What actually happens when an LM2596's input voltage drops below output plus 1.5V? Does it stop working or become unpredictable? Or does it supply the input voltage minus 1.5V?
Are there LM2596 that bypass themselves or switch to an internal LDO when the voltage drop gets too low?
Also, I imagine an LDO like the LP2950 would continue dropping the voltage by it's minimum drop. Is that correct?
• Also, I'm aware a Schottky diode could drop the voltage by as little as 0.6V, which covers my use case, just curious how these voltage regulators behave. Commented May 6, 2013 at 9:59
• Possible duplicate: electronics.stackexchange.com/questions/67864/… Commented May 6, 2013 at 12:15
• LM78XX are linear voltage regulators, like the LP2950, not switching regulators like the LM2596. I'm mostly asking about switching regulators here, but I'm curious about the linear ones too, so that's a useful answer. Commented May 6, 2013 at 14:35
The LM2596 is probably a bit better than what you think. If you look at figure 8 in the data sheet: -
It tells you that for a 1A load (at 25ºC) the drop-out is about 0.9V. Also note that the output is now just slightly out of regulation (Vout = Vreg - 50mV).
If you are running less than 1A this figure will improve.
However, take note of figure 11: -
It is telling you that at 25ºC the minimum operating supply voltage is about 3.6V (and this id for producing a miserly 1.23V on the output).
There are better devices than this I suspect and you need to consider what your maximum load current is when selecting one.
The LP2950 is a linear regulator and if you look at figure 10 it tells you that for a 50 ohm load and 4V inputted you will get about 3.6V coming out. Also look at figure 12 because this gives a different viewpoint in terms of output current.
• If I understand you, an LM2596 configured for 3.7V but receiving only 4V should output 3.1V under a 1amp load, more if under less load, yes? If so, that's probably perfect for my application, given that the micro controller should run below that 3.7V. Commented May 6, 2013 at 14:39
• @JeffBurdges that would be my assumption but it doesn't explicitly say that in the data sheet. Remember also that the drop-out is load dependent so if you are running higher than 1A you have to kind of guess where you'll be on figure 8. Commented May 6, 2013 at 16:32
• I've now ordered one for trying out, so I'll test it. We're probably talking under 100mA load, not exactly sure yet though. Commented May 7, 2013 at 0:42 | 887 | 3,350 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.78125 | 3 | CC-MAIN-2024-33 | latest | en | 0.919484 |
https://www.hackmath.net/en/math-problem/1415 | 1,610,898,643,000,000,000 | text/html | crawl-data/CC-MAIN-2021-04/segments/1610703513062.16/warc/CC-MAIN-20210117143625-20210117173625-00262.warc.gz | 841,779,979 | 12,187 | # Bonbons 2
Kilo sweets will cost 260 CZK. The first type has a price per 320 kg, the second type 240 CZK per kg. How many kilos of both kinds of sweets need to prepare a 35 kg mixture ?
Correct result:
x = 8.75 kg
y = 26.25 kg
#### Solution:
320x + 240y = 260(x+y); x+y=35
320•x + 240•y = 260•(x+y)
x+y=35
60x-20y = 0
x+y = 35
x = 35/4 = 8.75
y = 105/4 = 26.25
Our linear equations calculator calculates it.
We would be pleased if you find an error in the word problem, spelling mistakes, or inaccuracies and send it to us. Thank you!
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Tea blends are maked from two kinds of tea. In standard tea mixture are two teas in the ratio 1:3 and 40 g costs 42 CZK. In the premium tea mixture are weighing two teas in the ratio 1:1 and 50 grams costs 60 CZK. How much cost 10 grams of more expensive
• Dried fruit
The manufacturer produces a mixture of dried fruit. He purchased: 10kg pineapple for 200 Kc/kg 2kg papaya for 180 kc/kg 1kg of banana for 400 Kc/kg How many kgs of raisin for 80 Kc/kg must be put into the mix by the manufacturer so that the production pri | 1,325 | 4,684 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.46875 | 4 | CC-MAIN-2021-04 | longest | en | 0.899234 |
https://www.howmanyounces.info/articles/how-many-liters-are-in-a-gallon.html | 1,695,382,326,000,000,000 | text/html | crawl-data/CC-MAIN-2023-40/segments/1695233506399.24/warc/CC-MAIN-20230922102329-20230922132329-00264.warc.gz | 903,176,647 | 8,073 | # How Many Liters Are in a Gallon?
## Conversion Formulas
Convert liters to gallons and gallons to liters using our conversion chart, conversion calculator, and learn the relationship between these two units.
Conversion of liters to gallons and gallons to liters is an easy one since both units are units of volume. Just be aware that there are three gallons in general use including US liquid gallon, US dry gallon, and Imperial gallon.
A liter is a metric system unit of volume and is equal to 1 cubic decimeter (dm3), 1000 cubic centimeters (cm3), or 0.001 cubic meters (m3).
One liter occupies a volume of 0.1m x 0.1m x 0.1m and thus equals to one-thousandth (0.001 m3) of a cubic meter.
Thus, gallons-liter conversion formulas are:
1 US Liquid Gallon = 128 US Fluid Ounces (fl oz) = 3.78541 liters
1 US Dry Gallon = 148.95 US Fluid Ounces (fl oz) = 4.4049 liters
1 Imp Liquid Gallon = 160 Imp Fluid Ounces = 4.54609 liters
In most situations, US liquid gallons are used for liter to gallon and gallon to liter conversions.
## Conversion Examples
If You have 2 gallons (US/Imp) that would be:
V(liters) = 3.78541 * V(US fluid gallon) = 3.78541 * 2 = 7.57082 liters
V(liters) = 4.4049 * V(US dry gallon) = 4.4049 * 2 = 8.8098 liters
V(liters) = 4.54609 * V(Imp gallon) = 4.54609 * 2 = 9.09218 liters
## Liters to Gallons and Gallons to Liters Conversion Calculator
In order to convert liters to US fluid gallons and US fluid gallons to liters, feel free to use this conversion calculator - write the value that You have and click 'Calculate' to convert it:
### Liters to US Fluid Gallons
Liters:
US Fluid Gallons:
### US Fluid Gallons to Liters
US Fluid Gallons:
Liters:
### Liters to Imperial Gallons
Liters:
Imperial Gallons:
### Imperial Gallons to Liters
Imperial Gallons:
liters:
## Liters to Gallons and Gallons to Liters Conversion Charts
Here are some grams to gallons and gallons to grams quick conversion charts to aid You with units' conversions (again, values are very accurate for plain water, for other liquids, You must also calculate in the liquids' densities):
Liters US Fluid Gallons Imperial Gallons 0.1 0.0264 0.0219 0.4536 0.1198 0.0997 1 0.264 0.219 5 1.32086 1.09985 10 2.64 2.19 100 26.4 21.9 1000 264.1 219.9
US Fluid Gallons Liters 0.1 0.3785 0.2 0.7570 0.3 1.1356 0.4 1.5141 0.5 1.8927 0.6 2.2712 0.7 2.649.7 0.8 3.0283 0.9 3.4068 1.0 3.7854
Imperial Gallons Liters 0.1 0.4546 0.2 0.9092 0.3 1.3638 0.4 1.8184 0.5 2.2730 0.6 2.7276 0.7 3.1822 0.8 3.6368 0.9 4.0914 1.0 4.5460 | 861 | 2,541 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.1875 | 3 | CC-MAIN-2023-40 | latest | en | 0.777043 |
https://quickbooks.intuit.com/ca/resources/funding/nominal-effective-real-rates/ | 1,713,085,770,000,000,000 | text/html | crawl-data/CC-MAIN-2024-18/segments/1712296816875.61/warc/CC-MAIN-20240414064633-20240414094633-00049.warc.gz | 455,546,086 | 38,590 | funding
# Understanding Interest Rates: Nominal, Effective, and Real Rates
Interest rates are used everywhere in the finance and investment industries, from personal loans and mortgages to bond rates and savings accounts. Almost every type of financial product has an interest rate associated with it. Nominal rates, real rates, and effective rates are types of interest rates, but they are different from one another. Understanding these differences could help you make better financial decisions.
## Nominal Interest Rate
The nominal interest rate is the simplest rate to understand; it’s the stated interest rate of the financial product or loan. If a bank says that a loan has 7% interest, the 7% is the nominal interest rate. If a savings account states that it pays 1% interest, then the 1% is the nominal interest rate. The nominal interest is simply the expected amount of interest to be earned or paid on a financial product. There is no formula to calculate a nominal interest rate; the rate is chosen by the financial institution. Using the example above, if you borrow a \$1,000 loan at 7% nominal interest, you’ll also need to pay \$70 of loan interest to the bank.
## Real Interest Rate
The real interest rate is also straightforward, but it’s a little more complex than a stated nominal interest rate. The real interest rate takes the effects of inflation into account. Your purchasing power goes down over time because prices for goods and services rise. The real interest rate is the actual interest rate your earn or pay after taking the effects of inflation into account. The Fisher effect is the relationship between nominal interest rates, real interest rates, and inflation. The simple way to calculate the real interest rate is to take the nominal interest rate and subtract the inflation rate. For example, assume an investment offers to pay you 8% interest. That’s the nominal rate. Upon some research, you find that the inflation rate for the year is 2%. That means the real amount of interest you will earn is 6% (8% – 2%).
## Effective Interest Rate
The effective interest rate is a way to figure out the total amount of money earned or paid, because it includes the effects of compound interest. Compounding is the process of an investment’s profits generating more profits themselves. For example, assume a \$1,000 investment pays 10% interest, compounded twice a year. The investment starts at \$1,000; six months later, it receives half of the 10% interest, or 5%, so it’s worth \$1,050. Six months later, it receives another 5%, but this time, the 5% is calculated on \$1,050 instead of receiving \$50, the investment receives \$52.50. The total interest received on \$1,000 is \$102.50, so the effective interest rate is 10.25%. The more times per year an investment is compounded, the more money it will make. For example, an investment that’s compounded once per year ends up being worth less money than an investment that’s compounded four times per year, even if both investments have the same interest rate.While nominal, real, and effective interest rates are all related in some ways, they are different in their applications and results. | 670 | 3,187 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.296875 | 3 | CC-MAIN-2024-18 | latest | en | 0.939949 |
https://1st-in-babies.com/how-much-is-9-km-new/ | 1,670,331,614,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446711108.34/warc/CC-MAIN-20221206124909-20221206154909-00619.warc.gz | 110,362,218 | 21,631 | How Much Is 9 Km? New
How Much Is 9 Km? New
Let’s discuss the question: how much is 9 km. We summarize all relevant answers in section Q&A of website 1st-in-babies.com in category: Blog MMO. See more related questions in the comments below.
What is 9 km in miles?
Kilometers to Miles table
Kilometers Miles
8 km 4.97 mi
9 km 5.59 mi
10 km 6.21 mi
11 km 6.84 mi
How long is 9km walk?
Kilometer Chart
Kilometers Miles Moderate Walk
9 5.59 1:30
10 6.21 1:40
11 6.83 1:50
12 7.45 2:00
Mar 5, 2021
Understanding mm, cm, m, and km
Understanding mm, cm, m, and km
Understanding mm, cm, m, and km
What is 9 km per hour in miles?
Kilometers per hour to Miles per hour table
Kilometers per hour Miles per hour
6 kph 3.73 mph
7 kph 4.35 mph
8 kph 4.97 mph
9 kph 5.59 mph
What is 1 km as a mile?
1 kilometre is equal to 0.62137119 miles, which is the conversion factor from kilometers to miles.
How much kilometers are in a mile?
How many kilometers in a mile 1 mile is equal to 1.609344 kilometres, which is the conversion factor from miles to kilometres.
Is walking 1 km in 10 minutes good?
Well, walking a kilometre, i.e., 0.62 miles, should hardly take 10-12 minutes when walking at a moderate speed. Translating distance into time with an average rate isn’t that complex. As said earlier, that the intensity of walking differs for different types of walkers.
How many calories burned walking 8 km?
So, if you walk 1.6km, you’ll burn about 100 calories. If you have the time to walk 8-10km, you’ll probably burn 500 to 800 calories (about the same as running or biking for an hour).
Is walking 20km a day good?
Walking 20 km a day can burn a lot of calories and help you lose weight. The only problem is that it’s very time-consuming. Combining walking with a balanced diet and other forms of exercise and diet can lead to faster results.
How many steps is 20 km?
How many steps have I walked/run?
Km Average walk (5kph) Fast run (12kph)
17 km 23936 steps 14875 steps
18 km 25344 steps 15750 steps
19 km 26752 steps 16625 steps
20 km 28160 steps 17500 steps
How do you convert Hg to DG?
HOW TO CONVERT KILOMETER(KM) TO MILE AND MILE TO KILOMETER
HOW TO CONVERT KILOMETER(KM) TO MILE AND MILE TO KILOMETER
HOW TO CONVERT KILOMETER(KM) TO MILE AND MILE TO KILOMETER
How many mg are in a HG?
Milligram to Hectogram Conversion Table
Milligram [mg] Hectogram [hg]
20 mg 0.0002 hg
50 mg 0.0005 hg
100 mg 0.001 hg
1000 mg 0.01 hg
How much is a kilometer in speed?
1 kilometer per hour (kph) = 0.621371192 miles per hour (mph).
How many kilometers are in a hour?
ENDMEMO
1 Hours = 5 Kilometers 10 Kilometers
3 Hours = 15 Kilometers 20 Kilometers
5 Hours = 25 Kilometers 30 Kilometers
7 Hours = 35 Kilometers 40 Kilometers
9 Hours = 45 Kilometers 50 Kilometers
How do you convert km to hour?
Divide distance (in km) by the speed (in km/h) to calculate the time (in hours). In our example, time is 138.374 km/ 54 km/h = 2.562 hours.
What things are 1 km long?
A kilometer (km) is about: a little over half a mile. a quarter of the average depth of the ocean.
Lots of Examples
• about as long as a staple.
• the width of a highlighter.
• the diameter of a belly button.
• the width of 5 CD’s stacked on top of each other.
• the thickness of a notepad.
• the radius (half the diameter) of a US penny.
How far is 10km?
Therefore, a 10K is 10 kilometers (10,000 meters) or 6.2 miles.
How do I calculate kilometers to miles?
To convert from kilometers into miles, multiply the distance in kilometers by 0.6214.
Which is longer 1 mile or 1 km?
1.609 kilometers equal 1 mile. The kilometer is a unit of measurement, as is the mille. However, a mile is longer than a kilometer. “Mile” is a bigger unit.
How many steps is 1 km?
1 km =1312.33595801 steps.
How long is a 10K walk?
A 10-kilometer (10K) walk is 6.2 miles long. It is a common distance for charity runs and walks and the standard distance for volkssport walks. Most walkers complete a 10K walk in 90 minutes to two hours. Here is a training schedule to get you from the couch to the finish line, feeling great.
How many feet are in a kilometer? What is 0 degrees C in Fahrenheit? | 看哥到底有多重？
How many feet are in a kilometer? What is 0 degrees C in Fahrenheit? | 看哥到底有多重？
How many feet are in a kilometer? What is 0 degrees C in Fahrenheit? | 看哥到底有多重？
Is walking better than jogging?
Walking can provide a lot of the same benefits of running. But running burns nearly double the number of calories as walking. For example, for someone who’s 160 pounds, running at 5 miles per hour (mph) burns 606 calories. Walking briskly for the same amount of time at 3.5 mph burns just 314 calories.
How fast is 10min km?
2. Convert pace to speed, and speed to pace both mile and km.
min/mile mph min/km
7 min 8.5 4 m 20 s
8 min 7.5 4 m 58 s
9 min 6.6 5 m 35 s
10 min 6 6 m 12 s
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You have just come across an article on the topic how much is 9 km. If you found this article useful, please share it. Thank you very much. | 1,713 | 5,618 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.359375 | 3 | CC-MAIN-2022-49 | latest | en | 0.852657 |
http://www.cs.utexas.edu/users/novak/cs307109.html | 1,500,662,302,000,000,000 | text/html | crawl-data/CC-MAIN-2017-30/segments/1500549423808.34/warc/CC-MAIN-20170721182450-20170721202450-00597.warc.gz | 407,886,569 | 900 | More Examples
Sum of a list of numbers:
```
(define (sum lst) (sumb lst 0))
(define (sumb lst sum)
(if (pair? lst)
(sumb (cdr lst)
(+ (car lst) sum))
sum))
```
Average of a list of numbers:
```
(define (average lst) (averageb lst 0 0))
(define (averageb lst sum n)
(if (pair? lst)
(averageb (cdr lst)
(+ (car lst) sum)
(+ 1 n))
(/ sum n) ))
``` | 117 | 350 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.671875 | 3 | CC-MAIN-2017-30 | latest | en | 0.388153 |
https://www.mathnasium.com/math-centers/wurzbach/news/why-do-kids-struggle-with-algebra-1883152004 | 1,718,944,389,000,000,000 | text/html | crawl-data/CC-MAIN-2024-26/segments/1718198862036.35/warc/CC-MAIN-20240621031127-20240621061127-00516.warc.gz | 767,036,967 | 14,855 | # Why do kids struggle with Algebra?
Apr 7, 2018 | Wurzbach
Why do kids struggle with Algebra?
We’ve asked algebra teachers what skills they wish their students were better at coming into Algebra class? Their answers were always the same 3 skills: Multiplication facts, Fractions, and Integers. So why are kids universally weak in these 3 areas?
• Multiplication facts – Most kids just don’t know them well enough. They’ve learned a song or jingle to help them count up by instead of just learning an individual fact. This makes them always have to take the long counting route to come up with the answer. If they get off on their counting along the way, they end up at the wrong answer. Since Algebra has so much multiplication in it, the faster they can pull the facts from memory, the more efficient and less frustrating the work is going to be. At this point, kids are also now able to use calculators, so they start to get out of practice on their basic skills. They lose the ability to check the reasonableness of the answer given by the calculator. In fact, there are many area of Algebra where calculators cannot help.
• Fractions - In all of math, fractions are the skill that most kids lack. Usually when a fraction shows up in a problem, there is no quick review given to remind students how to do it. In fact, we see many students skip the problems that contain fractions. The problem is, most of your daily life contains fractions: 1/2 tank of gas, 5/8" wrench, 3/4 cup of sugar. Our kids need to feel comfortable with fractions, so they can function as adults. For more information on why kids struggle with fractions, visit our fractions page.
• Integers – Positives and Negatives. The two questions we are asked all the time are, “Do I add or subtract?” and, “Is the answer positive or negative?” If you depend on remembering the rules, you will probably get something backwards. Instead, if you think of the number line as a ladder, it makes more sense. If 0 is ground level, we go up (Get bigger) when we add and go down (get smaller) when we subtract. It also helps to remember that a negative sign just means we are doing the opposite. Now an integer problem becomes a series of three questions:
• Where do we start?
• Which direction are we going? (are we getting bigger or smaller)
• By how much?
So, let’s say we are trying to figure out -3 + -4. We start at -3. Then we need to add, which usually means we get bigger. But we are adding a negative number, so we do the opposite. This means we are actually getting smaller by 4, so we end up at -7. (See the graphic for example)
The fact is – unless your child has a solid foundation in these skills and confidence in their ability, they will continue to struggle in Algebra and beyond. The skills and concepts are only going to build and become more complex, so making sure they know what they are doing now will set them up for success.
Call us at (210) 494-4111 and Let's Get Started! | 695 | 2,980 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.21875 | 4 | CC-MAIN-2024-26 | latest | en | 0.939014 |
https://chemistry.stackexchange.com/questions/62934/how-to-correctly-write-7-apples-according-to-the-international-system-of-units/62993#62993 | 1,643,396,735,000,000,000 | text/html | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00244.warc.gz | 225,950,311 | 43,670 | How to correctly write "7 apples" according to the international system of units (SI)
According to international system of units (SI), we can write "7 kg of apples" to refer to the mass of these apples.
However, if we want refer to the amount of apples, that is, the number of entities, the unit should be the mole. So, what's the correct way to denote "7 apples" in accordance with the SI convention?
Additionally, is it correct (according to SI) to say "7 atoms of hydrogen"? Or must we use mole?
• Please have a look at the definition of the mole in the IUPAC Gold Book. Nov 19 '16 at 11:20
• @KlausWarzecha: done, but not solved the doubt. Nov 19 '16 at 11:42
• Could you edit to reflect why the answers didn't clear your confusion? I disagree with the close voters that this is unclear, but you need to be more specific if you believe we didn't sufficiently answer you. Nov 19 '16 at 17:45
• @M.A.R: Answers are very acurate, in particular the one from Loong. I´m waitibg only one expansion or new answer that includes the concept of mole to accept and close the issue. Nov 19 '16 at 19:24
• @Alchimista: according wiki and others, kilo is k, lowercase Oct 25 '17 at 13:47
In accordance with the International System of Units (SI) [Brochure in English, 8th edition, 2006; updated in 2014] and the corresponding International System of Quantities (ISQ) [ISO/IEC 80000 Quantities and units (14 parts)], you can define a suitable new quantity, for example with the quantity name “number of apples” and the quantity symbol “$N_\text{apples}$”.
The number of apples $N_\text{apples}$ is a quantity of dimension one (for historical reasons, a quantity of dimension one is often called dimensionless):
$$\dim N_\text{apples} = 1$$
A quantity of dimension one acquires the unit one, (symbol: $1$); i.e. the coherent SI unit for the number of apples is the unit one.
Generally, the unit one is an SI derived unit; for example, the derived SI unit for friction factor is newton per newton equal to one, (symbol: $N/N = 1$). However, the unit one for counting numbers, e.g. number of protons in an atom or number of apples, is considered as a base quantity because it cannot be expressed in terms of any other base quantities. Hence, in this case, the unit one is usually considered as a base unit, although the CGPM has not yet adopted it as an SI base unit.
The name and symbol of the measurement unit one are generally not indicated. Therefore, you may write: “The number of apples is $N_\text{apples}=7$.”
The unit one or its symbol $1$ may not be combined with SI prefixes. For example, if you have 2000 apples, you must not write “$N_\text{apples}=2\ \mathrm k$” for $N_\text{apples}=2000$. (And by the way, when you see something like “10K reputation” mentioned on any stackexchange site, you are looking at at least three nonconformities at the same time.)
Any attachment to a unit symbol as a means of giving information about the special nature of the quantity or context of measurement under consideration is not permitted. Expressions for units shall contain nothing else than unit symbols and mathematical symbols. Therefore, write
• “the maximum electric potential difference is $U_\text{max}=1000\ \mathrm V$”, not “$U=1000\ \mathrm V_\text{max}$”
• “the gauge pressure is $p_\mathrm e=0.5\ \text{bar}$”, not “$p=0.5\ \text{bar(g)}$”
• “the electric power is $P_\text{el}=1300\ \mathrm{MW}$”, not “$P=1300\ \mathrm{MW_{el}}$”
• “the water content is $170\ \mathrm{g/l}$”, not “$170\ \mathrm{g\ \ce{H2O}/l}$”
and also
• “the number of apples is $N_\text{apples}=7$”, not “$N=7\ \text{apples}$”
• The OP wanted SI units so this seems correct, but rationally any paper will be a mixture of "plain" language and scientific language. The phrase “the number of apples is $\rm{N}_\text{apples} = 7$” as compared to “7 apples” seems to be overly complex, and far less effective for good communication.
– MaxW
Nov 19 '16 at 16:34
• @Loong: Excellent answer. Could you add any reference to the "mole"? It seems related to the subject. If my understanding of the answer is correct, when finally "unit one" was accepted as base unit, we will have two different base units for same concept, the "unit one" and the mole? Nov 19 '16 at 16:38
• @pasaba_por_aqui - This has nothing to do with the unit moles. You use moles to count atoms and molecules, not apples.
– MaxW
Nov 19 '16 at 16:51
• Since the number of particles/molecules in a mole of one chemical is the same as the number in a mole of a different chemical, regardless of the volume, mass, etc, using moles as units makes for simple ratios in equations. Nov 19 '16 at 21:01
• @pasabaporaqui If you have 12 apples, you could say that you have 19.92646848(26) yoctomoles of apples, but I rather think "12 apples" is clearer.
– zwol
Nov 20 '16 at 21:07
Mole is just a scale factor
I find this description very intuitive:
A mole is the amount of pure substance containing the same number of chemical units as there are atoms in exactly 12 grams of carbon-12 (i.e., 6.023 X 1023)
I think this should clear out the main part of your confusion. To go into the side questions:
It is definitely acceptable to talk about elementary particles without using mole
You will not often say there are XXX patricles in this jar, because you would need to use huge numbers. But this is not wrong.
A typical example where you would not use the mole scale factors because it would not be convenient:
A typical H2O molecule is made up of two hydrogen atoms and one oxygen atom.
It is allowed, but inconvenient to talk about bigger things while using mole
If one were to choose apple, or stars as the relevant elementary entity, one could correctly say:
There are XXX mole apples globally.
However, as XXX would be inconveniently small, (and the expression only understood by a very limited audience) there is no reason reason to use mole.
The existing answer already specifies how to define and use a unit according to SI standards. For apples this may not be that neccesary (as 1 apple is a simple enough unit), but if you were to use it in formulas, or if you needed to define something more complicated (like apples that are more yellow than red and more red than green) please follow the given advice.
• The first statement says "mole is just a scale factor". According to my information, the scale factors in SI are the prefixes, but mole is not a prefix, is a base unit. Moreover, all prefixes are powers of ten. Nov 19 '16 at 21:25
• @pasabaporaqui You're correct that SI does not define it as a scale factor in the same way as the prefixes, but you can find the definition in the link in Loong's answer, SI's definition does effectively make it a scale factor, and I agree with this answer, it's easiest to think of it as such.
– hvd
Nov 20 '16 at 11:57
• @hvd: It is true that define mole as an scale factor made easier to understand and tech it. However, SI defines it as base unit of a physical property called "amount of substance". That means it is a property of the physical world, like it is the mass, the size, ... . Avogadro constant is the way to convert from/to this unit to unit one. For these reasons, I disagree with the phrase "mole is just a scale factor". Nov 20 '16 at 15:38
• @pasabaporaqui Since you're going full pedant, the mole is a base unit for "amount of substance", which is pedantically distinct from the count number of things. Certainly you can convert a given number of carbon atoms into moles of carbon, but to do so you need a non-SI-defined conversion factor (Avogadro's number), just like you can convert a volume of water into grams using a conversion factor (the density). -- While the count/moles conversion factor is the same for most everything (whereas the density differs widely), to the pedant the distinction still stands.
– R.M.
Nov 20 '16 at 16:37
• @R.M.: do you mean SI is pedantic? I'm sure they have good reasons to define "mole" as a base unit instead of use unit one. Nov 20 '16 at 17:06
The mole is defined for "elementary entities" (atoms, ions, molecules, clusters, ...), not for macroscopic objects. Therefore, 7 apples are 7 apples.
• Thus, we need define a new SI base unit for microscopic objects (the mole) but not for macroscopic? It is not consistent. If the objective was allow large amount, Mega, Tera, preffixes was enough. Nov 19 '16 at 11:36
• I'm not really sure what confuses you about this, but the amount of things just doesn't have an unit. It's just an amount. We got 1 thing, 5 things, 5 million things or 10^152638 things. There's also no need for a prefix. Besides that it would also be terrible unpractical to use the mole or a similar unit for the amount of things. Just imaging calling Dominos and ordering 3.3210786e-24 large peperroni pizzas...
– DSVA
Nov 19 '16 at 11:42
• If the amount of things doesn't needs a unit, why the amount of microscopic things (elementary entities) needs it? And yes, your example about pizzas is very accurate to show another paradox of this unit. Nov 19 '16 at 11:45
• It doesn't need it, which is one of the things which is criticised about it. It's just extremly convenient to use it.
– DSVA
Nov 19 '16 at 11:55
• Obligatory XKCD reference... Nov 19 '16 at 20:53
7 apples is just 7 apples. Apples are objects, they don't need units, nor does it make sense to give them units.
7 atoms is just 7 atoms.
The Avogadro Constant is defined as the same number of atoms as are found in 12g of carbon 12. That is, 6.022 x 10^23 mol^-1.
Note the units of mol^-1. The number of dimensionless objects per mol.
Hydrogen atoms are all the same. Carbon atoms are all the same. Apples are not like atoms or molecules because they are all slighty different. So in order to talk about a mol of apples, we need to introduce the concept of a standard Apple with a defined chemical formula. I won't propose what that should be, but let's say a standard Apple weighs 100g.
Therefore we can say
1 Apple = 100g of Apples
10 Apples = 1000g of Apples
1 Apple = 100g = 1/(6.022 x 10^23 mol-1) = 1.66 x 10^-22 mol of Apples
Note this also holds for atoms or molecules, should you wish to express a quantity of entities in mol.
1 mol of Apples = 1 mol x 6.023 x 10^23 mol-1 = 6.02 x 10^23 Apples. Which, given that an Apple weighs 100g, weighs 6.022 x 10^25 grams.
Hopefully this illustrates why talking about moles of apples is a strange and rather inconvenient thing to do. If we are discussing hydrogen atoms, which weigh 1.66 x 10^-22 g each, talking about vast quantities of them in terms of moles makes a lot more sense.
• Statement "1 Apple = 100g = 1/(6.022 x 10^23 mol-1) = 1.66 x 10^-22 mol of Apples" equals magnitudes that are dimensionality different (grams equal to moles). Is that correct? Nov 19 '16 at 21:28
• @pasabaporaqui indeed, moles and grams are not dimensionally equivalent. What I said is 1 Apple = 100g and 1 Apple = 1.66 x 10^-22 mol. These statements allow us to derive a third relation 100g = 1.66 x 10^-22 mol (of Apples.) From this we can find the molar mass of Apples 6.022 x 10^25 g mol^-1 which relates the two. Nov 19 '16 at 22:54
The unit mole is qualitatively different from the dimensionless unit $1$ because a mole represents an imprecise range of numbers rather than an exact number. It is imprecise since a mole is defined in terms of the number of carbon-12 atoms that together have a mass of $12 \cdot 10^{-3}$ kg, and that number is unfortunately not really a constant since the kg unit is defined by a particular physical metal object that has a mass that varies slightly over time.
So specifying the number of apples as fractions of moles instead of whole numbers adds an unnecessary extra element of uncertainty that is not present if you just specify the number of apples as integer multiples of the unit $1$, assuming your apple-counting device is reliable.
The uncertainty inherent in the definition of the mole could be removed by changing the definition of the kg unit in a way that fixes Avogadro's constant to be an exact value. But that hasn't happened yet.
A mole isn't really a unit, it is a quantity and (although someone beat me to it in a comment) you can have a mole of moles (at least in theory). Although SI defines it as a base unit this does imply a specific context.
The point here is that the SI system is a practical standard not an axiom of scientific philosophy and no sane person would expect Avogadro's number to be a base unit for macro scale quantities of some arbitrary item.
Indeed it is a ratio of carbon atoms per gram so it is not independently defined as it depends on the definition of the kg.
Moles come about from the fact that in chemistry you are often interested in the specific number of molecules which are taking part in an reaction but at the same time you need to be able to relate this to a measurable quantity as it is not normally convenient to weight out individual molecules. For example in combustion one molecule of methane reacts with two of oxygen to form one molecule carbon dioxide and two of water. Molar mass allows us to translate the ration of molecules to mass as long as we know the molar masses of all the elements involved which we do because the value of a mole is chosen to easily relate atomic mass to kg (or more usually grams). E.g. as carbon has an atomic mass of 12 (ish) we know that 1 mole of carbon atoms has a mass of 12 g
Units tell you the specific property which is being described. As far as the pure units are concerned 7 kg is 7 kg whether it is apples, oranges or plutonium.
7 kg describes the quantity of mass, of course apples have many other properties which may or may not be described by SI units so 'apples' needs to be stated to tell the greengrocer what it is that we want 7 kg of. If you are less picky you could say you want 7 kg of edible biomass.
You can also have entirely generic quantities of a unit, physics textbooks can talk entirely legitimately of a mass of 10 kg travelling at 10 metres per second.
This also brings up the concept of dimensional analysis in mathematics which is the principle that for an equality to be valid it must have the same base units on both sides of the equation.
Here it is also useful to introduce the concept of base units these are essentially properties of matter/space which cannot be defined in any terms other than themselves and are the philosophical core of the SI system.
In summary SI units can describe both property and scale, quantity is just a number. Since as far as I am aware there is no SI unit for 'applyness' 7 apples is just a quantity of an ad-hoc unit and not (nor can or should it be) an SI quantity.
Also the Mole is only really useful when you are talking about molecules and atoms which have well defined molecular/atomic masses.
• Well it is a dimensionless unit, which for the propose of explanation in this context is a quantity, although I do take you point. the crucial thing is that a mole does not define any fundamental property and is not defined by any SI base units. Nov 20 '16 at 17:03 | 3,813 | 15,088 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.984375 | 3 | CC-MAIN-2022-05 | latest | en | 0.925705 |
https://au.mathworks.com/matlabcentral/cody/problems/1946-fibonacci-sum-of-squares/solutions/2003361 | 1,601,543,867,000,000,000 | text/html | crawl-data/CC-MAIN-2020-40/segments/1600402124756.81/warc/CC-MAIN-20201001062039-20201001092039-00501.warc.gz | 247,634,967 | 16,263 | Cody
# Problem 1946. Fibonacci-Sum of Squares
Solution 2003361
Submitted on 5 Nov 2019 by Minh Tâm
This solution is locked. To view this solution, you need to provide a solution of the same size or smaller.
### Test Suite
Test Status Code Input and Output
1 Pass
n = 5; S = 40; assert(isequal(FibSumSquares(n),S))
2 Pass
n = 8; S = 714; assert(isequal(FibSumSquares(n),S))
3 Pass
n = 11; S = 12816; assert(isequal(FibSumSquares(n),S))
4 Pass
n = 15; S = 602070; assert(isequal(FibSumSquares(n),S))
5 Pass
n = 21; S = 193864606; assert(isequal(FibSumSquares(n),S))
6 Pass
n = 26; S = 23843770274; assert(isequal(FibSumSquares(n),S)) | 239 | 653 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.5625 | 3 | CC-MAIN-2020-40 | latest | en | 0.627095 |
https://coq.inria.fr/doc/V8.10+beta3/stdlib/Coq.Reals.Rfunctions.html | 1,723,403,526,000,000,000 | text/html | crawl-data/CC-MAIN-2024-33/segments/1722641008125.69/warc/CC-MAIN-20240811172916-20240811202916-00149.warc.gz | 137,938,737 | 8,204 | # Library Coq.Reals.Rfunctions
Definition of the sum functions
Require Export ArithRing.
Require Import Rbase.
Require Export Rpow_def.
Require Export R_Ifp.
Require Export Rbasic_fun.
Require Export R_sqr.
Require Export SplitAbsolu.
Require Export SplitRmult.
Require Export ArithProp.
Require Import Omega.
Require Import Zpower.
Local Open Scope nat_scope.
Local Open Scope R_scope.
Lemma INR_fact_neq_0 : forall n:nat, INR (fact n) <> 0.
Lemma fact_simpl : forall n:nat, fact (S n) = (S n * fact n)%nat.
Lemma simpl_fact :
forall n:nat, / INR (fact (S n)) * / / INR (fact n) = / INR (S n).
# Power
Infix "^" := pow : R_scope.
Lemma pow_O : forall x:R, x ^ 0 = 1.
Lemma pow_1 : forall x:R, x ^ 1 = x.
Lemma pow_add : forall (x:R) (n m:nat), x ^ (n + m) = x ^ n * x ^ m.
Lemma Rpow_mult_distr : forall (x y:R) (n:nat), (x * y) ^ n = x^n * y^n.
Lemma pow_nonzero : forall (x:R) (n:nat), x <> 0 -> x ^ n <> 0.
Hint Resolve pow_O pow_1 pow_add pow_nonzero: real.
Lemma pow_RN_plus :
forall (x:R) (n m:nat), x <> 0 -> x ^ n = x ^ (n + m) * / x ^ m.
Lemma pow_lt : forall (x:R) (n:nat), 0 < x -> 0 < x ^ n.
Hint Resolve pow_lt: real.
Lemma Rlt_pow_R1 : forall (x:R) (n:nat), 1 < x -> (0 < n)%nat -> 1 < x ^ n.
Hint Resolve Rlt_pow_R1: real.
Lemma Rlt_pow : forall (x:R) (n m:nat), 1 < x -> (n < m)%nat -> x ^ n < x ^ m.
Hint Resolve Rlt_pow: real.
Lemma tech_pow_Rmult : forall (x:R) (n:nat), x * x ^ n = x ^ S n.
Lemma tech_pow_Rplus :
forall (x:R) (a n:nat), x ^ a + INR n * x ^ a = INR (S n) * x ^ a.
Lemma poly : forall (n:nat) (x:R), 0 < x -> 1 + INR n * x <= (1 + x) ^ n.
Lemma Power_monotonic :
forall (x:R) (m n:nat),
Rabs x > 1 -> (m <= n)%nat -> Rabs (x ^ m) <= Rabs (x ^ n).
Lemma RPow_abs : forall (x:R) (n:nat), Rabs x ^ n = Rabs (x ^ n).
Lemma Pow_x_infinity :
forall x:R,
Rabs x > 1 ->
forall b:R,
exists N : nat, (forall n:nat, (n >= N)%nat -> Rabs (x ^ n) >= b).
Lemma pow_ne_zero : forall n:nat, n <> 0%nat -> 0 ^ n = 0.
Lemma Rinv_pow : forall (x:R) (n:nat), x <> 0 -> / x ^ n = (/ x) ^ n.
Lemma pow_lt_1_zero :
forall x:R,
Rabs x < 1 ->
forall y:R,
0 < y ->
exists N : nat, (forall n:nat, (n >= N)%nat -> Rabs (x ^ n) < y).
Lemma pow_R1 : forall (r:R) (n:nat), r ^ n = 1 -> Rabs r = 1 \/ n = 0%nat.
Lemma pow_Rsqr : forall (x:R) (n:nat), x ^ (2 * n) = Rsqr x ^ n.
Lemma pow_le : forall (a:R) (n:nat), 0 <= a -> 0 <= a ^ n.
Lemma pow_1_even : forall n:nat, (-1) ^ (2 * n) = 1.
Lemma pow_1_odd : forall n:nat, (-1) ^ S (2 * n) = -1.
Lemma pow_1_abs : forall n:nat, Rabs ((-1) ^ n) = 1.
Lemma pow_mult : forall (x:R) (n1 n2:nat), x ^ (n1 * n2) = (x ^ n1) ^ n2.
Lemma pow_incr : forall (x y:R) (n:nat), 0 <= x <= y -> x ^ n <= y ^ n.
Lemma pow_R1_Rle : forall (x:R) (k:nat), 1 <= x -> 1 <= x ^ k.
Lemma Rle_pow :
forall (x:R) (m n:nat), 1 <= x -> (m <= n)%nat -> x ^ m <= x ^ n.
Lemma pow1 : forall n:nat, 1 ^ n = 1.
Lemma pow_Rabs : forall (x:R) (n:nat), x ^ n <= Rabs x ^ n.
Lemma pow_maj_Rabs : forall (x y:R) (n:nat), Rabs y <= x -> y ^ n <= x ^ n.
Lemma Rsqr_pow2 : forall x, Rsqr x = x ^ 2.
# PowerRZ
Section PowerRZ.
Section Z_compl.
Local Open Scope Z_scope.
Inductive Z_spec (x : Z) : Z -> Type :=
| ZintNull : x = 0 -> Z_spec x 0
| ZintPos (n : nat) : x = n -> Z_spec x n
| ZintNeg (n : nat) : x = - n -> Z_spec x (- n).
Lemma intP (x : Z) : Z_spec x x.
End Z_compl.
Definition powerRZ (x:R) (n:Z) :=
match n with
| Z0 => 1
| Zpos p => x ^ Pos.to_nat p
| Zneg p => / x ^ Pos.to_nat p
end.
Lemma Zpower_NR0 :
forall (x:Z) (n:nat), (0 <= x)%Z -> (0 <= Zpower_nat x n)%Z.
Lemma powerRZ_O : forall x:R, x ^Z 0 = 1.
Lemma powerRZ_1 : forall x:R, x ^Z Z.succ 0 = x.
Lemma powerRZ_NOR : forall (x:R) (z:Z), x <> 0 -> x ^Z z <> 0.
Lemma powerRZ_pos_sub (x:R) (n m:positive) : x <> 0 ->
x ^Z (Z.pos_sub n m) = x ^ Pos.to_nat n * / x ^ Pos.to_nat m.
forall (x:R) (n m:Z), x <> 0 -> x ^Z (n + m) = x ^Z n * x ^Z m.
Hint Resolve powerRZ_O powerRZ_1 powerRZ_NOR powerRZ_add: real.
Lemma Zpower_nat_powerRZ :
forall n m:nat, IZR (Zpower_nat (Z.of_nat n) m) = INR n ^Z Z.of_nat m.
Lemma Zpower_pos_powerRZ :
forall n m, IZR (Z.pow_pos n m) = IZR n ^Z Zpos m.
Lemma powerRZ_lt : forall (x:R) (z:Z), 0 < x -> 0 < x ^Z z.
Hint Resolve powerRZ_lt: real.
Lemma powerRZ_le : forall (x:R) (z:Z), 0 < x -> 0 <= x ^Z z.
Hint Resolve powerRZ_le: real.
Lemma Zpower_nat_powerRZ_absolu :
forall n m:Z, (0 <= m)%Z -> IZR (Zpower_nat n (Z.abs_nat m)) = IZR n ^Z m.
Lemma powerRZ_R1 : forall n:Z, 1 ^Z n = 1.
Local Open Scope Z_scope.
Lemma pow_powerRZ (r : R) (n : nat) :
(r ^ n)%R = powerRZ r (Z_of_nat n).
Lemma powerRZ_ind (P : Z -> R -> R -> Prop) :
(forall x, P 0 x 1%R) ->
(forall x n, P (Z.of_nat n) x (x ^ n)%R) ->
(forall x n, P ((-(Z.of_nat n))%Z) x (Rinv (x ^ n))) ->
forall x (m : Z), P m x (powerRZ x m)%R.
Lemma powerRZ_inv x alpha : (x <> 0)%R -> powerRZ (/ x) alpha = Rinv (powerRZ x alpha).
Lemma powerRZ_neg x : forall alpha, x <> R0 -> powerRZ x (- alpha) = powerRZ (/ x) alpha.
Lemma powerRZ_mult_distr :
forall m x y, ((0 <= m)%Z \/ (x * y <> 0)%R) ->
(powerRZ (x*y) m = powerRZ x m * powerRZ y m)%R.
End PowerRZ.
Definition decimal_exp (r:R) (z:Z) : R := (r * 10 ^Z z).
# Sum of n first naturals
Fixpoint sum_nat_f_O (f:nat -> nat) (n:nat) : nat :=
match n with
| O => f 0%nat
| S n' => (sum_nat_f_O f n' + f (S n'))%nat
end.
Definition sum_nat_f (s n:nat) (f:nat -> nat) : nat :=
sum_nat_f_O (fun x:nat => f (x + s)%nat) (n - s).
Definition sum_nat_O (n:nat) : nat := sum_nat_f_O (fun x:nat => x) n.
Definition sum_nat (s n:nat) : nat := sum_nat_f s n (fun x:nat => x).
# Sum
Fixpoint sum_f_R0 (f:nat -> R) (N:nat) : R :=
match N with
| O => f 0%nat
| S i => sum_f_R0 f i + f (S i)
end.
Definition sum_f (s n:nat) (f:nat -> R) : R :=
sum_f_R0 (fun x:nat => f (x + s)%nat) (n - s).
Lemma GP_finite :
forall (x:R) (n:nat),
sum_f_R0 (fun n:nat => x ^ n) n * (x - 1) = x ^ (n + 1) - 1.
Lemma sum_f_R0_triangle :
forall (x:nat -> R) (n:nat),
Rabs (sum_f_R0 x n) <= sum_f_R0 (fun i:nat => Rabs (x i)) n.
# Distance in R
Definition R_dist (x y:R) : R := Rabs (x - y).
Lemma R_dist_pos : forall x y:R, R_dist x y >= 0.
Lemma R_dist_sym : forall x y:R, R_dist x y = R_dist y x.
Lemma R_dist_refl : forall x y:R, R_dist x y = 0 <-> x = y.
Lemma R_dist_eq : forall x:R, R_dist x x = 0.
Lemma R_dist_tri : forall x y z:R, R_dist x y <= R_dist x z + R_dist z y.
Lemma R_dist_plus :
forall a b c d:R, R_dist (a + c) (b + d) <= R_dist a b + R_dist c d.
Lemma R_dist_mult_l : forall a b c,
R_dist (a * b) (a * c) = Rabs a * R_dist b c.
# Infinite Sum
Definition infinite_sum (s:nat -> R) (l:R) : Prop :=
forall eps:R,
eps > 0 ->
exists N : nat,
(forall n:nat, (n >= N)%nat -> R_dist (sum_f_R0 s n) l < eps).
Compatibility with previous versions
Notation infinit_sum := infinite_sum (only parsing). | 2,754 | 6,789 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.6875 | 3 | CC-MAIN-2024-33 | latest | en | 0.190033 |
https://primes.utm.edu/primes/page.php?rank=1646 | 1,670,649,409,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446711712.26/warc/CC-MAIN-20221210042021-20221210072021-00122.warc.gz | 526,632,688 | 6,316 | # 32095902 + 3647322 - 1
At this site we maintain a list of the 5000 Largest Known Primes which is updated hourly. This list is the most important PrimePages database: a collection of research, records and results all about prime numbers. This page summarizes our information about one of these primes.
#### This prime's information:
Description: 32095902 + 3647322 - 1 PRP [none] This prime has 1 user comment below. x44 : Zhou, Unknown 1000000 (log10 is 999999.39200945) 1646 (digit rank is 2) 380 short 8/8/2018 09:57:27 CDT 8/9/2018 17:20:20 CDT 125529 Verify, TrialDiv 46.633 (normalized score 7.216)
User comments are allowed to convey mathematical information about this number, how it was proven prime.... See our guidelines and restrictions.
Lei Zhou writes (8 Aug 2018): (report abuse)
This is a balanced ternary prime with only 3 non-0 digits in balanced ternary base. p+1 = 3^2095902 + 3^647322 = Product(Phi(m,3)), where m=(8, 24, 40, 56, 120, 168, 280, 840, 27592, 82776, 137960, 193144, 413880, 579432, 965720, 2897160) OpenPFGW proves that p is a Fermat and Lucas PRP. Primality testing 3^2095902+3^647322-1 [N-1/N+1, Brillhart-Lehmer-Selfridge] Running N-1 test using base 3 Running N+1 test using discriminant 11, base 1+sqrt(11) Calling N+1 BLS with factored part 30.89% and helper 0.00% (92.68% proof) 3^2095902+3^647322-1 is Fermat and Lucas PRP! (138312.7071s+0.0233s) Then the Pari-GP code of Konyagin Pomerance method proves that p is a prime: ? allocatemem(16*1024*1024*1024); ? r kppm.gp; ? N=3^2095902+3^647322-1; ? lsp=[2*3^647322*241*281*337*673*1009*6481*18481*167329*298801*430697*647753*26050081*42521761*162410641*175181609*2108826721*5426131523108729*306537419965351441*369879560116990841*256392255051433268881*3353336738929580410561*257994967349862736028206417*120269035510423913774671677928007008342081*2047314589905164660182861222233071665633201]; ? kpp(lsp,N) fraction = 309138/10^6 OK -5 OK -4 OK -3 OK -2 OK -1 OK 0 OK 1 OK 2 OK 3 OK 4 OK 5 Case 1 Round of root: 0 Root OK: below the round Other roots are complex Case 2 Round of root:-49951...63968 Root OK: above the round Round of root:0 Root OK: above the round Round of root:49951...63968 Root OK: below the round Proof completed The prime factors used in pari KP proof as of lsp are found for the above listed Phi factors of p+1 using ECM 7.0.4.
#### Verification data:
The Top 5000 Primes is a list for proven primes only. In order to maintain the integrity of this list, we seek to verify the primality of all submissions. We are currently unable to check all proofs (ECPP, KP, ...), but we will at least trial divide and PRP check every entry before it is included in the list.
fieldvalue
prime_id125529
person_id9
machineUsing: Xeon (pool) 4c+4c 3.5GHz
whatprp
notesCommand: /home/caldwell/clientpool/1/pfgw64 -tp -q"3^2095902+3^647322-1" 2>&1 PFGW Version 3.7.7.64BIT.20130722.x86_Dev [GWNUM 27.11] Primality testing 3^2095902+3^647322-1 [N+1, Brillhart-Lehmer-Selfridge] Running N+1 test using discriminant 3, base 3+sqrt(3) Calling Brillhart-Lehmer-Selfridge with factored part 30.89% 3^2095902+3^647322-1 is Lucas PRP! (110619.4077s+0.0441s) [Elapsed time: 30.73 hours]
modified2020-07-07 17:30:14
created2018-08-08 10:13:02
id171203
Query times: 0.0004 seconds to select prime, 0.0005 seconds to seek comments. | 1,168 | 3,329 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.875 | 3 | CC-MAIN-2022-49 | latest | en | 0.636706 |
http://symoe.com/2394887-It-is-known-that-the-image-of-function-f-x-is-symmetrical-about-the-origin-and-passes-through-the-or | 1,653,799,791,000,000,000 | text/html | crawl-data/CC-MAIN-2022-21/segments/1652663039492.94/warc/CC-MAIN-20220529041832-20220529071832-00320.warc.gz | 50,297,034 | 7,712 | # It is known that the image of function f (x) is symmetrical about the origin and passes through the origin. When x > 0, f (x) = x (x-1), the expression of F (x) is obtained
## It is known that the image of function f (x) is symmetrical about the origin and passes through the origin. When x > 0, f (x) = x (x-1), the expression of F (x) is obtained
F (x) = absolute value of x ^ 2-x
### x→∞ lim(3x+sinx)/(2x-sinx)=
Original formula = LIM (x - > ∞) (3 + SiNx / x) / (2-sinx / x)
Because SiNx is bounded, 1 / X is infinitesimal
So when X - > ∞, SiNx / X - > 0
So the original formula = 3 / 2
### Find LIM (n → 0) (e ^ x-e ^-x-2x) / (x-sinx)
=2
Robida's law, just take the derivative of the numerator and denominator
### lim[x→∞]【(x+1)sinx】/(2x^3-3x+2)
|sinx|∞)(x+1)/(2x^3-3x+2) =0
=>lim(x->∞)【(x+1)sinx】/(2x^3-3x+2) =0
### Calculate the limit of the following function: (1) Lim x → e (xlnx + 2x) (2) Lim x → π / 2 (SiNx / 2cos2x)
(1)
lim(xlnx+2x)=elne+2e=e+2e=3e
(2)
lim[sinx/(2cos2x)]=sin(π/2)/[2cos(2*π/2)]=1/[2*(-1)]=-1/2
### LIM (x → 0) (2 + x) SiNx ~ 2x why are these two limits equivalent?
lim(2+x)sinx/(2x)
=lim[(2+x)/2]*sinx/x
=(2+0)/2*1
=1
So equivalent | 509 | 1,174 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.34375 | 4 | CC-MAIN-2022-21 | latest | en | 0.721702 |
https://www.enotes.com/homework-help/transformer-hooked-up-voltage-100-000-v-number-338415 | 1,642,489,291,000,000,000 | text/html | crawl-data/CC-MAIN-2022-05/segments/1642320300805.79/warc/CC-MAIN-20220118062411-20220118092411-00576.warc.gz | 828,330,775 | 18,507 | # A transformer is hooked up to a voltage of 100,000 V. The number of turns in the primary is 41,667 turns and the number of turns in the secondary... is 50 turns. What is the voltage coming out of the transformer? Is this a step up or step down transformer? ALSO, where would you expect t find this voltage in your house?
In a transformer if voltage and number of turns in primary are Vp and Np respectively and voltage and number of turns in secondary are Vs and Ns respectively,
Vs/Vp = Ns/Np
Therefore voltage coming out, voltage in secondary is,
Vs/100000 = 50/41667
Vs = 120 V
The output voltage...
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In a transformer if voltage and number of turns in primary are Vp and Np respectively and voltage and number of turns in secondary are Vs and Ns respectively,
Vs/Vp = Ns/Np
Therefore voltage coming out, voltage in secondary is,
Vs/100000 = 50/41667
Vs = 120 V
The output voltage is 120 V.
This is a step down transformer, since the number of coils in secondary are less than primary and voltage is also less in primary.
This is the supply voltage to domestic places in USA. So you find this voltage in the main circuit board of your home. | 303 | 1,271 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.390625 | 3 | CC-MAIN-2022-05 | latest | en | 0.922291 |
https://www.statisticssolutions.com/free-resources/directory-of-statistical-analyses/sign-test/ | 1,726,488,528,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651697.32/warc/CC-MAIN-20240916112213-20240916142213-00675.warc.gz | 921,328,063 | 24,710 | # Introduction to the Sign Test
The Sign Test stands as a fundamental non-parametric statistical method designed to compare two related samples, typically used in scenarios where more conventional tests such as the t-test cannot be applied due to the distributional characteristics of the data. It focuses on the direction (sign) of changes between paired observations rather than their numerical differences, offering a straightforward approach for assessing median differences.
### Key Features of the Sign Test
• Non-parametric Nature: It does not assume a normal distribution of the data, making it suitable for a wide range of datasets, including ordinal data.
• Simplicity: The test relies solely on the signs (+ or -) of the differences between paired observations, disregarding their magnitudes.
• Application: Known as the binomial sign test, it operates under the hypothesis that the probability (p) of observing a positive difference is 0.5, reflecting no systematic bias between the two groups.
### Practical Applications: Understanding Consumer Preferences
An exemplary application of the Sign Test can be demonstrated through a consumer preference study, such as comparing preferences between two popular soda brands, Pepsi and Coke, among a group of 10 consumers. By asking participants which brand they prefer and pairing their responses before and after a specific intervention (e.g., a blind taste test), researchers can apply the Sign Test to determine if there is a statistically significant preference for one product over the other.
### Assumptions of the Sign Test
• Data Distribution: The test is distribution-free, meaning it does not require the data to follow a specific distribution pattern.
• Sample Origin: The data should originate from two related samples, which could represent the same group under different conditions or times.
• Dependence: Samples must be paired or matched, often reflecting a ‘before-and-after’ scenario, where the pairing is intrinsic to the research design.
### Conducting the Sign Test in SPSS
To perform the Sign Test in SPSS, follow these steps:
1. Navigate to the “menu” and select “Analysis.”
2. Choose “Nonparametric” from the options.
3. Click on “Two Related Samples” and select the “Sign Test.”
This process allows researchers to easily execute the test within SPSS, providing a user-friendly interface for analyzing paired data.
### Conclusion: Evaluating the Sign Test’s Utility
While the Sign Test is considered less powerful than other statistical tests due to its focus on signs rather than magnitudes of change, its simplicity and applicability in situations where data do not meet the assumptions of parametric tests make it an invaluable tool in the researcher’s arsenal. By enabling the analysis of median differences between paired samples without stringent distributional requirements, the Sign Test facilitates the exploration of research questions across various domains, from consumer preferences to medical studies, where data may not adhere to normal distribution or when numerical data are not available.
### Need help with your analysis?
Schedule a time to speak with an expert using the calendar below.
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Transform raw data to written, interpreted, APA formatted Sign Test results in seconds.
Types of sign test:
1. One sample: We set up the hypothesis so that + and – signs are the values of random variables having equal size.
2. Paired sample: This test is also called an alternative to the paired t-test. This test uses the + and – signs in paired sample tests or in before-after study. In this test, null hypothesis is set up so that the sign of + and – are of equal size, or the population means are equal to the sample mean.
Procedure:
1. Calculate the + and – sign for the given distribution. Put a + sign for a value greater than the mean value, and put a – sign for a value less than the mean value. Put 0 as the value is equal to the mean value; pairs with 0 as the mean value are considered ties.
2. Denote the total number of signs by ‘n’ (ignore the zero sign) and the number of less frequent signs by ‘S.’
3. Obtain the critical value (K) at .05 of the significance level by using the following formula in case of small samples:
Sign test in case of large sample:
Available in nonparametric tests, the following steps are involved in conducting a sign test in SPSS:
1. Click on the “SPSS” icon from the start menu. The following window will appear when we will click on the SPSS icon:
1. Click on the “open data” icon and select the data.
2. Select “nonparametric test” from the analysis menu and select “two related sample” from the nonparametric option. As we click on the two related samples, the following window will appear:
Select the first paired variable and drag it to the right side in variable 1, and select the second paired variable and drag it to the right side in variable 2. Select the “sign test” from the available test. Click on “options” and select “descriptive” from there. Now, click on the “ok” button. The result window for the sign test will appear.
In the result window, the first table will be of the descriptive statistics for sign test. These will include the number of observations per sample, the mean, the SD, the minimum and the maximum value for sign tests in both samples. The second table shows the frequency table. This will show the number of negative sign, the number of positive sign for the number of ties, and the total number of observations. In SPSS, the following table will appear for the descriptive table and frequency:
The third table will show the test statistics table for sign test. This table shows the value of Z statistic and the probability value. Based on this probability value, we can make our decision about the hypothesis. For example, if the probability value is less than the significance level at .05, null hypothesis will be rejected. If the probability value is greater than the significance level, then cannot reject the null hypothesis. The following table will appear for the test statistics:
*Click here for assistance with conducting the sign test or other quantitative analyses.
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Please call 727-442-4290 to request a quote based on the specifics of your research, schedule using the calendar on this page, or email [email protected] | 1,496 | 7,474 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.90625 | 3 | CC-MAIN-2024-38 | latest | en | 0.890939 |
https://math.answers.com/questions/How_many_quarter_cups_are_in_a_cup | 1,674,980,523,000,000,000 | text/html | crawl-data/CC-MAIN-2023-06/segments/1674764499710.49/warc/CC-MAIN-20230129080341-20230129110341-00102.warc.gz | 417,257,516 | 49,651 | 0
# How many quarter cups are in a cup?
Wiki User
2009-08-21 19:18:40
Four, just like four quarters of anything make a whole.
Wiki User
2009-08-21 19:18:40
Study guides
20 cards
## A number a power of a variable or a product of the two is a monomial while a polynomial is the of monomials
➡️
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3.8
1984 Reviews
Wiki User
2015-09-16 00:20:40
There are 2 ounces in a quarter cup.
Two ounces
Wiki User
2011-06-14 14:34:47
1
1 quart = 4 cups
1 cup = 0.25 quart
Wiki User
2011-09-05 02:25:31
4 cups
1 gallon = 16 cups
1 cup = 0.06 Gallon
Wiki User
2011-04-03 19:16:33
It's actually a quarter of a cup so it is a quarter cup. 1/4 a cup.
Wiki User
2016-08-20 12:29:13
59.15 milliliters.
Wiki User
2015-07-23 23:23:29
That is approximately 58 ml.
Anonymous
Lvl 1
2020-04-10 12:44:52
12
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2020-05-03 16:34:22
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Earn +20 pts
Q: How many quarter cups are in a cup? | 372 | 959 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.453125 | 3 | CC-MAIN-2023-06 | latest | en | 0.812133 |
http://www.purplemath.com/learning/viewtopic.php?f=4&t=1740 | 1,524,764,478,000,000,000 | text/html | crawl-data/CC-MAIN-2018-17/segments/1524125948426.82/warc/CC-MAIN-20180426164149-20180426184149-00064.warc.gz | 497,728,681 | 6,322 | ## finding a simple solution to (-8)^(4/3)
Fractions, ratios, percentages, exponents, number patterns, word problems without variables, etc.
jazzyjaz
Posts: 3
Joined: Fri Jan 14, 2011 1:58 am
Contact:
### finding a simple solution to (-8)^(4/3)
Hi,
I got this to find the answer:
(-8) with a 4/3 exponent
The answer in the book says 16, but i dont understand what to do to and how to achieve 16 as a result. Can someone help me and explain how you get to 16.
stapel_eliz
Posts: 1628
Joined: Mon Dec 08, 2008 4:22 pm
Contact:
I got this to find the answer:
(-8) with a 4/3 exponent
The answer in the book says 16, but i dont understand what to do to and how to achieve 16 as a result. Can someone help me and explain how you get to 16.
Are you having trouble with the negative number, with exponents in general, or with fractional exponents specifically, such as how they relate to radicals?
When you reply, please show what you've tried so far. Thank you!
jazzyjaz
Posts: 3
Joined: Fri Jan 14, 2011 1:58 am
Contact:
### Re:
I got this to find the answer:
(-8) with a 4/3 exponent
The answer in the book says 16, but i dont understand what to do to and how to achieve 16 as a result. Can someone help me and explain how you get to 16.
Are you having trouble with the negative number, with exponents in general, or with fractional exponents specifically, such as how they relate to radicals?
When you reply, please show what you've tried so far. Thank you!
Thank you. I guess i had a problem with fractional exponents , as after reading the link you posted i found out how to further develop my problem.
Thanks again. | 444 | 1,632 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.28125 | 3 | CC-MAIN-2018-17 | latest | en | 0.939644 |
https://www.teacherspayteachers.com/Browse/Search:area%20composite | 1,620,992,708,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243990449.41/warc/CC-MAIN-20210514091252-20210514121252-00217.warc.gz | 1,043,520,488 | 71,528 | DID YOU KNOW:
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## Area of Polygons and Composite Shapes Sixth Grade Math-Geometry Escape Room
Can your 6th graders use their geometry knowledge about the area of polygons to escape the pizza shop? Polly's World Famous Polygon Pizza has five puzzles for your students to solve to show their geometry skills! This engaging escape room can be completed digitally by accessing a Google Form, or by
Subjects:
5th - 7th
Types:
CCSS:
## Area of Composite Figures Worksheet - Maze Activity
Printable PDF & Digital Versions are included in this distance learning ready activity which consists of composite figures problems. It is a self-checking worksheet that allows students to strengthen their skills at solving for area in irregular / composite figures. This Google Classroom and Ea
Subjects:
6th - 10th
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CCSS:
## Area of Composite Figures
Area of Composite Figures Notes and Activities, Common Core Standard: 6.G.A.1Everything you need to introduce and practice area of trapezoids. Included in this product: -Area of Composite Figures Guided Notes-Area of Composite Figures Practice Page-Area of Composite Figures Frayer Models for Vocabu
Subjects:
5th - 7th
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CCSS:
Also included in: 6th Grade Math Guided Notes
## Area of Composite Figures Worksheet
This is a 20 problem worksheet over finding the area of composite figures. These are the figures that contain 2 or more shapes. Some have missing information that the students will need to figure out before they can proceed with an answer.
Subjects:
6th - 9th
Types:
## Real-Life Area of Composite Figures
Connect area of composite figures to real-life by purchasing this engaging product!. Students will be given a blueprint of a house and will be calculating the cost of hardwood floors, carpet, tile, etc. Every question requires students to first calculate the area of a composite figure. They then u
Subjects:
6th - 9th
Types:
CCSS:
## Area of Composite Figures Activity
Students solve 16 area problems (including composites) and then color a picture the appropriate color to correspond with the solution. Aligned to CCSS Standard 6.G.1 and TEK Standard 6.8B.This is an easy prep way to keep students practicing math while having fun. So many ways to use this coloring a
Subjects:
5th - 7th
Types:
CCSS:
## Area of Composite Figures Digital Task Cards
Are you looking for a way to go digital? This area of combined rectangles worksheet alternative includes 20 engaging digital activity cards that work perfectly with Google Drive and Google Classroom. For each card students will need to use the line tool in Google Slides to draw a line that divides t
Subjects:
3rd
## 3D Shape Nets, Surface Area and Composite Figures Math Pennant
Students find the area of composite figures made of rectangles and triangles in this activity that doubles as classroom décor. Nets include rectangular prisms, triangular prisms, square pyramids, triangular pyramids. There is no need to know surface area formulas or the formula for the area of a tra
Subjects:
6th - 8th
Types:
CCSS:
## Area of Composite Figures Activity: Escape Room Breakout Geometry Game
This breakout escape room is a fun way for students to test their skills with area of composite figures. Important: (How to Make Completely Digital)This product normally requires the printing of the questions to accompany a digital form for students to input answers. But if you follow a couple sim
Subjects:
6th - 9th
Types:
## Area of Composite Figures with Circles Notes
Area of Composite Figures Including Circles Notes and Activities, Common Core Standard: 7.G.4Everything you need to introduce and practice finding area of composite figures including circles. Included in this product: -Area of Composite Figures Including Circles Guided Notes-Area of Composite Figur
Subjects:
6th - 8th
Types:
CCSS:
Also included in: 7th Grade Math Guided Notes
## Area of Composite Figures (3.6D)
Area of Composite Figures: This resource is designed for third graders who need additional practice with the concept of area- specifically finding the area of composite figures made up of rectangles (TEKS 3.6D and Common Core Standard 3.MD.C.7.D). It has a fun karate theme that students will enjoy!
Subjects:
3rd
## Differentiated Area of Composite Figures Task Cards
This lesson has it all! Engagement, differentiation, extension... Students scavenge around the room to calculate the area of triangles, quadrilaterals, and compound figures. The students are given problems on their level that they are assigned and have to find cards that match their level. Answer ke
Subjects:
4th - 8th
CCSS:
## Math TEK 3.6D ★ Area of Composite Figures ★ 3rd Grade STAAR Math Task Cards
Confidently prepare your students for Math TEK 3.6D (Area of Composite Figures ) with an illustrated task card set that is fun, standard-focused, and thoughtfully differentiated. These task cards will lighten the atmosphere in your classroom while never straying from the standard expectations and
Subjects:
2nd - 4th
Types:
## Rectilinear Area | Area of Composite Figures | 3.MD.7
Do your students struggle to find the area of composite figures? In this rectilinear area unit for 3rd grade, students practice finding the area of rectilinear figures with worksheets, activities, games, and interactive notebook pages! This aligns with 3.MD.7. Students practice finding the area of c
Subjects:
3rd - 4th
Types:
CCSS:
## Area of Composite Figures | Area of Polygons Project | Digital Math Project
Area Project - Area of Polygons and Composite Figures ProjectStudents work collaboratively on this area of composite figures project to create the blueprint of a mini-golf course. Students then find the area of the quadrilaterals, triangles, and composite figures used to create each hole to determin
Subjects:
5th - 7th
Types:
CCSS:
## Area of Composite Figures Activity
Engage your students as they problem-solve through the area of composite figures. Students will calculate the area of composite figure and color according to the key, makes for quick correction. This is a no prep, print and go, fun geometry activity for your middle school math classroom. Included
Subjects:
6th - 7th
CCSS:
## Composite Area DIGITAL Activity for Google Drive Distance Learning
Students will practice finding the area of composite (irregular) figures with this fun digital activity! For each level, students will find the area of 6 composite/irregular figures.There are 3 different levels of this activity included:Level 1: Includes basic problems with rectangles, triangles, an
Subjects:
6th - 9th
CCSS:
## Area and Perimeter of Composite Figures Puzzle
Area and Perimeter of Composite Figures PuzzleStudents will practice finding the area and perimeter of composite figures with this cut and paste puzzle. All figures can be divided into squares, rectangles, parallelograms, triangles, trapezoids, and circles. Because circles are included, students mu
Subjects:
7th - 10th
Types:
## Area of Composite Figures | Practice Worksheets or Homework
Area of Composite Figures Practice:I have used this with my 6th grade students, but it would also be a great review and resource for 7th or 8th grade students! In my resources, I like to provide workspace for students - which is included!Product Includes:Individual Practice Problems (12 problems)Ans
Subjects:
6th - 7th
Types:
CCSS:
## Area of Composite Figures Stations - Great for Distance Learning
About this resource : This composite area resource includes five stations that allow your students to practice finding area of a variety of irregular shapes. In addition to the stations there are "hint cards." You can decide whether or not to give the hint cards to the students as they work through
Subjects:
6th - 8th
Types:
CCSS:
## Area of Composite Shapes Task Cards ~Aligned to CCSS 6.G.1
Get your students engaged with this set of 16 task cards! The set is aligned with common core standard 6.G.1, finding area of composite figures. Task Cards are a great way to incorporate collaborative learning (partners, peer tutors, etc) and assess learning. After students complete the activity a
Subjects:
5th - 7th
Types:
CCSS:
## Area of Composite Figures
These 16 task cards have 16 unique composite figures in which students must find the are. Different units are used, and students will also need to know the different area formulas of the following shapes: rectangle, triangle, trapezoid, circle, parallelogram. Some figures are measured in decimals, a
Subjects:
6th - 8th
Types:
CCSS:
Also included in: Math Task Card Bundle
## Perimeter and Area of Composite Figures Task Cards
Find the area and perimeter of composite (irregular) figures with this set of challenging task cards! This set contains 12 task cards, in both color and black and white versions, that require students to find the area of composite figures (or the area of the shaded region of figures with "holes" in
Subjects: | 2,061 | 9,393 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.109375 | 3 | CC-MAIN-2021-21 | latest | en | 0.894987 |
https://buyessaysoul.com/2020/10/03/solving-problems-using-systems-of-equations_sg/ | 1,604,183,480,000,000,000 | text/html | crawl-data/CC-MAIN-2020-45/segments/1603107922463.87/warc/CC-MAIN-20201031211812-20201101001812-00202.warc.gz | 225,958,087 | 7,171 | # Solving problems using systems of equations
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https://global-military.com/6-easy-ways-overall-stopping-distance-theory-test/ | 1,669,939,483,000,000,000 | text/html | crawl-data/CC-MAIN-2022-49/segments/1669446710870.69/warc/CC-MAIN-20221201221914-20221202011914-00350.warc.gz | 317,675,463 | 17,992 | # 6+ Easy Ways Overall Stopping Distance Theory Test
6+ Easy Ways Overall Stopping Distance Theory Test. That's unless you know a special trick… which we' . Stopping distances are a favourite part of the theory test, but they're not easy to remember. 120 feet is approximately equal to 120 * (3/10) metres = (120/10)*3 metres = 12*3 metres = . This includes the time it takes you . You're driving in very heavy rain.
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## What Are The Correct Uk Stopping Distances Merityre Specialists
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Anything less than this can be considered a risk. This includes the time it takes you . There are questions about stopping distances in the current official dvsa question bank for the theory test. The stopping distance is the distance a driver needs to safely bring the moving vehicle to a complete stop.
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## Learn Your Stopping Distances Carcliq
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## The overall stopping distance is also regularly referred to simply as the stopping distance.
You're driving in very heavy rain. Uk information road signs and their meaning are explained to . What is the national speed limit on a single . The stopping distance is the distance a driver needs to safely bring the moving vehicle to a complete stop. The overall stopping distance is also regularly referred to simply as the stopping distance. | 1,416 | 6,703 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.625 | 4 | CC-MAIN-2022-49 | longest | en | 0.934919 |
https://dir.md/wiki/Coordinates?host=en.wikipedia.org | 1,620,443,901,000,000,000 | text/html | crawl-data/CC-MAIN-2021-21/segments/1620243988837.67/warc/CC-MAIN-20210508031423-20210508061423-00353.warc.gz | 235,660,337 | 6,406 | # Coordinate system
In geometry, a coordinate system is a system that uses one or more numbers, or coordinates, to uniquely determine the position of the points or other geometric elements on a manifold such as Euclidean space.[1][2] The order of the coordinates is significant, and they are sometimes identified by their position in an ordered tuple and sometimes by a letter, as in "the x-coordinate". The coordinates are taken to be real numbers in elementary mathematics, but may be complex numbers or elements of a more abstract system such as a commutative ring. The use of a coordinate system allows problems in geometry to be translated into problems about numbers and vice versa; this is the basis of analytic geometry.[3]
The simplest example of a coordinate system is the identification of points on a line with real numbers using the number line. In this system, an arbitrary point O (the origin) is chosen on a given line. The coordinate of a point P is defined as the signed distance from O to P, where the signed distance is the distance taken as positive or negative depending on which side of the line P lies. Each point is given a unique coordinate and each real number is the coordinate of a unique point.[4]
The prototypical example of a coordinate system is the Cartesian coordinate system. In the plane, two perpendicular lines are chosen and the coordinates of a point are taken to be the signed distances to the lines.
In three dimensions, three mutually orthogonal planes are chosen and the three coordinates of a point are the signed distances to each of the planes.[5] This can be generalized to create n coordinates for any point in n-dimensional Euclidean space.
Depending on the direction and order of the coordinate axes, the three-dimensional system may be a right-handed or a left-handed system. This is one of many coordinate systems.
Another common coordinate system for the plane is the polar coordinate system.[6] A point is chosen as the pole and a ray from this point is taken as the polar axis. For a given angle θ, there is a single line through the pole whose angle with the polar axis is θ (measured counterclockwise from the axis to the line). Then there is a unique point on this line whose signed distance from the origin is r for given number r. For a given pair of coordinates (r, θ) there is a single point, but any point is represented by many pairs of coordinates. For example, (r, θ), (r, θ+2π) and (−r, θ+π) are all polar coordinates for the same point. The pole is represented by (0, θ) for any value of θ.
There are two common methods for extending the polar coordinate system to three dimensions. In the cylindrical coordinate system, a z-coordinate with the same meaning as in Cartesian coordinates is added to the r and θ polar coordinates giving a triple (rθz).[7] Spherical coordinates take this a step further by converting the pair of cylindrical coordinates (rz) to polar coordinates (ρφ) giving a triple (ρθφ).[8]
A point in the plane may be represented in homogeneous coordinates by a triple (xyz) where x/z and y/z are the Cartesian coordinates of the point.[9] This introduces an "extra" coordinate since only two are needed to specify a point on the plane, but this system is useful in that it represents any point on the projective plane without the use of infinity. In general, a homogeneous coordinate system is one where only the ratios of the coordinates are significant and not the actual values.
There are ways of describing curves without coordinates, using intrinsic equations that use invariant quantities such as curvature and arc length. These include:
Coordinates systems are often used to specify the position of a point, but they may also be used to specify the position of more complex figures such as lines, planes, circles or spheres. For example, Plücker coordinates are used to determine the position of a line in space.[10] When there is a need, the type of figure being described is used to distinguish the type of coordinate system, for example the term line coordinates is used for any coordinate system that specifies the position of a line.
It may occur that systems of coordinates for two different sets of geometric figures are equivalent in terms of their analysis. An example of this is the systems of homogeneous coordinates for points and lines in the projective plane. The two systems in a case like this are said to be dualistic. Dualistic systems have the property that results from one system can be carried over to the other since these results are only different interpretations of the same analytical result; this is known as the principle of duality.[11]
Because there are often many different possible coordinate systems for describing geometrical figures, it is important to understand how they are related. Such relations are described by coordinate transformations which give formulas for the coordinates in one system in terms of the coordinates in another system. For example, in the plane, if Cartesian coordinates (xy) and polar coordinates (rθ) have the same origin, and the polar axis is the positive x axis, then the coordinate transformation from polar to Cartesian coordinates is given by x = r cosθ and y = r sinθ.
With every bijection from the space to itself two coordinate transformations can be associated:
For example, in 1D, if the mapping is a translation of 3 to the right, the first moves the origin from 0 to 3, so that the coordinate of each point becomes 3 less, while the second moves the origin from 0 to −3, so that the coordinate of each point becomes 3 more.
In two dimensions, if one of the coordinates in a point coordinate system is held constant and the other coordinate is allowed to vary, then the resulting curve is called a coordinate curve. In the Cartesian coordinate system the coordinate curves are, in fact, straight lines, thus coordinate lines. Specifically, they are the lines parallel to one of the coordinate axes. For other coordinate systems the coordinates curves may be general curves. For example, the coordinate curves in polar coordinates obtained by holding r constant are the circles with center at the origin. A coordinate system for which some coordinate curves are not lines is called a curvilinear coordinate system.[12] This procedure does not always make sense, for example there are no coordinate curves in a homogeneous coordinate system.
In three-dimensional space, if one coordinate is held constant and the other two are allowed to vary, then the resulting surface is called a coordinate surface. For example, the coordinate surfaces obtained by holding ρ constant in the spherical coordinate system are the spheres with center at the origin. In three-dimensional space the intersection of two coordinate surfaces is a coordinate curve. In the Cartesian coordinate system we may speak of coordinate planes.
Similarly, coordinate hypersurfaces are the (n − 1)-dimensional spaces resulting from fixing a single coordinate of an n-dimensional coordinate system.[13]
The concept of a coordinate map, or coordinate chart is central to the theory of manifolds. A coordinate map is essentially a coordinate system for a subset of a given space with the property that each point has exactly one set of coordinates. More precisely, a coordinate map is a homeomorphism from an open subset of a space X to an open subset of Rn.[14] It is often not possible to provide one consistent coordinate system for an entire space. In this case, a collection of coordinate maps are put together to form an atlas covering the space. A space equipped with such an atlas is called a manifold and additional structure can be defined on a manifold if the structure is consistent where the coordinate maps overlap. For example, a differentiable manifold is a manifold where the change of coordinates from one coordinate map to another is always a differentiable function.
In geometry and kinematics, coordinate systems are used to describe the (linear) position of points and the angular position of axes, planes, and rigid bodies.[15] In the latter case, the orientation of a second (typically referred to as "local") coordinate system, fixed to the node, is defined based on the first (typically referred to as "global" or "world" coordinate system). For instance, the orientation of a rigid body can be represented by an orientation matrix, which includes, in its three columns, the Cartesian coordinates of three points. These points are used to define the orientation of the axes of the local system; they are the tips of three unit vectors aligned with those axes. | 1,731 | 8,639 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 4.375 | 4 | CC-MAIN-2021-21 | longest | en | 0.909608 |
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More: lessons, discussions, ratings, reviews,... « previous 10 ... 20 21 22 Page 23 24 25 26 27 28 ... 30 ... 40 ... 50 ... 60 ... 70 next » | 1,719 | 7,733 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 1, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.75 | 3 | CC-MAIN-2017-09 | longest | en | 0.818194 |
https://www.physicsforums.com/threads/topology-questions-answers-on-algorithms-homeomorphisms-more.219006/ | 1,726,375,625,000,000,000 | text/html | crawl-data/CC-MAIN-2024-38/segments/1725700651614.9/warc/CC-MAIN-20240915020916-20240915050916-00086.warc.gz | 890,955,142 | 20,768 | Topology: Questions & Answers on Algorithms, Homeomorphisms & More
• jacobrhcp
In summary: I ask questions. So if there is a more specific way to do this, I would love to know.In summary, the lecturer does not seem to provide an algorithm for the number of topologies on finite sets. He suggests brute force as a possible way to find the number, but this does not seem to work. He also suggests looking at intersections of opens, and trying to prove that intersections of opens are sent to intersections of opens. However, he does not provide a step-by-step guide for this, and does not seem to understand the concept of homeomorphism.
jacobrhcp
a) Is there an algorithm for the number of topologies on finite sets?
b) If two spaces are homeomorphic, are intersections of opens sent to intersections of opens? Are unions of opens sent to unions of opens?
I tried to find an algorithm in the first part, and tried to prove the second part, both cases I failed. Anyone knows if there is a way to do this? The lecture notes I use does not seem to speak of it.
For the first one, I convinced myself that if it exists, it was very hard to do... so it probably doesn't exist or isn't found yet, otherwise I'd expect my notes to mention it.
For the second one, I suspect it's very easy (I'm just reading the chapter on homeomorphisms) because homeomorphisms are called 'the isomorphisms of topology'
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jacobrhcp said:
I tried to find an algorithm in the first part
Brute force doesn't work? (Or did you forget to consider it?)
intersections of opens
I assume you mean finite intersections?
and tried to prove the second part, both cases I failed.
How did you try to prove it?
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by brute force you mean writing out all topologies for sets with 1,2,3 and 4 elements? because I did, numer of labeled topologies on a set with:
1 element: 1
2 elements: 4
3 elements: 29
4: elements: complicated
the point is I don't really see any pattern here just yet. I must say I did not count how many nonhomeomorphic ones there were. *starts counting* for 1 it's 1, for 2 it's 3, for 3 I'd have to count a bit longer... but since it's bigger than 5 at least, it's not an easy way to do get an algorithm (EDIT: considering symmetry of labeled topologies I suspect it's 8)... and then still, how to prove it?
and no I did not mean finite, but I think you mean that it's only true for finite intersections =). Although I'd expect infinite intersections of opens to be sent to infinite intersections of opens, only you wouldn't be sure they were open after taking the infinite intersection.
I tried writing out the definitions and then starting like this:
'suppose f:X->Y is a homeomorphism. then if $$U_1 -> U_1'$$, $$U_2 -> U_2'$$ this means $$U_1 \cap U_2$$is sent to an open subset of Y, because f and $$f^{-1}$$ are continuous.
Now I wanted to show this is $$U_1' \cap U_2'$$. I imagine this has to do with continuity as well... because the 'bijective' part of homeomorphisms is certainly not enough for this to work.
So admittedly I did not get very far, but I don't know how to continue.
I feel you suspect this is a homework question, but I assure you it's not: I'm trying to learn myself topology from lecture notes and internet, since I am not able to attend the exercise classes I don't even know what the homework is, nor is there any exercise that looks remotely like these.
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jacobrhcp said:
by brute force you mean writing out all topologies for sets with 1,2,3 and 4 elements?
Yes -- but without stopping at 4. If you want to know how many topologies there are on a particular finite set, you could simply write out all topologies for it. That qualifies as an algorithm! Asking for an 'efficient' algorithm, or a 'simple' arithmetic expression is another question entirely.
Well, to state the algorithm more precisely, you would:
1. Write down every subset of P(X).
2. For each subset of P(X), test if it's a topology.
3. Count how many subsets of P(X) were, in fact, topologies.
If you so desired, you could include additional steps to sort the topologies into homeomorphism classes.
It may seem like a dumb algorithm, but it is an algorithm -- and dumb algorithms like these often offer easy answers to interesting theoretical questions.
and no I did not mean finite, but I think you mean that it's only true for finite intersections =). ... only you wouldn't be sure they were open after taking the infinite intersection.
Actually, I meant the latter. I read something into your original post that wasn't there.
because the 'bijective' part of homeomorphisms is certainly not enough for this to work.
The notions of intersection and union are set-theoretic -- you already know that the homeomorphism maps open to open (and back), so are you sure 'bijective' isn't enough to finish the question?
Have you thought about how your conjecture specializes to the case where each space has the discrete topology?
... So admittedly I did not get very far, but I don't know how to continue.
Anyways, the main thing you seem not to have done is invoke the definition of "intersection".
I feel you suspect this is a homework question, but I assure you it's not: I'm trying to learn myself topology from lecture notes and internet
I hadn't really thought about it; I'm very much in the habit of trying to point people in the right direction -- they learn more when they solve the problem themselves! Ideally I won't even do that much; it's better to teach a person how to find paths and evaluates them than it is to show them the right path!
haha, thanks a lot =)
so there is no simple algorithm found (which was what I actually was looking for)? =(... that's a shame.
anyways, for the proof of 'my' conjecture ;)
the definition of intersection is: $$U_1' \cap U_2':=$$x in X| x in $$U_1'$$and x in $$U_2'$$
and in the case of the discrete topology, the 'continuous' part is a bit of an overkill in a homeorphism, because bijections between discrete topologies are automatically continuous, right? So in that case, 'bijection' should be enough.
In general,
$$f(U_1 \cap U_2$$) = f({x in X| x in $$U_1'$$ and x in $$U_2'$$})={y in Y| y=f(x) in $$U_1'$$ and y=f(x) in $$U_2'$$}=$$U_1' \cap U_2'$$, right?... but even now I'm a bit lost as to why the second equality holds, and why we needed openness again for this to work (or did we?)?
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btw, I like the xkcd comic in your signature =)... what does xkcd stand for anyway?
What is topology?
Topology is a branch of mathematics that studies the properties of geometric objects that remain unchanged under continuous transformations.
What are algorithms in topology?
Algorithms in topology are a set of step-by-step procedures used to solve problems in the field of topology. These algorithms are used to determine the properties of geometric objects and their relationships with each other.
What is a homeomorphism?
A homeomorphism is a function between two topological spaces that preserves the topological structure of the spaces. In other words, a homeomorphism is a continuous function that has an inverse that is also continuous.
What is the difference between topology and geometry?
Topology and geometry are both branches of mathematics that study the properties of geometric objects. However, topology focuses on the properties that remain unchanged under continuous transformations, while geometry focuses on the properties of objects that are unchanged under rigid transformations.
How is topology used in real life?
Topology has many applications in real life, including in fields such as physics, biology, and computer science. For example, it can be used to study the properties of networks, the behavior of fluids, and the structure of biological molecules.
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2K | 1,923 | 7,981 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 1, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.375 | 3 | CC-MAIN-2024-38 | latest | en | 0.973868 |
http://www.cplusplus.com/forum/beginner/227570/ | 1,516,325,201,000,000,000 | text/html | crawl-data/CC-MAIN-2018-05/segments/1516084887692.13/warc/CC-MAIN-20180119010338-20180119030338-00246.warc.gz | 420,856,064 | 5,420 | ### I don't know where i made the mistake
So i have an exercise where when i put the wrong input for the number of matrixes it shows me the correct output. But i want while i put the correct input to show the correct answer. Here is my exercise:
Problem P: The problem of matrix multiplication
It is necessary to multiply n matrices M1 × M2 × M3 × ... × Mn. The dimensions of the matrices are known and given: r0, r1, r2, ... rn. The matrix Mi has dimensions ri-1 × ri.
Find the smallest possible number of elementary operations of multiplication of matrix elements, necessary for computing the above product.
Input
The first line of the standard input stream contains the number of test cases T.
Each test case consists of two lines.
The first line contains the number of matrices n (1 ≤ n ≤ 100).
The second line contains n + 1 natural numbers r0, r1, r2, ... rn are the sizes of the matrices. The numbers are separated by one space and lie in the range from 1 to 100.
Output
For each test case, print a minimal number of elementary operations of multiplication of matrix elements in a separate line.
Examples:
OUTPUT:
2
3// Here is where i have the problem the correct one is 3 but the output will show me 5000 but if enter 4 then it will show me the correct answer.
10 100 5 50
4//Same for here insted of 4 the number 5 is working even though there are actually 4 matrixes and not 5.
10 20 50 1 100
INPUT:
7500
2200
``1234567891011121314151617181920212223242526272829303132333435363738394041424344454647484950`` `````` #include #include using namespace std; int MinOperations(int r[], int n) { int dp[n][n]; int i, j, k, l, q; for (i = 1; i < n; i++) { dp[i][i] = 0; } for (l = 2; l <= n; l++) { for (i = 1; i <= n-l + 1; i++) { j = i + l - 1; dp[i][j] = INT_MAX; for (k = i; k < j; k++) { q = dp[i][k] + dp[k+1][j] + r[i-1]*r[k]*r[j]; if (q < dp[i][j]) dp[i][j] = q; } } } return dp[1][n - 1]; } int main() { int T; cin >> T; while ( T--) { int n; cin >> n; int arra[100]; for ( int i = 0 ; i < n; i++) { cin >> arra[i]; } cout << MinOperations(arra, n ) << endl; } return 0; } ``````
Last edited on
Well, consider this before your proceed (assuming my 2 second google is correctly finding the best algorithm) ..
The fastest known matrix multiplication algorithm is Coppersmith-Winograd algorithm...
You appear to be using a N*N*N brute force multiply which is never going to get you the correct answer.
Also, why are you doing the multiply anyway? You should be able to compute the operations without doing the work...?
Hello jonnin i am doing the multiply because this is the formula which i use in order to get the answer i want i multiply the sizes of the matrixs in order to get the "smallest possible number of elementary operations of multiplication of matrix elements" and it is also part of the code that our teacher gave us during his lesson .
OK. It is'nt the smallest # of operations, its the brute force algorithm, but we can pretend :)
So I am not seeing it. What variable is totaling the # of operations performed? Its not dp; dp is assigned q and q is not a count, its a computation based off the data in the matrices.
it seems to me the innermost loop should be a counter. Depends on what you call an elementary operation, I assume that means "multiply or add" in this case, in which case every inner loop is doing 2 multiplies and 2 adds, so the inner loop should do a += 4 every iteration to some counter (???).
Which again is N*N*(something)*4. Figuring out the something ... only if you want to do that... the inner loop is bounded by i and k which vary based off the outer loops so its a little trouble to unravel what that number is.
Last edited on | 990 | 3,693 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.578125 | 4 | CC-MAIN-2018-05 | latest | en | 0.719047 |
https://study.com/academy/answer/a-drill-string-is-composed-of-9000-ft-of-5-in-19-5-lbm-ft-drill-pipe-and-1000-ft-of-drill-collars-having-a-3-0-in-id-calculate-the-loss-in-fluid-level-in-the-well-if-10-stands-of-drillpipe-are-pulle.html | 1,568,950,517,000,000,000 | text/html | crawl-data/CC-MAIN-2019-39/segments/1568514573827.2/warc/CC-MAIN-20190920030357-20190920052357-00402.warc.gz | 691,377,804 | 26,020 | # A drill string is composed of 9000 ft of 5-in 19.5-lbm/ft drill pipe and 1000 ft of drill collars...
## Question:
A drill string is composed of 9000 ft of 5-in OD, 19.5-lbm/ft drill pipe and 1000 ft of drill collars having a 3.0-in. ID. Calculate the loss in fluid level in the well if 10 stands of drill pipe are pulled without filling the hole. The ID of the casing in the hole is 10.05 in.
Drill String are long, hollow circular section with thick wall use to transmit torque to the drill bit attached at one end of the drill string stand. The hollow internal section is used to supply drilling mud (a high density fluid) to the bottom of the hole being drilled and collected back through the annular gap between the drilled hole and the drill string. These stands or pipes are connected together using the drill collar usually welded at one end of the drill pipe. The length of the drill string stand is typically standardized to 31.6 ft (9.6 m) per stand.
Assuming that the standardized size of the drillstrings are adopted for the drilling work, the decrease in length (L) with the removal of 10 stands...
Become a Study.com member to unlock this answer! Create your account | 286 | 1,187 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.65625 | 3 | CC-MAIN-2019-39 | latest | en | 0.910654 |
https://www.physicsforums.com/threads/a-structural-question.6427/?s=&threadid=6427 | 1,606,171,907,000,000,000 | text/html | crawl-data/CC-MAIN-2020-50/segments/1606141168074.3/warc/CC-MAIN-20201123211528-20201124001528-00454.warc.gz | 823,000,972 | 21,466 | # A structural question
Hi,
Take for example these 5 equations:
Code:
1 1 1
+ 2 = + 2 = +
1 1 1
4 = + 4 = + 4 = +
1 1 1
+ + 2 = +
1 1 1
1 1
+ 2 = +
3 = 1 3 = + 1
4 = + + 4 = +
1 1
1 1
Set A = {{x1},{x2},{x3},{x4}}, where each x# is some number.
Now, let us say that the above equations represent some cardinal's equation-trees of set A.
Let us say that any cardinal which is > 1 is the continuous side of the cardinal's equation-tree.
Let us say that any cardinal which is = 1 is the discrete side of the cardinal's equation-tree.
x#' stands for dummy variable of xor(|{x1}|,|{x2}|,|{x3}|,|{x4}|) ,
and we get 9 variations:
Code:
1 is xor(x1',x2',x3',x4') (1:16)
+
1 is xor(x1',x2',x3',x4') (1:16)
4 = +
1 is xor(x1',x2',x3',x4') (1:16)
+
1 is xor(x1',x2',x3',x4') (1:16)
1 is xor(x1',x2') (1:8)
2 = +
1 is xor(x1',x2') (1:8)
4 = +
1 is xor(x1',x2',x3',x4') (1:16)
+
1 is xor(x1',x2',x3',x4') (1:16)
1 is x1' (1:4)
2 = +
1 is x1' (1:4)
4 = +
1 xor(x1',x2',x3',x4') (1:16)
+
1 xor(x1',x2',x3',x4') (1:16)
1 is xor(x1',x2') (1:8)
2 = +
1 is xor(x1',x2') (1:8)
4 = +
1 is xor(x1',x2') (1:8)
2 = +
1 is xor(x1',x2') (1:8)
1 is x1' (1:4)
2 = +
1 is x1' (1:4)
4 = +
1 is xor(x1',x2') (1:8)
2 = +
1 is xor(x1',x2') (1:8)
1 is x1' (1:4)
2 = +
1 is x1' (1:4)
4 = +
1 is x1' (1:4)
2 = +
1 is x1' (1:4)
(From here each x#' has 3 elements)
1 is xor(x1',x2',x3') (1:9)
+
3 = 1 is xor(x1',x2',x3') (1:9)
4 = + +
1 is xor(x1',x2',x3') (1:9)
1 is |{x4}| (1:1)
(From here each x#' has 2 elements)
1 is xor(x1',x2') (1:4)
2 = +
3 = + 1 is xor(x1',x2') (1:4)
4 = +
1 is |{x3}| (1:1)
1 is |{x4}| (1:1)
1 is |{x1}| (1:1)
2 = +
3 = + 1 is |{x2}| (1:1)
4 = +
1 is |{x3}| (1:1)
1 is |{x4}| (1:1)
As you can see above, the quantity in each cardinal's equation-tree is being kept, while the structural symmetry-degree and the information's clarity-degree of each tree are changed.
My question is:
What mathematical branch deals with this kind of information's structures ?
Organic
Last edited:
Hurkyl
Staff Emeritus
Gold Member
While your post as a whole is gibberish, your first code section resembles a classic type of counting problem. (i.e. combinatorics)
Hello Hurkyl,
Organic
Hi Hurkyl,
I am looking for some mathematical branch that deals with the
structural side of these partitions.
For example:
Code:
1 1 1
+ 2 = + 2 = +
1 1 1
4 = + 4 = + 4 = +
1 1 1
+ + 2 = +
1 1 1
1 1
+ 2 = +
3 = 1 3 = + 1
4 = + + 4 = +
1 1
1 1
Let us say that numeral 4 represents the integral (the sum) side of each equation-tree, where the numerals 1111 represents its differential (difference) side.
The total quantity of each equation-tree is being kapt during the
structural changes.
What mathematical branch deals with the structural changes of these forms (where their quantity is being kept during their structural changes).
Thank you,
Organic
Last edited:
Hurkyl
Staff Emeritus
Gold Member
If I understand correctly, the set of "equation-trees" for a given integer n is equivalent the set of all trees that have n leaves where the children at each node are unordered.
Trees would typically be studied in graph theory.
Once again, I strongly suggest trying to use the right terminology to describe your ideas rather than using related words incorrectly.
For example, if I understand correctly what you mean by equation-tree, I might define it as:
An equation tree is a tree that has a value at each node that satisfies the properties:
The value at each leaf is 1.
The value at every non-leaf node is the sum of the values of its children.
Furthermore, the order of the children of a node does not matter.
Something else you might be interested in studying is non-associative algebra, since it seems that the main feature you are trying to contemplate here is that (a+b)+c is not the same as a+(b+c)... though I imagine there might be a little more structure on an algebra than you are looking for.
Last edited:
Hi Hurkyl,
Code:
An equation tree is a tree that has a value at each node that satisfies the properties:
The value at each leaf is 1.
The value at every non-leaf node is the sum of the values of its children.
Thank you very much for your definition.
Let ET be an equation tree.
But again, the main idea is that the total quantity of each ET is being kept.
If we take any ET as some unique structure, which is closed under some quantity n, then through this point of view, we get several structural variations under the same quantity.
It means that by using ETs we can get more information from any given quantity of some natural number.
If I am more understood now, please read again my first post on this thread, where I try to show the connactions between semmetry, information and quantity.
If you know about some mathematical branch where I can find ETs, please tell me.
Again,Thank you very much for your ET's definition.
Organic
Last edited:
Also Please look at the attached pdf file, whare you can find a detailed representation of ETs 1 to 6.
#### Attachments
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Hurkyl
Staff Emeritus
Gold Member
I had another thought on this...
It might be simpler if you define an equation tree as:
An equation-tree is 1 or it is an unordered list of equation trees with length 2 or greater.
For example, all the equation-trees with total quantity 4 would be: (presuming "total quantity" means the value at the root node)
(1, 1, 1, 1)
(1, 1, (1, 1))
((1, 1), (1, 1))
(1, (1, 1, 1))
(1, (1, (1, 1))
Some more help on expressing yourself:
If we take any ET as some unique structure, which is closed under some quantity n, then through this point of view, we get several structural variations under the same quantity.
I presume you mean something like:
"There can be several different equation-trees that each have the same total quantity n".
The phrase "closed under some quantity n" is gibberish. That is not how the word "closed' is used mathematically; classes of objects are "closed" under operations (e.g. "positive numbers" are closed under addition, and "closed sets" are closed under finding limit points), but "some quantity n" is not an operation.
If you know about some mathematical branch where I can find ETs, please tell me.
It depends on what you are going to do with them, really. It could fall under set theory, combinatorics, graph theory, and probably other things.
It seems to me that, thus far, you have only been interested in their definition and computing examples... you need to start defining operations on them and proving theorems! Addition of these things seems obvious, but how do you multiply them? Can you test if one is larger from their structure, without having to resort to comparing their total quantities? Can transfinite numbers be represented like this (IMHO this is the most interesting question)? While the structure does contain information, is that information useful? How many are there with a given total quantity? Can you bend the construction to include rational numbers or real numbers in a natural way?
Hi Hurkyl,
Thank you again for helping to address my ideas in formal definitions.
So, let's see what we have until now:
(Organic ideas, Hurkyl definitions)
An equation tree (let us call it ET) is a tree that has a value at each node that satisfies the properties:
The value at each leaf is 1.
The value at every non-leaf node is the sum of the values of its children.
Furthermore, the order of the children of a node does not matter.
There can be several different ETs that each has the same total quantity n.
An ET is 1 or it is an ordered list of ETs with length 2 or greater.
For example, all the ETs with total quantity 4 would be: (presuming "total quantity" means the value at the root node)
Code:
1 1 1
+ 2 = + 2 = +
1 1 1
4 = + 4 = + 4 = +
1 1 1
+ + 2 = +
1 1 1
1 1
+ 2 = +
3 = 1 3 = + 1
4 = + + 4 = +
1 1
1 1
It can also be represented as:
(1, 1, 1, 1)
(1, 1, (1, 1))
((1, 1), (1, 1))
(1, (1, 1, 1))
(1, (1, (1, 1)))
------------------------------------------------------------------------------
From this point Hurkyl, I need your help for more formal definitions of my ideas on this subject.
Thank you.
My informal (gibberish) definitions:
Several ETs with the same root-node value can be ordered by their structural property, where "structural property" stands for a combination of symmetry-degree and information's clarity-degree.
An example of ET4:
Set A = {{x1},{x2},{x3},{x4}}, where each x# is some number.
Now, let us say that ET4 represents the cardinal's equation-trees of set A.
x#' stands for dummy variable of xor(|{x1}|,|{x2}|,|{x3}|,|{x4}|) ,
and we get 9 variations:
Code:
1 is xor(x1',x2',x3',x4') (1:16)
+
1 is xor(x1',x2',x3',x4') (1:16)
4 = +
1 is xor(x1',x2',x3',x4') (1:16)
+
1 is xor(x1',x2',x3',x4') (1:16)
1 is xor(x1',x2') (1:8)
2 = +
1 is xor(x1',x2') (1:8)
4 = +
1 is xor(x1',x2',x3',x4') (1:16)
+
1 is xor(x1',x2',x3',x4') (1:16)
1 is x1' (1:4)
2 = +
1 is x1' (1:4)
4 = +
1 xor(x1',x2',x3',x4') (1:16)
+
1 xor(x1',x2',x3',x4') (1:16)
1 is xor(x1',x2') (1:8)
2 = +
1 is xor(x1',x2') (1:8)
4 = +
1 is xor(x1',x2') (1:8)
2 = +
1 is xor(x1',x2') (1:8)
1 is x1' (1:4)
2 = +
1 is x1' (1:4)
4 = +
1 is xor(x1',x2') (1:8)
2 = +
1 is xor(x1',x2') (1:8)
1 is x1' (1:4)
2 = +
1 is x1' (1:4)
4 = +
1 is x1' (1:4)
2 = +
1 is x1' (1:4)
(From here each x#' has 3 elements)
1 is xor(x1',x2',x3') (1:9)
+
3 = 1 is xor(x1',x2',x3') (1:9)
4 = + +
1 is xor(x1',x2',x3') (1:9)
1 is |{x4}| (1:1)
(From here each x#' has 2 elements)
1 is xor(x1',x2') (1:4)
2 = +
3 = + 1 is xor(x1',x2') (1:4)
4 = +
1 is |{x3}| (1:1)
1 is |{x4}| (1:1)
1 is |{x1}| (1:1)
2 = +
3 = + 1 is |{x2}| (1:1)
4 = +
1 is |{x3}| (1:1)
1 is |{x4}| (1:1)
These trees can also be represented as:
Code:
(1,1,1,1) <---------- Maximum symmetry-degree,
((1,1),1,1) Minimum information’s clarity-degree
(((1),1),1,1)
((1,1),(1,1))
(((1),1),(1,1))
(((1),1),((1),1))
((1,1,1),1)
(((1,1),1),1)
((((1),1),1),1) <------ Minimum symmetry-degree,
Maximum information’s clarity-degree
--------------------------------------------------------------------
I think by this kind of structural point of view on the natural numbers, maybe we can enrich our abilities to construct and explore complex relations between elements, where each natural number > 1 is the root value of several ordered ETs.
Through these ordered structures, maybe there is a way to develop a Mendeleiev-like table of complex relations between elements, which is based on combinations between symmetry-degree, information's clarity-degree and quantity.
What do you think ? (please look at the example in the next post)
Last edited:
Some example of the previous post of ETs 1 to 5 can be found in the attached pdf.
From this example I think we can learn that each ET is an "organ-like" element that can help us to construct any hierarchic model of part(s)/whole relations, and then we can find the relations between different ETs in more and more rich hierarchic and/or non-hierarchic interesting ways.
#### Attachments
• 31.5 KB Views: 79
Last edited:
Hi Hurkyl,
In the attached pdf file of this post, you can find an example of using ETs to represent bases 2,3 and 4 as structural variations over scales.
Please tell me what do you think ?
#### Attachments
• 41.3 KB Views: 92
Last edited: | 3,666 | 12,214 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.921875 | 4 | CC-MAIN-2020-50 | latest | en | 0.794195 |
https://howtoprogram.eu/question/ruby-parsing-how-does-ruby-parse-2-3-4-as-2-247-3-247-4,45994 | 1,508,239,720,000,000,000 | text/html | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00108.warc.gz | 702,181,596 | 6,064 | ## How does ruby parse 2 /3/ 4 as 2 ÷ 3 ÷ 4?
Question
A lot of ruby's syntax and parsing is relatively logical, but I am confused as to how ruby knows, from context, that `2 /3/ 4` is 2 ÷ 3 ÷ 4 instead of parsing `/3/` as a regex? It's a correct parsing, but `/3/` is also a valid regex, and how would it know that `/3/` is not a regex.
I thought that this might be a numeric literal thing, but if you do
``````a = 6
b = 4
c = 2
a /b/ c
``````
Ruby still parses this as division. How does this work?
Actually, I realized there is more to this question,
let's say I have this
``````def a(x)
x
end
a = 4
b = 2
i = 4
a /b/i #=> 0
``````
How is `a /b/i` parsed as `0` instead of `/b/i` as in why does `a /b/i` get parsed as `a./(b./(i))` instead of `a(/b/i)`?
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``````(a./(b))./(c) | 290 | 800 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.765625 | 3 | CC-MAIN-2017-43 | latest | en | 0.961442 |
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Find the derivative of each function. $y=(3 x+7) \ln (2 x-1)$... | 3,557 | 11,927 | {"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 2, "mathjax_display_tex": 0, "mathjax_asciimath": 1, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 2.625 | 3 | CC-MAIN-2022-33 | latest | en | 0.797858 |
https://www.jiskha.com/search?query=A+retailer+bought+an+item+for+RM40+less+10%25+and+5%25.If+the+retailer+intends+to+make+a+gross+profit+of+25%25+of+the+cost+by+selling+the+item+at+a+60%25+discount%2Cfind+the+list+price | 1,537,618,142,000,000,000 | text/html | crawl-data/CC-MAIN-2018-39/segments/1537267158320.19/warc/CC-MAIN-20180922103644-20180922124044-00470.warc.gz | 766,960,362 | 15,275 | # A retailer bought an item for RM40 less 10% and 5%.If the retailer intends to make a gross profit of 25% of the cost by selling the item at a 60% discount,find the list price
29,077 results
1. ## MATH(markup and markdown )
A retailer bought an item for RM40 less 10% and 5%.If the retailer intends to make a gross profit of 25% of the cost by selling the item at a 60% discount,find the list price.
2. ## math
A retailer planned to buy some computers form a wholesaler for a total of shilling 1,800,000. Before the retailer could buy the computers the price per unit was reduced by shilling 4,000. This reduction in price enabled the retailer to buy five more
3. ## math
A retailer planned to buy some computers form a wholesaler for a total of Shillings 1,800,000. Before the retailer could buy the computers the price per unit was reduced by shillings 4,000. This reduction in price enabled the retailer to buy five more
4. ## math
A retailer planned to buy some computers form a wholesaler for a total of Shillings 1,800,000. Before the retailer could buy the computers the price per unit was reduced by shillings 4,000. This reduction in price enabled the retailer to buy five more
5. ## algebra
A particular style of sunglasses costs the retailer \$80 per pair. At what price should the retailer mark them so he can sell them at a 20% discount off the selling price and still make 30% profit on his cost?
6. ## maths-urgently needed
A manufacture of furniture sells a sofa set to a retailer for Rs 23000.the retailer, in turn, sells the sofa set to a customer for Rs 29000.find the VAT rate as percent,if the retailer pays Rs 520 as VAT.
7. ## maths
A manufacture of furniture sells a sofa set to a retailer for Rs 23000.the retailer, inturn, sells the sofa set to a customer for Rs 29000.find the VAT rate as percent,if the retailer pays Rs520 as VAT
8. ## maths
A manufacture of furniture sells a sofa set to a retailer for Rs 23000.the retailer, inturn, sells the sofa set to a customer for Rs 29000.find the VAT rate as percent,if the retailer pays Rs 520 as VAT.
9. ## maths
A manufacture of furniture sells a sofa set to a retailer for Rs 23000.the retailer, inturn, sells the sofa set to a customer for Rs 29000.find the VAT rate as percent,if the retailer pays Rs520 as VAT.
Jojo sells newspapers on a busy street corner near the bank. Identify the type of retailer referred to here. Mention any two characteristics of this retailer.
11. ## statistics
At the start of December 2001, the retail price of a 25kg bag of cornmeal was \$10 in Zambia, while by the end of the month, the price had fallen to \$6. The result was that one retailer reported an increase in sales from 3 bags/day to 5 bags/day. Assume
12. ## math
a retailer gives a cash discount of 6% on an article listed Gh cedis 40.00.if the retailer is allowed 18% trade discount, what is the retailers profit percent? Give your answer correct to 2 significant figures.
13. ## Finance Math
You buy furniture for \$700. The retailer finances the entire amount for one year and says you will be charged 9% interest. The retailer uses the add-on method. Assuming your first monthly payment is due in one month, calculate the real annual rate you will
14. ## Math
A clothing retailer purchased a line of fall leather coats which were priced to sell at \$600 each. This price reflected a markup of 45% on the selling price. At the end of the season the retailer had three coats left, which were marked down to 25% and
15. ## marketing
What resources does an International Internet retailer need other than merely a storefront on the Internet? Does it require fewer physical, financial, and human resources than a traditional retailer, or just as many? Explain.
16. ## math someone help plzz ASAP
a wholesaler supplies 60 books while he was ordered to send 50 books by a retailer. a trade discount of 10 percent is also allowed. what is the net value of the discount to the retailer?
17. ## Marketing Math - markup/mark down
A clothing retailer purchased a line of fall leather coats which were priced to sell at \$600 each. This price reflected a markup of 45% on the selling price. At the end of the season the retailer had three coats left, which were marked down 25% and sold.
18. ## strategic marketing
Calculate the retailer margin as a percent of costs and also the retailer margin as percent of sales. Selling Price = \$46; Cost = \$23; Margin = \$23
19. ## MATHS PLZZ HELP PLZZ SOMEONE KINDA BEG YOU
a wholesaler supplies 60 books while he was ordered to send 50 books by a retailer. a trade discount of 10 percent is also allowed. what is the net value of the discount to the retailer? Please help me with this question
What resources does an International Internet retailer need other than merely a storefront on the Internet? Does it require fewer physical, financial, and human resources than a traditional retailer, or just as many? Explain.
When speaking of an international internet retailer, what other resources do you think they would need besides the actual website? My thoughts are dependant on the type of business. I think that if you are manufacturing a product, you would have the same
22. ## AP STATISTICS
Mens shirt sizes are determined by neck sizes. suppose the mens nexck sizes are approximatley normally distributed with mean 15.7 inches and standard deviation 0.7 inch.retailer sells men shirts in S,M,L,XL where the shirt sizes are defined in the table
23. ## math
The retail price of a pair of skis consists of the wholesale cost to the retailer plus the retailer's markup. If skis retailing for \$712 are marked up by 60% of the wholesale cost, what is that wholesale cost?
Despite the difficulties, many technology companies experienced when the bubble burst - Internet commerce e-business is here to stay. What resources does an International Internet retailer need other than merely a storefront on the Internet? Does it
25. ## math
a retailer buys an article at a discount of 15% on printed price from a wholesaler. He makes up the price by 10%. Due to competition in the market, he allows a discount of 5% to buyer. If the buyer pays rupees 451.44 for the article inclusive of sale tax
26. ## math
If a retailer buy a dozen of ruler for #3.50 each,what is its make-up percentage?
27. ## math
A stationery retailer generally prices portable computers using a 30 percent markup. The retailer expects to sell 100 portable computers at the 30 percent markup. How many units would it have to sell at a 10 percent increase in price from the original
28. ## maths-urgently needed
A manufacturer lists the price of the goods at Rs.240 per article. The wholesaler gets a discount of 25% on the goods from the manufacturer. The retailers are allowed a discount of 15% on the list price by the wholesaler. The prescribe rate of sale tax at
29. ## maths
A manufacturer lists the price of the goods at Rs.240 per article. The wholesaler gets a discount of 25% on the goods from the manufacturer. The retailers are allowed a discount of 15% on the list price by the wholesaler. The prescribe rate of sale tax at
30. ## Precalculus
An item costs \$12.00 in 2016 through an online retailer. Each year, the price will increase by 5% of the previous year’s price. A. Find the general rule for the sequence of the prices for this item. B. Determine what the price will be in 2030. C. If you
31. ## algebra
mrs.Goh bought 4 bags of rice at \$5.28 per bag ,5 packets of biscuits at \$1.25 per packet and 2.8 kg of meat at \$7.40 kg per kg.Assuming that GST was absorbed by the retailer,calculate the total amount she spent ? What would be change if she paid for all
32. ## MATHS REINY
You had helped me with a similar question. This one says : A whole seller supplies 90 books while he was ordered to send 80 books by a retailer. If 15%trade discount was given, what was the net discount to the retailer? I solved this one in the similar way
33. ## maths reiny help!!
You had helped me with a similar question. This one says : A whole seller supplies 90 books while he was ordered to send 80 books by a retailer. If 15%trade discount was given, what was the net discount to the retailer? I solved this one in the similar way
34. ## math
A retailer wants to sell an item that costs \$18 at a list price that will provide a 25% markup on the selling price and give the customer a 40% discount. What is the list price? (Points: 5) \$20.16 \$24.00 \$31.50 \$40.00
35. ## marketing
Identify the strategy decisions a marketing manager must make in the Price area. Illustrate you answer for a local retailer.
36. ## Marketing
Identify the strategy decisions a marketing manager must make in the Price area. Illustrate your answer for a local retailer
37. ## Principles of Marketing
Identify the strategy decisions a marketing manager must make in the Price area. Illustrate your answer for a local retailer.
38. ## Principles of Marketing
Identify the strategy decisions a marketing manager must make in the Price area. Illustrate your answer for a local retailer.
List the four factorsof production and explain why each is necessary for production to take place. Land- Land is necessary because of its natural resources. labour-People are needed to do the work. capital-capital is needed to pay for production and to pay
40. ## Math
If the cost of a retailer's merchandise are rising, is this a trues statment? Using FIFO will lower taxes
41. ## marketing
1.How would you classify Wal-Mart in terms of position on the wheel of retailing versus that of an off-price retailer?
42. ## Marketing
How would you classify Wal-Mart in terms of its position on the wheel of retailing versus that of an off-price retailer?
43. ## Maths Profit and Loss
If the manufacturer gains 6%, the wholesale dealer 8% and the retailer 10%,then what is the production cost of a vaccum cleaner whose retail price is Rs 15741?
What resources does an International Internet retailer need other than merely a storefront on the Internet?
an online retailer charges \$6.99 puls \$0.55 per pound to ship electronics purchases. How many pounds is a DVD player for which the shipping charge is \$11.94 plz help me
46. ## Math
Craig went to an auction and bought five different items. Use the clues below to determine the price he paid for each item. 1. the chair was the most expensive item, which sold for \$95. 2. The range of the prices of the five items was \$75. 3. The stereo
47. ## IB
What resources does an International Internet retailer need other than merely a storefront on the Internet?
48. ## English
My teacher wants me to proofread and make corrections on the following. Can you help me. I will send over the question and then below is what I have revised will you check it for me? The following paragraph contains five errors in grammar, punctuation,
49. ## MATH(markup and markdown )
A hi-fi set was purchased for RM7000.The hi-fi set will be resold by offering an 8% discount.If the retailer wants a 18% gross profit based on the net retail price,find the list price.
50. ## math
Paige spent a total of \$60 on clothing items. She bought 2 pairs of shorts for \$10 each. She bought some T-shirts for \$4 each. She also bought some sandals for \$12 each. How many of each clothing item did she purchase?
51. ## algebra
A retailer of DVD players knows that at a price of q dollars per player, he can sell (900 – 3q) players per month. Write a polynomial, in function notation, that represents the monthly income from the sale of DVD players.
52. ## Credit Card - Situations
Hayden needs some equipment for the apartment he is renting while attending college. He finds some things on sale at a reasonable value, and he opens a charge account with the retailer. I don’t understand this one, since the items are on sale, couldn’t
53. ## MATHS
A manufacturer offers a20% rebate on the marked price of a product. The retailer offers another 30%rebate on the reduced price. Find the single equivalent reduction of the two reductions. Please help!
54. ## Math
Inventory cost at Tech Co. is 35 percent per year. What is the per unit inventory cost for an MP3 player sold at \$50? Assume that the margin corresponds to the retailer's average margin.
Inventory cost at Tech Co. is 35 percent per year. What is the per unit inventory cost for an MP3 player sold at \$50? Assume that the margin corresponds to the retailer's average margin.
56. ## Algebra word problem
A retailer of DVD players knows that at a price of q dollars per player, he can sell (900 – 3q) players per month. Write a polynomial, in function notation, that represents the monthly income from the sale of DVD players.
57. ## Algebra 1
An online camera retailer currently offers a 40% discount on cameras. Write a function relating a camera's purchases price, y, to the retail price, x. Give the domain of this function. I'm really stuck on this problem. Thanks so much for your help.
58. ## algebra
Task 1 You want to start a summer business to earn money. What will you do? You have to consider how much money you can afford to invest in this business, how much it will cost you to make each item, and how much you’re going to charge for each item.
59. ## accounting
Select a business in your community and observe its internal control over cash receipts and cash payments. The business could be a bank, bookstore, restaurant, department store, or other retailer. What are the strengths and weaknesses? What would you do to
60. ## statistics
A popular online retailer sells a wide variety of products including books. The proportion of customers that order only books is 21%. If a random sample of 600 customers is taken, what is the probability that more than 24% order only books?
61. ## math
In a hypermarket promotional drive, the customers would only have to pay half of the original price on their second buy of the same item and one quarter of the original price on their third buy of the same item for some selected items. A customer bought 3
62. ## Algebra
Chen bought a bag of groceries weighing 15 pounds, His friend, Jo, bought a bag of groceries that also weighed 15 pounds, but contained one less item. The average weight per item for Jo's groceries was 1/2 pound more than for Chen's. How many items were in
63. ## algebra1
chen bought a bag f groceries weighing 15 pounds.His friend,jo,bought a bag of groceries that always weighed 15 pounds,but contained one less item.the average weight per item for jo's groceries was 1/2 pound more than for Chen's.How many items were in Jo's
64. ## pre-algebra
Translate the following into an inequality. Do not solve. Profits in the second quarter for a local retailer were all 112% of that in the first quarter. Profits in the third quarter were 87% of that in the first quarter. The profits for the three
65. ## statistics
a recent study by a large retailer designed to determine whether there was a relationship between the importance a store manager placed on advertising and the size of the store revealed the following sample information: observed
66. ## college- math
a children's theater found in a random survey that 58 customers bought one snack bar item, 49 bought two items, 31 bought three items, 4 bought four items, and 8 avoided the snack bar altogether. use this information to find the expected number of snack
67. ## Math!
Pls help me on this, i dunno the answer but i got the answer of my own, but its wrong nad this paper is already marked, but i still cant seem to understand how to solve this! A furniture store bought an item for \$810 less 15%. The store's expenses are 38%
68. ## matt
Main street in any town, USA is predominantly populated by car dealerships with huge parking lots full of new and used cars. Then one day a large national retailer (like wal- mart) approaches the city council of any town and says, “ we are looking for a
If a person is injured as a result of an unreasonably dangerous or defective product, how will he or she most likely recover damages for the injury? a) hold the retailer of the product strictly liable. b) hold the wholesaler strictly liable c) hold the
70. ## Algebra 1 A
I am a little unsure of how to answer this question: Write an inequality to represent the limit you may not exceed when spending to make your product. Here's the background information I have. You are going to decide on a summer business to start. Figure
71. ## Math
I am a little unsure of how to answer this question: Write an inequality to represent the limit you may not exceed when spending to make your product. Here's the background information I have. You are going to decide on a summer business to start. Figure
72. ## Algebra
I am a little unsure of how to answer this question: Write an inequality to represent the limit you may not exceed when spending to make your product. Here's the background information I have. You are going to decide on a summer business to start. Figure
73. ## math
The amount of sales tax charged is proportional to the value of the item bought. If the tax on a \$110.00 item is \$8.50, what is the tax on a \$150.00 item? It will be (150/110) x \$8.50 150/110*8.50=11.59 \$11.59 is your answer
74. ## math
If the store purchases an item at a wholesale cost of \$3.50 per item, and it is sold at a retail value of \$5.00 per item. What is the gross profit percentage of the item?
Cash Flow and Profits: On-Line Retailer Temps Customers Statement; "Buy Now Pay 2008 - Why Wait? With absolutely nothing to pay until may 2008. our Buy Now Pay Later Plan is the perfect way to afford whatever you want - Today!" Question; Offering customers
76. ## math
a man purchased 3 item which cost 100 dollars. The second item is half of the first, and the third item is have of the second. How much was each item?
77. ## Writing Skills
The call number given in a catalog entry gives us what information? A. How recently the item was published B. The title and author of the item in question C. Where the item can be found within the library D. Whether or not the item is checked out I think
78. ## algebra
An online retailer had a sale that lasted 5 days. Approximately how many people visted the site during the sale? Assume that people who visited on more than one day were only counted once. Day 1 20,000 Day 2 25,000 Day 3 30,000 Day 4 25,000 Day 5 20,000
79. ## maths-urgently needed
A manufacturer lists the price of the goods at Rs.240 per article. The wholesaler gets a discount of 25% on the goods from the manufacturer.The retailers are allowed a discount of 15% on the list price by the wholesaler. The prescribe rate of sale tax at
80. ## maths-urgently needed-plse help
A manufacturer lists the price of the goods at Rs.240 per article. The wholesaler ge6ts a discount of 25% on the goods from the manufacturer. The retailers are allowed a discount of 15% on the list price by the wholesaler. The prescribe rate of sale tax at
81. ## math
An online retailer sells two packages of protein bars. Package A: 10-pack of 2.1 ounce bars Cost A: \$15.37 Package B: 12-pack of 1.4 ounce bars Cost B: \$15.35 1)Which package has the better per bar? 2)Which package has the better price per ounce? 3)Which
82. ## maths-urgently needed
A manufacturer lists the price of the goods at Rs.240 per article. The wholesaler ge6ts a discount of 25% on the goods from the manufacturer. The retailers are allowed a discount of 15% on the list price by the wholesaler. The prescribe rate of sale tax at
83. ## buisness
could someone help me with this question? Which of the following scenarios would not be considered international business? Choose one answer. a. A Chinese manufacturer sells toys to a large toy retailer in the United States. b. Intel sells its processors
84. ## Math :(
Can someone plz explain how to do this math project, Plz give me some examples! Directions: For this project, you will visit an online marketplace website and choose three different products that you might want. For each product, you should provide a
85. ## finance
Home Builder Supply a retailer in the home improvement industry, currently operate seven retail outlets in GA and SC. Management is contemplating building an eighth retail store across town from its most successful retail outlet. The company already owns
86. ## math
A large bicycle retailer collects data on the number of bicycles in each store compared to floor space of each store. The data is given in the table below. Number of Bicycles 60 56 208 52 70 55 Floor Space (sq ft) 1400 1140 3250 1100 1500 1280 a) Determine
87. ## math
if i bought a item for 288 an the sale taxes was 6% what will my total be
88. ## geometry
1) Make a conjecture about the next item in the sequence. 2, -20, 200, -2000, ? 2)Determine whether the following conjecture is true or false. Give a counterexample if the answer is false. __ __ AB ⊥ BC, then ∠ABC is a right angle 3)Make a conjecture
89. ## Pseudocode
Produce the algorithm for the problem above [this will include five “get” statements to input item 1, item 2, item 3, item 4 and item 5; three math statements to process the subtotal, tax and total; and three “display” statements to output the
90. ## Ashford
Beth gives Megan \$2 allowance a week. Then she takes Megan shopping and allows her to select what she wants to buy. If the item desired costs more than \$2, Megan's mother suggests she save her money until she has enough saved to pay for the desired item.
91. ## Algebra 1
I get a bit confused so I hope someone can help with this question Consider the total amount that you are willing to spend on the buisness and how much it will cost you to make your items. Write an inequality that represents the fact that while making each
92. ## Math
ITEM NUMBER THREE 1 Description of the item:Printer 2 Stated price on the website: 229.99 (do not round to whole dollars) 3 Website where the item was found:Staples I don't know how to do questions # 4 and 5 4 Price of item after a 10% increase with sales
93. ## Algebra
Do I have the right answer? A store owner bought a machine that laminates cards. the machine cost \$1000. Each laminated item costs the owner \$.50, but he charges the customers \$4.00 per item. how many cards must be laminated and sold before the owner makes
94. ## math
Jo bought an item for 45¢, and paid with a \$1.00 bill. How many different ways could she get her 55¢ change with combinations of only nickels, dimes and quarters?
95. ## math
mr harris bought 4 for \$0.50, mrs clarke bought 21 for \$1.00, mr montaro bought 1134 for \$2.00 and ms park bought 450 for \$1.50. what were they buying?
96. ## Statistics
A manufacturer makes ball bearings that are supposed to have a mean weight of 30g. A retailer suspects that the mean weight is actually less than 30 g. The mean weight for a random sample of 16 ball bearings is 28.8 g with a standard deviation of 3.9 g At
97. ## math10
An item was already discounted by 10% but had to be discounted by another 10 % to make the price even more attractive to customers. Overall, by how many percent was the item discounted?
98. ## programming
Create three (3) one-dimensional arrays: Item Number, Quantity-on-hand and Unit Cost for 15 items. Input data into all the arrays. After the data is entered, read an arbitrary number of records containing an item number and quantity-ordered. If the
99. ## Algebra 1
The marketing director of a department store interviewed 50 customers who had bought appliances the previous week. They found that 20% of the customers bought a washing machine and 40% bought a dishwasher. Also 48% of the customers bought an appliance
100. ## MATH!
bob and his dad visited the hardware store on saturday. they observed the following transaction: Mr. Harris bought 4 for \$0.50, Mrs. clark bought 21 for \$1.00, Mr. Montaro bought 1,134 for \$2.00 and Ms. Park bought 450 for \$1.50. what were they buying? | 5,696 | 23,947 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.34375 | 3 | CC-MAIN-2018-39 | latest | en | 0.922317 |
https://convert-dates.com/days-before/2578/2023/03/19 | 1,679,647,193,000,000,000 | text/html | crawl-data/CC-MAIN-2023-14/segments/1679296945279.63/warc/CC-MAIN-20230324082226-20230324112226-00692.warc.gz | 221,915,239 | 4,097 | ## 2578 Days Before March 19, 2023
Want to figure out the date that is exactly two thousand five hundred seventy eight days before Mar 19, 2023 without counting?
Your starting date is March 19, 2023 so that means that 2578 days earlier would be February 26, 2016.
You can check this by using the date difference calculator to measure the number of days before Feb 26, 2016 to Mar 19, 2023.
February 2016
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February 26, 2016 is a Friday. It is the 57th day of the year, and in the 8th week of the year (assuming each week starts on a Sunday), or the 1st quarter of the year. There are 29 days in this month. 2016 is a leap year, so there are 366 days in this year. The short form for this date used in the United States is 02/26/2016, and almost everywhere else in the world it's 26/02/2016.
### What if you only counted weekdays?
In some cases, you might want to skip weekends and count only the weekdays. This could be useful if you know you have a deadline based on a certain number of business days. If you are trying to see what day falls on the exact date difference of 2578 weekdays before Mar 19, 2023, you can count up each day skipping Saturdays and Sundays.
Start your calculation with Mar 19, 2023, which falls on a Sunday. Counting forward, the next day would be a Monday.
To get exactly two thousand five hundred seventy eight weekdays before Mar 19, 2023, you actually need to count 3609 total days (including weekend days). That means that 2578 weekdays before Mar 19, 2023 would be May 1, 2013.
If you're counting business days, don't forget to adjust this date for any holidays.
May 2013
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May 1, 2013 is a Wednesday. It is the 121st day of the year, and in the 121st week of the year (assuming each week starts on a Sunday), or the 2nd quarter of the year. There are 31 days in this month. 2013 is not a leap year, so there are 365 days in this year. The short form for this date used in the United States is 05/01/2013, and almost everywhere else in the world it's 01/05/2013.
### Enter the number of days and the exact date
Type in the number of days and the exact date to calculate from. If you want to find a previous date, you can enter a negative number to figure out the number of days before the specified date.
### Days before date calculator
This site provides an online Days Before Date Calculator to help you find the date that occurs exactly X days from a specific date. You can also enter a negative number to find out when X days before that date happened to fall. You can use this tool to figure out a deadline if you have a certain number of days remaining. Or read the full page to learn more about the due date if you're counting business days or weekdays only, skipping Saturday and Sunday. If you're trying to measure the number of days between two dates, you can switch to the Date Difference Calculator instead. | 1,052 | 3,348 | {"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0} | 3.921875 | 4 | CC-MAIN-2023-14 | latest | en | 0.923482 |
http://www.gurufocus.com/term/COGS/KTOS/Cost%252Bof%252BGoods%252BSold/Kratos%2BDefense%2B%2526%2BSecurity%2BSolutions%252C%2BInc | 1,490,677,083,000,000,000 | text/html | crawl-data/CC-MAIN-2017-13/segments/1490218189667.42/warc/CC-MAIN-20170322212949-00590-ip-10-233-31-227.ec2.internal.warc.gz | 541,540,546 | 28,332 | Switch to:
GuruFocus has detected 6 Warning Signs with Kratos Defense & Security Solutions Inc \$KTOS.
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Kratos Defense & Security Solutions Inc (NAS:KTOS)
Cost of Goods Sold
\$515.1 Mil (TTM As of Dec. 2016)
Kratos Defense & Security Solutions Inc's cost of goods sold for the three months ended in Dec. 2016 was \$135.5 Mil. Its cost of goods sold for the trailing twelve months (TTM) ended in Dec. 2016 was \$515.1 Mil.
Cost of Goods Sold is directly linked to profitability of the company through Gross Margin. Kratos Defense & Security Solutions Inc's Gross Margin for the three months ended in Dec. 2016 was 25.59%.
Cost of Goods Sold is also directly linked to Inventory Turnover. Kratos Defense & Security Solutions Inc's Inventory Turnover for the three months ended in Dec. 2016 was 2.38.
Definition
Cost of goods sold (COGS) refers to the Inventory costs of those goods a business has sold during a particular period.
Kratos Defense & Security Solutions Inc Cost of Goods Sold for the trailing twelve months (TTM) ended in Dec. 2016 was 117.1 (Mar. 2016 ) + 123 (Jun. 2016 ) + 139.5 (Sep. 2016 ) + 135.5 (Dec. 2016 ) = \$515.1 Mil.
* All numbers are in millions except for per share data and ratio. All numbers are in their local exchange's currency.
Explanation
Cost of Goods Sold is directly linked to profitability of the company through Gross Margin.
Kratos Defense & Security Solutions Inc's Gross Margin for the three months ended in Dec. 2016 is calculated as:
Gross Margin = (Revenue - Cost of Goods Sold) / Revenue = (182.1 - 135.5) / 182.1 = 25.59 %
* All numbers are in millions except for per share data and ratio. All numbers are in their local exchange's currency.
A company that has a moat can usually maintain or even expand their Gross Margin. A company can increase its Gross Margin in two ways. It can increase the prices of the goods it sells and keeps its Cost of Goods Sold unchanged. Or it can keep the sales price unchanged and squeeze its suppliers to reduce the Cost of Goods Sold. Warren Buffett believes businesses with the power to raise prices have moats.
Cost of Goods Sold is also directly linked to another concept called Inventory Turnover:
Kratos Defense & Security Solutions Inc's Inventory Turnover for the three months ended in Dec. 2016 is calculated as:
Inventory Turnover = Cost of Goods Sold / Average Inventory = 135.5 / 56.95 = 2.38
* All numbers are in millions except for per share data and ratio. All numbers are in their local exchange's currency.
Inventory Turnover measures how fast the company turns over its inventory within a year. A higher inventory turnover means the company has light inventory. Therefore the company spends less money on storage, write downs, and obsolete inventory. If the inventory is too light, it may affect sales because the company may not have enough to meet demand.
Usually retailers pile up their inventories at holiday seasons to meet the stronger demand. Therefore, the inventory of a particular quarter of a year should not be used to calculate inventory turnover. An average inventory is a better indication.
Related Terms
Historical Data
* All numbers are in millions except for per share data and ratio. All numbers are in their local exchange's currency.
Kratos Defense & Security Solutions Inc Annual Data
Dec07 Dec08 Dec09 Dec10 Dec11 Dec12 Dec13 Dec14 Dec15 Dec16 COGS 162.0 228.0 270.9 324.2 522.7 712.0 639.6 583.6 495.3 515.1
Kratos Defense & Security Solutions Inc Quarterly Data
Sep14 Dec14 Mar15 Jun15 Sep15 Dec15 Mar16 Jun16 Sep16 Dec16 COGS 148.4 147.0 118.8 119.6 121.3 135.3 117.1 123.0 139.5 135.5
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