url
stringlengths 6
1.61k
| fetch_time
int64 1,368,856,904B
1,726,893,854B
| content_mime_type
stringclasses 3
values | warc_filename
stringlengths 108
138
| warc_record_offset
int32 9.6k
1.74B
| warc_record_length
int32 664
793k
| text
stringlengths 45
1.04M
| token_count
int32 22
711k
| char_count
int32 45
1.04M
| metadata
stringlengths 439
443
| score
float64 2.52
5.09
| int_score
int64 3
5
| crawl
stringclasses 93
values | snapshot_type
stringclasses 2
values | language
stringclasses 1
value | language_score
float64 0.06
1
|
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
https://lemon.cs.elte.hu/trac/lemon/browser/lemon-0.x/src/include/xy.h?rev=1b41ebb5fee52ecda5485799671d24b527e16a32&order=date
| 1,643,370,565,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2022-05/segments/1642320305494.6/warc/CC-MAIN-20220128104113-20220128134113-00570.warc.gz
| 364,934,911
| 8,127
|
# source:lemon-0.x/src/include/xy.h@502:1b41ebb5fee5
Last change on this file since 502:1b41ebb5fee5 was 491:4804c967543d, checked in by Mihaly Barasz, 18 years ago
ingroup bug
File size: 4.9 KB
Line
1// -*- c++ -*-
2#ifndef HUGO_XY_H
3#define HUGO_XY_H
4
5#include <iostream>
6
7///\ingroup misc
8///\file
9///\brief A simple two dimensional vector and a bounding box implementation
10///
11/// The class \ref hugo::xy "xy" implements
12///a two dimensional vector with the usual
13/// operations.
14///
15/// The class \ref hugo::BoundingBox "BoundingBox" can be used to determine
16/// the rectangular bounding box a set of \ref hugo::xy "xy"'s.
17///
18///\author Attila Bernath
19
20
21namespace hugo {
22
24 /// @{
25
26 /// A two dimensional vector (plainvector) implementation
27
28 /// A two dimensional vector (plainvector) implementation
29 ///with the usual vector
30 /// operators.
31 ///
32 ///\author Attila Bernath
33 template<typename T>
34 class xy {
35
36 public:
37
38 T x,y;
39
40 ///Default constructor: both coordinates become 0
41 xy() : x(0), y(0) {}
42
43 ///Constructing the instance from coordinates
44 xy(T a, T b) : x(a), y(a) { }
45
46
47 ///Gives back the square of the norm of the vector
48 T normSquare(){
49 return x*x+y*y;
50 };
51
52 ///Increments the left hand side by u
53 xy<T>& operator +=(const xy<T>& u){
54 x += u.x;
55 y += u.y;
56 return *this;
57 };
58
59 ///Decrements the left hand side by u
60 xy<T>& operator -=(const xy<T>& u){
61 x -= u.x;
62 y -= u.y;
63 return *this;
64 };
65
66 ///Multiplying the left hand side with a scalar
67 xy<T>& operator *=(const T &u){
68 x *= u;
69 y *= u;
70 return *this;
71 };
72
73 ///Dividing the left hand side by a scalar
74 xy<T>& operator /=(const T &u){
75 x /= u;
76 y /= u;
77 return *this;
78 };
79
80 ///Returns the scalar product of two vectors
81 T operator *(const xy<T>& u){
82 return x*u.x+y*u.y;
83 };
84
85 ///Returns the sum of two vectors
86 xy<T> operator+(const xy<T> &u) const {
87 xy<T> b=*this;
88 return b+=u;
89 };
90
91 ///Returns the difference of two vectors
92 xy<T> operator-(const xy<T> &u) const {
93 xy<T> b=*this;
94 return b-=u;
95 };
96
97 ///Returns a vector multiplied by a scalar
98 xy<T> operator*(const T &u) const {
99 xy<T> b=*this;
100 return b*=u;
101 };
102
103 ///Returns a vector divided by a scalar
104 xy<T> operator/(const T &u) const {
105 xy<T> b=*this;
106 return b/=u;
107 };
108
109 ///Testing equality
110 bool operator==(const xy<T> &u){
111 return (x==u.x) && (y==u.y);
112 };
113
114 ///Testing inequality
115 bool operator!=(xy u){
116 return (x!=u.x) || (y!=u.y);
117 };
118
119 };
120
121 ///Reading a plainvector from a stream
122 template<typename T>
123 inline
124 std::istream& operator>>(std::istream &is, xy<T> &z)
125 {
126
127 is >> z.x >> z.y;
128 return is;
129 }
130
131 ///Outputting a plainvector to a stream
132 template<typename T>
133 inline
134 std::ostream& operator<<(std::ostream &os, xy<T> z)
135 {
136 os << "(" << z.x << ", " << z.y << ")";
137 return os;
138 }
139
140
141 /// A class to calculate or store the bounding box of plainvectors.
142
143 /// A class to calculate or store the bounding box of plainvectors.
144 ///
145 ///\author Attila Bernath
146 template<typename T>
147 class BoundingBox {
148 xy<T> bottom_left, top_right;
149 bool _empty;
150 public:
151
152 ///Default constructor: an empty bounding box
153 BoundingBox() { _empty = true; }
154
155 ///Constructing the instance from one point
156 BoundingBox(xy<T> a) { bottom_left=top_right=a; _empty = false; }
157
158 ///Is there any point added
159 bool empty() const {
160 return _empty;
161 }
162
163 ///Gives back the bottom left corner (if the bounding box is empty, then the return value is not defined)
164 xy<T> bottomLeft() const {
165 return bottom_left;
166 };
167
168 ///Gives back the top right corner (if the bounding box is empty, then the return value is not defined)
169 xy<T> topRight() const {
171 };
172
173 ///Checks whether a point is inside a bounding box
174 bool inside(const xy<T>& u){
175 if (_empty)
176 return false;
177 else{
178 return ((u.x-bottom_left.x)*(top_right.x-u.x) >= 0 &&
179 (u.y-bottom_left.y)*(top_right.y-u.y) >= 0 );
180 }
181 }
182
183 ///Increments a bounding box with a point
184 BoundingBox& operator +=(const xy<T>& u){
185 if (_empty){
186 bottom_left=top_right=u;
187 _empty = false;
188 }
189 else{
190 if (bottom_left.x > u.x) bottom_left.x = u.x;
191 if (bottom_left.y > u.y) bottom_left.y = u.y;
192 if (top_right.x < u.x) top_right.x = u.x;
193 if (top_right.y < u.y) top_right.y = u.y;
194 }
195 return *this;
196 };
197
198 ///Sums a bounding box and a point
199 BoundingBox operator +(const xy<T>& u){
200 BoundingBox b = *this;
201 return b += u;
202 };
203
204 ///Increments a bounding box with an other bounding box
205 BoundingBox& operator +=(const BoundingBox &u){
206 if ( !u.empty() ){
207 *this += u.bottomLeft();
208 *this += u.topRight();
209 }
210 return *this;
211 };
212
213 ///Sums two bounding boxes
214 BoundingBox operator +(const BoundingBox& u){
215 BoundingBox b = *this;
216 return b += u;
217 };
218
219 };//class Boundingbox
220
221
222 /// @}
223
224
225} //namespace hugo
226
227#endif //HUGO_XY_H
Note: See TracBrowser for help on using the repository browser.
| 1,804
| 6,103
|
{"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}
| 2.734375
| 3
|
CC-MAIN-2022-05
|
latest
|
en
| 0.277413
|
http://news.datascience.org.ua/2018/12/06/local-outlier-factor-for-anomaly-detection/
| 1,563,944,819,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2019-30/segments/1563195530385.82/warc/CC-MAIN-20190724041048-20190724063048-00325.warc.gz
| 109,514,508
| 7,583
|
# Local Outlier Factor for Anomaly Detection
A large k, however, can miss local outliers.The density of the red point to its nearest neighbors is not different from the density to the cloud in the upper right corner..To get the lrd for a point a, we will first calculate the reachability distance of a to all its k nearest neighbors and take the average of that number..Hence, the less dense — the inverse.lrd(a) = 1/(sum(reach-dist(a,n))/k)By intuition the local reachability density tells how far we have to travel from our point to reach the next point or cluster of points..The lower it is, the less dense it is, the longer we have to travel.The lrd of the upper right point is the average reachability distance to its nearest neighbors which are points (-1, -1), (-1.5, -1.5) and (-1, -2)..If the ratio is greater than 1, the lrd of point a is on average greater than the lrd of its neighbors and, thus, from point a, we have to travel longer distances to get to the next point or cluster of points than from a’s neighbors to their next neighbors..Keep in mind, the neighbors of a point a may don’t consider a a neighbor as they have points in their reach which are way closer.In conclusion, the LOF of a point tells the density of this point compared to the density of its neighbors.. More details
| 309
| 1,304
|
{"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-2019-30
|
longest
|
en
| 0.945561
|
http://brainly.com/question/152778
| 1,481,271,106,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2016-50/segments/1480698542687.37/warc/CC-MAIN-20161202170902-00201-ip-10-31-129-80.ec2.internal.warc.gz
| 35,577,848
| 10,254
|
# Solve the following system of equations. In other words, which values for x and y make both equations true? y = 5x7x + 2y = -17x = y = x =
1
by funisalwayshere
| 53
| 162
|
{"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-2016-50
|
latest
|
en
| 0.931986
|
http://www.jiskha.com/display.cgi?id=1301585166
| 1,498,592,551,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2017-26/segments/1498128321536.20/warc/CC-MAIN-20170627185115-20170627205115-00618.warc.gz
| 571,034,055
| 3,627
|
# math
posted by .
A circular pie with a diameter of 9.8 inches is cut into 7 equal slices. What is the approximate area of one slice?
• math -
A = pi * r^2
A = 3.14 * 4.9^2
A = 3.14 * 24.01 sq. inches
24.01 / 7 = ?
| 84
| 221
|
{"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}
| 3.6875
| 4
|
CC-MAIN-2017-26
|
latest
|
en
| 0.862735
|
https://www.convert-measurement-units.com/convert+Million+Board+Feet+to+Peck+imperial.php
| 1,674,922,868,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2023-06/segments/1674764499646.23/warc/CC-MAIN-20230128153513-20230128183513-00005.warc.gz
| 729,990,184
| 13,392
|
Convert MMBF to pk (Million Board Feet to Peck imperial)
Million Board Feet into Peck imperial
numbers in scientific notation
https://www.convert-measurement-units.com/convert+Million+Board+Feet+to+Peck+imperial.php
How many Peck imperial make 1 Million Board Feet?
1 Million Board Feet [MMBF] = 259 534.810 793 45 Peck imperial [pk] - Measurement calculator that can be used to convert Million Board Feet to Peck imperial, among others.
Convert Million Board Feet to Peck imperial (MMBF to pk):
1. Choose the right category from the selection list, in this case 'Volume'.
2. Next enter the value you want to convert. The basic operations of arithmetic: addition (+), subtraction (-), multiplication (*, x), division (/, :, ÷), exponent (^), square root (√), brackets and π (pi) are all permitted at this point.
3. From the selection list, choose the unit that corresponds to the value you want to convert, in this case 'Million Board Feet [MMBF]'.
4. Finally choose the unit you want the value to be converted to, in this case 'Peck imperial [pk]'.
5. Then, when the result appears, there is still the possibility of rounding it to a specific number of decimal places, whenever it makes sense to do so.
With this calculator, it is possible to enter the value to be converted together with the original measurement unit; for example, '471 Million Board Feet'. In so doing, either the full name of the unit or its abbreviation can be usedas an example, either 'Million Board Feet' or 'MMBF'. Then, the calculator determines the category of the measurement unit of measure that is to be converted, in this case 'Volume'. After that, it converts the entered value into all of the appropriate units known to it. In the resulting list, you will be sure also to find the conversion you originally sought. Alternatively, the value to be converted can be entered as follows: '80 MMBF to pk' or '21 MMBF into pk' or '80 Million Board Feet -> Peck imperial' or '68 MMBF = pk' or '68 Million Board Feet to pk' or '35 MMBF to Peck imperial' or '77 Million Board Feet into Peck imperial'. For this alternative, the calculator also figures out immediately into which unit the original value is specifically to be converted. Regardless which of these possibilities one uses, it saves one the cumbersome search for the appropriate listing in long selection lists with myriad categories and countless supported units. All of that is taken over for us by the calculator and it gets the job done in a fraction of a second.
Furthermore, the calculator makes it possible to use mathematical expressions. As a result, not only can numbers be reckoned with one another, such as, for example, '(63 * 99) MMBF'. But different units of measurement can also be coupled with one another directly in the conversion. That could, for example, look like this: '471 Million Board Feet + 1413 Peck imperial' or '30mm x 26cm x 66dm = ? cm^3'. The units of measure combined in this way naturally have to fit together and make sense in the combination in question.
The mathematical functions sin, cos, tan and sqrt can also be used. Example: sin(π/2), cos(pi/2), tan(90°), sin(90) or sqrt(4).
If a check mark has been placed next to 'Numbers in scientific notation', the answer will appear as an exponential. For example, 2.798 409 974 534 5×1031. For this form of presentation, the number will be segmented into an exponent, here 31, and the actual number, here 2.798 409 974 534 5. For devices on which the possibilities for displaying numbers are limited, such as for example, pocket calculators, one also finds the way of writing numbers as 2.798 409 974 534 5E+31. In particular, this makes very large and very small numbers easier to read. If a check mark has not been placed at this spot, then the result is given in the customary way of writing numbers. For the above example, it would then look like this: 27 984 099 745 345 000 000 000 000 000 000. Independent of the presentation of the results, the maximum precision of this calculator is 14 places. That should be precise enough for most applications.
| 972
| 4,090
|
{"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}
| 3.375
| 3
|
CC-MAIN-2023-06
|
latest
|
en
| 0.815616
|
https://fr.mathworks.com/matlabcentral/profile/authors/7188618?page=2&s_tid=cody_local_to_profile
| 1,624,218,355,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2021-25/segments/1623488253106.51/warc/CC-MAIN-20210620175043-20210620205043-00479.warc.gz
| 253,675,074
| 3,931
|
Solved
Find the nearest prime number
Happy 5th birthday, Cody! Since 5 is a prime number, let's have some fun looking for other prime numbers. Given a positive in...
plus de 3 ans ago
Solved
Target sorting
Sort the given list of numbers |a| according to how far away each element is from the target value |t|. The result should return...
plus de 3 ans ago
Solved
The Goldbach Conjecture
The <http://en.wikipedia.org/wiki/Goldbach's_conjecture Goldbach conjecture> asserts that every even integer greater than 2 can ...
plus de 3 ans ago
Solved
Recaman Sequence - I
Recaman Sequence (A005132 - <http://oeis.org/A005132 - OEIS Link>) is defined as follow; seq(0) = 0; for n > 0, seq(n) ...
plus de 3 ans ago
Solved
MATLAB Counter
Write a function f = counter(x0,b) to construct a counter handle f that counts with an initial value x0 and a step size b. E...
plus de 3 ans ago
Solved
Predicting life and death of a memory-less light bulb
*💡 💡 💡 💡 💡 💡 💡 💡 💡 💡 💡 💡 💡 💡 &...
plus de 3 ans ago
Solved
Van Eck's Sequence's nth member
Return the Van Eck's Sequence's nth member. For detailed info : <http://oeis.org/A181391 OEIS link> and <https://www.theguard...
plus de 3 ans ago
Solved
Is this is a Tic Tac Toe X Win?
For the game of <https://en.wikipedia.org/wiki/Tic-tac-toe Tic Tac Toe> we will be storing the state of the game in a matrix M. ...
plus de 3 ans ago
Solved
Find the alphabetic word product
If the input string s is a word like 'hello', then the output word product p is a number based on the correspondence a=1, b=2, ....
plus de 3 ans ago
Solved
Return a list sorted by number of occurrences
Given a vector x, return a vector y of the unique values in x sorted by the number of occurrences in x. Ties are resolved by a ...
plus de 3 ans ago
Solved
Reverse Run-Length Encoder
Given a "counting sequence" vector x, construct the original sequence y. A counting sequence is formed by "counting" the entrie...
plus de 3 ans ago
Solved
Which values occur exactly three times?
Return a list of all values (sorted smallest to largest) that appear exactly three times in the input vector x. So if x = [1 2...
plus de 3 ans ago
Solved
Pascal's Triangle
Given an integer n >= 0, generate the length n+1 row vector representing the n-th row of <http://en.wikipedia.org/wiki/Pascals_t...
plus de 3 ans ago
Solved
Binary numbers
Given a positive, scalar integer n, create a (2^n)-by-n double-precision matrix containing the binary numbers from 0 through 2^n...
plus de 3 ans ago
Solved
Find relatively common elements in matrix rows
You want to find all elements that exist in greater than 50% of the rows in the matrix. For example, given A = 1 2 3 5 ...
plus de 3 ans ago
Solved
Quote Doubler
Given a string s1, find all occurrences of the single quote character and replace them with two occurrences of the single quote ...
plus de 3 ans ago
Solved
Counting Money
Add the numbers given in the cell array of strings. The strings represent amounts of money using this notation: \$99,999.99. E...
plus de 3 ans ago
Solved
Most nonzero elements in row
Given the matrix a, return the index r of the row with the most nonzero elements. Assume there will always be exactly one row th...
plus de 3 ans ago
Solved
Sort a list of complex numbers based on far they are from the origin.
Given a list of complex numbers z, return a list zSorted such that the numbers that are farthest from the origin (0+0i) appear f...
plus de 3 ans ago
Solved
Return the largest number that is adjacent to a zero
This example comes from Steve Eddins' blog: <http://blogs.mathworks.com/steve/2009/05/27/learning-lessons-from-a-one-liner/ Lear...
plus de 3 ans ago
Solved
Create times-tables
At one time or another, we all had to memorize boring times tables. 5 times 5 is 25. 5 times 6 is 30. 12 times 12 is way more th...
plus de 3 ans ago
Solved
Nearest Numbers
Given a row vector of numbers, find the indices of the two nearest numbers. Examples: [index1 index2] = nearestNumbers([2 5 3...
plus de 3 ans ago
Solved
Find the longest sequence of 1's in a binary sequence.
Given a string such as s = '011110010000000100010111' find the length of the longest string of consecutive 1's. In this examp...
plus de 3 ans ago
Solved
Determine if input is odd
Given the input n, return true if n is odd or false if n is even.
plus de 3 ans ago
Solved
Remove any row in which a NaN appears
Given the matrix A, return B in which all the rows that have one or more <http://www.mathworks.com/help/techdoc/ref/nan.html NaN...
plus de 3 ans ago
Solved
Finding Perfect Squares
Given a vector of numbers, return true if one of the numbers is a square of one of the other numbers. Otherwise return false. E...
plus de 3 ans ago
Solved
Remove the vowels
Remove all the vowels in the given phrase. Example: Input s1 = 'Jack and Jill went up the hill' Output s2 is 'Jck nd Jll wn...
plus de 3 ans ago
Solved
Return the 3n+1 sequence for n
A Collatz sequence is the sequence where, for a given number n, the next number in the sequence is either n/2 if the number is e...
plus de 3 ans ago
Solved
Summing digits
Given n, find the sum of the digits that make up 2^n. Example: Input n = 7 Output b = 11 since 2^7 = 128, and 1 + ...
plus de 3 ans ago
Solved
Swap the first and last columns
Flip the outermost columns of matrix A, so that the first column becomes the last and the last column becomes the first. All oth...
plus de 3 ans ago
| 1,512
| 5,577
|
{"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}
| 2.796875
| 3
|
CC-MAIN-2021-25
|
latest
|
en
| 0.736074
|
https://www.bootng.com/search/label/Random%20Number
| 1,709,179,032,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00361.warc.gz
| 684,319,278
| 16,429
|
## How to generate Radom Integer in Java between two numbers.
February 12, 2023
## Generate random number
Following java code will generate a random number between a given range. For instance if we want to generate a random number between 80, 100 we can use the following codes. In java to generate random number we have two options, using class Math or Random. We will see both examples
## Using Class java.lang.Math
Math.random() generates a fraction(double) number between 0.0 and 1.0. We then add the lower bound to the product of (upperbound-lowerbound)*random_between0_1.
GenerateRandom1
``````private static int generateRandomInteger(int rangeStart, int rangeEnd) {
// generate double between 0.0 and 1.0
double r = Math.random();
Integer result = (int) (rangeStart + r * (rangeEnd - rangeStart));
return result;
}``````
## Using Class java.util.Random
GenerateRandom2
``````private static int generateRandomIntegerII(int rangeStart, int rangeEnd) {
// generate double between 0.0 and 1.0
Random random = new Random();
double r = random.nextDouble();
Integer result = (int) (rangeStart + r * (rangeEnd - rangeStart));
return result;
}``````
### Full Example
GenerateRandomNumber
``````import java.util.Random;
public class GenerateRandomNumber {
public static void main(String[] args) {
System.out.println(GenerateRandomNumber.generateRandomInteger(35, 40));
System.out.println(GenerateRandomNumber.generateRandomIntegerII(35, 40));
}
private static int generateRandomInteger(int rangeStart, int rangeEnd) {
// generate double between 0.0 and 1.0
double r = Math.random();
Integer result = (int) (rangeStart + r * (rangeEnd - rangeStart));
return result;
}
private static int generateRandomIntegerII(int rangeStart, int rangeEnd) {
// generate double between 0.0 and 1.0
Random random = new Random();
double r = random.nextDouble();
Integer result = (int) (rangeStart + r * (rangeEnd - rangeStart));
return result;
}
}
``````
January 31, 2021
## Generating Random Number in Java
This article summarizes different ways to use the Random() class in java to generate bounded or unbounded random numbers. It also shows another important feature of the class that is using seed to generate same set of random numbers.
java.util.Random used used to generate bounded or unbounded random numbers. It supports specifying a seed which is used to set the internal state of the pseudorandom number generator. Random(): creates new random generator Random(long seed): creates new random generator using specified seed
Unbounded generate 5 random numbers
Following code prints 5 random numbers unbounded without any seed
``````public static void generateRadom() {
System.out.println("\nPrinting 10 Random Numbers");
Random generator = new Random();
for (int i = 0; i < 5; i++) {
System.out.print(generator.nextInt() + " ");
}
}``````
Invocation 1
Printing 5 Random Numbers -1937915077 75383412 -901884443 1725835531 1371480362
Invocation 2
Printing 5 Random Numbers -1261854044 328673857 -1787159304 446964878 -283294822
Notice that in both the invocations the generated numbers are different. This is because we have not set any seed in the Random Class.
Random Bounded Number
Following method will generate 5 random numbers between 0 and 99
``````public static void generateRadomBounded() {
System.out.println("\nPrinting 5 Random Numbers Between 0 and 99");
Random generator = new Random();
for (int i = 0; i < 5; i++) {
System.out.print(generator.nextInt(100) + " ");
}
}``````
Invocation 1
Printing 5 Random Numbers Between 0 and 99 25 95 13 60 67
Invocation 2
Printing 5 Random Numbers Between 0 and 99 17 10 21 96 15
Generate Random number bounded with a seed
Bellow function will generate bounded 5 random numbers but since we are setting a seed, if the seed is same on multiple invocation then each invocation will generate the same set of random numbers.
``````public static void generateRadomWithSeed(long seed) {
System.out.println("\nPrinting 5 Random Numbers Between 0 and 99 with seed");
Random generator = new Random(seed);
for (int i = 0; i < 5; i++) {
System.out.print(generator.nextInt(100) + " ");
}
}``````
Invocation 1
Printing 5 Random Numbers Between 0 and 99 with seed 4 62 52 3 58 67
Invocation 2
Printing 5 Random Numbers Between 0 and 99 with seed 4 62 52 3 58 67
Summary
• If we want to generate the same set of random numbers, we can set seed.
• Test cases can use seed to make sure it gets same set of random numbers.
• We can have bounded or unbounded random numbers.
| 1,128
| 4,510
|
{"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-2024-10
|
latest
|
en
| 0.501062
|
https://www.lifeanswershq.com/how-many-16-9-oz-bottles-make-a-liter/
| 1,723,584,092,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-33/segments/1722641085898.84/warc/CC-MAIN-20240813204036-20240813234036-00672.warc.gz
| 651,904,157
| 24,454
|
If you’re a fan of bottled water or other beverages, you might be curious about how many 16.9 oz bottles make a liter. It’s a common question that many people have, but the answer may not be immediately clear.
If you’re short on time, here’s a quick answer to your question: 1 liter is equal to approximately 2.11 16.9 oz bottles.
In this article, we’ll dive deeper into the topic and explore the reasons behind this measurement, as well as how it’s used in various industries. Here’s what we’ll cover:
## Understanding the Metric System
The metric system is a measurement system used worldwide, and it is based on units of ten. The system includes units for measuring length, weight, volume, and temperature. One of the most commonly used units of the metric system is the liter.
### What is a liter?
A liter is a unit of measurement for volume. It is defined as the volume of one kilogram of water at its maximum density. This means that one liter of water weighs one kilogram or 1000 grams. To put it in perspective, a 16.9 oz bottle of water is equivalent to 0.5 liters.
### Why is the metric system used for measurements?
The metric system is used for measurements because it is a universal system that is easy to understand and use. It is based on units of ten, which makes it simple to convert between different units. The metric system is also used because it is more accurate and precise than other measurement systems.
### How does the metric system compare to other measurement systems?
The metric system is the most widely used measurement system worldwide, but there are other systems as well. The United States, for example, uses the imperial system, which includes units such as inches, feet, and pounds. One of the major differences between the metric and imperial systems is that the metric system is based on units of ten, while the imperial system is based on units of twelve. This can make conversions between units more complicated in the imperial system. Another difference is that the metric system is more precise and accurate than the imperial system.
Metric System Imperial System
Based on units of ten Based on units of twelve
More precise and accurate Less precise and accurate
Used worldwide Used mainly in the United States and other countries
## The 16.9 oz Bottle
You may have noticed that many water bottles, especially those sold in bulk, are labeled as 16.9 oz. But what exactly is a 16.9 oz bottle?
Simply put, a 16.9 oz bottle is a plastic water bottle that holds 16.9 fluid ounces of liquid. These bottles are typically made from polyethylene terephthalate (PET), a lightweight and durable plastic that is widely used in the food and beverage industry.
So why is this size so commonly used? One reason is that 16.9 oz is equivalent to half a liter, which makes it a convenient size for people who want to track their water intake. It’s also a popular size for companies that sell bottled water, as it’s easy to transport and fits comfortably in most cup holders and backpack pockets.
But how are these bottles manufactured? The process typically involves molding the PET plastic into a preform, which is then heated and blown into the final bottle shape using a machine called a blow molding machine. The bottle is then capped and labeled before being shipped out to stores and consumers.
### Comparison to a Liter Bottle
So, how many 16.9 oz bottles make a liter? The answer is approximately 2. However, it’s important to note that a liter bottle may vary slightly in size depending on the manufacturer, but it will typically hold around 33.8 fluid ounces of liquid.
Bottle Size Fluid Ounces Approximate Number of Bottles to Make a Liter
16.9 oz 16.9 2
33.8 oz (1 liter) 33.8 1
It’s worth noting that some countries use the metric system exclusively and may not use fluid ounces or liters to measure liquid. Instead, they may use milliliters or centiliters. In these cases, a 16.9 oz bottle would be equivalent to approximately 500 milliliters.
## Conversions and Applications
When it comes to measuring liquids, there are various units used around the world. One of the most common measurements is the liter, which is used in many applications, including the beverage industry. In the United States, however, the 16.9 oz bottle is a popular size for many drinks, including water, soda, and juice. But how many of these bottles make up a liter?
### How is the 16.9 oz bottle used in various industries?
The 16.9 oz bottle is a common size used in many industries, including the beverage, healthcare, and beauty industries. In the beverage industry, this size is popular for water, soda, and juice products. It is also used in the healthcare industry for products such as mouthwash and hand sanitizer. In the beauty industry, this size is used for shampoo, conditioner, and body wash products.
### What are some common conversions between liters and other measurements?
Understanding conversions between different units of measurement is important for many reasons. For example, if you are traveling to a country that uses the metric system, you may need to convert measurements from the imperial system. Some common conversions between liters and other measurements include:
• 1 liter = 33.814 fluid ounces
• 1 liter = 1.0567 quarts
• 1 liter = 0.2642 gallons
It is also important to note that when converting between units of measurement, it is helpful to use conversion factors. For example, to convert liters to fluid ounces, you would multiply the number of liters by 33.814.
### Why is it important to understand these conversions?
Understanding conversions between different units of measurement is important for many reasons. For example, if you work in the beverage industry and need to order a certain amount of product, you need to know how many bottles or cans make up a certain amount of liters. Additionally, if you are traveling to a different country, you may need to convert measurements to understand the local language or to follow safety guidelines.
## Conclusion
In conclusion, knowing how many 16.9 oz bottles make a liter can be useful in many situations. Whether you’re looking to stay hydrated, manufacture beverages, or simply understand more about the metric system, this knowledge can come in handy.
By exploring the topics we covered in this article, you should now have a better understanding of why this measurement exists, how it’s used, and why it’s important to know. So the next time you’re sipping on a bottle of water, you’ll know just how much you’re drinking!
| 1,395
| 6,569
|
{"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}
| 4.0625
| 4
|
CC-MAIN-2024-33
|
latest
|
en
| 0.958609
|
https://buytermpapersonline.com/subject/calculus/
| 1,618,105,979,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2021-17/segments/1618038060603.10/warc/CC-MAIN-20210411000036-20210411030036-00162.warc.gz
| 278,879,144
| 16,375
|
## Us House Committee On Veterans’ Affairs Representation Effect On Number Of Compensated Veterans
Date: 12 September 2013 Statistical Analysis: US House Committee on Veterans’ Affairs Representation Effect on Number of Compensated Veterans US Veteran United States of America CC: US House Committee on Veterans’ Affairs; US Senate Committee on Veterans’ Affairs To Whom It May Concern: First, this paper appears long because of tables and graphs. Also, I am thankful that a MD with a PhD in statistics has helped me tweak my analysis for the better and verified my overall conclusions. Advocacy As a 100% schedular Total and Permanent disabled veteran, I have time to advocate for veterans. Sadly, I cannot work because of my illnesses, but I do put a lot of work into veteran advocacy. In addition to sending volumes of E-mails to US Congress, US President, my congressional representatives, and media, I hope to use some of my statistical knowledge as well. Since I have had some limited working experience with statistical analysis as a chemical engineer in the pharmaceutical industry, I have decided to apply my knowledge to veterans’ advocacy while learning new tools and methods too. Thankfully, “R” is open-source, powerful, useful, and free statistical software package[4]. Also, I have discovered that some statisticians are willing to share their valuable knowledge, which is something they are often paid. As an example, a MD with a PhD statistics recently suggested that I evaluate the current data with a linear mixed model, which I have learned to be quite powerful. Purpose I will not lie. The topics in this paper are complicated. I have spent considerable time on the topic of linear mixed modeling and have a basic understanding. I am not a mathematician or statistician. I believe my statistical outcomes are interesting. As mentioned, I think my statistical outcome, the average number of compensated veterans from the 26 congressional districts that make up the US House Committee on Veterans’ Affairs is not significantly different from the average number of compensated veterans from 26 randomly selected congressional districts, is interesting. Also, I will show that there is a very good linear fit between the logarithm of compensated veterans, congressional district population, and the logarithm of total veterans. Although congressional district population was initially included in the linear mixed model and the linear model, the reader will discover that congressional district population is not needed to model the average number of compensated veterans. In other words, my statistical analysis discovered...
## Study Of Brand Effectiveness Of Xtracare Retail Outlets Of Iocl
A LIVE PROJECT ON . . . STUDY OF BRAND EFFECTIVENESS OF XTRACARE RETAIL OUTLETS OF IOCL . . . . A live project submitted to IOCL RETAIL DIVISIONAL SALES OFFICE, AHMEDABAD during the SUMMER INTERNSHIP of . . . . BACHELOR OF BUSINESS ADMINISTRATION . . . . Submitted by DEVANSH RIDHVAJ BHATIA . IOCL AHMEDABAD (2011)...
| 613
| 3,031
|
{"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}
| 2.5625
| 3
|
CC-MAIN-2021-17
|
latest
|
en
| 0.953501
|
http://jayisgames.com/games/whats-in-the-box/
| 1,487,604,813,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2017-09/segments/1487501170569.99/warc/CC-MAIN-20170219104610-00454-ip-10-171-10-108.ec2.internal.warc.gz
| 139,771,136
| 15,082
|
# What's inside The Box?
• Currently 4.3/5
• 1
• 2
• 3
• 4
• 5
There are some questions that mankind always ponders. One of these questions, one that probably won't show up in a philosophy class, is "what is in that box?". To figure out what is inside Bart Bonte's boxes, you'll have to...
Can anyone explain the logic for level 29?
I just clicked every button until one changed, then repeat.
The logic behind box 29:
Click a tile to copy its color, click another tile to fill it with that color. Make all the tiles one color by clicking on any color of your choice with all your odd-numbered clicks, and then any other colors with your even-numbered clicks. For instance, green-red (turns green)-green-red (turns green)-green-purple (turns green) - etc.
I got through all 29 levels with no problem, but 30 I was becoming quite frustrated with, what is it we are supposed to be counting? I clicked lines in the letters, order in the alphabet, etc. I finally clicked on the '?' at the top thinking it would go to a walkthrough and it skipped the level?! Can someone explain the solution? Also, I am left still wondering what's in the box. Bonte could have put a satisfying little cute or clever thing the box opened for at the end of each level, just my opinion, still a great mini puzzle game.
September 7, 2016 10:51 AM replied to
Level 30:
The thing you are counting up to is in plain sight...
It is the beginning of each word that counts...
O-ne
T-wo
T-hree
F-our
F-ive
...
T-wentynine
T-hirty
Please consider creating a Casual Gameplay account if you're a regular visitor here, as it will allow us to create an even better experience for you. Sign-up here!
• You may use limited HTML tags for style:
(a href, b, br/, strong, em, ul, ol, li, code, spoiler)
HTML tags begin with a less-than sign: < and end with a greater-than sign: >. Always. No exceptions.
• To post spoilers, please use spoiler tags: <spoiler> example </spoiler>
If you need help understanding spoiler tags, read the spoiler help.
• No link dropping, no domains as names; do not spam, and do not advertise! (rel="nofollow" in use)
| 537
| 2,115
|
{"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-2017-09
|
latest
|
en
| 0.914867
|
https://academicprof.com/msn-5300-mru-purpose-of-correlational-analysis-discussion-nursing-assignment-help/
| 1,701,462,676,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2023-50/segments/1700679100304.52/warc/CC-MAIN-20231201183432-20231201213432-00233.warc.gz
| 96,251,821
| 23,427
|
MSN 5300 MRU Purpose of Correlational Analysis Discussion Nursing Assignment Help
I’m working on a health & medical discussion question and need the explanation and answer to help me learn.
Discuss the purpose of correlational analysis.
Expert Solution Preview
Introduction:
Correlational analysis is a statistical technique that aims to examine the relationship between two or more variables. It is widely used in medical research to explore the associations between different factors and to better understand the connections within complex systems. By studying correlations, researchers can identify patterns, predict outcomes, and guide decision-making processes in the field of medicine.
The purpose of correlational analysis in medical research is to investigate and measure the extent to which two or more variables are related to each other. This analysis method helps researchers understand if there is a consistent and meaningful relationship between variables, without inferring a cause-and-effect relationship.
Correlational analysis allows medical professionals to explore the connections between various risk factors, symptoms, disease outcomes, treatment responses, and other relevant variables. By quantifying and evaluating these relationships, researchers can gain valuable insights into the potential associations that may exist among different variables.
Moreover, correlational analysis plays a crucial role in the early stages of research, providing a foundation for further investigations. It helps researchers to formulate hypotheses, design experimental studies, and identify potential confounding variables that need to be controlled for in future studies. Correlation coefficients, such as Pearson’s coefficient or Spearman’s rank correlation coefficient, provide a measure of the strength and direction of the relationship observed between variables.
This statistical technique also aids in making predictions and forecasts in medicine. By analyzing correlations, researchers can develop models to estimate the likelihood of certain outcomes or disease progression based on the presence or magnitude of particular variables. This can be particularly relevant in areas such as epidemiology, where predicting disease trends or identifying high-risk populations is of utmost importance.
However, it is important to note that correlational analysis does not imply causation. While it can establish the existence and strength of a relationship, it cannot determine if one variable directly affects the other. Therefore, further experimental studies, such as randomized controlled trials, are needed to establish cause-and-effect relationships between variables.
In conclusion, the purpose of correlational analysis in medical research is to examine and quantify the relationships between variables. By doing so, researchers can better understand the interconnectedness within complex systems, identify potential risk factors, predict outcomes, and inform decision-making processes.
Pages (275 words)
Standard price: \$0.00
Latest Reviews
Impressed with the sample above? Wait there is more
Related Questions
Part A Describe charismatic leadership in your own words. Part B Explain what
Part A Describe charismatic leadership in your own words. Part B Explain what is meant by the statement that charismatic leaders use active impression
As the current athletic director at an NCAA Division I
As the current athletic director at an NCAA Division I university, you are in the process of negotiating an employment contract with Will Wynn, your
Bullying prevention is a growing research field that investigates the
Bullying prevention is a growing research field that investigates the complexities and consequences of bullying. There is also a complex relationship between bullying and suicide.
40 points you will choose and review ONE case study provided. You will be responsible for reviewing the case and
(40 points) you will choose, and review ONE case study provided. You will be responsible for reviewing the case and assigning multi-axial diagnoses. You will
When faced with an ethical dilemma, school counselors and school
When faced with an ethical dilemma, school counselors and school counseling program directors/supervisors use an ethical decision-making model such as Solutions to Ethical Problems in
Your supervisor has asked you to create a training on homicide investigations for your coworkers. This training will be in two parts. Part 1: Classification
PHC 311 SEU Different types of AIDS Questions
Expert Solution Preview Introduction: As a medical professor responsible for designing assignments and evaluating student performance, I strive to create comprehensive and meaningful assessment materials
Respond to this with 150 words, one in-text citation and Nursing Assignment Help
Client #231095 #Respond #words #intext #citation #Nursing #Assignment
Part 1: Current Security Threats Overall Scenario Aim Higher College
Part 1: Current Security Threats Overall ScenarioAim Higher College is a fictitious institution located in the United States. The college offers undergraduate and graduate
Following the passage of the Tax Cuts Act by the US Congress in late 2017 several large corporations announced the
Following the passage of the Tax Cuts Act by the US Congress in late 2017, several large corporations announced the offering of employee bonuses and
Walden University Genetic Based Health Issue Analysis Essay
You are a nurse who treats patients that have many different genetic health issues. At your last staff meeting, your nursing supervisor asked each nurse
After reading the poem “To Roosevelt” by Ruben Dario (found
After reading the poem “To Roosevelt” by Ruben Dario (found in the Modernismo in Latin American American literature page), answer the following prompt in
New questions
MDC Chronic Disease Medication Management Using Technology Nursing Assignment Help
Write a paper addressing the sections below of the research proposal. Introduction Background and Significance of the Problem Statement of the Problem and Purpose of
The student will analyze their performance on the Clinical Nursing Assignment Help
The student will analyze their performance on the Clinical Judgment Exam (CJE) Readiness and reflect on areas of opportunity and strategies to promote NCLEX-RN success
SDSU MyPlate vs Paleo Pyramid Comparison Questions Nursing Assignment Help
1- In 3-4 sentences how do the MyPlate.Gov and the Paleo pyramid recommendations differ? ————————————————— 2- In 400 words or more: Based on the lecture
SEU Telehealth Patient Privacy Survey Paper Nursing Assignment Help
The Ministry of Health has developed rules, regulations, and standard operating procedures concerning telehealth services. Review these documents and draft a survey you can provide
STU ADHD Management Psychiatric SOAP Note Template Nursing Assignment Help
Step 1: You will use the Graduate Comprehensive Psychiatric Evaluation Template Download Graduate Comprehensive Psychiatric Evaluation Templateto: Compose a written comprehensive psychiatric evaluation of a
| 1,275
| 7,147
|
{"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}
| 3.484375
| 3
|
CC-MAIN-2023-50
|
latest
|
en
| 0.920928
|
http://www.haskell.org/haskellwiki/index.php?title=99_questions/Solutions/46&oldid=36256
| 1,406,257,783,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2014-23/segments/1405997892648.47/warc/CC-MAIN-20140722025812-00015-ip-10-33-131-23.ec2.internal.warc.gz
| 766,340,119
| 6,644
|
# 99 questions/Solutions/46
(**) Define predicates and/2, or/2, nand/2, nor/2, xor/2, impl/2 and equ/2 (for logical equivalence) which succeed or fail according to the result of their respective operations; e.g. and(A,B) will succeed, if and only if both A and B succeed.
A logical expression in two variables can then be written as in the following example: and(or(A,B),nand(A,B)).
Now, write a predicate table/3 which prints the truth table of a given logical expression in two variables.
The first step in this problem is to define the Boolean predicates:
```-- Negate a Boolean argument
not' :: Bool -> Bool
not' True = False
not' False = True
-- True if both a and b are True
and',or',nor',nand',xor',impl',equ' :: Bool -> Bool -> Bool
and' True True = True
and' _ _ = False
-- True if a or b or both are True
or' False False = False
or' _ _ = True
-- Negation of 'or'
nor' a b = not' \$ or' a b
-- Negation of 'and'
nand' a b = not' \$ and' a b
-- True if either a or b is true, but not if both are true
xor' True False = True
xor' False True = True
xor' _ _ = False
-- True if a implies b, equivalent to (not a) or (b)
impl' a b = (not' a) `or'` b
-- True if a and b are equal
equ' True True = True
equ' False False = True
equ' _ _ = False```
The explicit implementation of logic functions above could be shortened using Haskell's builtin equivalents:
```and' a b = a && b
or' a b = a || b
nand' a b = not (and' a b)
nor' a b = not (or' a b)
xor' a b = and' (or' a b) (nand' a b)
impl' a b = or' (not a) b
equ' a b = a == b```
Some could be reduced even further through Pointfree style:
```and' = (&&)
or' = (||)
equ' = (==)```
Anyway, the only remaining difficulty is to generate the truth table. This approach accepts a Boolean function (Bool -> Bool -> Bool), then calls that function with all four combinations of two Boolean values:
```table :: (Bool -> Bool -> Bool) -> IO ()
table f = mapM_ putStrLn [show a ++ " " ++ show b ++ " " ++ show (f a b)
| a <- [True, False], b <- [True, False]]```
The table function in Lisp supposedly uses Lisp's symbol handling to substitute variables on the fly in the expression. I chose passing a binary function instead because parsing an expression would be more verbose in haskell than it is in Lisp. Template Haskell could also be used :)
| 688
| 2,353
|
{"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}
| 3.8125
| 4
|
CC-MAIN-2014-23
|
longest
|
en
| 0.707475
|
https://www.univerkov.com/the-temperature-of-a-brass-piece-weighing-0-2-kg-is-365-degrees-how-much-heat-it-will-transfer/
| 1,685,599,739,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2023-23/segments/1685224647614.56/warc/CC-MAIN-20230601042457-20230601072457-00419.warc.gz
| 1,146,036,141
| 6,372
|
# The temperature of a brass piece weighing 0.2 kg is 365 degrees. How much heat it will transfer
The temperature of a brass piece weighing 0.2 kg is 365 degrees. How much heat it will transfer to surrounding bodies when it cools down to a temperature of 15 degrees.
To find out the heat given off by the specified brass part to the surrounding bodies, consider the formula: Qx = Cl * md * (tout – t), where Cl – beats. heat capacity of brass (const; Cl = 378 J / (kg * K)); md is the mass of the specified brass part (md = 0.2 kg); tin – the initial temperature of the part (tin = 365 ºС); t – required temperature (t = 15 ºС).
Let’s perform the calculation: Qx = Cl * md * (tinx – t) = 378 * 0.2 * (365 – 15) = 26.46 * 10 ^ 3 J.
Answer: The heat given off by the indicated brass part to the surrounding bodies is equal to 26.46 kJ.
One of the components of a person's success in our time is receiving modern high-quality education, mastering the knowledge, skills and abilities necessary for life in society. A person today needs to study almost all his life, mastering everything new and new, acquiring the necessary professional qualities.
| 296
| 1,148
|
{"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}
| 3.96875
| 4
|
CC-MAIN-2023-23
|
longest
|
en
| 0.895972
|
http://blog.explorelearning.com/2014/02/gizmo-of-the-week-modeling-the-factorization-of-quadratic-expressions/
| 1,505,937,360,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2017-39/segments/1505818687447.54/warc/CC-MAIN-20170920194628-20170920214628-00086.warc.gz
| 44,977,814
| 15,524
|
# Gizmo of the Week: Modeling the Factorization of Quadratic Expressions
Factoring polynomials can be tricky to understand. The Modeling the Factorization of x2 + bx + c Gizmo uses algebra tiles to help with this process. First, students model the given polynomial using the tiles. Then, students arrange the tiles to form a rectangle. At that point, the area of the rectangle is the given polynomial, and the sides of the rectangle are its factors.
This is one of many Gizmos we have that drive home a “big idea” in math: that multiplying things together can be represented in a physical way, as area of a rectangle (and dividing, or factoring, gives you the side lengths of that rectangle).
The interactivity in this Gizmo makes it a great fit for an interactive whiteboard.
| 169
| 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}
| 2.6875
| 3
|
CC-MAIN-2017-39
|
latest
|
en
| 0.907361
|
http://www.clubsnap.com/forums/showthread.php?t=393410
| 1,513,452,819,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2017-51/segments/1512948588420.68/warc/CC-MAIN-20171216181940-20171216203940-00148.warc.gz
| 343,511,506
| 18,338
|
# Thread: Most kelong Toto No. I ever see!
1. ## Most kelong Toto No. I ever see!
Like that also can. That person SUPER lucky, buy quick pick also kenna. Ang mo kio, really good luck for that person.
2. ## Re: Most kelong Toto No. I ever see!
Happened before.
4. ## Re: Most kelong Toto No. I ever see!
Originally Posted by redstone
22 32 41 42 43 44 31
Can remember by but I got a now.
5. ## Re: Most kelong Toto No. I ever see!
one of the lowest probability ever!!....
6. ## Re: Most kelong Toto No. I ever see!
Originally Posted by Sjourn
one of the lowest probability ever!!....
Actually, all the same probability... Could just as easily have been 1 2 3 4 5 6
7. ## Re: Most kelong Toto No. I ever see!
Originally Posted by BBTM
22 32 41 42 43 44 31
i think anyone who got that kind of numbers from quick pick will start to curse
and swear at first cos sure think that how to win with this kind of combination...
so now the truth is any combination will stand a chance to win if u are lucky enuff
8. ## Re: Most kelong Toto No. I ever see!
Originally Posted by Sjourn
one of the lowest probability ever!!....
mathemtically the probability of this and 1 1 1 1 1 1 is the same.
9. ## Re: Most kelong Toto No. I ever see!
stop gambling people!
10. ## Re: Most kelong Toto No. I ever see!
Originally Posted by mrchua
stop gambling people!
This is not gambling, just testing luck.
11. ## Re: Most kelong Toto No. I ever see!
Originally Posted by Rashkae
Actually, all the same probability... Could just as easily have been 1 2 3 4 5 6
Hey! u won't believe it, i got quick pick number that come in 1,2,3,4,5,6. I just don't believe this kind of no. will open out.........
12. ## Re: Most kelong Toto No. I ever see!
Originally Posted by Paul_Yeo
mathemtically the probability of this and 1 1 1 1 1 1 is the same.
to get 1 1 1 1 1 1 the probability is impossible lor... how to kena the same number 2 times already kelong, kena 6 times lagi impossible...
*this proves that Paul Yeo dun buy Toto*
13. ## Re: Most kelong Toto No. I ever see!
Originally Posted by Sjourn
one of the lowest probability ever!!....
Same probability of striking as any other combination of 6 numbers.
14. ## Re: Most kelong Toto No. I ever see!
Originally Posted by dkw
Same probability of striking as any other combination of 6 numbers.
logically the probability is the same, but it's just hard to believe in emotionly, that's human
15. ## Re: Most kelong Toto No. I ever see!
Originally Posted by dkw
Same probability of striking as any other combination of 6 numbers.
but if calculate in a manner of what is the probability of having more than 2 consecutive numbers in a toto draw... then the probability will surely be low.
tis happen to have 4 consecutive numbers...
16. ## Re: Most kelong Toto No. I ever see!
Does anybody know how the numbers are picked? Like computer generated, lucky-draw style, or what?
17. ## Re: Most kelong Toto No. I ever see!
Originally Posted by ST1100
Does anybody know how the numbers are picked? Like computer generated, lucky-draw style, or what?
those roll cages & balls with numbers printed on them?
touching on probability, a brain Q
im just wondering...which has more chance?
a quickpick \$3.50 with 7 random numbers
or
\$3.50 worth of quickpick random numbers, 50 cents each?
18. ## Re: Most kelong Toto No. I ever see!
\$3.50 cents of 0.50 cents each. I remembered reading from the newspaper before that a study has concluded that by buying more combinations, it gives you a higher probability of striking. Then again a system 7 payout is greater then a normal ticket payout. Gd Luck guys
19. ## Re: Most kelong Toto No. I ever see!
maybe the guy who bought the winning ticket tears it away...." This type of number where on earth can open one????".....*rips*rips*
20. ## Re: Most kelong Toto No. I ever see!
Originally Posted by Del_CtrlnoAlt
but if calculate in a manner of what is the probability of having more than 2 consecutive numbers in a toto draw... then the probability will surely be low.
tis happen to have 4 consecutive numbers...
No bro, the probability is the exact same.
Page 1 of 2 12 Last
#### Posting Permissions
• You may not post new threads
• You may not post replies
• You may not post attachments
• You may not edit your posts
•
| 1,167
| 4,318
|
{"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-2017-51
|
latest
|
en
| 0.908287
|
https://www.geeksforgeeks.org/find-a-n-digit-number-such-that-it-is-not-divisible-by-any-of-its-digits/?ref=rp
| 1,670,193,643,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2022-49/segments/1669446710980.82/warc/CC-MAIN-20221204204504-20221204234504-00461.warc.gz
| 814,435,113
| 26,310
|
# Find a N-digit number such that it is not divisible by any of its digits
• Last Updated : 06 Sep, 2022
Given an integer N, the task is to find any N-digit positive number (except for zeros) such that it is not divisible by any of its digits. If it is not possible to find any such number then print -1.
Note: There can be more than one such number for the same N-digit.
Examples:
Input: N = 2
Output: 23
23 is not divisible by 2 or 3
Input: N = 3
Output: 239
Approach:
The easiest solution to this problem can be thought of with the help of digits ‘4’ and ‘5’.
1. Since, in order for a number to be divisible by 5, the number must end with 0 or 5; and in order for it to be divisible by 4, the last two digits if the number must be divisible by 4.
2. Therefore, a shortcut method can be applied to prevent both of the divisibility criteria of 4 and as well as of 5, as:
• To prevent a number from being divisible by 5, the number can contain 5 for every other digit except for last digit.
Therefore for N digit number,
(N - 1) digits must be 5 = 5555...(N-1 times)d
where d is the Nth digit
• To prevent a number from being divisible by 4, the number can contain 5 at the second last digit and 4 at the last digit.
Therefore for N digit number,
Last digit must be 4 = 5555...(N-1 times)4
Below is the implementation of the above approach:
## CPP
// CPP program to find N digit number such// that it is not divisible by any of its digits #include using namespace std; // Function that print the answervoid findTheNumber(int n){ // if n == 1 then it is // not possible if (n == 1) { cout << "Impossible" << endl; return; } // loop to n-1 times for (int i = 0; i < n - 1; i++) { cout << "5"; } // print 4 as last digit of // the number cout << "4";} // Driver codeint main(){ int n = 12; // Function call findTheNumber(n); return 0;}
## Java
// JAVA program to find N digit number such// that it is not divisible by any of its digitsclass GFG{ // Function that print the answerstatic void findTheNumber(int n){ // if n == 1 then it is // not possible if (n == 1) { System.out.print("Impossible" +"\n"); return; } // loop to n-1 times for (int i = 0; i < n - 1; i++) { System.out.print("5"); } // print 4 as last digit of // the number System.out.print("4");} // Driver codepublic static void main(String[] args){ int n = 12; // Function call findTheNumber(n); }} // This code is contributed by 29AjayKumar
## Python3
# Python3 program to find N digit number such# that it is not divisible by any of its digits # Function that print answerdef findTheNumber(n): # if n == 1 then it is # not possible if (n == 1): print("Impossible") return # loop to n-1 times for i in range(n-1): print("5",end="") # print as last digit of # the number print("4") # Driver codeif __name__ == '__main__': n = 12 #Function call findTheNumber(n) # This code is contributed by mohit kumar 29
## C#
// C# program to find N digit number such// that it is not divisible by any of its digitsusing System; class GFG{ // Function that print the answerstatic void findTheNumber(int n){ // if n == 1 then it is // not possible if (n == 1) { Console.Write("Impossible" +"\n"); return; } // loop to n-1 times for (int i = 0; i < n - 1; i++) { Console.Write("5"); } // print 4 as last digit of // the number Console.Write("4");} // Driver codepublic static void Main(String[] args){ int n = 12; // Function call findTheNumber(n);}} // This code is contributed by 29AjayKumar
## Javascript
Output:
555555555554
Time complexity: O(N), where N is the required size of the number.
Auxiliary Space: O(1), as constant space is required.
My Personal Notes arrow_drop_up
| 1,160
| 3,918
|
{"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}
| 3.765625
| 4
|
CC-MAIN-2022-49
|
latest
|
en
| 0.795193
|
https://convertoctopus.com/372-ounces-to-pounds
| 1,642,435,057,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2022-05/segments/1642320300574.19/warc/CC-MAIN-20220117151834-20220117181834-00356.warc.gz
| 248,327,064
| 7,719
|
## Conversion formula
The conversion factor from ounces to pounds is 0.0625, which means that 1 ounce is equal to 0.0625 pounds:
1 oz = 0.0625 lb
To convert 372 ounces into pounds we have to multiply 372 by the conversion factor in order to get the mass amount from ounces to pounds. We can also form a simple proportion to calculate the result:
1 oz → 0.0625 lb
372 oz → M(lb)
Solve the above proportion to obtain the mass M in pounds:
M(lb) = 372 oz × 0.0625 lb
M(lb) = 23.25 lb
The final result is:
372 oz → 23.25 lb
We conclude that 372 ounces is equivalent to 23.25 pounds:
372 ounces = 23.25 pounds
## Alternative conversion
We can also convert by utilizing the inverse value of the conversion factor. In this case 1 pound is equal to 0.043010752688172 × 372 ounces.
Another way is saying that 372 ounces is equal to 1 ÷ 0.043010752688172 pounds.
## Approximate result
For practical purposes we can round our final result to an approximate numerical value. We can say that three hundred seventy-two ounces is approximately twenty-three point two five pounds:
372 oz ≅ 23.25 lb
An alternative is also that one pound is approximately zero point zero four three times three hundred seventy-two ounces.
## Conversion table
### ounces to pounds chart
For quick reference purposes, below is the conversion table you can use to convert from ounces to pounds
ounces (oz) pounds (lb)
373 ounces 23.313 pounds
374 ounces 23.375 pounds
375 ounces 23.438 pounds
376 ounces 23.5 pounds
377 ounces 23.563 pounds
378 ounces 23.625 pounds
379 ounces 23.688 pounds
380 ounces 23.75 pounds
381 ounces 23.813 pounds
382 ounces 23.875 pounds
| 432
| 1,650
|
{"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}
| 4.03125
| 4
|
CC-MAIN-2022-05
|
latest
|
en
| 0.823088
|
http://benperi.eu/perimeter-of-circle-formula-pdf/
| 1,532,116,945,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2018-30/segments/1531676591831.57/warc/CC-MAIN-20180720193850-20180720213850-00274.warc.gz
| 42,237,313
| 5,121
|
# Perimeter of circle formula pdf
• Comments Off on Perimeter of circle formula pdf
See abridged version at original location. Circumference of an ellipse: Exact perimeter of circle formula pdf and approximate formulas. Circumference of an Ellipse by Robert L. Notices of the AMS, 59, 8, pp.
A few articles posted by David W. What is the formula for the perimeter of an ellipse? What is the formula for the circumference of an ellipse? There is no simple exact formula: There are simple formulas but they are not exact, and there are exact formulas but they are not simple.
Which has a worst relative error of almost – the worst relative error is about 0. The medial triangle of a given triangle has vertices at the midpoints of the given triangle’s sides, this proposal was spurred by a more complex correction term presented to him by Edgar Erives. In the mathematical literature; that exact expression for the perimeter of the ellipse is proved elsewhere on this site. Following our established pattern, through a generic test used in each “while” summation loop Each loop computes only a correction to a main term that’s added aftwerwards in order to drown the rounding errors which occurred in the successive additions. The roundest ellipse known in the physical universe is the orbit of the “recycled” millisecond quasar known as PSR J1909, see abridged version at original location. Through which two other chords AB and CD are drawn, intersecting then the area of the parallelogram is half the area of the quadrilateral. But this got out of hand Instead, the MAA AMC program helps America’s educators identify talent and foster a love of mathematics.
With this value of p, 2 became popular It was probably someone’s educated guess at some point Virtually everyone seems to have bypassed the relevant numerical analysis. Although that series can give the perimeter of any ellipse; the greater the other must be. The perimeter of an ellipse is approximately equal to the circumference of a circle the radius of which is the semi, the constant distance between its centre and each of its vertices. Reaches a minimum of — that is internally tangent to the triangle at the midpoints of all its sides.
This page was last edited on 24 January 2018, 33 for the perimeter of an ellipse similar to the Earth Meridian. Often called the circumference, 999729 before falling down to 0 again for a flat ellipse. The two definitions of midpoint will coincide. Varignon’s theorem states that the midpoints of the sides of an arbitrary quadrilateral form the vertices of a parallelogram, american Mathematics Competitions and its programs. The more one cuts this shape, the value of D which yields the lowest maximal relative error over the entire range of eccentricities is slightly less than 2. The perimeter of a circle, the perimeter is the distance around a shape.
Called its Steiner inellipse, its shape is thus only slightly more elongated than the above threshold. Below is an optimized way to compute the perimeter of any ellipse in QBASIC; the exponent 6 is merely the integer closest to an optimal exponent which is only minutely better. Whose leading term is proportional to some hn. That is to say, the median of a triangle’s side passes through both the side’s midpoint and the triangle’s opposite vertex. Elliptic integrals are to an ellipse what inverse trigonometric functions are to a circle, cantrell observes that an exponent p of about 0.
The complementary convergence properties of two such sums allow an efficient computation, at any prescribed precision, of the perimeter of any ellipse, by using one series for eccentricities below 0. 96 and the other one for higher eccentricities. That exact expression for the perimeter of the ellipse is proved elsewhere on this site. Although that series can give the perimeter of any ellipse, a better series exists that converges faster.
| 820
| 3,919
|
{"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}
| 3.703125
| 4
|
CC-MAIN-2018-30
|
latest
|
en
| 0.903307
|
http://www.unit-conversion.info/energy.html
| 1,726,107,781,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-38/segments/1725700651420.25/warc/CC-MAIN-20240912011254-20240912041254-00143.warc.gz
| 49,758,992
| 7,907
|
# Energy and Work Unit Converter
=
## Most often used measurement conversion
gigajoules to joules (GJ to J) conversion
1 gigajoule (GJ) is equal 1000000000 joules (J) use this converter
joules to gigajoules (J to GJ) conversion
1 joule (J) is equal 1.0E-9 gigajoule (GJ) use this converter
joules to kilowatt-hours (J to kWh) conversion
1 joule (J) is equal 2.7777777777778E-7 kilowatt hour (kWh) use this converter
kilowatt-hours to joules (kWh to J) conversion
1 kilowatt hour (kWh) is equal 3600000 joules (J) use this converter
kilowatt-hours to gigajoules (kWh to GJ) conversion
1 kilowatt hour (kWh) is equal 0.0036 gigajoule (GJ) use this converter
gigajoules to kilowatt-hours (GJ to kWh) conversion
1 gigajoule (GJ) is equal 277.77777777778 kilowatt-hours (kWh) use this converter
megajoules to nutrition calories (MJ to Cal) conversion
1 megajoule (MJ) is equal 238.8458966275 nutrition calories (Cal) use this converter
nutrition calories to megajoules (Cal to MJ) conversion
1 nutrition calorie (Cal) is equal 0.0041867999999999 megajoule (MJ) use this converter
## Definition
Energy - in physics, it’s a measurable quantity that describes the state of matter and it’s ability to perform work. There are many forms of energy, like the kinetic energy that describes the force behind the motion of a body or heat that describes the amount of thermal energy delivered.
## Units of measurement
BTU, calorie (cal), electronvolt (eV), erg, foot-pound, gigajoule (GJ), joule (J), kilocalorie (kcal), kilojoule (kJ), kilowatt hour (kWh), megajoule (MJ), nutrition calorie (Cal), ton of TNT (tn), watt hour (Wh)
### About Energy and Work Unit Converter tool.
We use rounding at unit-conversion.info. This means that some results will be rounded to avoid the numbers getting too long. While often rounding works up to a specific decimal place, we’ve decided that limiting the length of the result to 13 digits would be more favorable to keep the results consistent. The converters accept scientific notation and converts immediately.
Tools categories
Popular tools
New tools
| 587
| 2,085
|
{"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-2024-38
|
latest
|
en
| 0.705021
|
https://www.enagar.com/eoq-and-atm-withdrawl/?replytocom=5954
| 1,610,883,100,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2021-04/segments/1610703512342.19/warc/CC-MAIN-20210117112618-20210117142618-00022.warc.gz
| 769,487,613
| 34,089
|
Categories
# EOQ and ATM withdrawl
Ever tried applying MBA to your daily life? I tried to apply theory of Economic Order Quantity on the amount of cash I should withdraw and I am inclined to not follow its results.
1. D: monthly consumption of cash = 15,000/- (to cover for maid salary, newspaper/milk/grocery bills, fuel/auto/transport costs, cafeteria & petty cash)
2. K: cost to order: 50/- to cover bank fees, fuel (to drive to ATM), cost of time (it takes me 15-20 to retrieve cash)
3. H: holding cost = foregone interest “4%/12”
When I tie all this together I get a value of Q = INR 21,213/-
However I have rarely seen anybody carrying that kind of cash around in their wallets. Most people tend to withdraw cash between 1-5k during the middle of the middle and 5-10k immediately after salary is credited. (but that is spend immediately to pay monthly bills)
Also a lot of ATMs limit the cash dispensed of 10,000/- forcing me to withdraw a sub-optimal amount. Is it because I have under-estimated the inventory holding cost (increased propensity to spend when you have cash in hand & risk of theft/mugging)
Please share other examples where popular wisdom over-rides the well researched theory.
street, Bengaluru South, Karnataka, India
## 3 replies on “EOQ and ATM withdrawl”
Anonymoussays:
Check your calculation again
calculations are correct. 4% is to be typed as 0.04 in the calculator
[…] EOQ and ATM withdrawl (enagar.com) […]
| 362
| 1,450
|
{"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-2021-04
|
latest
|
en
| 0.950321
|
https://www.dummies.com/article/academics-the-arts/math/algebra/how-to-distribute-variables-194338/
| 1,721,053,157,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-30/segments/1720763514707.52/warc/CC-MAIN-20240715132531-20240715162531-00512.warc.gz
| 645,141,838
| 15,823
|
##### Linear Algebra For Dummies
Distributing variables over the terms in an algebraic expression involves multiplication rules and the rules for exponents. When different variables are multiplied together, you can write them side by side without using any multiplication symbols. If the same variable is multiplied as part of the distribution, then you add the exponents.
The exponent rule says that when multiplying exponents with the same base, you add the exponents:
This sample problem illustrates the exponent rule for multiplying terms with the same base.
1. Distribute the term outside the parentheses over the terms within.
3. Complete the distribution.
The next example contains negative powers and fractional powers — the rules for exponents remain the same with negative and fractional exponents.
Example:
1. Distribute the term outside the parentheses over the terms within the parentheses.
3. Complete the distribution.
The exponent zero means the value of the expression is one:
You combine exponents with different signs by using the rules for adding and subtracting signed numbers. Fractional exponents are combined after finding common denominators. Exponents that are improper fractions are left in that form.
Try going through many of the situations that could arise when distributing, such as distributing both a number and a variable, distributing various powers of more than one variable, distributing negatives, rewriting negative exponents as fractional terms, distributing fractional powers, and distributing radicals. This touches on just about anything you’d probably come across.
Combine the variables by using the rules for exponents.
Example 1: Distribute 5x through the expression
Multiply each term by 5x.
Then multiply the numbers and the variables in each term.
Example 2: Combine the variables with the same base using the rules for exponents. The signs of the results follow the rules for multiplying signed numbers.
–6y(5xy – 4x – 3y + 2)
Multiply each term by -6y.
–6y(5xy) – 6y(–4x) – 6y(–3y) – 6y(2)
Do the multiplication in each term.
| 430
| 2,097
|
{"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}
| 4.875
| 5
|
CC-MAIN-2024-30
|
latest
|
en
| 0.880399
|
https://www.nagwa.com/en/videos/260190424849/
| 1,618,543,695,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2021-17/segments/1618038088471.40/warc/CC-MAIN-20210416012946-20210416042946-00278.warc.gz
| 816,141,636
| 12,291
|
# Question Video: Comparing Fractions with Different Denominators in Word Problems Mathematics • 4th Grade
Given that Natalie spends 1/3 of her salary to commute to work and 3/8 of her salary to buy food, determine whether she spends more money on transportation or food.
02:04
### Video Transcript
Given that Natalie spends one-third of her salary to commute to work and three-eighths of her salary to buy food. Determine whether she spends more money on transportation or food.
For this problem, we need to compare the fraction of transportation money compared to the fraction of food money. Transportation is one-third. Food is three-eighths. In order to compare these fractions, we’ll need to find a common denominator.
One way to do that is by multiplying the two denominators together. We would multiply the transportation cost by eight over eight and then we would multiply the food cost by three over three. For the transportation cost, one times eight equals eight, three times eight equals 24. Our new fraction for transportation then becomes eight over 24.
In the food category, we multiply three by three for our numerator equals nine. In the denominator, we multiply eight times three to equal 24. Our new equivalent fraction for the money Natalie spends on food is nine 24ths.
Now that we have a common denominator, we can easily compare transportation and food cost. Transportation costs eight 24ths and food costs nine 24ths of Natalie salary.
Nine 24ths is greater than eight 24ths. Natalie spends more money on food then she does transportation.
| 326
| 1,572
|
{"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-2021-17
|
latest
|
en
| 0.947486
|
https://www.airmilescalculator.com/distance/thq-to-wut/
| 1,606,212,180,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2020-50/segments/1606141176049.8/warc/CC-MAIN-20201124082900-20201124112900-00528.warc.gz
| 570,183,879
| 22,210
|
# Distance between Tianshui (THQ) and Dingxiang (WUT)
Flight distance from Tianshui to Dingxiang (Tianshui Maijishan Airport – Xinzhou Wutaishan Airport) is 483 miles / 778 kilometers / 420 nautical miles. Estimated flight time is 1 hour 24 minutes.
Driving distance from Tianshui (THQ) to Dingxiang (WUT) is 639 miles / 1029 kilometers and travel time by car is about 11 hours 9 minutes.
## Map of flight path and driving directions from Tianshui to Dingxiang.
Shortest flight path between Tianshui Maijishan Airport (THQ) and Xinzhou Wutaishan Airport (WUT).
## How far is Dingxiang from Tianshui?
There are several ways to calculate distances between Tianshui and Dingxiang. Here are two common methods:
Vincenty's formula (applied above)
• 483.319 miles
• 777.826 kilometers
• 419.992 nautical miles
Vincenty's formula calculates the distance between latitude/longitude points on the earth’s surface, using an ellipsoidal model of the earth.
Haversine formula
• 482.901 miles
• 777.154 kilometers
• 419.629 nautical miles
The haversine formula calculates the distance between latitude/longitude points assuming a spherical earth (great-circle distance – the shortest distance between two points).
## Airport information
A Tianshui Maijishan Airport
City: Tianshui
Country: China
IATA Code: THQ
ICAO Code: ZLTS
Coordinates: 34°33′33″N, 105°51′36″E
B Xinzhou Wutaishan Airport
City: Dingxiang
Country: China
IATA Code: WUT
ICAO Code: ZBXZ
Coordinates: 38°35′50″N, 112°58′9″E
## Time difference and current local times
There is no time difference between Tianshui and Dingxiang.
CST
CST
## Carbon dioxide emissions
Estimated CO2 emissions per passenger is 96 kg (212 pounds).
## Frequent Flyer Miles Calculator
Tianshui (THQ) → Dingxiang (WUT).
Distance:
483
Elite level bonus:
0
Booking class bonus:
0
### In total
Total frequent flyer miles:
483
Round trip?
| 537
| 1,885
|
{"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}
| 2.671875
| 3
|
CC-MAIN-2020-50
|
latest
|
en
| 0.807367
|
https://au.mathworks.com/matlabcentral/cody/problems/10-determine-whether-a-vector-is-monotonically-increasing/solutions/486614
| 1,606,986,077,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2020-50/segments/1606141723602.80/warc/CC-MAIN-20201203062440-20201203092440-00588.warc.gz
| 181,587,536
| 17,199
|
Cody
# Problem 10. Determine whether a vector is monotonically increasing
Solution 486614
Submitted on 14 Aug 2014 by Joseph Cheng
This solution is locked. To view this solution, you need to provide a solution of the same size or smaller.
This solution is outdated. To rescore this solution, sign in.
### Test Suite
Test Status Code Input and Output
1 Pass
%% x = [0 1 2 3 4]; assert(isequal(mono_increase(x),true));
2 Pass
%% x = [0]; assert(isequal(mono_increase(x),true));
3 Pass
%% x = [0 0 0 0 0]; assert(isequal(mono_increase(x),false));
4 Pass
%% x = [0 1 2 3 -4]; assert(isequal(mono_increase(x),false));
5 Pass
%% x = [-3 -4 2 3 4]; assert(isequal(mono_increase(x),false));
6 Pass
%% x = 1:.1:10; assert(isequal(mono_increase(x),true));
7 Pass
%% x = cumsum(rand(1,100)); x(5) = -1; assert(isequal(mono_increase(x),false));
8 Pass
%% x = cumsum(rand(1,50)); assert(isequal(mono_increase(x),true));
### Community Treasure Hunt
Find the treasures in MATLAB Central and discover how the community can help you!
Start Hunting!
| 329
| 1,063
|
{"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-2020-50
|
latest
|
en
| 0.601313
|
https://number.academy/26628
| 1,656,770,265,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2022-27/segments/1656104141372.60/warc/CC-MAIN-20220702131941-20220702161941-00768.warc.gz
| 471,147,708
| 12,169
|
# Number 26628
Number 26,628 spell 🔊, write in words: twenty-six thousand, six hundred and twenty-eight . Ordinal number 26628th is said 🔊 and write: twenty-six thousand, six hundred and twenty-eighth. The meaning of number 26628 in Maths: Is Prime? Factorization and prime factors tree. The square root and cube root of 26628. What is 26628 in computer science, numerology, codes and images, writing and naming in other languages. Other interesting facts related to 26628.
## What is 26,628 in other units
The decimal (Arabic) number 26628 converted to a Roman number is (X)(X)(V)MDCXXVIII. Roman and decimal number conversions.
#### Weight conversion
26628 kilograms (kg) = 58704.1 pounds (lbs)
26628 pounds (lbs) = 12078.4 kilograms (kg)
#### Length conversion
26628 kilometers (km) equals to 16546 miles (mi).
26628 miles (mi) equals to 42854 kilometers (km).
26628 meters (m) equals to 87362 feet (ft).
26628 feet (ft) equals 8117 meters (m).
26628 centimeters (cm) equals to 10483.5 inches (in).
26628 inches (in) equals to 67635.1 centimeters (cm).
#### Temperature conversion
26628° Fahrenheit (°F) equals to 14775.6° Celsius (°C)
26628° Celsius (°C) equals to 47962.4° Fahrenheit (°F)
#### Time conversion
(hours, minutes, seconds, days, weeks)
26628 seconds equals to 7 hours, 23 minutes, 48 seconds
26628 minutes equals to 2 weeks, 4 days, 11 hours, 48 minutes
### Codes and images of the number 26628
Number 26628 morse code: ..--- -.... -.... ..--- ---..
Sign language for number 26628:
Number 26628 in braille:
Images of the number
Image (1) of the numberImage (2) of the number
More images, other sizes, codes and colors ...
## Mathematics of no. 26628
### Multiplications
#### Multiplication table of 26628
26628 multiplied by two equals 53256 (26628 x 2 = 53256).
26628 multiplied by three equals 79884 (26628 x 3 = 79884).
26628 multiplied by four equals 106512 (26628 x 4 = 106512).
26628 multiplied by five equals 133140 (26628 x 5 = 133140).
26628 multiplied by six equals 159768 (26628 x 6 = 159768).
26628 multiplied by seven equals 186396 (26628 x 7 = 186396).
26628 multiplied by eight equals 213024 (26628 x 8 = 213024).
26628 multiplied by nine equals 239652 (26628 x 9 = 239652).
show multiplications by 6, 7, 8, 9 ...
### Fractions: decimal fraction and common fraction
#### Fraction table of 26628
Half of 26628 is 13314 (26628 / 2 = 13314).
One third of 26628 is 8876 (26628 / 3 = 8876).
One quarter of 26628 is 6657 (26628 / 4 = 6657).
One fifth of 26628 is 5325,6 (26628 / 5 = 5325,6 = 5325 3/5).
One sixth of 26628 is 4438 (26628 / 6 = 4438).
One seventh of 26628 is 3804 (26628 / 7 = 3804).
One eighth of 26628 is 3328,5 (26628 / 8 = 3328,5 = 3328 1/2).
One ninth of 26628 is 2958,6667 (26628 / 9 = 2958,6667 = 2958 2/3).
show fractions by 6, 7, 8, 9 ...
### Calculator
26628
#### Is Prime?
The number 26628 is not a prime number. The closest prime numbers are 26627, 26633.
#### Factorization and factors (dividers)
The prime factors of 26628 are 2 * 2 * 3 * 7 * 317
The factors of 26628 are
1 , 2 , 3 , 4 , 6 , 7 , 12 , 14 , 21 , 28 , 42 , 84 , 317 , 634 , 951 , 1268 , 1902 , 2219 , 3804 , 4438 , 6657 , 8876 , 26628 show more factors ...
Total factors 24.
Sum of factors 71232 (44604).
#### Powers
The second power of 266282 is 709.050.384.
The third power of 266283 is 18.880.593.625.152.
#### Roots
The square root √26628 is 163,180881.
The cube root of 326628 is 29,861585.
#### Logarithms
The natural logarithm of No. ln 26628 = loge 26628 = 10,189719.
The logarithm to base 10 of No. log10 26628 = 4,425339.
The Napierian logarithm of No. log1/e 26628 = -10,189719.
### Trigonometric functions
The cosine of 26628 is 0,990309.
The sine of 26628 is -0,138881.
The tangent of 26628 is -0,140241.
### Properties of the number 26628
Is a Friedman number: No
Is a Fibonacci number: No
Is a Bell number: No
Is a palindromic number: No
Is a pentagonal number: No
Is a perfect number: No
## Number 26628 in Computer Science
Code typeCode value
26628 Number of bytes26.0KB
Unix timeUnix time 26628 is equal to Thursday Jan. 1, 1970, 7:23:48 a.m. GMT
IPv4, IPv6Number 26628 internet address in dotted format v4 0.0.104.4, v6 ::6804
26628 Decimal = 110100000000100 Binary
26628 Decimal = 1100112020 Ternary
26628 Decimal = 64004 Octal
26628 Decimal = 6804 Hexadecimal (0x6804 hex)
26628 BASE64MjY2Mjg=
26628 MD58009ab6ac1e36d02b4a7f30b0206d3d3
26628 SHA13de4ca634e3a053a1b0ede56641396141a75c965
26628 SHA224986ff9322f8856c96d044b2ce0cbaaeb5a0e56cb24734f2360801ecc
26628 SHA256c7fdd7748dfbfdede140b1c6845ea109219313947fd03a9853e3f3a15ffd4182
26628 SHA384a8f5719d1eef43a187f09b5b20c36350812050cbc30835f045a7d13fdbf3d382e9739fbaefdb92209b24fe6044d37bfa
More SHA codes related to the number 26628 ...
If you know something interesting about the 26628 number that you did not find on this page, do not hesitate to write us here.
## Numerology 26628
### Character frequency in number 26628
Character (importance) frequency for numerology.
Character: Frequency: 2 2 6 2 8 1
### Classical numerology
According to classical numerology, to know what each number means, you have to reduce it to a single figure, with the number 26628, the numbers 2+6+6+2+8 = 2+4 = 6 are added and the meaning of the number 6 is sought.
## Interesting facts about the number 26628
### Asteroids
• (26628) 2000 GX114 is asteroid number 26628. It was discovered by LINEAR, Lincoln Near-Earth Asteroid Research from Lincoln Laboratory, Socorro on 4/7/2000.
## Number 26,628 in other languages
How to say or write the number twenty-six thousand, six hundred and twenty-eight in Spanish, German, French and other languages. The character used as the thousands separator.
Spanish: 🔊 (número 26.628) veintiséis mil seiscientos veintiocho German: 🔊 (Anzahl 26.628) sechsundzwanzigtausendsechshundertachtundzwanzig French: 🔊 (nombre 26 628) vingt-six mille six cent vingt-huit Portuguese: 🔊 (número 26 628) vinte e seis mil, seiscentos e vinte e oito Chinese: 🔊 (数 26 628) 二万六千六百二十八 Arabian: 🔊 (عدد 26,628) ستة و عشرون ألفاً و ستمائة و ثمانية و عشرون Czech: 🔊 (číslo 26 628) dvacet šest tisíc šestset dvacet osm Korean: 🔊 (번호 26,628) 이만 육천육백이십팔 Danish: 🔊 (nummer 26 628) seksogtyvetusinde og sekshundrede og otteogtyve Dutch: 🔊 (nummer 26 628) zesentwintigduizendzeshonderdachtentwintig Japanese: 🔊 (数 26,628) 二万六千六百二十八 Indonesian: 🔊 (jumlah 26.628) dua puluh enam ribu enam ratus dua puluh delapan Italian: 🔊 (numero 26 628) ventiseimilaseicentoventotto Norwegian: 🔊 (nummer 26 628) tjue-seks tusen, seks hundre og tjue-åtte Polish: 🔊 (liczba 26 628) dwadzieścia sześć tysięcy sześćset dwadzieścia osiem Russian: 🔊 (номер 26 628) двадцать шесть тысяч шестьсот двадцать восемь Turkish: 🔊 (numara 26,628) yirmialtıbinaltıyüzyirmisekiz Thai: 🔊 (จำนวน 26 628) สองหมื่นหกพันหกร้อยยี่สิบแปด Ukrainian: 🔊 (номер 26 628) двадцять шiсть тисяч шiстсот двадцять вiсiм Vietnamese: 🔊 (con số 26.628) hai mươi sáu nghìn sáu trăm hai mươi tám Other languages ...
## News to email
Privacy Policy.
## Comment
If you know something interesting about the number 26628 or any natural number (positive integer) please write us here or on facebook.
| 2,495
| 7,180
|
{"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
| 3
|
CC-MAIN-2022-27
|
latest
|
en
| 0.628927
|
http://gametheory101.com/Matching_Pennies.html
| 1,448,812,208,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2015-48/segments/1448398458553.38/warc/CC-MAIN-20151124205418-00353-ip-10-71-132-137.ec2.internal.warc.gz
| 96,946,872
| 4,069
|
Game theory 101
Matching Pennies and Mixed Strategy Nash Equilibrium
This lesson uses matching pennies to introduce the concept of mixed strategy Nash equilibrium.
Takeaway points:
1. If the game is finite and there are no pure strategy Nash equilibrium, then there must be a mixed strategy Nash equilibrium.
2. In a mixed strategy Nash equilibrium, at least one of the players plays multiple strategies with positive probability.
3. This mixed strategy leaves the opponent indifferent to playing his pure strategies. (When there are more than two strategies, this gets a little more complicated--it may be the mixed strategy leaves the other player indifferent between playing two of his strategies and strictly worse off playing a third.)
Next lesson: The Mixed Strategy Algorithm.
Back to all lectures.
| 155
| 808
|
{"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-2015-48
|
latest
|
en
| 0.902153
|
http://rational-equations.com/in-rational-equations/multiplying-fractions/equation-simplifying.html
| 1,516,417,020,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2018-05/segments/1516084888878.44/warc/CC-MAIN-20180120023744-20180120043744-00434.warc.gz
| 276,112,048
| 11,603
|
Algebra Tutorials!
Home Rational Expressions Graphs of Rational Functions Solve Two-Step Equations Multiply, Dividing; Exponents; Square Roots; and Solving Equations LinearEquations Solving a Quadratic Equation Systems of Linear Equations Introduction Equations and Inequalities Solving 2nd Degree Equations Review Solving Quadratic Equations System of Equations Solving Equations & Inequalities Linear Equations Functions Zeros, and Applications Rational Expressions and Functions Linear equations in two variables Lesson Plan for Comparing and Ordering Rational Numbers LinearEquations Solving Equations Radicals and Rational Exponents Solving Linear Equations Systems of Linear Equations Solving Exponential and Logarithmic Equations Solving Systems of Linear Equations DISTANCE,CIRCLES,AND QUADRATIC EQUATIONS Solving Quadratic Equations Quadratic and Rational Inequalit Applications of Systems of Linear Equations in Two Variables Systems of Linear Equations Test Description for RATIONAL EX Exponential and Logarithmic Equations Systems of Linear Equations: Cramer's Rule Introduction to Systems of Linear Equations Literal Equations & Formula Equations and Inequalities with Absolute Value Rational Expressions SOLVING LINEAR AND QUADRATIC EQUATIONS Steepest Descent for Solving Linear Equations The Quadratic Equation Linear equations in two variables
Try the Free Math Solver or Scroll down to Resources!
Depdendent Variable
Number of equations to solve: 23456789
Equ. #1:
Equ. #2:
Equ. #3:
Equ. #4:
Equ. #5:
Equ. #6:
Equ. #7:
Equ. #8:
Equ. #9:
Solve for:
Dependent Variable
Number of inequalities to solve: 23456789
Ineq. #1:
Ineq. #2:
Ineq. #3:
Ineq. #4:
Ineq. #5:
Ineq. #6:
Ineq. #7:
Ineq. #8:
Ineq. #9:
Solve for:
Please use this form if you would like to have this math solver on your website, free of charge. Name: Email: Your Website: Msg:
equation simplifying calculator
Related topics:
Intermediate Algebra Exercises | solving simultaneous equations algebra | how to convert decimal to square root fraction | examples of intermediate algerbra | simplifying complex radicals | trigonometric addition formula | 2 Grade Equation | adding and subtracting worksheets | two-steps inequalities | Math Trivia Geometry | 2 Step Equation Worksheets | practice problems on factorization of algebraic expressions | middle school physics calculation worksheets | elementary inequalities worksheet
Author Message
Mr. Shalkej
Registered: 28.03.2004
From:
Posted: Friday 29th of Dec 20:53 Can someone please assist me? I urgently need a fast way out of my problem with my algebra . I have this test coming up in the next few days. I have a problem with equation simplifying calculator. Hiring a good tutor these days fast enough is difficult. Would be thankful for any help .
Jahm Xjardx
Registered: 07.08.2005
From: Odense, Denmark, EU
Posted: Sunday 31st of Dec 18:41 Hey friend ! Learning equation simplifying calculator online can be a nightmare if you are not a pro at it. I wasn’t an expert either and really regretted my selection until I found Algebrator. This little program has been my partner since then. I’m easily able to solve the questions now.
fveingal
Registered: 11.07.2001
From: Earth
Posted: Monday 01st of Jan 10:16 I have used quite a lot of programs to come to grip with my problems with perfect square trinomial, adding numerators and least common measure. Of them, my experience with Algebrator has been the finest. All I had to do was to simply key in the problem. Punch the solve button . The response came into view almost at once with an easy to comprehend steps indicating how to arrive at the answer. It was simply too uncomplicated . Since then I have relied on this Algebrator for my problems with Remedial Algebra, Algebra 1 and Basic Math. I would very much recommend you to try out Algebrator.
Paubaume
Registered: 18.04.2004
From: In the stars... where you left me, and where I will wait for you... always...
Posted: Monday 01st of Jan 19:57 I am a regular user of Algebrator. It not only helps me get my homework faster, the detailed explanations provided makes understanding the concepts easier. I strongly advise using it to help improve problem solving skills.
mulphjs
Registered: 04.12.2002
From: London, UK
Posted: Monday 01st of Jan 21:52 First of all thanks for replying friends! I’m interested in this program. Can you please tell me how to order this software? Can we order it online , or do we buy it from some retail store?
cufBlui
Registered: 26.07.2001
From: Scotland
Posted: Wednesday 03rd of Jan 15:48 It is easy to access this program. You can get all the details here . You are assured satisfaction. Or else you get your money back . So what is there to lose anyway? Cheers and good luck.
| 1,139
| 4,812
|
{"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}
| 3.875
| 4
|
CC-MAIN-2018-05
|
latest
|
en
| 0.826044
|
https://www.livescience.com/21447-night-sky-summer-triangle-star-brightness.html
| 1,722,938,729,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-33/segments/1722640484318.27/warc/CC-MAIN-20240806095414-20240806125414-00189.warc.gz
| 664,401,106
| 122,985
|
# Night Sky's Summer Triangle Illuminates Star Deception
As darkness falls on these balmy July evenings, the famous "Summer Triangle" is high in the eastern night sky.
This seasonal triangle is composed of three of the brightest stars in the night sky, each of which is the brightest star in its own constellation. The brightest of the bunch is the bluish-white star Vega in Lyra, the Lyre. Next up is the yellow-white Altair in Aquila, the Eagle, with the white Deneb,in Cygnus, the Swan, rounding out the trio.
Sometimes when I find myself outdoors and giving an impromptu talk on the night sky, I’ll direct my audience’s attention to the Summer Triangle. Then I’ll ask two questions.
First, what order of brightness are the three stars, from the brightest to the faintest? This question is rather easy to answer since it is obvious that Vega is by far the brightest of the trio, appearing to shine twice as bright as Altair and more than three times brighter than Deneb.
It's then that I follow up with my second question:
In terms of luminosity, what would be the ranking of the three stars? In other words, which star is the most luminous of the trio? [10 Night Sky Misconceptions Explained]
If someone fails to understand the difference between brightness and luminosity, I’ll bring up the following analogy: Pretend you’re outside at night with two friends. One of them has a powerful 5-cell flashlight and the other a tiny penlight flashlight.
Your friend with the 5-cell flashlight walks a distance of 600 feet before he turns the light on and ultimately shines it toward you. Now your other friend walks a distance of only 10 feet, and from that distance shines the tiny penlight bulb in your direction.
Question: From your vantage point, which appears brighter: the light from the 5-cell flashlight or the much-smaller penlight flashlight? Obviously, it is the penlight.
But now, which light is more luminous? It is 5-cell flashlight, but since it is 60 times farther away, it doesn’t appear as bright as the much closer penlight!
The same explanation can be used when speaking of the luminosity of the three stars in our Summer Triangle.
Astronomers know that Vega clearly is more luminous compared to Altair, because it’s situated at a greater distance from us. Altair is just 17 light-years away, while Vega is 25 light-years away.
So, the light you see from Vega tonight started on its journey to Earth back in 1987; from Altair we’re looking at light from 1995. Compared to our sun, Altair is about 1 1/2 times larger and nine times brighter. Vega, however, is more than three times larger and 58 times more luminous.
But both Vega and Altair pale in comparison with Deneb, one of the greatest supergiant stars known. Deneb’s distance measures 1,500 light-years from Earth and the star possesses a luminosity now computed to be more than 85,000 times that of our sun.
Astronomers utilize absolute magnitudes for stars in which the lower the number, the brighter the object. This is the brightness that a star would have if all the stars were placed at the same distance from us. That distance is equal to 10 parsecs, or 32.6 light-years.
Were we able to move our sun out to this distance, it would appear to shine at a paltry magnitude of +4.8, meaning that it would appear as a moderately faint star; most people would need a night sky chart in order to identify it.
Altair would appear to shine at magnitude +2.1, just a trifle fainter than Polaris, the North Star. Vega would glow at magnitude +0.6, just a little brighter than Altair appears to us.
But Deneb would appear absolutely dazzling. Shining at magnitude –7.5, it would be readily visible both night and day, and appearing nearly 13 times brighter than Venus! But because its light takes fully 15 centuries to reach us, Deneb merely appears in our summer sky as a fairly conspicuous but by no means particularly notable star.
Which only goes to prove that even in astronomy, looks can be deceiving.
This story was provided by SPACE.com, a sister site to LiveScience. Joe Rao serves as an instructor and guest lecturer at New York's Hayden Planetarium. He writes about astronomy for The New York Times and other publications, and he is also an on-camera meteorologist for News 12 Westchester, New York.
| 973
| 4,301
|
{"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}
| 3.015625
| 3
|
CC-MAIN-2024-33
|
latest
|
en
| 0.952884
|
https://www.bookkeeping-reviews.com/how-to-calculate-net-income-formula-and-examples/
| 1,713,728,954,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-18/segments/1712296817819.93/warc/CC-MAIN-20240421194551-20240421224551-00132.warc.gz
| 596,656,651
| 177,576
|
Home » Operations Management » How To Calculate Net Income Formula And Examples
# How To Calculate Net Income Formula And Examples
September 12, 2023
Bill Kimball
She has 15+ years of experience in marketing at fast-paced companies. Her first passion is SEO, she can’t start her day without coffee, and she enjoys spending time at the beach with her two boys and her husband. To make this easier, hire an accountant and automate the process. You’ll thank yourself during tax season, when it’s time to approach an investor, and/or when you need to get credit for future business needs.
Your employee health insurance plan will likely include an employee contribution, which is usually averaged over the entire year’s paychecks. Gross income refers to an individual’s total earnings or pre-tax earnings, and NI refers to the difference after factoring deductions and taxes into gross income. To calculate taxable income, which is the figure used by the Internal Revenue Serviceto determine income tax, taxpayers subtract deductions from gross income. The difference between taxable income and income tax is an individual’s NI. To calculate net pay, we will need to deduct FICA tax; federal, state, and local income taxes; and health insurance from the employee’s gross pay. The next step is to calculate and subtract all the voluntary (a.k.a pre-tax) deductions from the gross amount. These taxes are not mandatory, but it helps lower the employee’s taxable income.
Operating net income takes the gain out of consideration, so users of the financial statements get a clearer picture of the company’s profitability and valuation. Multiply \$550 by 2.7% to determine the employee’s state income tax withholding. First, we need to figure out the gross pay of the employee because all the deductions will be done from this amount.
• The sticker price of an employee’s salary is not what they take home.
• Keep in mind that there is a Social Security wage base and additional Medicare tax you may need to apply for employees who reach a certain threshold.
• Investopedia requires writers to use primary sources to support their work.
• The type of software you need will depend on the size of your business, the amount of transactions you have, and how many expenses you have.
• If that’s the case, the employer can withhold a specific amount from each paycheck.
Aaron owns a database and server technology company that he runs out of his house. He manages data, security, and servers for many different medical companies that require strict compliance with federal rules. As such, Aaron is able to make large amounts of revenue while keeping his expenses low. Since gross profit is simply total revenues less cost of goods sold, you can substitute it for revenues. This is a pretty easy equation, so you don’t really need a net income calculator to figure it out.
## How Gross Pay Works: A Gross Pay Example For Salaried Employees
You may also be wondering what the difference between net profitability and cash flow positive is. After all, they are both terms dealing with the finances of your business and different accountants may place a higher importance on one or the other. The net profit margin, however, is the ratio of net profit compared to the total revenue. This is usually shown as a percentage, and is calculated by taking the net profit and dividing it by the revenue. One of the significant aspects is to know about tax obligations; you can take help from self employed tax deductions guide to know about the prevailing trends in 2020.
This is why many companies have a book to tax adjustment at the end of each year. They have to adjust their book income to reflect certain tax options that are being taken advantage of.
## What Are Quarterly Payroll Taxes?
Check to be sure that the employee’s total gross pay for the year does not exceed the Social Security maximum for that year. At the point where the employee’s pay exceeds this maximum, you must stop withholding Social Security (the 6.2%). This article on gross pay includes a discussion of the difference between gross pay, taxable wages, and Social Security wages. In other words, FICA taxes are calculated based on a number somewhere between gross and net pay. Net pay is what you have after you subtract deductions and taxes. Gross pay is what you have before you subtract deductions and taxes.
You can reduce the amount of your annual gross pay by this percentage before making other calculations. Financial statements come from solid books, so try a bookkeeping service like Bench. When your company has more revenues than expenses, you have a positive net income.
## Calculating Income Taxes
FICA is just one of many potential paycheck reducers that represent the difference between your salary, or gross pay, and the actual amount you take home, yournet pay. Bench gives you a dedicated bookkeeper supported by a team of knowledgeable small business experts. We’re here to take the guesswork out of running your own business—for good. Your bookkeeping team imports bank statements, categorizes transactions, and prepares financial statements every month. Save money without sacrificing features you need for your business. Streamline onboarding, benefits, payroll, PTO, and more with our simple, intuitive platform.
Because health insurance premiums are pre-tax deductions, you will need to subtract the \$50 from the employee’s gross wages first. This formula is especially easy to calculate if you already have a good accounting software, or accountant, that does excellent bookkeeping work. If this is the case, you can take the total revenues and subtract total expenses, and boom, you have your net income. Net income, as opposed to gross income, is determined by how much a company is taking home in profits alone. That means it’s determined by taking all total revenues and subtracting all the costs of business. You can look that the net profit formula a step further by looking at the income statement.
## What Is Net Profit Margin?
From this figure, subtract the business’s expenses and operating costs to calculate the business’s earnings before tax. There are several taxes that may be applied to your gross pay, including federal, state, and even local income taxes. Calculating net income and operating net income is easy if you have good bookkeeping. In that case, you likely already have a profit and loss statement or income statement that shows your net income. Get a refresher on income statements in our CPA-reviewed guide. Your company’s income statement might even break out operating net income as a separate line item before adding other income and expenses to arrive at net income. Net income is your company’s total profits after deducting all business expenses.
The first step is to determine the Federal Income Tax requirements, which are based on the individual’s W4. Salary employees divide the annual salary by the number of pay periods each year. When an employee accepts a new job offer, the negotiated salary is typically a figure determined before tax, which is known as the gross pay. The first paycheck received includes the net pay amount after tax. Gross wages equal the amount before tax whereas net pay is the sum after tax.
Some people refer to net income as net earnings, net profit, or simply your “bottom line” . It’s the amount of money you have left to pay shareholders, invest in new projects or equipment, pay off debts, or save for future use. If an employee has a post-tax deduction, withhold the amount after you have figured out their taxable income. Examples of post-tax deductions include Roth retirement plans and wage garnishments. You can find weekly gross pay for salaried employees by dividing their yearly salary by 52 weeks. For hourly workers, multiply the employee’s hourly pay by the number of hours worked.
Payroll deductions are amounts you withhold from an employee’s paycheck each pay period. You can calculate taxable income by subtracting deductions from gross income. This formula only gets complicated when you don’t know what your total revenues and expenses are, and have to take the time to total up all your earnings and business expenses. As stated before, however, you should have a tool, software, or dedicated accountant keeping track of all business expenses.
The Employer’s Tax Guide from the IRS has all of the withholding tables and you can also use IRS Publication 15-T, with detailed steps in the process. Third, they together subtract his deductions and taxes from his gross pay. Net pay is what happens to an employee’s income after all gross pay deductions have been taken out. It doesn’t matter if we’re talking about hourly gross vs. net pay or gross vs. net salary; in the case of any income type, the basic principles of gross or net remain the same. Add both of those products together and you’ll have successfully calculated Jesse’s gross payment amount of \$950 for a weeklong pay period.
This form changed beginning January 1, 2020, so any new employees or employees changing their withholding after this date must use the new form. The gross pay amount may change if an employee has taxable income in addition to the calculated pay for work, such as reimbursements. One of your most important jobs as a business with employees is to make sure your employee pay is calculated correctly. That responsibility includes withholding correct amounts for taxes and making other deductions. Begin with the employee’s gross pay and work through the process of withholding and deducting to get to net pay.
It may also include other forms of compensation, such as commissions and bonuses. Investors and lenders sometimes prefer to look at operating net income rather than net income. This gives them a better idea of how profitable the company’s core business activities are. To determine how much of the employee’s paycheck goes toward FICA tax, you will need to multiply the employee’s wages after their pre-tax deduction (\$550) by 7.65%. Both parties must communicate gross pay and net pay before an offer is extended.
The ultimate goal is to be be both profitable and cash flow positive at all times. When you are starting your business, it’s especially important to be cash flow positive. Expenses are anything that your company pays out to employees, vendors, the government, creditors, etc.
| 2,040
| 10,387
|
{"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-2024-18
|
longest
|
en
| 0.941607
|
https://metric-calculator.com/convert-troy-ounce-to-ounce.htm
| 1,713,193,193,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-18/segments/1712296817002.2/warc/CC-MAIN-20240415142720-20240415172720-00756.warc.gz
| 360,888,727
| 5,795
|
# Troy Ounces to Ounces Converter
Select conversion type:
Rounding options:
Convert Ounces to Troy Ounces (oz to oz t) ▶
## Conversion Table
troy ounces to ounces oz t oz 1 oz t 1.0971 oz 2 oz t 2.1943 oz 3 oz t 3.2914 oz 4 oz t 4.3886 oz 5 oz t 5.4857 oz 6 oz t 6.5829 oz 7 oz t 7.68 oz 8 oz t 8.7771 oz 9 oz t 9.8743 oz 10 oz t 10.9714 oz 11 oz t 12.0686 oz 12 oz t 13.1657 oz 13 oz t 14.2629 oz 14 oz t 15.36 oz 15 oz t 16.4571 oz 16 oz t 17.5543 oz 17 oz t 18.6514 oz 18 oz t 19.7486 oz 19 oz t 20.8457 oz 20 oz t 21.9429 oz
## How to convert
1 troy ounce (oz t) = 1.097142857 ounce (oz). Troy Ounce (oz t) is a unit of Weight used in Standard system. Ounce (oz) is a unit of Weight used in Standard system.
## Troy Ounces: A Unit of Weight
Troy ounces are a unit of weight that are used for measuring precious metals, such as gold, silver and platinum. Troy ounces are derived from the French word once, which was the name of a unit of weight used in the Middle Ages. The symbol for troy ounce is oz t.
## How to Convert Troy Ounces
Troy ounces can be converted to other units of weight by using conversion factors or formulas. Here are some examples of how to convert troy ounces to other units of weight in the US customary system and the SI system:
• To convert troy ounces to avoirdupois ounces, multiply by 1.0971. For example, 10 oz t = 10 x 1.0971 = 10.971 oz.
• To convert troy ounces to avoirdupois pounds, divide by 14.5833. For example, 5 oz t = 5 / 14.5833 = 0.343 lb.
• To convert troy ounces to tons (short), divide by 29166.67. For example, 20 oz t = 20 / 29166.67 = 0.000685 ton.
• To convert troy ounces to kilograms, divide by 32.1507. For example, 15 oz t = 15 / 32.1507 = 0.4666 kg.
• To convert troy ounces to grams, multiply by 31.1035. For example, 25 oz t = 25 x 31.1035 = 777.5875 g.
• To convert troy ounces to milligrams, multiply by 31103.4768. For example, 30 oz t = 30 x 31103.4768 = 933104.304 mg.
## Definition of the Ounce
The ounce is defined differently in different systems of measurement. The most common ounce is the international avoirdupois ounce, which is equal to 28.349523125 grams or 437.5 grains. This is the ounce that is used for most purposes, such as measuring food, postal items, fabric, paper and boxing gloves. The avoirdupois ounce is one-sixteenth of an avoirdupois pound, which is defined as 7000 grains.
Another ounce is the international troy ounce, which is equal to 31.1034768 grams or 480 grains. This is the ounce that is used for measuring precious metals and gems, such as gold, silver, platinum and diamonds. The troy ounce is one-twelfth of a troy pound, which is defined as 5760 grains.
A third ounce is the apothecaries’ ounce, which is also equal to 480 grains, but it is divided into eight drams instead of twelve pennyweights like the troy ounce. The apothecaries’ ounce is used for measuring medicines and drugs.
There are also other historical or regional ounces that have different values, such as the Spanish ounce, the French ounce, the Portuguese ounce, the Roman/Italian ounce, the Dutch metric ounce and the Chinese metric ounce.
## How to Convert Ounces
Ounces can be converted to other units of weight by using conversion factors or formulas. Here are some examples of how to convert ounces to other units of weight in the US customary system and the SI system:
• To convert ounces to pounds, divide by 16. For example, 32 oz = 32/16 = 2 lb.
• To convert ounces to tons (short), divide by 32000. For example, 64000 oz = 64000/32000 = 2 tons.
• To convert ounces to grams, multiply by 28.349523125. For example, 4 oz = 4 x 28.349523125 = 113.3980925 g.
• To convert ounces to kilograms, multiply by 0.028349523125. For example, 8 oz = 8 x 0.028349523125 = 0.226796185 kg.
• To convert ounces to milligrams, multiply by 28349.523125. For example, 2 oz = 2 x 28349.523125 = 56699.04625 mg.
• To convert ounces to micrograms, multiply by 28349523.125. For example, 1 oz = 1 x 28349523.125 = 28349523.125 µg.
Español Russian Français
| 1,251
| 4,043
|
{"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}
| 3.015625
| 3
|
CC-MAIN-2024-18
|
latest
|
en
| 0.670919
|
https://ch.mathworks.com/matlabcentral/cody/problems/1510-number-of-digits-in-an-integer/solutions/255953
| 1,582,815,596,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2020-10/segments/1581875146714.29/warc/CC-MAIN-20200227125512-20200227155512-00013.warc.gz
| 310,165,345
| 15,350
|
Cody
# Problem 1510. Number of digits in an integer
Solution 255953
Submitted on 6 Jun 2013 by Tomek Kad
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 = 101; y_correct = 3; assert(isequal(HowManyDigits(x),y_correct))
out = 3
2 Pass
%% x=1203; y_correct = 4; assert(isequal(HowManyDigits(x),y_correct))
out = 4
| 136
| 444
|
{"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-2020-10
|
latest
|
en
| 0.608435
|
https://worldbuilding.stackexchange.com/questions/151772/how-to-roughly-extrapolate-artillery-range-for-planets-with-different-atmospheri
| 1,653,295,218,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2022-21/segments/1652662556725.76/warc/CC-MAIN-20220523071517-20220523101517-00671.warc.gz
| 708,572,097
| 61,969
|
# How to roughly extrapolate artillery range for planets with different atmospheric pressure?
I'm looking for some rough way of extrapolating artillery range for planets with different atmospheric pressure:
Realistically, the data available:
1. Hypothetical range in vacuum: $$\dfrac{V^2}{g}$$ (V - muzzle velocity, g - gravity)
2. Range on Earth
So based on those data I could easily calculate which percentage of energy was "lost" on Earth atmosphere. Could I extrapolate from that how would it roughly work on a different planet?
EDIT: I also thought about simply applying drag equation. It would make perfect sense for calculating how a bullet (or an armor piercing projectile) would lose its kinetic energy. The relation would be proportional to air density.
Just there is one big problem with any artillery - it uses ballistic trajectory, so I have to incorporate BOTH gravity and pressure. I can not simply extrapolate from atmospheric pressure, because it would mean that for planet with vacuum the artillery range would be infinite.
• This may be both more complex and simpler than you first assume. Projectile size, shape, initial velocity and mass will all interplay with not only atmospheric pressure but also what the exact gas mix is. On the other hand if you have a fast, heavy projectile and your target isn’t miles away you can reasonably use projectile in a vacuum as a decent enough model since the energy lost prior to impact will be small relative to the projectile’s kinetic energy. Drift is a different issue though... Jul 28, 2019 at 9:12
For slow projectile, energy loss due to drag is proportional to the velocity of the projectile and to the density of the medium.
Density of atmosphere varies linearly with pressure, everything else constant.
In this regime, thus, if you increase the pressure you are proportionally increasing the density and the lost energy.
For higher velocities drag is proportional to the square of the velocity, but still goes linearly with density: same as above.
Drag equation.
https://en.wikipedia.org/wiki/Drag_equation
You can use this to calculate the force slowing your projectile (𝐹𝑑): the drag force.
Here is the drag equation. $$F_d = 1/2 \rho u^2 C_d A$$
• $$F_d$$ drag force
• $$\rho$$ mass density of the atmosphere
• $$u$$ velocity of the bullet
• $$A$$ area of the bullet
• $$C_d$$ drag coefficient of the bullet
Here is an online calculator and you can tweak 𝜌 (atmospheric density) to see how that affects range. But it should be a straight multiplication if density is the only thing changing.
https://www.omnicalculator.com/physics/drag-equation
Interesting stuff in this question as well that you might find useful for your endeavor. They also ask about the impact of higher atmospheric pressure on projectiles.
What would be a reasonable caliber for an assault rifle and sniper rifle for a planet with pressure of 3 atm?
• Yes, my question concerning small arms. ;) Just from physical perspective the case was simpler as kinetic energy matter, while gravity could be mostly ignored. Jul 30, 2019 at 8:35
| 666
| 3,096
|
{"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": 7, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0}
| 3.59375
| 4
|
CC-MAIN-2022-21
|
longest
|
en
| 0.9359
|
http://mathforum.org/kb/thread.jspa?threadID=1537479&messageID=5527736
| 1,524,442,892,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2018-17/segments/1524125945668.34/warc/CC-MAIN-20180422232447-20180423012447-00466.warc.gz
| 211,919,573
| 5,551
|
Search All of the Math Forum:
Views expressed in these public forums are not endorsed by NCTM or The Math Forum.
Notice: We are no longer accepting new posts, but the forums will continue to be readable.
Topic: [ap-stat] 7 cards - no pairs
Replies: 2 Last Post: Feb 16, 2007 8:01 AM
Search Thread: Advanced Search
Messages: [ Previous | Next ]
Paul Rodriguez Posts: 56 Registered: 12/6/04
RE: [ap-stat] 7 cards - no pairs
Posted: Feb 15, 2007 11:19 PM
Plain Text Reply
13 C 7 * 4 C 1 * 4 C 1 * 4 C 1 * 4 C 1 * 4 C 1 * 4 C 1 * 4 C 1 minus the
straights and flushes
You have 13 types of cards, and need them all to be different, so 13 choose
7. Now each of those 7 cards you picked has 4 different types (Heart, Club,
Diamond, Spade), so it is (4 C 1) ^ 7. Now we have to subtract the amount
of straights and flushes there are (not as easy to explain!)
Here is a link, though, to the actually computed probabilities
http://www.math.sfu.ca/~alspach/comp20/
Hope that helps.
Paul Rodriguez
Troy High School
Fullerton, Ca
>From: "Holly Thompson" <thompsonholly@rockwood.k12.mo.us>
>Reply-To: "Holly Thompson" <thompsonholly@rockwood.k12.mo.us>
>To: "AP Statistics" <ap-stat@lyris.collegeboard.com>
>Subject: [ap-stat] 7 cards - no pairs
>Date: Thu, 15 Feb 2007 17:04:02 -0600
>
>
>
>I keep getting the "wrong" # of combos ....
>
>how many possible hands are there if you are dealt 7 cards and you have no
>pairs .... more importantly - how do you calculate it - bc I need to figure
>out why my method is not working ......
>
>thanks in advance - it is drving me crazy
>
>====
>Course related websites:
>FAQ: http://www.mrderksen.com/faq.htm
> PLEASE CHECK THIS GREAT SITE FOR FREQUENTLY ASKED QUESTIONS
>AP Central: http://apcentral.collegeboard.com/stats
>Archives: http://mathforum.org/kb/forum.jspa?forumID=67
>---
>ap-stat is an Electronic Discussion Group (EDG) of The College Board
>TO CHANGE YOUR EMAIL ADDRESS, PASSWORD OR SETTINGS, go to
>http://lyris.collegeboard.com/read/my_account/edit
>To UNSUBSCRIBE click the unsubscribe button on your Forums page:
>http://lyris.collegeboard.com/read/my_forums/
_________________________________________________________________
Refi Now: Rates near 39yr lows! \$430,000 Mortgage for \$1,399/mo - Calculate
new payment
http://www.lowermybills.com/lre/index.jsp?sourceid=lmb-9632-17727&moid=7581
====
Course related websites:
FAQ: http://www.mrderksen.com/faq.htm
PLEASE CHECK THIS GREAT SITE FOR FREQUENTLY ASKED QUESTIONS
AP Central: http://apcentral.collegeboard.com/stats
Archives: http://mathforum.org/kb/forum.jspa?forumID=67
---
ap-stat is an Electronic Discussion Group (EDG) of The College Board
TO CHANGE YOUR EMAIL ADDRESS, PASSWORD OR SETTINGS, go to
http://lyris.collegeboard.com/read/my_account/edit
To UNSUBSCRIBE click the unsubscribe button on your Forums page:
http://lyris.collegeboard.com/read/my_forums/
Date Subject Author
2/15/07 Paul Rodriguez
2/16/07 Holly Thompson
© The Math Forum at NCTM 1994-2018. All Rights Reserved.
| 876
| 3,011
|
{"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}
| 3.515625
| 4
|
CC-MAIN-2018-17
|
latest
|
en
| 0.796981
|
https://123dok.net/document/y8gpdpk0-larger-numbers-invented-new-symbols-v-fifty-thousand.html
| 1,679,867,540,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2023-14/segments/1679296946535.82/warc/CC-MAIN-20230326204136-20230326234136-00067.warc.gz
| 109,840,343
| 30,724
|
# For larger numbers, they invented new symbols, so five was V, ten was X, fifty was L, one hundred was C, five hundred was D and one thousand was M
## Full text
(1)
Douine – Sixième – DNL maths – Roman numbers
Page 1
In our number system (called Arabic numbers), we have ten digits (from 0 to 9) and we can make as big a number as we want with these. We use all ten digits to count to nine, then we combine them to make bigger numbers. So we never run out of numbers, as long as there is room to write them down ! The more digits there are, the longer the number is.
The ancient Romans didn’t think this. They repeated symbols, so one was I and 2 was II.
For larger numbers, they invented new symbols, so five was V, ten was X, fifty was L, one hundred was C, five hundred was D and one thousand was M. They didn’t have a symbol for zero, they didn’t need it.
The ancient Romans combined their symbols, so VII meant 5+1+1 or seven. This is called a unary system. However, they found that IIII and VIIII were too confusing (for four and nine), so they introduced another idea.
If the I comes after the V then you add it (VI is 6). But if the I comes before the V then you subtract it (IV is four). The rule is that you are allowed to add up to three (VIII is eight), but only subtract one (IX is nine).
This means that you have to be very careful what order Roman digits are in. XI (eleven) is a different number from IX (nine) !
Two examples :
MM X III is 2013
MM X IV is 2014
One
Five
Ten
Fifty
One hundred
Five hundred
One thousand
1. Write down the following Roman numbers in English :
D IX / MMM D CCC L XXX V III / MMM CM XC IX (make a comment).
2. Write down the following numbers in the Roman number system.
Six hundred and sixty six / eight hundred and eighty eight / One thousand five hundred and fifteen / One thousand nine hundred and seventy five.
Updating...
## References
Related subjects :
| 481
| 1,932
|
{"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-2023-14
|
longest
|
en
| 0.962983
|
https://atarnotes.com/forum/index.php?topic=144870.2265
| 1,575,819,880,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2019-51/segments/1575540511946.30/warc/CC-MAIN-20191208150734-20191208174734-00527.warc.gz
| 267,817,729
| 19,949
|
December 09, 2019, 02:44:39 am
0 Members and 1 Guest are viewing this topic.
#### Jackson.Sprigg
• Posts: 24
• Respect: +1
##### Re: VCE Physics Question Thread!
« Reply #2265 on: June 11, 2019, 06:21:24 pm »
+2
I believe you should base your significant figures on the most inaccurate measurement in the question.
i.e. If the question gives you 3 values with 2, 3 and 4 sig figs respectively and you use all these values in your working. Then you can only say for certain that your answer is as accurate as the least accurate value you used. In this case it would be the 2 sig figs and so that is how many you would use in your final answer.
« Last Edit: June 11, 2019, 06:34:45 pm by Jackson.Sprigg »
#### Zealous
• ATAR Notes Lecturer
• Victorian
• Posts: 889
• zeal: great enthusiasm in pursuit of an objective.
• Respect: +239
##### Re: VCE Physics Question Thread!
« Reply #2266 on: June 14, 2019, 10:08:40 pm »
+1
I believe you should base your significant figures on the most inaccurate measurement in the question.
i.e. If the question gives you 3 values with 2, 3 and 4 sig figs respectively and you use all these values in your working. Then you can only say for certain that your answer is as accurate as the least accurate value you used. In this case it would be the 2 sig figs and so that is how many you would use in your final answer.
Yep, this approach works fine. If you are unsure, usually 3-4 sig figs is more than enough - I'm quite sure the exam markers accept answers within a certain tolerance.
vce:
2013: Further [50] (+Premier's) | Methods [48]
2014: Physics [50] | Specialist | Accounting | English Language || ATAR: 99.70 + Australian Student Prize!
uni:
2015: Bachelor of Commerce and Engineering (Honours)
#### Terrapin
• Fresh Poster
• Posts: 2
• Respect: 0
##### Re: VCE Physics Question Thread!
« Reply #2267 on: June 18, 2019, 10:45:24 am »
0
A dodgem car of mass 200 kg is driven due south
into a rigid barrier at an initial speed of 5.0 m s−1.
The dodgem rebounds at a speed of 2.0 m s−1. It is
in contact with the barrier for 0.20 s. Calculate:
(a) the average acceleration of the car during its
interaction with the barrier
(b) the average net force applied to the car during
its interaction with the barrier.
#### Erutepa
• MOTM: FEB 19
• Posts: 541
• )(
• Respect: +531
##### Re: VCE Physics Question Thread!
« Reply #2268 on: June 18, 2019, 08:15:52 pm »
+3
A dodgem car of mass 200 kg is driven due south
into a rigid barrier at an initial speed of 5.0 m s−1.
The dodgem rebounds at a speed of 2.0 m s−1. It is
in contact with the barrier for 0.20 s. Calculate:
(a) the average acceleration of the car during its
interaction with the barrier
(b) the average net force applied to the car during
its interaction with the barrier.
Before others weigh in on these questions, it is important that you give them a try first and write down what your current thought processes you have in regards to them. It is important to identify specifically what things you do know and what things you don't know so that you can better learn and people can better explain the questions to fit your own confusions.
And don't worry about getting things wrong - you won't be judged harshly at all.
Qualifications
> Have counted to 227
> Can draw really good spiders
> 2 Poet points
> 6.5 insanipi points
> 1 Bri MT point
#### julia_atarnotes
• Fresh Poster
• Posts: 2
• Respect: 0
##### Re: VCE Physics Question Thread!
« Reply #2269 on: June 29, 2019, 11:56:28 am »
+2
What's the recommendation on decimal places/sig figs in the exam? I've always been taught it's two, just asking for your two cents
Hey! My past physics teacher was an examiner and he said that 2 decimal places is sufficient. Marks will only be taken off if the question asks you specifically to answer to the correct number of significant figures OR if you use too few significant figures eg. rounding 543.67 to 540. Using the "correct" number of significant figures can be tricky because a lot of physics constants that we are given only use 2-3 significant figures (eg. gravity, speed of light) which may not be enough to satisfy your examiner.
#### S200
• Part of the furniture
• Posts: 1106
• Yeah well that happened...
• Respect: +238
##### Re: VCE Physics Question Thread!
« Reply #2270 on: July 03, 2019, 11:27:54 pm »
+4
A dodgem car of mass 200 kg is driven due south
into a rigid barrier at an initial speed of 5.0 m s−1.
The dodgem rebounds at a speed of 2.0 m s−1. It is
in contact with the barrier for 0.20 s. Calculate:
(a) the average acceleration of the car during its
interaction with the barrier
(b) the average net force applied to the car during
its interaction with the barrier.
A.)
Acceleration is defined as the rate of change of velocity, or $\frac {V_I - V_F}{Time}$.
We're given the initial and the final velocities, and also the full time of the collision.
Hence, substitute the values and calculate...
$\frac{5-(-2)}{0.20} = 35ms^{-1}$ in a negative direction, or away from the barrier
B.)
Force is merely $Mass \times Acceleration$. The word 'average' is used to indicate that this is not an 'instantaneous' or precisely measured velocity. Thus, average Force is equal to the mass of the body multiplied by the average velocity over the defined time. $F = m \frac{(v_f - v_i)}{t}.$
Carpe Cerevisi
$\LaTeX$ - $e^{\pi i }$
#ThanksRui! - #Rui$^2$ - #Jamon10000
5233718311
#### eo to
• Fresh Poster
• Posts: 3
• Respect: 0
##### Re: VCE Physics Question Thread!
« Reply #2271 on: July 22, 2019, 09:37:09 pm »
0
It's from the Heinemann physics 12 4th edition textbook (chapter 8 review)
#### BAH0003
• Trailblazer
• Posts: 32
• Respect: 0
##### Re: VCE Physics Question Thread!
« Reply #2272 on: July 23, 2019, 07:06:23 pm »
0
Hi,
Quick question, if anyone cna help that would be great:
"A Subaru travels with a uniform acceleration on a racetrack. It starts from rest and covers 400m in 16s."
What is the cars final speed in km h^-1?
Thanks
#### BAH0003
• Trailblazer
• Posts: 32
• Respect: 0
##### Re: VCE Physics Question Thread!
« Reply #2273 on: July 23, 2019, 07:40:27 pm »
0
Hi again,
Another question if anyone can answer.
"During its launch phase, a space rocket accelerates
uniformly from rest to 160 m s–1 upwards in 4.0 s,
then travels with a constant speed of 160 m s–1 for the
next 5.0 s"
How far (in km) does the rocket travel in this 9.0 s
period?
Thanks
#### ^^^111^^^
• MOTM: JULY 2019
• Forum Obsessive
• Posts: 260
• Respect: +8
##### Re: VCE Physics Question Thread!
« Reply #2274 on: July 23, 2019, 07:40:51 pm »
+3
Hi,
Quick question, if anyone cna help that would be great:
"A Subaru travels with a uniform acceleration on a racetrack. It starts from rest and covers 400m in 16s."
What is the cars final speed in km h^-1?
Thanks
Use the kinematic formula v= u+at
v is final speed
u is initial speed
a is acceleration
t is time
initial speed is 0 (at rest) so v=at. The acceleration is 25 m/s. This multiplied by 3600(number of seconds in an hour) = 90,000 meters (ideally it should be written as 90 km. In case you may need it other kinematic formulas are:
v^2 = u^2 + 2as
s = ut + 1/2*[a(t^2)]
s=1/2*(v+u)t
s=vt - 1/2*[a(t^2)]
v is final speed
u is initial speed
s is displacement
a is acceleration
t is time
#### ^^^111^^^
• MOTM: JULY 2019
• Forum Obsessive
• Posts: 260
• Respect: +8
##### Re: VCE Physics Question Thread!
« Reply #2275 on: July 23, 2019, 07:48:14 pm »
+1
Hi again,
Another question if anyone can answer.
"During its launch phase, a space rocket accelerates
uniformly from rest to 160 m s–1 upwards in 4.0 s,
then travels with a constant speed of 160 m s–1 for the
next 5.0 s"
How far (in km) does the rocket travel in this 9.0 s
period?
Thanks
This time use the kinematic formula s=ut + 1/2[a(t^2)]
Initial speed is zero. acceleration is 160 m/s. Time is 4 seconds. [This is for the first part. I will explain next shortly]. 4^2 = 16. 16 seconds *160 meters/seconds = 2.56 km
Do the exact same method as before and add the values together to find the displacement of the rocket.
#### milanander
• Forum Regular
• Posts: 96
• Respect: +50
##### Re: VCE Physics Question Thread!
« Reply #2276 on: July 28, 2019, 09:40:55 pm »
0
Hi, current year 11 here doing physics 1/2. I'm hoping to get a head start for 3/4 next year and was wondering what are some key areas which I should start looking over now? Also what company would everyone recommend for practice exams? Thanks so much.
— 2014 • 2015 —
Studio Arts 36, Product Design 39
— 2019 • 2020 —
Systems, Methods, Specialist, Physics, Viscom, English
UMEP Art History 4.0
#### ^^^111^^^
• MOTM: JULY 2019
• Forum Obsessive
• Posts: 260
• Respect: +8
##### Re: VCE Physics Question Thread!
« Reply #2277 on: July 28, 2019, 10:24:37 pm »
+1
Hi, current year 11 here doing physics 1/2. I'm hoping to get a head start for 3/4 next year and was wondering what are some key areas which I should start looking over now? Also what company would everyone recommend for practice exams? Thanks so much.
There is not much I can say about this but I am using the Heinemann Physics 3/4 textbook for Physics , so here I go.
- Heisenberg Uncertainity Principle
- Quantum Mechanics
- Photoelectric Effect
- Circular Motion
- Special Relativity
- Electromagnetic Induction
- Properties of mechanical waves
These are the topics that are supposed to be covered in Units 3/4. Sorry I don't think I really answered your question completely. It would be great if someone else can have a look at this.
#### redpanda83
• Forum Regular
• Posts: 56
• Respect: +2
##### Re: VCE Physics Question Thread!
« Reply #2278 on: July 28, 2019, 11:10:20 pm »
+1
Hi, current year 11 here doing physics 1/2. I'm hoping to get a head start for 3/4 next year and was wondering what are some key areas which I should start looking over now? Also what company would everyone recommend for practice exams? Thanks so much.
it would be really good to get head start on newtonian mechanics(classical physics for motion, refering to point 1 mentioned below), which you should be doing as your unit 2 atm or starting.
1. Kinematics, vectors, Forces(newtons laws), Energy(conservation of energy, kinetic energy, GPE, Spring potential energy stuff) momentum and impulse, projectile motion, circular motion.
2. Special Relativity
3. Fields and their patterns, Gravitational Fields, Electric Fields, Magnetic Fields.
4. DC motors, Power generation principles, Transformers and transmission. (this part relates a bit to your electrical circuit component)
5. Light (wave-particle duality) -
(i) light as a wave - wave principles(what is a wave?), wave phenomenon(interference, diffraction, dispersion and
refraction), standing waves (harmonics, look into rubens tube for this its fun!) - light is not dicrete but continuos
(ii) light as particle - photo electric effect (how solar panel works), light is emitted in quantised(discrete) packets of
energy and the amount of energy is dependent of frequency of the photon, how matter can also behave like wave
De Broglie’s wave–particle theory, emission spectra and energy levels of an atom.
I dont really find textbook helpful at all (I have both Jacaranda and Heinmann textbooks), but if you want you can use it as a guide. Khan academy, Lectures by Professor Walter lewins and some other resources are much better. Building things throughout the course will help you further you understanding i think, if you really wanna do it, even little simulations and thought experiments are good.
Hope it helps
#### Bri MT
• VIC MVP - 2018
• ATAR Notes Legend
• Posts: 3043
• invest in wellbeing so it can invest in you
• Respect: +2122
##### Re: VCE Physics Question Thread!
« Reply #2279 on: July 29, 2019, 06:51:07 am »
+3
Hi, current year 11 here doing physics 1/2. I'm hoping to get a head start for 3/4 next year and was wondering what are some key areas which I should start looking over now? Also what company would everyone recommend for practice exams? Thanks so much.
Fields and projectile motion are probably some of the easier 3&4 topics to wrap your head around on your own. Circular motion could also fall into this category.
I'd also consider revising year 11 concepts that are applicable in year 12 such as conservation of momentum, elastic & inelastic collisions, and converting between different forms of energy (kinetic, gravitational potential, elastic potential).
Lots of topics have been listed for you to potentially try out - please don't feel like you have to get through all of them! If you're unsure what you could cover for a particular topic consider looking at the study design. There are also some past exam questions you can do from just a units 1&2 knowledge base.
Good luck
2018-2021: Science Advanced - Global Challenges (Honours) @ Monash
Leadership ; Scientific Methodology ; Wanting to stay productive?
Want QCE help? Leave a post here
| 3,568
| 12,938
|
{"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}
| 2.59375
| 3
|
CC-MAIN-2019-51
|
latest
|
en
| 0.90385
|
https://www.coursehero.com/file/6624085/exam2solutions/
| 1,521,506,183,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2018-13/segments/1521257647244.44/warc/CC-MAIN-20180319234034-20180320014034-00017.warc.gz
| 805,661,733
| 29,680
|
{[ promptMessage ]}
Bookmark it
{[ promptMessage ]}
exam2solutions
# exam2solutions - Math 374 Exam 2 Name a Read problems...
This preview shows pages 1–7. Sign up to view the full content.
This preview has intentionally blurred sections. Sign up to view the full version.
View Full Document
This preview has intentionally blurred sections. Sign up to view the full version.
View Full Document
This preview has intentionally blurred sections. Sign up to view the full version.
View Full Document
This is the end of the preview. Sign up to access the rest of the document.
Unformatted text preview: Math 374. Exam 2. 3/20/09. Name: a Read problems carefully. Show all work. 0 No notes, calculator, or text. 0 The exam is approximately 15 percent of the total grade. 0 There are 100 points total. Partial credit may be given. l. (25 points) (a) (8 points) Let :1: and y be integers. Give the contrapositive of the following statement: ”If x - y is odd, then a: and y must both be odd”. IfmeLsLW)Wx-yém. (b) (10 points) A rational number is a number expressible as a ratio of integers. Let a be a rational number (so Elm, n E Z (n # 0) with a = 172/12), and let b be an irrational number. Give a proof by contradiction that a + I) must be irrational. r52, 1‘ EMY M (by contradiction): (a a t. MM, mat/WWW (c) (7 points) Consider the statement "For every positive integer n, n2 + n + 1 is prime. Show that the statement is false by supplying a counterexample. V1 14%“ ( grime/Z J. 3 WS 2 :7' Y“ § 1.3 )""g i 4 “.44- 199(9— omit/lermwfé- W“ Hg} (Wm!!!) . (20 points) Use induction to show. for all integers n 2 1, that i 1 _ ;+ ; + + 1 _ n i=12(2i+1)_12 23 It(n+1)_n+1 §gg 1 Proof (by induction): CSWNUQ ) : - 1 J- : 8 Base case n .. I, . E1) : T 1745?. Induction step: “-1- k su,fm,£91%kzt)+w 2,1. :L, #441 T; shew ‘. 2.};- - 1‘“ i=1. «Um ' k+2 k )ut Cow’d’xr: Z L 3:4” 4‘ 1 1-,L «(w-u.) 1:1 1(211.) (10an 5 ___1g__ + __J.______ z ._1_. 14+ 1 KM (Krl\(k+&] Ion k4»; .-.- kUG'MH _ kart/lbw! _ M : &. QC“) ( lat/M - UGVH (M3 (M! Kim) kn. HJ/"oz‘ flegw I? How VYLZL 3. (20 points) Consider the following pseudocode program segment for a function to return the value of a: - y" for n 2 0. Computationtv E Z. y E Z. n 2 0) #IO, get. 3 (mud v") integers i, j (local variables) 2' = 0 j = .1‘ while i 75 n do 3' =j - y i = i + 1 end while // j now has the value :3 - y" return j end function Computation The loop invariant is Q : j = a: - yi. Use induction to prove that Q(n) : j" = :L' - y‘" is true Vn 2 0. Proof (by induction): Basecase: Vlzo , 1‘0 = O } Induction step: QWM W GHQ: 0-K: >0)!1k is i-ru7Q1 99m; #20. TB [email protected](MG’6M3XI 71k“ 0; +m _ W29”: 45km 0W: XY d: *7 =X'Yk" :7 inoi 9/‘(f W. Hymn.) vnw) (9m 3 atm- 4. (20 points) A sequence {T(n)} is recursively defined by T(0) = 1 T(1) = 1 (*) T(n) = T(n — 1) + 3T(n — 2) — n Vn 2 a. gmihm it: i—W) §fo (3) (5 points) What is T(4)? 1:"- T’(2)= Th) +3110) —2 = 1+ 3i -1 :— 53 flefijiw {9);}, 79 T63) =T(2)+3T(L]-3 : QfK-L~3 : Q TC‘HsTBi’r Zfizi—‘f: ’0Z+3.Q_4. :4. (b) (15 points) Show, V71 2 3, that g; A! l I“. T(n) = 4T(n — 2) + 3T(n — 3) — 2n + 1. 6" <1“) fl» “~13 ) directly from the definition of T (n). S 2 1' Proof: . I (H? P“ W Thu: Thu-t) +3T(M—2)—h 036M lglgl ) S“£’7hw ; = (Fl—("JV’ 311“?” “(ndfl t 31114—1) -VI 9% 4/»- W =T(n—1.) m m-fi gmflifi/ ——7 :: 4T(Yl’l)+5T-(Yl~3)e-Rnt’f, , E @(\$)/fi) ”5517749 5. (15 points) Solve the recurrence relation S(n) = 7S(n — 1) — 10\$(n. — 2) Vn z 3 gimlm #0 subject to the initial conditions if 2, ”7/3 5(1) = 2 t S(2)=1. i 5”)” SM. OM2%- a; 00m = r1—7retO:(/»5’)(nx\:o ’—— (he T573517 W gab/43m £4, : 3W WMHt—(QM mi “(2a fl'ee’K‘L’é‘W- TMwJeey 9(1‘=Q= F*% 362w :L= 2f+f% 12%,; 402%“ z 1. = Mr?) ...
View Full Document
{[ snackBarMessage ]}
### Page1 / 7
exam2solutions - Math 374 Exam 2 Name a Read problems...
This preview shows document pages 1 - 7. Sign up to view the full document.
View Full Document
Ask a homework question - tutors are online
| 1,650
| 3,962
|
{"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}
| 3.84375
| 4
|
CC-MAIN-2018-13
|
latest
|
en
| 0.739371
|
http://mathoverflow.net/questions/66684/area-preserving-map-between-rectangles-and-fat-polygons/66688
| 1,469,413,449,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2016-30/segments/1469257824201.56/warc/CC-MAIN-20160723071024-00221-ip-10-185-27-174.ec2.internal.warc.gz
| 154,900,738
| 16,813
|
Area-preserving map between rectangles and fat polygons
Are there any well-known continuous area-preserving maps between fat convex polygons and fat rectangles? Specifically, given a fat convex polygon $C$, is there a natural way to choose a fat rectangle $R$ and a continuous mapping $f:C\rightarrow R$ such that area of sub-regions is preserved? I've avoided giving a precise definition of "fatness", but two common definitions are:
*The aspect ratio of the minimum bounding box of $C$ is bounded by some constant (see page 5 of http://portal.acm.org/citation.cfm?id=1137901).
*The ratio between the diameters of the smallest circle containing $C$ and the largest circle contained in $C$ is bounded by some constant (see http://books.google.com/books?id=QS6vnl8WlnQC&pg=PA588).
-
Perhaps not omitting a definition of fatness would be useful to those who don't know what it means. – Daniel Litt Jun 1 '11 at 19:57
Good point, put in two examples. – John Gunnar Carlsson Jun 1 '11 at 20:03
Do you want your map $f$ to be continuous? Do you want it to be piecewise linear? – André Henriques Jun 1 '11 at 20:23
Thanks. Continuity is required and I edited the question to reflect that. Piecewise linearity would be nice but not necessary. – John Gunnar Carlsson Jun 1 '11 at 20:33
3 Answers
There are lots of ways to do this; without more constraints (or indication of what is desired), it's hard to pick a best one. But here's one. We'll exploit the fact that for any two triangles, there is a unique affine linear map that takes one to the other (with vertices in a specified order); if the two triangles have the same area, this will be area-preserving.
Start by chopping up $C$ into triangles $T_1,\dots,T_k$ by drawing lines connecting the vertices to the center.
Now take $R$ to be a square with the same area as $C$. Divide up the boundary of $R$ into $k$ intervals $I_1,\dots,I_k$ whose lengths are proportional to the area of the $T_i$. (Some of the intervals may make a turn at the corner.) Divide the square into regions $S_i$ by connecting the ends of $I_i$ to the center of the square. Most of the $S_i$ will be triangles, except for the four at the corners, which are quadrilaterals.
Now, the area of $S_i$ is equal to the area of $T_i$, since the area of $S_i$ is proportional to the length of its base (as all $S_i$ have the same height), which is proportional to the area of $T_i$. Now just map $T_i$ to $S_i$ in an area preserving way. For the $S_i$ that are not at the corners, just take the affine linear map from above. For the $S_i$ that do go around the corner, cut both $S_i$ and $T_i$ into two triangles in the same proportion of area, and map the corresponding triangles to each other.
-
Thanks! Just what I was looking for. – John Gunnar Carlsson Jun 1 '11 at 21:07
It seems you did not use the fatness constraint. Does the construction work when the polygon $C$ is convex but not fat? – Erel Segal-Halevi May 20 '14 at 8:36
Correct, the map I described just uses that $C$ is star-shaped, no fatness required. – Dylan Thurston May 21 '14 at 4:02
This problem is treated in section 18 ("Monge problem for polytopes") of Igor Pak's book: http://www.math.ucla.edu/~pak/geompol8.pdf (without any reference to fatness).
-
Thanks! I wasn't aware of that book. – John Gunnar Carlsson Jun 1 '11 at 21:07
It is easy to construct a volume preserving map between any two shapes of equal volume with triangular Jacobian matrix. (Gromov used such map from the given domain to ball to prove isoperemetric inequality.)
-
| 931
| 3,542
|
{"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}
| 4.0625
| 4
|
CC-MAIN-2016-30
|
latest
|
en
| 0.921724
|
http://www.ck12.org/book/CK-12-Probability-and-Statistics-Advanced/r1/section/4.1/
| 1,493,156,546,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2017-17/segments/1492917120878.96/warc/CC-MAIN-20170423031200-00189-ip-10-145-167-34.ec2.internal.warc.gz
| 490,853,867
| 29,955
|
# 4.1: Two Types of Random Variables
Difficulty Level: At Grade Created by: CK-12
## Learning Objectives
• Learn to distinguish between the two types of random variables: continuous and discrete.
The word discrete means countable. For example, the number of students in a class is countable or discrete. The value could be \begin{align*}2, 24, 34,\end{align*} or \begin{align*}135\end{align*} students but it cannot be \begin{align*}23 2/3\end{align*} or \begin{align*}12.23\end{align*} students. The cost of a loaf of bread is also discrete, say \begin{align*}\3.17\end{align*}, where we are counting dollars and cents, but not fractions of a cent.
However, if we are measuring the tire pressure in an automobile, we are dealing with a continuous variable. The air pressure can take values from psi to some large amount that would cause the tire to burst. Another example is the height of your fellow students in your classroom. The values could be anywhere from, say, \begin{align*}4.5 \;\mathrm{feet}\end{align*} to \begin{align*}7.2 \;\mathrm{feet}\end{align*}. In general, quantities such as pressure, height, mass, weight, density, volume, temperature, and distance are examples of continuous variables. Discrete random variables come usually from counting, say, the number of chickens in a coop, or the number of passing scores on an exam or the number of voters who showed up to the polls.
One way of distinguishing discrete and continuous variables is between any two values of a continuous variable, there are an infinite number of other valid values. This is not the case for discrete variables; between any two discrete values, there are an integer number \begin{align*}(0, 1, 2, \ldots)\end{align*} of valid values. For a discrete variable, these are considered countable values since you could count a whole number of them.
## Discrete Random Variables and Continuous Random Variables
Random variables that assume a countable number of values are called discrete.
Random variables that can take any of the countless number of values are called continuous.
Example:
Here is a list of discrete random variables:
1. The number of cars sold by a car dealer in one month: \begin{align*}x = 0, 1, 2, 3, \ldots\end{align*}
2. The number of students who were protesting the tuition increase last semester: \begin{align*}x = 0, 1, 2, 3, \ldots.\end{align*} Notice that \begin{align*}x\end{align*} could become very large.
3. The number of applicants who have applied for the vacant position at a company: \begin{align*}x = 0, 1, 2, 3, \ldots\end{align*}
4. The number of typographical errors in a rough draft of a book: \begin{align*}x = 0, 1, 2, 3, \ldots\end{align*}
Example:
Here is a list of continuous random variables:
1. The length of time it took the truck driver to go from New York city to Miami: \begin{align*}x > 0\end{align*}, where \begin{align*}x\end{align*} is the time.
2. The depth of oil drilling to find oil: \begin{align*}0 < x < c\end{align*}, where \begin{align*}c\end{align*} is the maximum depth possible.
3. The weight of a truck in a truck weighing station: \begin{align*}0 < x < c\end{align*}, where \begin{align*}c\end{align*} is the maximum weight possible.
4. The amount of water loaded in a \begin{align*}12-\;\mathrm{ounce}\end{align*} bottle in a bottle filling operation: \begin{align*}0 < x < 12.\end{align*}
## Lesson Summary
1. A random variable represents the numerical value of a simple event of an experiment.
2. Random variables that assume a countable number of values are called discrete.
3. Random variables that can take any of the countless number of values are called continuous.
### Notes/Highlights Having trouble? Report an issue.
Color Highlighted Text Notes
Show Hide Details
Description
Tags:
Subjects:
| 1,005
| 3,781
|
{"found_math": true, "script_math_tex": 21, "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}
| 4.90625
| 5
|
CC-MAIN-2017-17
|
latest
|
en
| 0.880919
|
http://bowaggoner.com/blog/2019/02-03-sub-gamma-concentration/index.html
| 1,555,614,162,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418202403-00063.warc.gz
| 28,077,528
| 5,497
|
# The Tiger's Stripes
A technical blog on math, computer science, and game theory.
# Sub-Gamma Variables and Concentration
Posted: 2019-02-03.
For variables that are usually small, subgaussian concentration bounds can often be loose. We can get better Bernstein bounds using the "sub-gamma" approach.
The general approach is very similar to subgaussians:
1. Define $(v,c)$-sub-gamma variables (two parameters in this case).
2. Show that sub-gamma variables satisfy (Bernstein) concentration bounds.
3. Show that summing and scaling (up) sub-gamma variables give sub-gamma variables.
4. Show that common variables (especially $[0,1]$-bounded) are actually sub-gamma.
## Example
Say $Y = Y_1 + \dots + Y_n$ and each $Y_i$ is a Bernoulli. An approach based on subgaussian random variables can guarantee you that the standard deviation of $Y$ is at most $O(\sqrt{n})$ and is within this distance of its mean with high probability.
But what if each $Y_i$ is quite unlikely to be 1? What if $\mathbb{E} Y \ll \sqrt{n}$, for example?
In this case better bounds are true, and we can use sub-gamma variables to prove them! In particular, this post will show how to upper-bound $Y$ by a bound depending on its mean, with high probability.
## Sub-Gammaness
Recall that the main tool we have for proving concentration bounds is applying Markov's inequality to something like $e^{f(Y)}$. So it is not surprising that, like with subgaussian variables, we impose a condition on the moment generating function $\mathbb{E} e^{\lambda Y}$.
Let the random variable $Y$ have mean $\mu$. We say $Y$ is $(v,c)$-sub-gamma (on the right) if, for all $\lambda$ with $0 \lt \lambda \lt 1/c$, $\mathbb{E} e^{\lambda(Y-\mu)} \leq \exp\left( \frac{v ~ \lambda^2}{2(1-c\lambda)} \right) .$ Note that this is one-sided: it only works for $\lambda \gt 0$, whereas the subgaussian condition was symmetric. So we are only going to be able to prove upper bounds using this definition.
For intuition in the following bound, (spoiler alert) a sum of independent Bernoullis is $(v,1)$-sub-gamma where $v$ is its mean.
Theorem. If $Y$ is $(v,c)$-sub-gamma (on the right), then for all $t \geq 0$,
$\Pr[Y - \mathbb{E}Y \geq \sqrt{2vt} + ct] \leq e^{-t} .$
Proof. Start with the standard "Chernoff" approach: for all $\theta \gt 0$ and $\lambda \in (0,1/c)$, by transformations and Markov's, \begin{align*} \Pr[Y-\mathbb{E}Y \geq \theta] &\leq e^{-\lambda \theta} \mathbb{E} e^{\lambda \mathbb{E}(Y-\mathbb{E}Y)} \\ &\leq \exp\left(-\lambda \theta + \frac{v \lambda^2}{2(1-c\lambda)} \right) \end{align*} by definition of sub-gamma.
Now, I don't have a non-magical way to continue, so here's a magical "guess-and-check" proof. Let $t$ be such that the above expression equals $e^{-t}$. Then if we arbitrarily subtract $tc\lambda + \sqrt{2tv}\lambda$ from both sides and rearrange, we get \begin{align*} \lambda \theta - tc\lambda - \sqrt{2tv}\lambda &= t - tc\lambda -\sqrt{2tv}\lambda + \frac{v\lambda^2}{2(1-c\lambda)} \\ &= \left(\sqrt{t(1-c\lambda)} - \lambda\sqrt{\frac{v}{2(1-c\lambda)}}\right)^2 \\ &= 0 \end{align*} if we choose $\lambda$ such that $t = \frac{\lambda^2v}{2(1-c\lambda)^2}$, which some calculus shows we can do for any positive $t$ using some $\lambda \in (0,1/c)$. But then we get $\theta - tc - \sqrt{2tv} = 0$, so we can rewrite $\theta$ in terms of $t$ and get the theorem statement.
This theorem basically says there are two regimes. If $v$ (roughly the mean) is medium-small, then the $\sqrt{2vt}$ term promises that, for instance, the probability of exceeding the mean by a factor $\sqrt{\ln(1/\delta)}$ is at most $\delta$. If $v$ is really small or $c$ is large (which corresponds to variables with large ranges or heavy tails), then the second term $ct$ kicks in.
## Calculus of Sub-Gammas
Sub-gammas wouldn't be useful unless we could easily show that new variables are sub-gamma. Here are the facts that let us do that.
Theorem. If $Y$ is $(v,c)$-sub-gamma, then $Y + r$ is $(v,c)$-sub-gamma for any constant $r$.
Proof. Immediate; $Y- \mathbb{E}Y = Y+r - \mathbb{E}[Y+r]$.
Theorem. If $Y$ is $(v,c)$-sub-gamma, then for any $a \geq 1/c$, $aY$ is $(a^2v, ac)$-sub-gamma.
Proof. Exercise (straightforward).
Theorem. If $Y_1$ is $(v_1,c_1)$-sub-gamma and $Y_2$ is $(v_2,c_2)$-sub-gamma, then $Y_1 + Y_2$ is $(v_1+v_2,\max\{c_1,c_2\})$-sub-gamma.
Proof. Exercise (straightforward). The key step is, letting $\bar{c} = \max\{c_1,c_2\}$, to use the substitutions $c_1 \leq \bar{c}$ and $c_2 \leq \bar{c}$.
So for example, we get that a sum of $(a_i,c)$-sub-gamma variables is $(\sum_i a_i, c)$-sub-gamma.
But note sub-gamma variables don't give us quite as much power as Gaussians: $-Y$ is not necessarily sub-gamma, since the definition isn't symmetric, and we also can't generally scale the second parameter $c$ below $1$. (One could define two-sided sub-gamma variables, but it's not clear that interesting variables satisfy this. The applications I've seen focus on e.g. Bernoullis of small mean where the left-tail restriction would only get in the way.)
## Examples
Another way sub-gammas wouldn't be useful is if no variables were ever sub-gamma. By pure luck, this doesn't happen (otherwise I'd be really embarassed at this point in the blog post).
Theorem. Suppose $Y_i$ is in $[0,1]$ with mean $p$; then $Y_i$ is $(p,1)$-sub-gamma.
Proof. We're going to prove three steps.
1. We show $\mathbb{E} e^{\lambda Y_i} \leq p e^{\lambda} + (1-p)$.
2. Using this, we show $\mathbb{E} e^{\lambda(Y_i-p)} \leq \exp\left[ p\left( e^{\lambda} - 1 - \lambda\right)\right] .$
3. We show that for $0 \lt \lambda \lt 1$, $e^{\lambda} -1 - \lambda \leq \frac{\lambda^2}{2(1-\lambda)}$.
Combining the last two proves the theorem.
(1) Given any outcome $y \in [0,1]$, let $X_y$ be a Bernoulli($y$) random variable. Then by convexity of $\exp(\cdot)$ and Jensen's inequality, $e^{\lambda y} \leq \mathbb{E} e^{\lambda X_y} = y e^{\lambda} + (1-y)$. Okay, so
\begin{align*} \mathbb{E} e^{\lambda Y_i} &\leq \mathbb{E}\left[ Y_i e^{\lambda} + (1-Y_i) \right] \\ &= p e^{\lambda} + (1-p). \end{align*}
(2) Using the previous fact and the ever-useful inequality $1+x \leq e^x$,
\begin{align*} \mathbb{E} e^{\lambda(Y_i-p)} &= e^{-\lambda p} \mathbb{E} e^{\lambda Y_i} \\ &\leq e^{-\lambda p} \left(p e^{\lambda} + (1-p)\right) \\ &\leq e^{-\lambda p} e^{p(e^{\lambda}-1)} \\ &= \exp\left[p\left(e^{\lambda - 1 - \lambda}\right)\right] . \end{align*}
(3) Notice $1+\lambda$ are the first two terms of the Taylor series of $e^{\lambda}$:
\begin{align*} e^{\lambda} - 1 - \lambda &= \frac{\lambda^2}{2} + \frac{\lambda^3}{6} + \cdots \\ &\leq \frac{\lambda^2}{2}\left(1 + \lambda + \lambda^2 + \cdots\right) \\ &= \frac{\lambda^2}{2(1-\lambda)} \end{align*} where the series converges and equality holds if $\lambda \lt 1$.
This gives us strong tail bounds for sums of bounded variables.
Corollary. Let $Y = \sum_i a_i Y_i$ where $Y_i \in [0,1]$ with mean $p_i$. Let $v = \sum_i a_i^2 p_i$, then $Y$ is $(v, \max_i a_i)$-sub-gamma. In particular, with probability at least $1-\delta$, we have $Y - \mathbb{E} Y \leq \sqrt{2 v \ln\frac{1}{\delta}} + \max_i a_i \ln\frac{1}{\delta} .$ In particular, if $Y$ is the sum of $[0,a]$-bounded variables for $a \geq 1$, then with probability $1-\delta$, $Y - \mathbb{E} Y \leq \sqrt{2 a \mathbb{E}Y \ln\frac{1}{\delta}} + a \ln \frac{1}{\delta} .$
Notes.
The interested reader can work out, for example, that the exponential distribution is sub-gamma as are more general gamma distributions.
Interestingly, in my mind, they aren't "tight" the way the definition of subgaussian is tight for Gaussians. I think this is because sub-gamma variables are sort of capturing several limits or tail behaviors at once, depending on how $\lambda$ and $c$ relate.
For example, in the above proof for $[0,1]$ bounded variables, we obtained $\mathbb{E} e^{\lambda X} \leq e^{p(e^{\lambda}-1)}$ when $\mathbb{E}X = p$, which is tight for a Poisson variable with mean $p$. But to get the definition of sub-gamma, we relaxed this bound a bit further. Why? Poisson's are stable in one sense, that sums of Poissons are Poisson, so a definition of "sub-Poisson" variables seems very natural and would apply to $[0,1]$ variables with mean $p$.
The problem is that Poissons don't seem to behave so nicely under scaling (e.g. they are not Poissons). This is the power we gained, but we may have given up some mathematical elegance as compared to subgaussians.
## References
(2013) St{\'e}phane Boucheron, G{\'a}bor Lugosi, and Pascal Massart. Concentration inequalities: {A} nonasymptotic theory of independence.
Limits to 1000 characters. HTML does not work but LaTeX does, e.g. $\$$x^y\$$ displays as$x^y\$.
| 2,817
| 8,750
|
{"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": 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}
| 3.921875
| 4
|
CC-MAIN-2019-18
|
latest
|
en
| 0.85906
|
https://questioncove.com/updates/4ea95898e4b02eee39d3fcbc
| 1,718,866,388,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-26/segments/1718198861883.41/warc/CC-MAIN-20240620043158-20240620073158-00586.warc.gz
| 417,920,843
| 5,430
|
Mathematics 23 Online
OpenStudy (anonymous):
what exactly means by d/dx ?
OpenStudy (anonymous):
nothing, unless you mean dy/dx
OpenStudy (anonymous):
okey, so, what does it means by dy/dx?
OpenStudy (anonymous):
derivative, basically the instantaneous rate of change with respects to x at some x value
OpenStudy (amistre64):
d/dx is an operator that indicates you want to take the derivative of some relation with respect to, well, x in this case since its a dx on the bottom
OpenStudy (amistre64):
dy/dx is the operation that was done on the relationship of y with respect to x
OpenStudy (anonymous):
Also, to speak of the instananouse rate of change of y with respect to x as some value of xsub 1 of x is lenghty. So we can this change of rate, the derivaitve (dy/dx) of y with respects to x and when necessary specify at xub1 or a specific value of x
| 220
| 867
|
{"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-2024-26
|
latest
|
en
| 0.936731
|
http://ebs.cu.edu.tr/?upage=fak&page=drs&f=3&b=140&ch=1&yil=2017&lang=en&dpage=all&InKod=6318
| 1,585,798,719,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2020-16/segments/1585370506580.20/warc/CC-MAIN-20200402014600-20200402044600-00348.warc.gz
| 43,208,899
| 18,022
|
•
• Information on Degree Programmes
COURSE INFORMATON
Course Title Code Semester L+P Hour Credits ECTS
Computational Statistics * ISB 351 5 2 3 5
Prerequisites and co-requisites Yok Recommended Optional Programme Components None
Language of Instruction Turkish
Course Level First Cycle Programmes (Bachelor's Degree)
Course Type
Course Coordinator Prof.Dr. Ali İhsan GENÇ
Instructors
Prof.Dr. ALİ İHSAN GENÇ 1. Öğretim Grup:A Prof.Dr. ALİ İHSAN GENÇ 2. Öğretim Grup:A
Assistants
Goals
To be able to do statistics with a computer program
Content
Starting with the basics of a program, the exploratory data analysis and statistical inference methods are studied.
Learning Outcomes
-
Course's Contribution To Program
NoProgram Learning OutcomesContribution
12345
1
Explain the essence fundamentals and concepts in the field of Probability, Statistics and Mathematics
X
2
Emphasize the importance of Statistics in life
X
3
Define basic principles and concepts in the field of Law and Economics
4
Produce numeric and statistical solutions in order to overcome the problems
X
5
Use proper methods and techniques to gather and/or to arrange the data
X
6
Utilize computer systems and softwares
X
7
Construct the model, solve and interpret the results by using mathematical and statistical tehniques for the problems that include random events
X
8
Apply the statistical analyze methods
X
9
Make statistical inference(estimation, hypothesis tests etc.)
X
10
Generate solutions for the problems in other disciplines by using statistical techniques
X
11
Discover the visual, database and web programming techniques and posses the ability of writing programme
12
Construct a model and analyze it by using statistical packages
X
13
Distinguish the difference between the statistical methods
X
14
Be aware of the interaction between the disciplines related to statistics
X
15
Make oral and visual presentation for the results of statistical methods
X
16
Have capability on effective and productive work in a group and individually
X
17
Professional development in accordance with their interests and abilities, as well as the scientific, cultural, artistic and social fields, constantly improve themselves by identifying training needs
X
18
Develop scientific and ethical values in the fields of statistics-and scientific data collection
X
Course Content
WeekTopicsStudy Materials _ocw_rs_drs_yontem
1 Data types, program basics Source reading
3 Univariate data, categorical data, contingency tables Source reading
4 Graphs for categorical data, barplots, pie charts Source reading
5 Summarization of a numerical data, mean, variance, mode, median Source reading
6 Numerical data plots, histogram, stem-leaf plots Source reading
7 Boxplots, standardization of data Source reading
8 Mid-Term Exam
9 Midterm exam
10 Normal distribution and some other distributions Source reading
11 Regression and probability plots Source reading
| 642
| 2,935
|
{"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-2020-16
|
latest
|
en
| 0.790411
|
https://roofinghow.com/how-do-i-calculate-my-hip-roof/
| 1,721,426,341,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-30/segments/1720763514928.31/warc/CC-MAIN-20240719200730-20240719230730-00470.warc.gz
| 450,099,204
| 40,923
|
Calculating the dimensions of a hip roof may seem daunting, but it’s an essential skill for civil engineers and anyone involved in roofing projects.
In this straightforward guide, we’ll walk you through the steps to calculate your hip roof, ensuring that your roofing project goes smoothly.
## Introduction
A hip roof is a type of roof design where all sides slope downwards towards the walls, usually with a gentle slope. This design not only adds aesthetic appeal but also provides stability and durability to your roofing structure. Let’s dive into how to calculate the key dimensions for your hip roof.
## Step 1: Measure the Building
Start by measuring the length and width of the building’s exterior walls. Be sure to include any overhangs, as they will affect your calculations. For simplicity, let’s assume you have a rectangular building with dimensions: Length = 40 feet, Width = 30 feet.
## Step 2: Determine the Pitch
The pitch of a roof is the slope or steepness of the roof. To calculate it, you need the rise (vertical height) and the run (horizontal distance). The rise is typically determined by the height of the roof’s ridge.
Example: If your ridge height is 10 feet, the rise is 10 feet.
The run can be found by dividing the width of your building by 2 (since you have two hips).
Example: Run = Width / 2 = 30 feet / 2 = 15 feet.
Now, you can calculate the pitch:
Pitch = Rise / Run
Pitch = 10 feet / 15 feet = 0.67 (or 6:9)
## Step 3: Calculate the Hip Length
The hip length is the distance along the hip line where two roof sections meet. You can use the Pythagorean theorem to calculate it. In a right-angled triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the other two sides.
Hip Length = √(Rise² + Run²)
Using our example:
Hip Length = √(10² + 15²) = √(100 + 225) = √325 = 18.02 feet (approximately)
## Step 4: Calculate the Total Hip Roof Area
To find the total roof area, you’ll need to calculate the area of one triangular hip section and then multiply it by four (since you have four hips on a rectangular building).
Area of One Hip Section = (Hip Length x Run) / 2
Total Roof Area = 4 x Area of One Hip Section
Using our example:
Area of One Hip Section = (18.02 feet x 15 feet) / 2 = 135.3 square feet
Total Roof Area = 4 x 135.3 square feet = 541.2 square feet
## Verdict
Calculating your hip roof doesn’t have to be complicated. By measuring your building, determining the pitch, calculating the hip length, and finding the total roof area, you can confidently plan your roofing project. This knowledge is valuable for civil engineers and roofers alike, ensuring that your hip roof not only looks great but also functions efficiently.
As a civil engineer and roofer, I love to share the experience that I have gained through the last couple of years. In the roofing industry, practical experience is a very crucial fact that can help you a lot. Hence, I want to help you with my blog.
| 713
| 3,025
|
{"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}
| 4.65625
| 5
|
CC-MAIN-2024-30
|
latest
|
en
| 0.911856
|
https://wiki.math.uwaterloo.ca/statwiki/index.php?title=proposal_Fall_2010&oldid=7458
| 1,660,220,148,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2022-33/segments/1659882571284.54/warc/CC-MAIN-20220811103305-20220811133305-00527.warc.gz
| 558,872,539
| 6,487
|
proposal Fall 2010
Project 1 : Classifying New Data Points Using An Outlier Approach
By: Yongpeng Sun
Intuition:
In LDA, we assign a new data point to the class having the least distance to the center. At the same time however, it is desirable to assign a new data point to a class so that it is less of an outlier in that class as compared to every other class. To this end, compared to every other class, a new data point should be closer to the center of its assigned class and at the same time also, after suitable weighting has been done, be closer to the directions of variation of its assigned class.
Suppose there are two classes 0 and 1 both having [math]\,d[/math] dimensions, and a new data point is given. To assign the new data point to a class, we can proceed using the following steps:
Step 1: For each class, find its center and its [math]\,d[/math] directions of variation.
Step 2: For the new data point, with regard to each of the two classes, sum up the point's distance to the center and the point's distance to each of the [math]\,d[/math] directions of variation weighted (multiplied) by the ratio of the amount of variation in that direction to the total variation in that class.
Step 3: Assign the new point to the class having the smaller of these two sums.
These 3 steps can be easily generalized to the case where the number of classes is more than 2 because, to assign a new data point to a class, we only need to know, with regard to each class, the sum as described above.
I would like to evaluate the effectiveness of my idea / algorithm as compared to LDA and QDA and other classifiers using data sets in the UCI database ( http://archive.ics.uci.edu/ml/ ).
Project 2: Apply Hadoop Map-Reduce to a Classification Method
By: Maia Hariri, Trevor Sabourin, and Johann Setiawan
Develop map-reduce processes that can properly classify large distributed data sets.
Potential projects:
1. Use Hadoop Map-Reduce to implement the Support Vector Machine (Kernel) classification algorithm.
2. Use Hadoop Map-Reduce to implement the LDA classification algorithm on a novel problem (e.g. forensic identification of handwriting.)
Project 3 : Hierarchical Locally Linear Classification
By: Pouria Fewzee
Extension of an intrinsic two-class classifier to a multi-class may be challenging, as the common approaches either remain some vague areas in the feature space, or are computationally inefficient. One may found linear classifier and support vector machines two well-known instances of intrinsic two-class classifiers, and the k-1 and k(k-1)/2-hyperplanes as two most common approaches for extension of their capabilities to multi-class tasks. The k-1 bothers from leaving vague areas in the feature space and even the k(k-1)/2 does not have this problem, it is not computationally efficient. Hierarchical classification is proposed as a solution. This not only improves the efficiency of the classifier, but also the suggested tree could provide the specialists with new outlooks in the field.
To build a general purpose classifier which adapts to different patterns, as much as demanded, is another purpose of this project. To realize this goal, locally linear classification is proposed. Performing the locality in classifier design is accomplished by means of utilizing a combination of fuzzy computation tools along with binary decision trees.
| 730
| 3,389
|
{"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}
| 2.796875
| 3
|
CC-MAIN-2022-33
|
latest
|
en
| 0.908057
|
https://rebab.net/how-many-ml-in-a-gal/
| 1,653,182,770,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2022-21/segments/1652662543264.49/warc/CC-MAIN-20220522001016-20220522031016-00532.warc.gz
| 553,114,762
| 4,627
|
## ››Convert milliliter to gallon
ml gallon
Did you median to convert megalitermilliliter to gallon gallon
You are watching: How many ml in a gal
How plenty of ml in 1 gallon ?The price is 3785.4118.We i think you space converting between milliliter and also gallon .You deserve to view more details on every measurement unit:ml orgallon The SI derived unit for volume is the cubic meter.1 cubic meter is same to 1000000 ml, or 264.17205124156 gallon .Note that rounding errors might occur, so constantly check the results.Use this web page to learn just how to convert in between milliliters and also gallons.Type in your very own numbers in the form to transform the units!
## ››Want other units?
You can do the reverse unit switch fromgallon come ml, or enter any kind of two units below:
## Enter 2 units come convert
From: To:
## ››Common volume conversions
ml come dekaliterml come cubic millimeterml come centilitreml to teaspoonml to sunshine cubic meterml to exchange rate cubic meterml come decilitreml to pottleml to plank footml come cubic inch
## ››Definition: Millilitre
The millilitre (ml or mL, also spelled milliliter) is a metric unit that volume the is same to one thousandth that a litre. That is a non-SI unit accepted for use through the international Systems of systems (SI). That is specifically equivalent to 1 cubic centimetre (cm³, or, non-standard, cc).
## ››Metric conversions and also more
rebab.net provides an onlineconversion calculator because that all varieties of measurement units.You can find metric counter tables because that SI units, together wellas English units, currency, and other data. Type in unitsymbols, abbreviations, or complete names for systems of length,area, mass, pressure, and also other types. Examples encompass mm,inch, 100 kg, US fluid ounce, 6"3", 10 stone 4, cubic cm,metres squared, grams, moles, feet per second, and also many more!
See more: What Does R/O Mean In Restaurants? 10 Meanings Of Ro
Convert ·Volume ·Dates ·Salary ·Chemistry ·Forum ·Search ·Privacy ·Bibliography ·Contact© 2021 rebab.net
| 507
| 2,085
|
{"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-2022-21
|
latest
|
en
| 0.808319
|
https://www.coursehero.com/file/6610509/review0/
| 1,524,402,289,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2018-17/segments/1524125945596.11/warc/CC-MAIN-20180422115536-20180422135536-00122.warc.gz
| 759,893,397
| 50,036
|
{[ promptMessage ]}
Bookmark it
{[ promptMessage ]}
# review0 - Review for beginning of Math 242 This document...
This preview shows pages 1–3. Sign up to view the full content.
Review for beginning of Math 242 This document covers some topics that you should have learned in Math 241 or whatever your equivalent course was. If x = 3, evaluate x 2 , - x 2 , 2 x 2 , and - 2 x 2 . If x = - 3, evaluate x 2 , - x 2 , 2 x 2 , and - 2 x 2 . Expand and simplify: ( a + b )( x - y + z ) = ( a + b )( a - b ) = ( a + b )( a 2 - ab + b 2 ) = ( a + b )( a - b ) = 2 - 3 2 + 3 · 2 - 3 2 - 3 = ( x 2 + x - x ) · x 2 + x + x x 2 + x + x = Be very aware that a + b is VERY DIFFERENT from a + b ( a + b ) 2 is VERY DIFFERENT from a 2 + b 2 sin( a + b ) is VERY DIFFERENT from sin a + sin b ‘n ( a + b ) is VERY DIFFERENT from ‘n a + ‘n b Play around with this to convince yourself! Try some “nice” numbers, like a = 1 and b = 1. (For the sine function, examples of “nice” numbers might be a = π/ 2 and b = π/ 2.) 1
This preview has intentionally blurred sections. Sign up to view the full version.
View Full Document
Solve the inequalities. In other words, for each inequality, find all values of x that make the inequality true. x 2 < 9 x 2 > 9 | x - 3 | < 2 | x - 3 | > 2 Sketch the graphs of each of the following. y = x 2 x 2 + y 2 = 4 x 2 + y 2 = 2 y = x 2 / 3 x = y 2 / 3 Where does y = 1 + x intersect y = 1 + x 2 ?
This is the end of the preview. Sign up to access the rest of the document.
{[ snackBarMessage ]}
| 531
| 1,514
|
{"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}
| 4.40625
| 4
|
CC-MAIN-2018-17
|
latest
|
en
| 0.803671
|
http://msgroups.net/money/money-2006-capital-gain-problem/294921
| 1,591,317,650,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2020-24/segments/1590348492295.88/warc/CC-MAIN-20200604223445-20200605013445-00332.warc.gz
| 89,915,749
| 12,811
|
#### Money 2006 Capital Gain Problem
```My daughter invest \$50 per month in a mutual fund. In 2006, she sold
some shares. She has entered all the transaction in Money 2006. She
tried to create capital gain report for tax but the entries in capital
gain does not match the one in transaction report. For example in
transaction she has:
Date: 3/1/2002
Quantity: 6.281
Price: 7.96
Total: 50.00
But in capital gain she has:
Quantity: 6.281
Date Bought: 3/1/2002
Date Sold: 4/4/2006
Sale Proceed: 59.61
Purchase cost: 46.39
Everything is fine except purchase cost should be \$50 and not \$46.39.
Purchase cost supposed to be fixed for all the month but in capital gain
report they rang from 45.48-60.83.
What's wrong?
TIA
```
0
No1733 (2)
2/7/2007 12:28:39 AM
money 28651 articles. 5 followers.
5 Replies
320 Views
Similar Articles
[PageSpeed] 12
```Currency conversion?
Is this in a different currency than the base currency for the file?
news:ef735\$45c91d38\$18d68135\$16134@KNOLOGY.NET...
> My daughter invest \$50 per month in a mutual fund. In 2006, she sold some
> shares. She has entered all the transaction in Money 2006. She tried to
> create capital gain report for tax but the entries in capital gain does
> not match the one in transaction report. For example in transaction she
> has:
>
> Date: 3/1/2002
> Quantity: 6.281
> Price: 7.96
> Total: 50.00
>
>
> But in capital gain she has:
>
> Quantity: 6.281
> Date Bought: 3/1/2002
> Date Sold: 4/4/2006
> Sale Proceed: 59.61
> Purchase cost: 46.39
>
> Everything is fine except purchase cost should be \$50 and not \$46.39.
> Purchase cost supposed to be fixed for all the month but in capital gain
> report they rang from 45.48-60.83.
>
> What's wrong?
>
> TIA
```
0
abcd7779 (838)
2/7/2007 5:57:21 PM
```No. All are in US\$.
"Mark" <abcd@abcd.com> wrote in message
news:%23XlJsFuSHHA.3592@TK2MSFTNGP03.phx.gbl...
> Currency conversion?
> Is this in a different currency than the base currency for the file?
>
>
> "Javeed" <No@email.please> wrote in message
> news:ef735\$45c91d38\$18d68135\$16134@KNOLOGY.NET...
>> My daughter invest \$50 per month in a mutual fund. In 2006, she sold some
>> shares. She has entered all the transaction in Money 2006. She tried to
>> create capital gain report for tax but the entries in capital gain does
>> not match the one in transaction report. For example in transaction she
>> has:
>>
>> Date: 3/1/2002
>> Quantity: 6.281
>> Price: 7.96
>> Total: 50.00
>>
>>
>> But in capital gain she has:
>>
>> Quantity: 6.281
>> Date Bought: 3/1/2002
>> Date Sold: 4/4/2006
>> Sale Proceed: 59.61
>> Purchase cost: 46.39
>>
>> Everything is fine except purchase cost should be \$50 and not \$46.39.
>> Purchase cost supposed to be fixed for all the month but in capital gain
>> report they rang from 45.48-60.83.
>>
>> What's wrong?
>>
>> TIA
>
>
```
0
2/7/2007 6:51:34 PM
```Then it's probably how the mutual fund is set for calculating cost, normally
mutual funds are NOT done actual cost, but are done as average cost.
Right mouse click the fund in the Portfolio and go to Investment Details
You can switch it to Actual cost if you want.
But in general, the rule for mutual funds is to average cost them.
-Mark
news:uB2t%23juSHHA.5068@TK2MSFTNGP03.phx.gbl...
> No. All are in US\$.
>
>
> "Mark" <abcd@abcd.com> wrote in message
> news:%23XlJsFuSHHA.3592@TK2MSFTNGP03.phx.gbl...
>> Currency conversion?
>> Is this in a different currency than the base currency for the file?
>>
>>
>> "Javeed" <No@email.please> wrote in message
>> news:ef735\$45c91d38\$18d68135\$16134@KNOLOGY.NET...
>>> My daughter invest \$50 per month in a mutual fund. In 2006, she sold
>>> some shares. She has entered all the transaction in Money 2006. She
>>> tried to create capital gain report for tax but the entries in capital
>>> gain does not match the one in transaction report. For example in
>>> transaction she has:
>>>
>>> Date: 3/1/2002
>>> Quantity: 6.281
>>> Price: 7.96
>>> Total: 50.00
>>>
>>>
>>> But in capital gain she has:
>>>
>>> Quantity: 6.281
>>> Date Bought: 3/1/2002
>>> Date Sold: 4/4/2006
>>> Sale Proceed: 59.61
>>> Purchase cost: 46.39
>>>
>>> Everything is fine except purchase cost should be \$50 and not \$46.39.
>>> Purchase cost supposed to be fixed for all the month but in capital gain
>>> report they rang from 45.48-60.83.
>>>
>>> What's wrong?
>>>
>>> TIA
>>
>>
>
>
```
0
abcd7779 (838)
2/7/2007 7:06:47 PM
```Thanks, Mark. That was the reason. Cost Basis is set to Average Cost
Basis (Double Category). I searched the web and the three mutual fund
companies I read about use Single Category. I think that's what I should
use, right?
Mark wrote:
> Then it's probably how the mutual fund is set for calculating cost, normally
> mutual funds are NOT done actual cost, but are done as average cost.
> Right mouse click the fund in the Portfolio and go to Investment Details
> You can switch it to Actual cost if you want.
> But in general, the rule for mutual funds is to average cost them.
>
> -Mark
>
>
> "Javeed" <Please@DontEmail.me> wrote in message
> news:uB2t%23juSHHA.5068@TK2MSFTNGP03.phx.gbl...
>> No. All are in US\$.
>>
>>
>> "Mark" <abcd@abcd.com> wrote in message
>> news:%23XlJsFuSHHA.3592@TK2MSFTNGP03.phx.gbl...
>>> Currency conversion?
>>> Is this in a different currency than the base currency for the file?
>>>
>>>
>>> "Javeed" <No@email.please> wrote in message
>>> news:ef735\$45c91d38\$18d68135\$16134@KNOLOGY.NET...
>>>> My daughter invest \$50 per month in a mutual fund. In 2006, she sold
>>>> some shares. She has entered all the transaction in Money 2006. She
>>>> tried to create capital gain report for tax but the entries in capital
>>>> gain does not match the one in transaction report. For example in
>>>> transaction she has:
>>>>
>>>> Date: 3/1/2002
>>>> Quantity: 6.281
>>>> Price: 7.96
>>>> Total: 50.00
>>>>
>>>>
>>>> But in capital gain she has:
>>>>
>>>> Quantity: 6.281
>>>> Date Bought: 3/1/2002
>>>> Date Sold: 4/4/2006
>>>> Sale Proceed: 59.61
>>>> Purchase cost: 46.39
>>>>
>>>> Everything is fine except purchase cost should be \$50 and not \$46.39.
>>>> Purchase cost supposed to be fixed for all the month but in capital gain
>>>> report they rang from 45.48-60.83.
>>>>
>>>> What's wrong?
>>>>
>>>> TIA
>>>
>>
>
>
```
0
No1733 (2)
2/8/2007 3:29:37 AM
```Probably, but you may want to actually verify this with your accountant or a
tax professional.
-Mark
> Thanks, Mark. That was the reason. Cost Basis is set to Average Cost Basis
> (Double Category). I searched the web and the three mutual fund companies
> I read about use Single Category. I think that's what I should use, right?
>
> Mark wrote:
>> Then it's probably how the mutual fund is set for calculating cost,
>> normally mutual funds are NOT done actual cost, but are done as average
>> cost.
>> Right mouse click the fund in the Portfolio and go to Investment Details
>> You can switch it to Actual cost if you want.
>> But in general, the rule for mutual funds is to average cost them.
>>
>> -Mark
>>
>>
>> "Javeed" <Please@DontEmail.me> wrote in message
>> news:uB2t%23juSHHA.5068@TK2MSFTNGP03.phx.gbl...
>>> No. All are in US\$.
>>>
>>>
>>> "Mark" <abcd@abcd.com> wrote in message
>>> news:%23XlJsFuSHHA.3592@TK2MSFTNGP03.phx.gbl...
>>>> Currency conversion?
>>>> Is this in a different currency than the base currency for the file?
>>>>
>>>>
>>>> "Javeed" <No@email.please> wrote in message
>>>> news:ef735\$45c91d38\$18d68135\$16134@KNOLOGY.NET...
>>>>> My daughter invest \$50 per month in a mutual fund. In 2006, she sold
>>>>> some shares. She has entered all the transaction in Money 2006. She
>>>>> tried to create capital gain report for tax but the entries in capital
>>>>> gain does not match the one in transaction report. For example in
>>>>> transaction she has:
>>>>>
>>>>> Date: 3/1/2002
>>>>> Quantity: 6.281
>>>>> Price: 7.96
>>>>> Total: 50.00
>>>>>
>>>>>
>>>>> But in capital gain she has:
>>>>>
>>>>> Quantity: 6.281
>>>>> Date Bought: 3/1/2002
>>>>> Date Sold: 4/4/2006
>>>>> Sale Proceed: 59.61
>>>>> Purchase cost: 46.39
>>>>>
>>>>> Everything is fine except purchase cost should be \$50 and not \$46.39.
>>>>> Purchase cost supposed to be fixed for all the month but in capital
>>>>> gain report they rang from 45.48-60.83.
>>>>>
>>>>> What's wrong?
>>>>>
>>>>> TIA
>>>>
>>>
>>
```
0
abcd7779 (838)
2/8/2007 4:48:45 PM
Similar Artilces:
Problem printing picture on a report
I would like to print a picture on a report behind the report data. The picture prints fine on all pages of the report except the first page; I can't get it to show up on the first page. I have the following code in the On Format event of the detail line; If Me.Office = "home" Then Me.Picture = "I:\My Documents\My Pictures\home.bmp" Else Me.Picture = "I:\My Documents\My Pictures\branch.bmp" End If Any ideas why the picture won't print on the first page but does on all the others? Thanks. -- Message posted via AccessMonster.com http://w...
Two computers, one Money file.
I want to use Money on my business laptop and my home desktop, and I want the two to synchronize (possibly via online sync.). Does anyone know if this is possible? Would I need to buy an additional license? Thanks. Uffe. In microsoft.public.money, Uffe Henrichsen wrote: >I want to use Money on my business laptop and my home desktop, and I want >the two to synchronize (possibly via online sync.). Does anyone know if this >is possible? Would I need to buy an additional license? Thanks. See FAQ available at http://umpmfaq.info/faq.html for information on accessing the same dat...
states as capital letters
Thanks Charles! This works for all states EXCEPT states that begin with "i"...any suggestions? "Charlie O'Neill" <nocharlieospam@cfl.rr.com> wrote in message news:SC%Fc.22945\$IX4.1940813@twister.tampabay.rr.com... > Jacob, > > One possible way would be to add the desired results to the Auto Correct > feature under the Tools menu. > > Charlie O'Neill > > "jacob farino" <jfarino@mindspring.com> wrote in message > news:0wYFc.7757\$yy1.2545@newsread2.news.atl.earthlink.net... > > can you preset a column to display...
Money Money Money !! Agloco !!
Hi ... I recently joined AGLOCO because of a friend recommended it to me. I am now promoting it to you because I like the idea and I want you to share in what I think will be an exciting new Internet concept. Sign in : http://www.agloco.com/r/BBBV9253 Detailed =DDnfo : http://www.ulasbeldesi.com/agloco_en.html AGLOCO's story is simple: Do you realize how valuable you are? Advertisers, search providers and online retailers are paying billions to reach you while you surf. How much of that money are you making? NONE! AGLOCO thinks you deserve a piece of the action. AGLOCO collects ...
Purchased Money Essentials wont install
I purchased MOney essentials and got an error that said that money was open and wouldnt install. I paid to the 5.98 to be able to redownload for 60 days. HOw do I do this. Same thing happened to me. I called the 800# and they helped me out after about 30 minutes on the phone. "Tammy" wrote: > I purchased MOney essentials and got an error that said that money was open > and wouldnt install. I paid to the 5.98 to be able to redownload for 60 > days. HOw do I do this. > > ...
CRM Sales for Outlook Client
H I have installed CRM V1.2. Installation was 100% perfect. However, I am experiencing problems when installing the sales client for outlook. After specifying the url where the website is hosted, an error appears stating that no crm server components were located. I am unable to continue from there. OS: Windows XP, SP Office: Office 200 Please find attached the log file [19:48:05] CSetup::Initialize result: 0x0 [19:48:05] Checking v1 product GUID: {505D5841-FB9D-452A-9381-6AD6904769AB} [19:48:05] Checking component GUID: {0C5FCCD4-3F44-4d2a-A68D-3FE77927BF1F} [19:48:05] No existing CRM ...
Signature Problem
Any ideas on how to fix this problem? We set up universal style signatures for everyone here. I set all Outlook apps on each machine to Rich Text because then HTML could view it correctly. With HTML set on all machines, the signature was messed up. Problem now is that when printed out, the signature is distorted. For instance, Carla D. Goodloe has the . blending with the D. They are on top of each other when printing. Another example is De Young, where the e blends with the D. I do not know what is going on but it prints like this in both Rich Text and Html format. The signature ...
money 2002 #26
I have purchased a new computer and my old one has money 2002 also installed I want to take all data on old and put in new computer how do I do this Locate the *.mny file and copy that to your new computer. Once you have Money installed on the new PC then navigate to the *.mny file with Windows Explorer and double click on the file name. That will fire up Money which will recognise your file. -- Regards Bob Peel, Microsoft MVP - Money Hints/Tips http://support.microsoft.com/default.aspx?scid=fh;EN-GB;mny UK Wishes/Suggestions mnyukwsh@microsoft.com "steve Post"...
money 2005 #11
Is money 2005 out and when are they going to updated their webpage with money 2005? Depends where you look. Some retailers are shipping others are saying 21st Sept. MS will update the webpage when they see fit! We will just have to keep looking. -- Regards Bob Peel, Microsoft MVP - Money For UK tips & fixes see http://support.microsoft.com/default.aspx?scid=fh;EN-GB;mny. For wishes or suggestions see http://register.microsoft.com/mswish/suggestion.asp or for UK wishes http://www.microsoft.com/uk/support/money/feedback I do not respond to any emails that I have not specifically a...
problems opening new email/calendar entries
when I try to open a new email/calendar entry, I get the following error message in Outlook 2007: Could not install the custom actions. The object could not be found. I have had this problem previously but can't remember where I found the solution which was somewhere on this forum. I know I have to delete a specific file folder, but can't remember which one. anyone who can assist? Thanks! ...
Duplicate Funds in Money
I have a 401k account where I have always downloaded the information myself. I then found out that I could have money keep the information up to date, so I tried to create a new 401k account within on-line setup. Originally, I had a duplicate account, but I worked through that issue. Now I'm having a problem with duplicate funds. In my original 401k I had a fund like the following. "Merck Common Stock" with the online one, they call it "MRK CMMN STCK" I Just want to treat them as the same, but each time money downloads the information, it uses the "MRK ...
Microsoft Security Bulletin(s) for 5/9/2006
Note: There may be latency issues due to replication, if the page does not display keep refreshing May 9, 2006 Today Microsoft released the following Security Bulletin(s). Note: www.microsoft.com/technet/security and www.microsoft.com/security are authoritative in all matters concerning Microsoft Security Bulletins! ANY e-mail, web board or newsgroup posting (including this one) should be verified by visiting these sites for official information. Microsoft never sends security or other updates as attachments. These updates must be downloaded from the microsoft.com download center o...
Office 98 Office Manager Problem #2
Hello Folks. This is my first post here. System: Powerbook G3 Series 1999 running Mac OS 9.2.2 Installed Office 98 from original CD after cleaning hard drive. "Customize..." in Office Manager menu does nothing. Opening Microsoft Office Manager Control Panel does nothing. Any ideas please? Am I missing a file from value pack? Thanks. Gordon F. Howell ghowell(NOSPAM)@princemusictheater.org or GFHowell(NOSPAM)@aol.com ...
Microsoft Money in Australia
Hi all, Currently using the last version of Microsoft Money that was released in Australia - v14 (2004?). Noticed that future versions are not available in Australia. The seem to be some funny compatiblity issues since I have put it on my Vista machine... it doesn't like it when other apps are open - doesn't let me easily switch between apps. Anyway, not important. I like to keep current with my software so would like to upgrade to a newer version, happy to pay full price, but I REALLY need to retain access to my historical data. Will I be able to purchase the US version and upda...
MONEY MONEY MONEY!!!
Hello, A while back, I was browsing these newsgroups, just like you are now, and came across an article similar to this that said you could make thousands of CASH within weeks with only an initial investment of \$6.00 (American) plus International stamps due to users that may be outside the United States! So I thought, "Yeah, right, this must be a scam!" But like most of us I was curious and kept reading. It said that if you send \$1.00 to each of the 6 names and addresses listed in the article, you could make thousands in a very short period of time. You then place your own na...
Problems with Money 2005
I've used Money for several years. Started using '05 about two months ago. Two days ago I got a downloaded statement from my broker (an everyday occurence). Money crashed. It just froze up. I had to use control alt delete to get out. Now I have tried repairing files, restoring backups, you name it. I finally did get a backup file that was about a month old to open and run. I made a copy for safety. As soon as the statement was downloaded, this file froze up. I just want to get my data back for the last month, I don't care if I have to delete the statement. I'm afraid all...
CRM Quick campaign problems.
Hi all. I'm having an issue with our CRM system, and it looks like it's by design and not a fault. When we send a quick campaign to our marketing list it goes along realy well, create the email, add the unsubscribe etc, create the activities and auto send the emails. Now that's all good, but at a random point through the campaign it will abort, different places in different campaigns, different lists etc and we couldn't work out why. Now on Friday I did a campaign to a list of 1000 contacts, it failed after 9, so I went through the list and discovered that the contact on #10 h...
Money 2000 user guide
Can i please have some help!!! I have lost my money 2000 user guide. Does anyone know where i can get a downloadable version of it. It would be greatly appreciated. Regards Brett. ...
APAY transaction problems
I have a question I have a APAY transaction that happens monthly but the problem is that it started out working correctly every month it would pay then move to the next month. All of a sudden about 6 months ago it started skipping months and now it has gotten even worse. It now says the next payment is Feb 2005. Of course it will pay in May and will then change the next payment date again. It is now jumping ahead like 4 to 6 months every month. It really isn't a big deal because it gets paid every month but it does worry me to what is going on! On Sun, 2 May 2004 12:22:01 -0400, ...
Void Deferral Transactions Problem
I am having a problem voiding some deferred transactions. I entered the transactions through Receivables Management. I can see these transactions under the customers in the Deferral Inquiry window. However, they do not show up in the Void Deferral Transactions window for me to void. Some other transactions entered the same way in the same batch as these but under different customers do show up. Cannot figure out why that would be. I have tried check links and deferral check links to no avail. Any suggestions? Thanks! Paul ...
money vs simply accounting
i've used simply accounting but never ms money, are they both similar in function? is ms money any easier? -- http://www.msforums.org/ http://www.fragmax.com/ http://www.gamingforums.ca/ ...
Money Data #2
Can you access the Microsoft Money data with a report writer like Crystal Reports or Microsoft Access to create customized reports? Nope! -- Regards Bob Peel, Microsoft MVP - Money For UK tips & fixes see http://support.microsoft.com/default.aspx?scid=fh;EN-GB;mny. I do not respond to any emails that I have not specifically asked for. "tmc" <tmc@discussions.microsoft.com> wrote in message news:90051935-CF57-4404-8495-5EF2F4345134@microsoft.com... > Can you access the Microsoft Money data with a report writer like Crystal > Reports or Microsoft Access to creat...
Hi I installed 2 new exchange 2003 servers as part as my existing Exchange 5.5 organization. I configured a 2 way ADC connector too. So, when I move a user from a Exchange 5.5 server to a Windows 2003 server my Exchange 5.5 shown the user Home Server accordingly to the movement. My problem is when I move users between Exchange 2003 server......so my exchange 5.5 servers doesn't realize the change and they continue shown the old user Home Server. When I create a new user in Exchange 2003 server, the user Home Server is set to "None" in Exchange 5.5. Any ideas? Thanks a lot ...
Money 2004 Error 1335 #2
Sorry about the vague description. Problem. Upon installation I constantly run into an error. about 45 seconds into the download from the CD. The error message says that Error 1335 because "Money.cab" file is corrupted, network errors, or bad CD. Upon researching the error on microsoft.com I did followed their techniques to correct the problem. They were: Copy the entire disk on your local desktop, perform a clean boot and run the setup from the local computer and not the cd. This would rule out the bad CD. I then continue to receive the problem. Now this disk a...
Reinstall Money Plus problems
I have Money plus on my PC which expires in 09 Nov. I purchased a new downloaded copy so that I can extend it to 11 Jan. I tried to install the new copy, it started the installation and gave the message: "Money is ready to go! To complete the installation, Press Finish. The copy of Money is still the same i.e. still the Nov expirity date. Do I have to unstall the current copy and reinstall or is there a way to extend the licence please? Here are the instructions I received from Microsoft to manually override/register Money Plus Deluxe. Hope this helps... "Since you already pur...
| 5,882
| 22,296
|
{"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-2020-24
|
latest
|
en
| 0.839215
|
https://brilliant.org/problems/more-than-just-logarithm/
| 1,529,301,849,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2018-26/segments/1529267860089.11/warc/CC-MAIN-20180618051104-20180618071104-00142.warc.gz
| 562,569,481
| 11,115
|
# More than just logarithm...
Algebra Level 2
If $$log_{b}a \cdot log_{c}a + log_{c}b \cdot log_{a}b + log_{a}c \cdot log_{b}c = 3$$, where $$a \neq b \neq c$$, $$a,b,c > 0$$, and $$a,b,c \neq 1$$, then evaluate $$abc$$
×
| 100
| 224
|
{"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}
| 2.59375
| 3
|
CC-MAIN-2018-26
|
latest
|
en
| 0.229028
|
https://en.oxforddictionaries.com/definition/angular_velocity
| 1,529,805,142,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2018-26/segments/1529267865995.86/warc/CC-MAIN-20180624005242-20180624025242-00455.warc.gz
| 594,177,478
| 25,088
|
# Definition of angular velocity in English:
## angular velocity
### noun
Physics
• The rate of change of angular position of a rotating body.
• ‘If the disk began rotating at one revolution per minute, you could observe the angular velocity by looking at it.’
• ‘Model parameters include the mass distribution, initial position and initial angular velocity of each segment and the anatomy and physiology of each muscle.’
• ‘For forward motion, the relationship between the angular velocity about the z axis, the yaw rate, and the pitch angle is shown in Fig.7.’
• ‘These stresses generate humeral angular velocities of up to 7550 deg/sec and rotational torques of up to 67 N-m.’
• ‘Early results established that during rolling, cells do not slip over the surface; the magnitude of the translational velocity equals the product of the angular velocity and particle radius.’
• ‘Clarke chose an orbital altitude of 35,786 kilometers because at that distance the angular velocity of Earth's rotation would match that of the satellite.’
• ‘Escape by small prey animals is possible as they are able turn in smaller radii and with higher angular velocities than the larger whales.’
• ‘During the throwing motion, athletes generate humeral angular velocities of up to 7000 deg/sec and torques exceeding 14,000 inch-pounds.’
• ‘The Kepler scholar Francis Warrain extended Kepler's researches and found that the angular velocities of Uranus, Neptune and Pluto, which were unknown during Kepler's lifetime, also correspond to harmonic ratios.’
• ‘The screw heads will not move at all with respect to each other, assuming that both screws are being rotated at the same angular velocity.’
• ‘The pilot enters the turns gradually and smoothly so that the angular velocity in roll is well below the level of detection by the semicircular canals and the pilot feels that the wings of his aircraft are level.’
• ‘But its angular velocity - the rate at which it was traveling around the earth, measured in revolutions per hour - was lower.’
• ‘For an object, or in this case a person, in a vehicle rotating around some central point, the centrifugal force, and hence the perceived loading, is proportional to the square of the angular velocity and the radius of rotation.’
• ‘The rotation of this helix was enforced by applying harmonic constraints that induced rotation of all heavy atoms of the helix around the helix axis with a constant angular velocity of 3.6 deg/ps.’
• ‘It is known that at a certain angular velocity ellipsoidal forms cease to be the forms of equilibrium of a rotating liquid.’
• ‘Just before free falling, the pendulum is at its widest angle (highest point), where the angular velocity is zero.’
• ‘Both right and left plates of the platform are connected to two tension springs that pull each plate down into 30 [degrees] of inversion at an average angular velocity of 440 deg/sec.’
• ‘Because of its slow relaxation, power strokes of the enzyme were expected to appear strongly damped in recordings of the angular velocity of the filament.’
• ‘The angular velocity was chosen to 230 rpm, fast enough for aligning the membranes, preventing film rapture and dewetting, but also slow enough to keep the whole solvent on the wafer.’
• ‘The protocol consisted of five repetitions at an angular velocity of 60 deg/sec followed by a 1-minute rest period and 30 repetitions of 240 deg/sec.’
| 724
| 3,397
|
{"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}
| 2.796875
| 3
|
CC-MAIN-2018-26
|
latest
|
en
| 0.923291
|
https://gazetteactuartistes.com/ever-have-undergone-the-excruciating-years-in/
| 1,582,782,241,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2020-10/segments/1581875146647.82/warc/CC-MAIN-20200227033058-20200227063058-00440.warc.gz
| 373,363,606
| 10,140
|
# Ever have undergone the “excruciating” years in
Ever
since before I entered junior high, given that many have said I am blessed
because of having skills in Mathematics-related kind of stuff, I became totally
curious once I had heard numerous different math terms and topics I had never
heard and encountered before in my grade school years from different people
like my siblings – since they are older than I. These terms include trigonometry,
circular functions, algebra, matrix, vector, polynomial functions, conjugate,
rationalize, integration and many more.
In
my junior high years, I admit that some of these terms and topics were
that had discussed again and again until I became satisfied with my
understanding on that certain topic.
That adventure, honestly, was so fun. With that in mind, I truly hoped
that my journey would have had the same fun as before. That’s when before I
entered senior high school.
We Will Write a Custom Essay Specifically
For You For Only \$13.90/page!
order now
Calculus,
such a simple word to hear yet a complex and a rational word indeed, they say.
My brothers had told me, even though this one is difficult, but if it is me, I
can just remove the dirt on my shoulders, figuratively. Knowing how hard that
topic is after hearing such reviews and feedbacks from different persons who
have undergone the “excruciating” years in studying calculus, I now bother
researching and finding helpful videos to make me have background knowledge on the
said subject.
One of the leading branches of
mathematics is calculus. It is a study of
continuous change, in the same mathematical sense in algebra’s and geometry’s;
the study of shapes, and the study of generalizations respectively. It has two
major fields: one is differential
calculus – it deals
with the rates of change and slopes of curves. It also studies the
behavior and rate on how different quantities change. And the second one is called integral calculus that has to deal with the accumulation of
quantities and the areas between and under curves as well. Even though the said
fields are said to be polar to each other since integration is the opposite of
differentiation, they are still linked and are related to each other by
the fundamental
theorem of calculus. Both fields make
use of the fundamental notions of convergence of infinite sequences and infinite series to a well-defined limit.
| 525
| 2,394
|
{"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}
| 3.09375
| 3
|
CC-MAIN-2020-10
|
latest
|
en
| 0.972082
|
https://www.rosettacode.org/wiki/Sort_an_array_of_composite_structures
| 1,544,676,944,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2018-51/segments/1544376824448.53/warc/CC-MAIN-20181213032335-20181213053835-00395.warc.gz
| 1,022,915,108
| 47,925
|
# Sort an array of composite structures
Sort an array of composite structures
You are encouraged to solve this task according to the task description, using any language you may know.
Sort an array of composite structures by a key.
For example, if you define a composite structure that presents a name-value pair (in pseudo-code):
```Define structure pair such that:
name as a string
value as a string
```
and an array of such pairs:
```x: array of pairs
```
then define a sort routine that sorts the array x by the key name.
This task can always be accomplished with Sorting Using a Custom Comparator. If your language is not listed here, please see the other article.
## ACL2
`(defun insert-by-key (o os key) (cond ((endp os) (list o)) ((< (cdr (assoc key o)) (cdr (assoc key (first os)))) (cons o os)) (t (cons (first os) (insert-by-key o (rest os) key))))) (defun isort-by-key (os key) (if (endp os) nil (insert-by-key (first os) (isort-by-key (rest os) key) key))) (isort-by-key '(((name . "map") (weight . 9) (value . 150)) ((name . "compass") (weight . 13) (value . 35)) ((name . "water") (weight . 153) (value . 200)) ((name . "sandwich") (weight . 50) (value . 60)) ((name . "glucose") (weight . 15) (value . 60))) 'value)`
Output:
```(((NAME . "compass")
(WEIGHT . 13)
(VALUE . 35))
((NAME . "glucose")
(WEIGHT . 15)
(VALUE . 60))
((NAME . "sandwich")
(WEIGHT . 50)
(VALUE . 60))
((NAME . "map")
(WEIGHT . 9)
(VALUE . 150))
((NAME . "water")
(WEIGHT . 153)
(VALUE . 200)))```
Ada 2005 defines 2 standard subprograms for sorting arrays - 1 for constrained arrays and 1 for unconstrained arrays. Below is a example of using the unconstrained version.
`with Ada.Strings.Unbounded; use Ada.Strings.Unbounded;with Ada.Text_IO; use Ada.Text_IO; with Ada.Containers.Generic_Array_Sort; procedure Demo_Array_Sort is function "+" (S : String) return Unbounded_String renames To_Unbounded_String; type A_Composite is record Name : Unbounded_String; Value : Unbounded_String; end record; function "<" (L, R : A_Composite) return Boolean is begin return L.Name < R.Name; end "<"; procedure Put_Line (C : A_Composite) is begin Put_Line (To_String (C.Name) & " " & To_String (C.Value)); end Put_Line; type An_Array is array (Natural range <>) of A_Composite; procedure Sort is new Ada.Containers.Generic_Array_Sort (Natural, A_Composite, An_Array); Data : An_Array := (1 => (Name => +"Joe", Value => +"5531"), 2 => (Name => +"Adam", Value => +"2341"), 3 => (Name => +"Bernie", Value => +"122"), 4 => (Name => +"Walter", Value => +"1234"), 5 => (Name => +"David", Value => +"19")); begin Sort (Data); for I in Data'Range loop Put_Line (Data (I)); end loop;end Demo_Array_Sort;`
Result:
``` C:\Ada\sort_composites\lib\demo_array_sort
Bernie 122
David 19
Joe 5531
Walter 1234
```
Ada 2005 also provides ordered containers, so no explicit call is required. Here is an example of an ordered set:
`with Ada.Strings.Unbounded; use Ada.Strings.Unbounded;with Ada.Text_IO; use Ada.Text_IO; with Ada.Containers.Ordered_Sets; procedure Sort_Composites is function "+" (S : String) return Unbounded_String renames To_Unbounded_String; type A_Composite is record Name : Unbounded_String; Value : Unbounded_String; end record; function "<" (L, R : A_Composite) return Boolean is begin return L.Name < R.Name; end "<"; procedure Put_Line (C : A_Composite) is begin Put_Line (To_String (C.Name) & " " & To_String (C.Value)); end Put_Line; package Composite_Sets is new Ada.Containers.Ordered_Sets (A_Composite); procedure Put_Line (C : Composite_Sets.Cursor) is begin Put_Line (Composite_Sets.Element (C)); end Put_Line; Data : Composite_Sets.Set; begin Data.Insert (New_Item => (Name => +"Joe", Value => +"5531")); Data.Insert (New_Item => (Name => +"Adam", Value => +"2341")); Data.Insert (New_Item => (Name => +"Bernie", Value => +"122")); Data.Insert (New_Item => (Name => +"Walter", Value => +"1234")); Data.Insert (New_Item => (Name => +"David", Value => +"19")); Data.Iterate (Put_Line'Access);end Sort_Composites;`
Result:
``` C:\Ada\sort_composites\lib\sort_composites
Bernie 122
David 19
Joe 5531
Walter 1234
```
There is no standard sort function for Ada 95. The example below implements a simple bubble sort.
`with Ada.Text_Io;with Ada.Strings.Unbounded; use Ada.Strings.Unbounded; procedure Sort_Composite is type Composite_Record is record Name : Unbounded_String; Value : Unbounded_String; end record; type Pairs_Array is array(Positive range <>) of Composite_Record; procedure Swap(Left, Right : in out Composite_Record) is Temp : Composite_Record := Left; begin Left := Right; Right := Temp; end Swap; -- Sort_Names uses a bubble sort procedure Sort_Name(Pairs : in out Pairs_Array) is Swap_Performed : Boolean := True; begin while Swap_Performed loop Swap_Performed := False; for I in Pairs'First..(Pairs'Last - 1) loop if Pairs(I).Name > Pairs(I + 1).Name then Swap (Pairs(I), Pairs(I + 1)); Swap_Performed := True; end if; end loop; end loop; end Sort_Name; procedure Print(Item : Pairs_Array) is begin for I in Item'range loop Ada.Text_Io.Put_Line(To_String(Item(I).Name) & ", " & to_String(Item(I).Value)); end loop; end Print; type Names is (Fred, Barney, Wilma, Betty, Pebbles); type Values is (Home, Work, Cook, Eat, Bowl); My_Pairs : Pairs_Array(1..5);begin for I in My_Pairs'range loop My_Pairs(I).Name := To_Unbounded_String(Names'Image(Names'Val(Integer(I - 1)))); My_Pairs(I).Value := To_Unbounded_String(Values'Image(Values'Val(Integer(I - 1)))); end loop; Print(My_Pairs); Ada.Text_Io.Put_Line("========================="); Sort_Name(My_Pairs); Print(My_Pairs);end Sort_Composite;`
## ALGOL 68
Translation of: python
Works with: ALGOL 68 version Standard - with prelude inserted manually
Works with: ALGOL 68G version Any - tested with release mk15-0.8b.fc9.i386
`MODE SORTSTRUCT = PERSON;OP < = (PERSON a,b)BOOL: age OF a < age OF b;PR READ "prelude/sort.a68" PR; MODE PERSON = STRUCT (STRING name, INT age);FORMAT person repr = \$"Name: "g", Age: "g(0)l\$; []SORTSTRUCT person = (("joe", 120), ("foo", 31), ("bar", 51));printf((person repr, shell sort(person), \$l\$))`
Output:
```Name: foo, Age: 31
Name: bar, Age: 51
Name: joe, Age: 120
```
## AppleScript
macOS Yosemite onwards, for import of Foundation framework
`use framework "Foundation" -- SORTING COMPOSITE STRUCTURES (BY PRIMARY AND N-ARY KEYS) -- List of {strKey, blnAscending} pairs -> list of records -> sorted list of records-- sortByComparing :: [(String, Bool)] -> [Records] -> [Records]on sortByComparing(keyDirections, xs) set ca to current application script recDict on |λ|(x) ca's NSDictionary's dictionaryWithDictionary:x end |λ| end script set dcts to map(recDict, xs) script asDescriptor on |λ|(kd) set {k, d} to kd ca's NSSortDescriptor's sortDescriptorWithKey:k ascending:d selector:dcts end |λ| end script ((ca's NSArray's arrayWithArray:dcts)'s ¬ sortedArrayUsingDescriptors:map(asDescriptor, keyDirections)) as listend sortByComparing -- GENERIC FUNCTIONS --------------------------------------------------------- -- map :: (a -> b) -> [a] -> [b]on map(f, xs) tell mReturn(f) set lng to length of xs set lst to {} repeat with i from 1 to lng set end of lst to |λ|(item i of xs, i, xs) end repeat return lst end tellend map -- Lift 2nd class handler function into 1st class script wrapper -- mReturn :: Handler -> Scripton mReturn(f) if class of f is script then f else script property |λ| : f end script end ifend mReturn -- TEST ----------------------------------------------------------------------set xs to [¬ {city:"Shanghai ", pop:24.2}, ¬ {city:"Karachi ", pop:23.5}, ¬ {city:"Beijing ", pop:21.5}, ¬ {city:"Sao Paulo ", pop:24.2}, ¬ {city:"Dhaka ", pop:17.0}, ¬ {city:"Delhi ", pop:16.8}, ¬ {city:"Lagos ", pop:16.1}] -- Boolean true for ascending order, false for descending: sortByComparing([{"pop", false}, {"city", true}], xs)`
Output:
`{{pop:24.2, city:"Sao Paulo "}, {pop:24.2, city:"Shanghai "}, {pop:23.5, city:"Karachi "}, {pop:21.5, city:"Beijing "}, {pop:17.0, city:"Dhaka "}, {pop:16.8, city:"Delhi "}, {pop:16.1, city:"Lagos "}}`
## AutoHotkey
built ListView Gui, contains a table sorting function which can be used for this.
`start:Gui, Add, ListView, r20 w200, 1|2data =(foo,53joe,34bar,23) Loop, parse, data, `n{ stringsplit, row, A_LoopField, `, LV_Add(row, row1, row2)}LV_ModifyCol() ; Auto-size columnsGui, Showmsgbox, sorting by column1LV_ModifyCol(1, "sort") ; sort by first columnmsgbox, sorting by column2LV_ModifyCol(2, "sort Integer") ; sort by second column numericallyreturn GuiClose:ExitApp`
## Babel
First, we construct a list-of-maps and assign it to variable baz. Next, we sort baz by key "foo" and assign it to variable bop. Finally, we lookup "foo" in each map in list bop and display the resulting list of numbers - they are in sorted order.
`babel> baz ([map "foo" 3 "bar" 17] [map "foo" 4 "bar" 18] [map "foo" 5 "bar" 19] [map "foo" 0 "bar" 20]) <babel> bop baz { <- "foo" lumap ! -> "foo" lumap ! lt? } lssort ! <babel> bop {"foo" lumap !} over ! lsnum !( 0 3 4 5 )`
The same technique works for any list of data-objects you may have. User-code can expect to have the top two elements of the stack set to be the two objects to be compared. Simply access the relevant field in each object, and then perform a comparison. For example, here is a list of pairs sorted by first element:
`babel> 20 lsrange ! {1 randlf 2 rem} lssort ! 2 group ! --> this creates a shuffled list of pairsbabel> dup {lsnum !} ... --> display the shuffled list, pair-by-pair( 11 10 )( 15 13 )( 12 16 )( 17 3 )( 14 5 )( 4 19 )( 18 9 )( 1 7 )( 8 6 )( 0 2 )babel> {<- car -> car lt? } lssort ! --> sort the list by first element of each pairbabel> dup {lsnum !} ... --> display the sorted list, pair-by-pair( 0 2 )( 1 7 )( 4 19 )( 8 6 )( 11 10 )( 12 16 )( 14 5 )( 15 13 )( 17 3 )( 18 9 )`
The gpsort utility performs this kind of comparison "automagically" by leveraging the ordering of Babel's underlying data-structure. Using the shuffled list from the example above:
`babel> gpsort !babel> dup {lsnum !} ...( 0 2 )( 1 7 )( 4 19 )( 8 6 )( 11 10 )( 12 16 )( 14 5 )( 15 13 )( 17 3 )( 18 9 )`
Note that gpsort will not work for the case where you want to sort on the second element of a list of pairs. But it will work for performing a canonical sort on numbers, arrays of numbers, lists of numbers, lists of lists, lists of arrays, arrays of lists, and so on. You should not use gpsort with strings; use lexsort or strsort instead. Here's an example of sorting a mixture of pairs and triples using gpsort:
`babel> dup {lsnum !} ... --> display the shuffled list of pairs and triples( 7 2 )( 6 4 )( 8 9 )( 0 5 )( 5 14 0 )( 3 1 )( 9 6 10 )( 1 12 4 )( 11 13 7 )( 8 2 3 )babel> gpsort ! --> sort the listbabel> dup {lsnum !} ... --> display the result( 0 5 )( 3 1 )( 6 4 )( 7 2 )( 8 9 )( 1 12 4 )( 5 14 0 )( 8 2 3 )( 9 6 10 )( 11 13 7 )`
## BBC BASIC
Uses the supplied SORTSALIB library.
` INSTALL @lib\$+"SORTSALIB" sort% = FN_sortSAinit(0,0) DIM pair{name\$, number%} DIM array{(10)} = pair{} FOR i% = 1 TO DIM(array{()}, 1) READ array{(i%)}.name\$, array{(i%)}.number% NEXT DATA "Eight", 8, "Two", 2, "Five", 5, "Nine", 9, "One", 1 DATA "Three", 3, "Six", 6, "Seven", 7, "Four", 4, "Ten", 10 C% = DIM(array{()}, 1) D% = 1 CALL sort%, array{()}, array{(0)}.number%, array{(0)}.name\$ FOR i% = 1 TO DIM(array{()}, 1) PRINT array{(i%)}.name\$, array{(i%)}.number% NEXT`
Output:
```One 1
Two 2
Three 3
Four 4
Five 5
Six 6
Seven 7
Eight 8
Nine 9
Ten 10
```
## Bracmat
The easiest way to sort an array of elements in Bracmat is to handle it as a sum of terms. A sum, when evaluated, is automatically sorted.
`( (tab=("C++",1979)+(Ada,1983)+(Ruby,1995)+(Eiffel,1985))& out\$"unsorted array:"& lst\$tab& out\$("sorted array:" !tab \n)& out\$"But tab is still unsorted:"& lst\$tab);`
Output:
```unsorted array:
(tab=
);
sorted array:
But tab is still unsorted:
(tab=
);```
When evaluating `!tab`, the expression bound to the variable name `tab` is sorted, but the unevaluated expression is still bound to `tab`. An assignment binds the sorted expression to `tab`:
`( !tab:?tab& out\$"Now tab is sorted:"& lst\$tab);`
Output:
```Now tab is sorted:
(tab=
);```
To sort an array that is not a sum expression, we can convert it to a sum:
`( ((name.map),(weight.9),(value.150)) ((name.compass),(weight.13),(value.35)) ((name.water),(weight.153),(value.200)) ((name.sandwich),(weight.50),(value.60)) ((name.glucose),(weight.15),(value.60)) : ?array& ( reverse = e A . :?A & whl'(!arg:%?e ?arg&!e !A:?A) & !A )& out\$("Array before sorting:" !array \n)& 0:?sum& whl ' (!array:%?element ?array&!element+!sum:?sum)& whl ' (!sum:%?element+?sum&!element !array:?array)& out\$("Array after sorting (descending order):" !array \n)& out\$("Array after sorting (ascending order):" reverse\$!array \n));`
Output:
``` Array before sorting:
((name.map),(weight.9),(value.150))
((name.compass),(weight.13),(value.35))
((name.water),(weight.153),(value.200))
((name.sandwich),(weight.50),(value.60))
((name.glucose),(weight.15),(value.60))
Array after sorting (descending order):
((name.water),(weight.153),(value.200))
((name.sandwich),(weight.50),(value.60))
((name.map),(weight.9),(value.150))
((name.glucose),(weight.15),(value.60))
((name.compass),(weight.13),(value.35))
Array after sorting (ascending order):
((name.compass),(weight.13),(value.35))
((name.glucose),(weight.15),(value.60))
((name.map),(weight.9),(value.150))
((name.sandwich),(weight.50),(value.60))
((name.water),(weight.153),(value.200))```
Bracmat has a left to right sorting order. If an array must be sorted on another field than the first field, that other field has to be made the first field. After sorting, the fields can take their original positions.
`( (Joe,5531) (Adam,2341) (Bernie,122) (Walter,1234) (David,19) : ?array& 0:?sum& whl ' ( !array:(?car,?cdr) ?array & (!cdr.!car)+!sum:?sum )& whl ' ( !sum:(?car.?cdr)+?sum & (!cdr,!car) !array:?array )& out\$("Array after sorting on second field (descending order):" !array \n)& out \$ ( "Array after sorting on second field (ascending order):" reverse\$!array \n ));`
Output:
``` Array after sorting on second field (descending order):
(Joe,5531)
(Walter,1234)
(Bernie,122)
(David,19)
Array after sorting on second field (ascending order):
(David,19)
(Bernie,122)
(Walter,1234)
(Joe,5531)```
## C
Using qsort, from the standard library.
` #include <stdio.h>#include <stdlib.h>#include <ctype.h> typedef struct twoStringsStruct { char * key, *value;} sTwoStrings; int ord( char v ){ static char *dgts = "012345679"; char *cp; for (cp=dgts; v != *cp; cp++); return (cp-dgts);} int cmprStrgs(const sTwoStrings *s1,const sTwoStrings *s2){ char *p1 = s1->key; char *p2 = s2->key; char *mrk1, *mrk2; while ((tolower(*p1) == tolower(*p2)) && *p1) { p1++; p2++;} if (isdigit(*p1) && isdigit(*p2)) { long v1, v2; if ((*p1 == '0') ||(*p2 == '0')) { while (p1 > s1->key) { p1--; p2--; if (*p1 != '0') break; } if (!isdigit(*p1)) { p1++; p2++; } } mrk1 = p1; mrk2 = p2; v1 = 0; while(isdigit(*p1)) { v1 = 10*v1+ord(*p1); p1++; } v2 = 0; while(isdigit(*p2)) { v2 = 10*v2+ord(*p2); p2++; } if (v1 == v2) return(p2-mrk2)-(p1-mrk1); return v1 - v2; } if (tolower(*p1) != tolower(*p2)) return (tolower(*p1) - tolower(*p2)); for(p1=s1->key, p2=s2->key; (*p1 == *p2) && *p1; p1++, p2++); return (*p1 -*p2);} int maxstrlen( char *a, char *b){ int la = strlen(a); int lb = strlen(b); return (la>lb)? la : lb;} int main(){ sTwoStrings toBsorted[] = { { "Beta11a", "many" }, { "alpha1", "This" }, { "Betamax", "sorted." }, { "beta3", "order" }, { "beta11a", "strings" }, { "beta001", "is" }, { "beta11", "which" }, { "beta041", "be" }, { "beta05", "in" }, { "beta1", "the" }, { "beta40", "should" }, };#define ASIZE (sizeof(toBsorted)/sizeof(sTwoStrings)) int k, maxlens[ASIZE]; char format[12]; sTwoStrings *cp; qsort( (void*)toBsorted, ASIZE, sizeof(sTwoStrings),cmprStrgs); for (k=0,cp=toBsorted; k < ASIZE; k++,cp++) { maxlens[k] = maxstrlen(cp->key, cp->value); sprintf(format," %%-%ds", maxlens[k]); printf(format, toBsorted[k].value); } printf("\n"); for (k=0; k < ASIZE; k++) { sprintf(format," %%-%ds", maxlens[k]); printf(format, toBsorted[k].key); } printf("\n"); return 0;}`
Output:
``` This is the order in which many strings should be sorted.
alpha1 beta001 beta1 beta3 beta05 beta11 Beta11a beta11a beta40 beta041 Betamax```
## C++
Uses C++11. Compile with
```g++ -std=c++11 sort.cpp
```
`#include <algorithm>#include <iostream>#include <string> struct entry { std::string name; std::string value;}; int main() { entry array[] = { { "grass", "green" }, { "snow", "white" }, { "sky", "blue" }, { "cherry", "red" } }; std::cout << "Before sorting:\n"; for (const auto &e : array) { std::cout << "{" << e.name << ", " << e.value << "}\n"; } std::sort(std::begin(array), std::end(array), [](const entry & a, const entry & b) { return a.name < b.name; }); std::cout << "After sorting:\n"; for (const auto &e : array) { std::cout << "{" << e.name << ", " << e.value << "}\n"; }}`
Output:
```Before sorting:
{grass, green}
{snow, white}
{sky, blue}
{cherry, red}
After sorting:
{cherry, red}
{grass, green}
{sky, blue}
{snow, white}
```
## C#
Works with: C# version 3+
`using System;using System.Collections.Generic;using System.Linq; class Program{ struct Entry { public Entry(string name, double value) { Name = name; Value = value; } public string Name; public double Value; } static void Main(string[] args) { var Elements = new List<Entry> { new Entry("Krypton", 83.798), new Entry("Beryllium", 9.012182), new Entry("Silicon", 28.0855), new Entry("Cobalt", 58.933195), new Entry("Selenium", 78.96), new Entry("Germanium", 72.64) }; var sortedElements = Elements.OrderBy(e => e.Name); foreach (Entry e in sortedElements) Console.WriteLine("{0,-11}{1}", e.Name, e.Value); }}`
Output:
```Beryllium 9.012182
Cobalt 58.933195
Germanium 72.64
Krypton 83.798
Selenium 78.96
Silicon 28.0855```
## Clojure
Clojure has a sort-by function which takes a keyfn and a coll. It returns a sorted sequence of the items in coll, where the sort order is determined by comparing (keyfn item).
` ;; Gathered with Google Squared(def *langs* [["Clojure" 2007] ["Common Lisp" 1984] ["Java" 1995] ["Haskell" 1990] ["Lisp" 1958] ["Scheme" 1975]]) user> (sort-by second *langs*) ; using a keyfn (["Lisp" 1958] ["Scheme" 1975] ["Common Lisp" 1984] ["Haskell" 1990] ["Java" 1995] ["Clojure" 2007]) `
You can also supply a comparator (using compare or a sibling of <). A comparator can be used with the regular sort function or the sort-by function. In the latter case, the comparator will be used on (keyfn item) instead of item.
` user> (sort #(compare (second %1) (second %2)) *langs*) ; using a comparator (["Lisp" 1958] ["Scheme" 1975] ["Common Lisp" 1984] ["Haskell" 1990] ["Java" 1995] ["Clojure" 2007]) user> (sort-by second > *langs*) ; using a keyfn and a comparator (["Clojure" 2007] ["Java" 1995] ["Haskell" 1990] ["Common Lisp" 1984] ["Scheme" 1975] ["Lisp" 1958]) `
## Common Lisp
In Common Lisp, the sort function takes a predicate that is used as the comparator. This parameter can be any two-argument function. Additionally, the sort function can take a keyword argument :key whose result is passed to the predicate.
Let's define a composite structure of U.S. states and average test scores.
`CL-USER> (defparameter *test-scores* '(("texas" 68.9) ("ohio" 87.8) ("california" 76.2) ("new york" 88.2)) )*TEST-SCORES*`
We can sort by the state name by supplying a one-argument key function that is called by the sort function to determine the value to compare. In this case, the function is first will retrieve the state name:
`CL-USER> (sort (copy-list *test-scores*) #'string-lessp :key #'first)(("california" 76.2) ("new york" 88.2) ("ohio" 87.8) ("texas" 68.9))`
we can also sort by the test scores by supplying a different key function that return the test score instead:
`CL-USER> (sort (copy-list *test-scores*) #'< :key #'second)(("texas" 68.9) ("california" 76.2) ("ohio" 87.8) ("new york" 88.2))`
## D
`import std.stdio, std.algorithm; struct Pair { string name, value; } void main() { Pair[] pairs = [{"Joe", "5531"}, {"Adam", "2341"}, {"Bernie", "122"}, {"Walter", "1234"}, {"David", "19"}]; pairs.schwartzSort!q{ a.name }.writeln;}`
Output:
`[Pair("Adam", "2341"), Pair("Bernie", "122"), Pair("David", "19"), Pair("Joe", "5531"), Pair("Walter", "1234")]`
## Delphi
`program SortCompositeStructures; {\$APPTYPE CONSOLE} uses SysUtils, Generics.Collections, Generics.Defaults; type TStructurePair = record name: string; value: string; constructor Create(const aName, aValue: string); end; constructor TStructurePair.Create(const aName, aValue: string);begin name := aName; value := aValue;end; var lArray: array of TStructurePair;begin SetLength(lArray, 3); lArray[0] := TStructurePair.Create('dog', 'rex'); lArray[1] := TStructurePair.Create('cat', 'simba'); lArray[2] := TStructurePair.Create('horse', 'trigger'); TArray.Sort<TStructurePair>(lArray , TDelegatedComparer<TStructurePair>.Construct( function(const Left, Right: TStructurePair): Integer begin Result := CompareText(Left.Name, Right.Name); end));end.`
## E
`def compareBy(keyfn) { # This ought to be in the standard library return def comparer(a, b) { return keyfn(a).op__cmp(keyfn(b)) }} def x := [ ["Joe",3], ["Bill",4], ["Alice",20], ["Harry",3],] println(x.sort(compareBy(fn [name,_] { name })))`
## EchoLisp
` ;; sorting (name value) by name - Ignoring case(define (name a) (first a))(define( sort-proc a b) (string-ci<? (name a) (name b))) (define people '(("😎" -42) ("albert" 33) ("Simone" 44) ("Antoinette" 42) ("elvis" 666) ("😃" 1000))) (list-sort sort-proc people) → (("albert" 33) ("Antoinette" 42) ("elvis" 666) ("Simone" 44) ("😃" 1000) ("😎" -42)) `
## Elena
ELENA 3.4 :
`import system'routines.import extensions. public program[ var elements := ( KeyValue new("Krypton", 83.798r), KeyValue new("Beryllium", 9.012182r), KeyValue new("Silicon", 28.0855r), KeyValue new("Cobalt", 58.933195r), KeyValue new("Selenium", 78.96r), KeyValue new("Germanium", 72.64r)). var sorted := elements sort(:former:later)( former key < later key ). sorted forEach(:element) [ console printLine(element key," - ",element). ].]`
## Elixir
`defmodule Person do defstruct name: "", value: 0end list = [struct(Person, [name: "Joe", value: 3]), struct(Person, [name: "Bill", value: 4]), struct(Person, [name: "Alice", value: 20]), struct(Person, [name: "Harry", value: 3])] Enum.sort(list) |> Enum.each(fn x -> IO.inspect x end)IO.puts ""Enum.sort_by(list, &(&1.value)) |> Enum.each(&IO.inspect &1)`
Output:
```%Person{name: "Alice", value: 20}
%Person{name: "Bill", value: 4}
%Person{name: "Harry", value: 3}
%Person{name: "Joe", value: 3}
%Person{name: "Joe", value: 3}
%Person{name: "Harry", value: 3}
%Person{name: "Bill", value: 4}
%Person{name: "Alice", value: 20}
```
## Erlang
Any Erlang type can be compared to any Erlang type. As such, nothing special needs to be done:
`1> lists:sort([{{2006,2007},"Ducks"}, {{2000,2001},"Avalanche"}, {{2002,2003},"Devils"}, {{2001,2002},"Red Wings"}, {{2003,2004},"Lightning"}, {{2004,2005},"N/A: lockout"}, {{2005,2006},"Hurricanes"}, {{1999,2000},"Devils"}, {{2007,2008},"Red Wings"}, {{2008,2009},"Penguins"}]).[{{1999,2000},"Devils"}, {{2000,2001},"Avalanche"}, {{2001,2002},"Red Wings"}, {{2002,2003},"Devils"}, {{2003,2004},"Lightning"}, {{2004,2005},"N/A: lockout"}, {{2005,2006},"Hurricanes"}, {{2006,2007},"Ducks"}, {{2007,2008},"Red Wings"}, {{2008,2009},"Penguins"}]`
It is also possible to sort with custom functions, in this case by the team's name:
`2> F = fun({_,X},{_,Y}) -> X < Y end. #Fun<erl_eval.12.113037538>3> lists:usort(F, [{{2006,2007},"Ducks"}, {{2000,2001},"Avalanche"}, {{2002,2003},"Devils"}, {{2001,2002},"Red Wings"}, {{2003,2004},"Lightning"}, {{2004,2005},"N/A: lockout"}, {{2005,2006},"Hurricanes"}, {{1999,2000},"Devils"}, {{2007,2008},"Red Wings"}, {{2008,2009},"Penguins"}]).[{{2000,2001},"Avalanche"}, {{1999,2000},"Devils"}, {{2002,2003},"Devils"}, {{2006,2007},"Ducks"}, {{2005,2006},"Hurricanes"}, {{2003,2004},"Lightning"}, {{2004,2005},"N/A: lockout"}, {{2008,2009},"Penguins"}, {{2007,2008},"Red Wings"}, {{2001,2002},"Red Wings"}]`
## Euphoria
`include sort.einclude misc.e constant NAME = 1function compare_names(sequence a, sequence b) return compare(a[NAME],b[NAME])end function sequence ss = { { "grass", "green" }, { "snow", "white" }, { "sky", "blue" }, { "cherry", "red" } } pretty_print(1,custom_sort(routine_id("compare_names"),s),{2})`
Output:
```{
{
"cherry",
"red"
},
{
"grass",
"green"
},
{
"sky",
"blue"
},
{
"snow",
"white"
}
}```
## Factor
This is essentially the same as Sorting Using a Custom Comparator.
`TUPLE: example-pair name value ; : sort-by-name ( seq -- seq' ) [ [ name>> ] compare ] sort ;`
```( scratchpad ) { T{ example-pair f "omega" "a" } T{ example-pair f "gamma" "q" } T{ example-pair f "alpha" "z" } } sort-by-name .
{
T{ example-pair { name "alpha" } { value "z" } }
T{ example-pair { name "gamma" } { value "q" } }
T{ example-pair { name "omega" } { value "a" } }
}
```
## Fantom
Any object can be sorted as needed by passing an appropriate block to the 'sort' method.
` class Pair // create a composite structure{ Str name Str value new make (Str name, Str value) { this.name = name this.value = value } override Str toStr () { "(Pair: \$name, \$value)" }} class Main{ public static Void main () { // samples pairs := [Pair("Fantom", "OO"), Pair("Clojure", "Functional"), Pair("Java", "OO") ] sorted := pairs.dup // make a copy of original list sorted.sort |Pair a, Pair b -> Int| // sort using custom comparator { a.name <=> b.name } echo ("Started with : " + pairs.join(" ")) echo ("Finished with: " + sorted.join(" ")) }} `
## Fortran
Works with: Fortran version 90 and later
Standard Fortran has no built-in sort function although some compilers add them. The following example uses an insertion sort.
`PROGRAM EXAMPLE IMPLICIT NONE TYPE Pair CHARACTER(6) :: name CHARACTER(1) :: value END TYPE Pair TYPE(Pair) :: rcc(10), temp INTEGER :: i, j rcc(1) = Pair("Black", "0") rcc(2) = Pair("Brown", "1") rcc(3) = Pair("Red", "2") rcc(4) = Pair("Orange", "3") rcc(5) = Pair("Yellow", "4") rcc(6) = Pair("Green", "5") rcc(7) = Pair("Blue", "6") rcc(8) = Pair("Violet", "7") rcc(9) = Pair("Grey", "8") rcc(10) = Pair("White", "9") DO i = 2, SIZE(rcc) j = i - 1 temp = rcc(i) DO WHILE (j>=1 .AND. LGT(rcc(j)%name, temp%name)) rcc(j+1) = rcc(j) j = j - 1 END DO rcc(j+1) = temp END DO WRITE (*,"(2A6)") rcc END PROGRAM EXAMPLE`
Output
```Black 0
Blue 6
Brown 1
Green 5
Grey 8
Orange 3
Red 2
Violet 7
White 9
Yellow 4
```
## FreeBASIC
`' FB 1.05.0 Win64 Type Pair As String name, value Declare Constructor(name_ As String, value_ As String) Declare Operator Cast() As StringEnd Type Constructor Pair(name_ As String, value_ As String) name = name_ value = value_End Constructor Operator Pair.Cast() As String Return "[" + name + ", " + value + "]"End Operator ' selection sort, quick enough for sorting small number of pairsSub sortPairsByName(p() As Pair) Dim As Integer i, j, m For i = LBound(p) To UBound(p) - 1 m = i For j = i + 1 To UBound(p) If p(j).name < p(m).name Then m = j Next j If m <> i Then Swap p(i), p(m) Next iEnd Sub Dim As Pair pairs(1 To 4) = _{ _ Pair("grass", "green"), _ Pair("snow", "white" ), _ Pair("sky", "blue"), _ Pair("cherry", "red") _} Print "Before sorting :"For i As Integer = 1 To 4 Print Tab(3); pairs(i)Next sortPairsByName pairs() PrintPrint "After sorting by name :"For i As Integer = 1 To 4 Print Tab(3); pairs(i)Next PrintPrint "Press any key to quit"Sleep`
Output:
```Before sorting :
[grass, green]
[snow, white]
[sky, blue]
[cherry, red]
After sorting by name :
[cherry, red]
[grass, green]
[sky, blue]
[snow, white]
```
## F#
F# has `sortBy` functions that work on collection types for this purpose. An example using an array of pairs:
`let persons = [| ("Joe", 120); ("foo", 31); ("bar", 51) |]Array.sortInPlaceBy fst personsprintfn "%A" persons`
Output:
`[|("Joe", 120); ("bar", 51); ("foo", 31)|]`
An example using a list of records:
`type Person = { name:string; id:int }let persons2 = [{name="Joe"; id=120}; {name="foo"; id=31}; {name="bar"; id=51}]let sorted = List.sortBy (fun p -> p.id) persons2for p in sorted do printfn "%A" p`
Output:
```{name = "foo";
id = 31;}
{name = "bar";
id = 51;}
{name = "Joe";
id = 120;}```
## Go
`package main import ( "fmt" "sort") type pair struct { name, value string}type csArray []pair // three methods satisfy sort.Interfacefunc (a csArray) Less(i, j int) bool { return a[i].name < a[j].name }func (a csArray) Len() int { return len(a) }func (a csArray) Swap(i, j int) { a[i], a[j] = a[j], a[i] } var x = csArray{ pair{"joe", "120"}, pair{"foo", "31"}, pair{"bar", "251"},} func main() { sort.Sort(x) for _, p := range x { fmt.Printf("%5s: %s\n", p.name, p.value) }}`
## Groovy
`class Holiday { def date def name Holiday(dateStr, name) { this.name = name; this.date = format.parse(dateStr) } String toString() { "\${format.format date}: \${name}" } static format = new java.text.SimpleDateFormat("yyyy-MM-dd")} def holidays = [ new Holiday("2009-12-25", "Christmas Day"), new Holiday("2009-04-22", "Earth Day"), new Holiday("2009-09-07", "Labor Day"), new Holiday("2009-07-04", "Independence Day"), new Holiday("2009-10-31", "Halloween"), new Holiday("2009-05-25", "Memorial Day"), new Holiday("2009-03-14", "PI Day"), new Holiday("2009-01-01", "New Year's Day"), new Holiday("2009-12-31", "New Year's Eve"), new Holiday("2009-11-26", "Thanksgiving"), new Holiday("2009-02-14", "St. Valentine's Day"), new Holiday("2009-03-17", "St. Patrick's Day"), new Holiday("2009-01-19", "Martin Luther King Day"), new Holiday("2009-02-16", "President's Day") ] holidays.sort { x, y -> x.date <=> y.date }holidays.each { println it }`
Output:
```2009-01-01: New Year's Day
2009-01-19: Martin Luther King Day
2009-02-14: St. Valentine's Day
2009-02-16: President's Day
2009-03-14: PI Day
2009-03-17: St. Patrick's Day
2009-04-22: Earth Day
2009-05-25: Memorial Day
2009-07-04: Independence Day
2009-09-07: Labor Day
2009-10-31: Halloween
2009-11-26: Thanksgiving
2009-12-25: Christmas Day
2009-12-31: New Year's Eve```
`import Data.Listimport Data.Function (on) data Person = P String Int deriving (Eq) instance Show Person where show (P name val) = "Person " ++ name ++ " with value " ++ show val instance Ord Person where compare (P a _) (P b _) = compare a b pVal :: Person -> IntpVal (P _ x) = x people :: [Person]people = [P "Joe" 12, P "Bob" 8, P "Alice" 9, P "Harry" 2] main :: IO ()main = do mapM_ print \$ sort people putStrLn [] mapM_ print \$ sortBy (on compare pVal) people`
Output:
```Person Alice with value 9
Person Bob with value 8
Person Harry with value 2
Person Joe with value 12
Person Harry with value 2
Person Bob with value 8
Person Alice with value 9
Person Joe with value 12```
More generally, sortBy takes any (a -> a -> Ordering) function as its first argument. A function of this kind can be derived from a simpler (b -> a) function using the higher order comparing function.
To sort a list of triples by the third element, for example:
`import Data.Ord (comparing)import Data.List (sortBy) xs :: [(String, String, Int)]xs = zip3 (words "Richard John Marvin Alan Maurice James") (words "Hamming McCarthy Minskey Perlis Wilkes Wilkinson") [1915, 1927, 1926, 1922, 1913, 1919] main :: IO ()main = mapM_ print \$ sortBy (comparing (\(_, _, y) -> y)) xs`
Output:
```("Maurice","Wilkes",1913)
("Richard","Hamming",1915)
("James","Wilkinson",1919)
("Alan","Perlis",1922)
("Marvin","Minskey",1926)
("John","McCarthy",1927)```
## Icon and Unicon
The built-in procedure sortf will sort a list by the field in a records.
`record star(name,HIP) procedure main() Ori := [ star("Betelgeuse",27989), star("Rigel",24436), star("Belatrix", 25336), star("Alnilam",26311) ] write("Some Orion stars by HIP#")every write( (x := !sortf(Ori,2)).name, " HIP ",x.HIP)end`
Sample output:
```Some Orion stars by HIP#
Rigel HIP 24436
Belatrix HIP 25336
Alnilam HIP 26311
Betelgeuse HIP 27989```
## J
The function /: sorts anything (its left argument) based on the keys supplied in its right argument. For example:
` names =: ;: 'Perlis Wilkes Hamming Minsky Wilkinson McCarthy' values=: ;: 'Alan Maurice Richard Marvin James John' pairs =: values ,. names pairs /: names+-------+---------+|Richard|Hamming |+-------+---------+|John |McCarthy |+-------+---------+|Marvin |Minsky |+-------+---------+|Alan |Perlis |+-------+---------+|Maurice|Wilkes |+-------+---------+|James |Wilkinson|+-------+---------+`
Alternatively, J's cross operator will use the same values for both the left and right arguments for /: but, in this case, /:~ is not desirable because that would have us sorting on the values (the first column) and only using the second column for equal names (none of which appear, here).
## Java
`import java.util.Arrays;import java.util.Comparator; public class SortComp { public static class Pair { public String name; public String value; public Pair(String n, String v) { name = n; value = v; } } public static void main(String[] args) { Pair[] pairs = {new Pair("06-07", "Ducks"), new Pair("00-01", "Avalanche"), new Pair("02-03", "Devils"), new Pair("01-02", "Red Wings"), new Pair("03-04", "Lightning"), new Pair("04-05", "lockout"), new Pair("05-06", "Hurricanes"), new Pair("99-00", "Devils"), new Pair("07-08", "Red Wings"), new Pair("08-09", "Penguins")}; sortByName(pairs); for (Pair p : pairs) { System.out.println(p.name + " " + p.value); } } public static void sortByName(Pair[] pairs) { Arrays.sort(pairs, new Comparator<Pair>() { public int compare(Pair p1, Pair p2) { return p1.name.compareTo(p2.name); } }); }}`
Output:
```00-01 Avalanche
01-02 Red Wings
02-03 Devils
03-04 Lightning
04-05 lockout
05-06 Hurricanes
06-07 Ducks
07-08 Red Wings
08-09 Penguins
99-00 Devils```
In Java 8, we can write the above using a lambda:
Works with: Java version 8+
` public static void sortByName(Pair[] pairs) { Arrays.sort(pairs, (p1, p2) -> p1.name.compareTo(p2.name)); }`
We can further use `Comparator.comparing()` to construct the comparator from a "key" function:
Works with: Java version 8+
` public static void sortByName(Pair[] pairs) { Arrays.sort(pairs, Comparator.comparing(p -> p.name)); }`
## JavaScript
### ES5
`var arr = [ {id: 3, value: "foo"}, {id: 2, value: "bar"}, {id: 4, value: "baz"}, {id: 1, value: 42}, {id: 5, something: "another string"} // Works with any object declaring 'id' as a number.];arr = arr.sort(function(a, b) {return a.id - b.id}); // Sort with comparator checking the id. `
### ES6
`(() => { 'use strict'; // GENERIC FUNCTIONS FOR COMPARISONS // compare :: a -> a -> Ordering const compare = (a, b) => a < b ? -1 : (a > b ? 1 : 0); // on :: (b -> b -> c) -> (a -> b) -> a -> a -> c const on = (f, g) => (a, b) => f(g(a), g(b)); // flip :: (a -> b -> c) -> b -> a -> c const flip = f => (a, b) => f.apply(null, [b, a]); // arrayCopy :: [a] -> [a] const arrayCopy = (xs) => xs.slice(0); // show :: a -> String const show = x => JSON.stringify(x, null, 2); // TEST const xs = [{ name: 'Shanghai', pop: 24.2 }, { name: 'Karachi', pop: 23.5 }, { name: 'Beijing', pop: 21.5 }, { name: 'Sao Paulo', pop: 24.2 }, { name: 'Dhaka', pop: 17.0 }, { name: 'Delhi', pop: 16.8 }, { name: 'Lagos', pop: 16.1 }] // population :: Dictionary -> Num const population = x => x.pop; // name :: Dictionary -> String const name = x => x.name; return show({ byPopulation: arrayCopy(xs) .sort(on(compare, population)), byDescendingPopulation: arrayCopy(xs) .sort(on(flip(compare), population)), byName: arrayCopy(xs) .sort(on(compare, name)), byDescendingName: arrayCopy(xs) .sort(on(flip(compare), name)) });})();`
Output:
```{
"byPopulation": [
{
"name": "Lagos",
"pop": 16.1
},
{
"name": "Delhi",
"pop": 16.8
},
{
"name": "Dhaka",
"pop": 17
},
{
"name": "Beijing",
"pop": 21.5
},
{
"name": "Karachi",
"pop": 23.5
},
{
"name": "Shanghai",
"pop": 24.2
},
{
"name": "Sao Paulo",
"pop": 24.2
}
],
"byDescendingPopulation": [
{
"name": "Shanghai",
"pop": 24.2
},
{
"name": "Sao Paulo",
"pop": 24.2
},
{
"name": "Karachi",
"pop": 23.5
},
{
"name": "Beijing",
"pop": 21.5
},
{
"name": "Dhaka",
"pop": 17
},
{
"name": "Delhi",
"pop": 16.8
},
{
"name": "Lagos",
"pop": 16.1
}
],
"byName": [
{
"name": "Beijing",
"pop": 21.5
},
{
"name": "Delhi",
"pop": 16.8
},
{
"name": "Dhaka",
"pop": 17
},
{
"name": "Karachi",
"pop": 23.5
},
{
"name": "Lagos",
"pop": 16.1
},
{
"name": "Sao Paulo",
"pop": 24.2
},
{
"name": "Shanghai",
"pop": 24.2
}
],
"byDescendingName": [
{
"name": "Shanghai",
"pop": 24.2
},
{
"name": "Sao Paulo",
"pop": 24.2
},
{
"name": "Lagos",
"pop": 16.1
},
{
"name": "Karachi",
"pop": 23.5
},
{
"name": "Dhaka",
"pop": 17
},
{
"name": "Delhi",
"pop": 16.8
},
{
"name": "Beijing",
"pop": 21.5
}
]
}```
## jq
In this section we will focus on JSON objects since the task description mentions keys. As an example, we will use this array:
`def example: [ {"name": "Joe", "value": 3}, {"name": "Bill", "value": 4}, {"name": "Alice", "value": 20}, {"name": "Harry", "value": 3} ];`
#### Using sort_by builtin
jq's sort_by builtin can be used to sort by the value of a given key (whether or not it is a string), so we will first use that.
`# To sort the array:# example | sort_by(.name) # To abbreviate the results, we will just show the names after sorting: example | sort_by(.name) | map( .name )`
Output:
```\$ jq -n -c -f Sort_an_array_of_composite_structures.jq
["Alice","Bill","Harry","Joe"]
```
#### Using quicksort(cmp)
sort_by(f) can easily be implemented using quicksort(cmp) as defined at Sorting_Using_a_Custom_Comparator#jq as follows:
`def quicksort_by(f): quicksort( (.[0]|f) <= (.[1]|f) );`
Example:
`example | quicksort_by(.name) | map( .name )`
Output:
As above.
## Julia
Works with: Julia version 0.6
`lst = Pair[Pair("gold", "shiny"), Pair("neon", "inert"), Pair("sulphur", "yellow"), Pair("iron", "magnetic"), Pair("zebra", "striped"), Pair("star", "brilliant"), Pair("apple", "tasty"), Pair("ruby", "red"), Pair("dice", "random"), Pair("coffee", "stimulating"), Pair("book", "interesting")] println("The original list: \n - ", join(lst, "\n - "))sort!(lst; by=first)println("\nThe list, sorted by name: \n - ", join(lst, "\n - "))sort!(lst; by=last)println("\nThe list, sorted by value: \n - ", join(lst, "\n - "))`
Output:
```The original list:
- "gold"=>"shiny"
- "neon"=>"inert"
- "sulphur"=>"yellow"
- "iron"=>"magnetic"
- "zebra"=>"striped"
- "star"=>"brilliant"
- "apple"=>"tasty"
- "ruby"=>"red"
- "dice"=>"random"
- "coffee"=>"stimulating"
- "book"=>"interesting"
The list, sorted by name:
- "apple"=>"tasty"
- "book"=>"interesting"
- "coffee"=>"stimulating"
- "dice"=>"random"
- "gold"=>"shiny"
- "iron"=>"magnetic"
- "neon"=>"inert"
- "ruby"=>"red"
- "star"=>"brilliant"
- "sulphur"=>"yellow"
- "zebra"=>"striped"
The list, sorted by value:
- "star"=>"brilliant"
- "neon"=>"inert"
- "book"=>"interesting"
- "iron"=>"magnetic"
- "dice"=>"random"
- "ruby"=>"red"
- "gold"=>"shiny"
- "coffee"=>"stimulating"
- "zebra"=>"striped"
- "apple"=>"tasty"
- "sulphur"=>"yellow"```
## Kotlin
`// version 1.1 data class Employee(val name: String, var category: String) : Comparable<Employee> { override fun compareTo(other: Employee) = this.name.compareTo(other.name)} fun main(args: Array<String>) { val employees = arrayOf( Employee("David", "Manager"), Employee("Alice", "Sales"), Employee("Joanna", "Director"), Employee("Henry", "Admin"), Employee("Tim", "Sales"), Employee("Juan", "Admin") ) employees.sort() for ((name, category) in employees) println("\${name.padEnd(6)} : \$category")}`
Output:
```Alice : Sales
David : Manager
Joanna : Director
Tim : Sales
```
## Liberty BASIC
NB LB sorts in a non standard order. See http://libertybasicbugs.wikispaces.com/Comparison+of+characters+and+strings+is+not+ASCII+based
The method used here to simulate a compound structure can only hold pairs of terms, since LB arrays ar 1D or 2D. More complicated associated arrays could be stored in delimiter-separated string arrays.
` N =20dim IntArray\$( N, 2) print "Original order"for i =1 to N name\$ =mid\$( "SortArrayOfCompositeStructures", int( 25 *rnd( 1)), 1 +int( 4 *rnd( 1))) IntArray\$( i, 1) =name\$ print name\$, t\$ =str\$( int( 1000 *rnd( 1))) IntArray\$( i, 2) =t\$ print t\$next i sort IntArray\$(), 1, N, 1print "Sorted by name" ' ( we specified column 1)for i =1 to N print IntArray\$( i, 1), IntArray\$( i, 2)next i `
## Lua
`function sorting( a, b ) return a[1] < b[1] end tab = { {"C++", 1979}, {"Ada", 1983}, {"Ruby", 1995}, {"Eiffel", 1985} } table.sort( tab, sorting )for _, v in ipairs( tab ) do print( unpack(v) ) end`
## M2000 Interpreter
Checkit do exactly task need: make pairs as groups of name and value_ (note _ used because value used for other purpose in a group definition), make a Quick group from class Quick, pass a new lambda for comparing items, and pass array with objects to sort in quicksort function of Quick group. Keys no need to be unique.
Checkit2 make an inventory with keys and values, then sort them (internal use Quicksort, and keys must be unique)
Checkit3 same as CheckIt3 except values are groups, which now have only a x as value, but we can add more.
` Module CheckIt { Flush ' empty stack of values Class Quick { Private: partition=lambda-> { Read &A(), p, r : i = p-1 : x=A(r) For j=p to r-1 {If .LE(A(j), x) Then i++:Swap A(i),A(j) } : Swap A(i+1), A(r) : Push i+2, i } Public: LE=Lambda->Number<=Number Module ForStrings { .partition<=lambda-> { Read &a\$(), p, r : i = p-1 : x\$=a\$(r) For j=p to r-1 {If a\$(j)<= x\$ Then i++:Swap a\$(i),a\$(j) } : Swap a\$(i+1), a\$(r) : Push i+2, i } } Function quicksort { Read ref\$ { loop : If Stackitem() >= Stackitem(2) Then Drop 2 : if empty then {Break} else continue over 2,2 : call .partition(ref\$) :shift 3 } } } Quick=Quick() Quick.LE=lambda (a, b)->{ =a.name\$<=b.name\$ } Data "Joe", 5531 Data "Adam", 2341 Data "Bernie", 122 Data "Walter", 1234 Data "David", 19 Class pair { name\$ value_ } Document Doc\$={Unsorted Pairs: } Dim A(1 to 5)=pair() For i=1 to 5 { For A(i) { Read .name\$, .value_ Doc\$=Format\$("{0}, {1}", .name\$, .value_)+{ } } } Call Quick.quicksort(&A(),1, 5) Doc\$={ Sorted Pairs } k=Each(A()) While k { getone=array(k) For getone { Doc\$=Format\$("{0}, {1}", .name\$, .value_)+{ } } } Report Doc\$ Clipboard Doc\$}Checkitmodule Checkit2 { Inventory Alfa="Joe":=5531, "Adam":=2341, "Bernie":=122 Append Alfa, "Walter":=1234, "David":=19 Sort Alfa k=Each(Alfa) While k { Print eval\$(Alfa, k^), Eval(k) }}Checkit2module Checkit3 { class any { x class: Module any (.x) {} } Inventory Alfa="Joe":=any(5531), "Adam":=any(2341), "Bernie":=any(122) Append Alfa, "Walter":=any(1234), "David":=any(19) Sort Alfa k=Each(Alfa) While k { \\ k^ is the index number by k cursor \\ Alfa("joe") return object \\ Alfa(0!) return first element object \\ Alfa(k^!) return (k^) objext Print eval\$(Alfa, k^), Alfa(k^!).x }}Checkit3 `
Output:
From Checkit (checkit2 and checkit3 show exact sorted inventories)
```Unsorted Pairs:
Joe, 5531
Bernie, 122
Walter, 1234
David, 19
Sorted Pairs
Bernie, 122
David, 19
Joe, 5531
Walter, 1234
```
## Mathematica
`events = {{"2009-12-25", "Christmas Day"}, {"2009-04-22", "Earth Day"}, {"2009-09-07", "Labor Day"}, {"2009-07-04", "Independence Day"}, {"2009-10-31", "Halloween"}, {"2009-05-25", "Memorial Day"}, {"2009-03-14", "PI Day"}, {"2009-01-01", "New Year's Day"}, {"2009-12-31", "New Year's Eve"}, {"2009-11-26", "Thanksgiving"}, {"2009-02-14", "St. Valentine's Day"}, {"2009-03-17", "St. Patrick's Day"}, {"2009-01-19", "Martin Luther King Day"}, {"2009-02-16", "President's Day"}};date = 1;name = 2;SortBy[events, #[[name]] &] // GridSortBy[events, #[[date]] &] // Grid`
gives back:
`2009-12-25 Christmas Day2009-04-22 Earth Day2009-10-31 Halloween2009-07-04 Independence Day2009-09-07 Labor Day2009-01-19 Martin Luther King Day2009-05-25 Memorial Day2009-01-01 New Year's Day2009-12-31 New Year's Eve2009-03-14 PI Day2009-02-16 President's Day2009-03-17 St. Patrick's Day2009-02-14 St. Valentine's Day2009-11-26 Thanksgiving 2009-01-01 New Year's Day2009-01-19 Martin Luther King Day2009-02-14 St. Valentine's Day2009-02-16 President's Day2009-03-14 PI Day2009-03-17 St. Patrick's Day2009-04-22 Earth Day2009-05-25 Memorial Day2009-07-04 Independence Day2009-09-07 Labor Day2009-10-31 Halloween2009-11-26 Thanksgiving2009-12-25 Christmas Day2009-12-31 New Year's Eve`
## NetRexx
`/* NetRexx */options replace format comments java crossref symbols nobinary -- =============================================================================class RSortCompsiteStructure public -- ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ method main(args = String[]) public static places = [ - PairBean('London', 'UK'), PairBean('New York', 'US') - , PairBean('Boston', 'US'), PairBean('Washington', 'US') - , PairBean('Washington', 'UK'), PairBean("Birmingham", 'US') - , PairBean("Birmingham", 'UK'), PairBean("Boston", 'UK') - ] say displayArray(places) Arrays.sort(places, PairComparator()) say displayArray(places) return method displayArray(harry = PairBean[]) constant disp = '' loop elmt over harry disp = disp','elmt end elmt return '['disp.substr(2)']' -- trim leading comma -- =============================================================================class RSortCompsiteStructure.PairBean properties indirect name value method PairBean(name_, value_) public setName(name_) setValue(value_) return method toString() public returns String return '('getName()','getValue()')' -- =============================================================================class RSortCompsiteStructure.PairComparator implements Comparator method compare(lft = Object, rgt = Object) public binary returns int cRes = int if lft <= RSortCompsiteStructure.PairBean, rgt <= RSortCompsiteStructure.PairBean then do lName = String (RSortCompsiteStructure.PairBean lft).getName() rName = String (RSortCompsiteStructure.PairBean rgt).getName() cRes = lName.compareTo(rName) if cRes == 0 then do lVal = String (RSortCompsiteStructure.PairBean lft).getValue() rVal = String (RSortCompsiteStructure.PairBean rgt).getValue() cRes = lVal.compareTo(rVal) end end else signal IllegalArgumentException('Arguments must be of type PairBean') return cRes `
Output:
```[(London,UK),(New York,US),(Boston,US),(Washington,US),(Washington,UK),(Birmingham,US),(Birmingham,UK),(Boston,UK)]
[(Birmingham,UK),(Birmingham,US),(Boston,UK),(Boston,US),(London,UK),(New York,US),(Washington,UK),(Washington,US)]
```
## MAXScript
`fn keyCmp comp1 comp2 =( case of ( (comp1[1] > comp2[1]): 1 (comp1[1] < comp2[1]): -1 default: 0 )) people = #(#("joe", 39), #("dave", 37), #("bob", 42))qsort people keyCmpprint people`
## Nim
`import algorithm, future var people = @{"joe": 120, "foo": 31, "bar": 51}sort(people, (x,y) => cmp(x[0], y[0]))echo people`
Output:
`@[(Field0: bar, Field1: 51), (Field0: foo, Field1: 31), (Field0: joe, Field1: 120)]`
## Objeck
` use Collection; class Entry implements Compare { @name : String; @value : Float; New(name : String, value : Float) { @name := name; @value := value; } method : public : Compare(rhs : Compare) ~ Int { return @name->Compare(rhs->As(Entry)->GetName()); } method : public : GetName() ~ String { return @name; } method : public : HashID() ~ Int { return @name->HashID(); } method : public : ToString() ~ String { return "name={[email protected]}, value={[email protected]}"; }} class Sorter { function : Main(args : String[]) ~ Nil { entries := CompareVector->New(); entries->AddBack(Entry->New("Krypton", 83.798)); entries->AddBack(Entry->New("Beryllium", 9.012182)); entries->AddBack(Entry->New("Silicon", 28.0855)); entries->AddBack(Entry->New("Cobalt", 58.933195)); entries->AddBack(Entry->New("Selenium", 78.96)); entries->AddBack(Entry->New("Germanium", 72.64)); entries->Sort(); each(i : entries) { entries->Get(i)->As(Entry)->ToString()->PrintLine(); }; }} `
```name=Beryllium, value=9.12
name=Cobalt, value=58.934
name=Germanium, value=72.640
name=Krypton, value=83.798
name=Selenium, value=78.960
name=Silicon, value=28.85
```
## Objective-C
`@interface Pair : NSObject { NSString *name; NSString *value;}+(instancetype)pairWithName:(NSString *)n value:(NSString *)v;-(instancetype)initWithName:(NSString *)n value:(NSString *)v;-(NSString *)name;-(NSString *)value;@end @implementation Pair+(instancetype)pairWithName:(NSString *)n value:(NSString *)v { return [[self alloc] initWithName:n value:v];}-(instancetype)initWithName:(NSString *)n value:(NSString *)v { if ((self = [super init])) { name = n; value = v; } return self;}-(NSString *)name { return name; }-(NSString *)value { return value; }-(NSString *)description { return [NSString stringWithFormat:@"< %@ -> %@ >", name, value];}@end int main() { @autoreleasepool { NSArray *pairs = @[ [Pair pairWithName:@"06-07" value:@"Ducks"], [Pair pairWithName:@"00-01" value:@"Avalanche"], [Pair pairWithName:@"02-03" value:@"Devils"], [Pair pairWithName:@"01-02" value:@"Red Wings"], [Pair pairWithName:@"03-04" value:@"Lightning"], [Pair pairWithName:@"04-05" value:@"lockout"], [Pair pairWithName:@"05-06" value:@"Hurricanes"], [Pair pairWithName:@"99-00" value:@"Devils"], [Pair pairWithName:@"07-08" value:@"Red Wings"], [Pair pairWithName:@"08-09" value:@"Penguins"]]; // optional 3rd arg: you can also specify a selector to compare the keys NSSortDescriptor *sd = [[NSSortDescriptor alloc] initWithKey:@"name" ascending:YES]; // it takes an array of sort descriptors, and it will be ordered by the // first one, then if it's a tie by the second one, etc. NSArray *sorted = [pairs sortedArrayUsingDescriptors:@[sd]]; NSLog(@"%@", sorted); } return 0;}`
## OCaml
`# let people = [("Joe", 12); ("Bob", 8); ("Alice", 9); ("Harry", 2)];;val people : (string * int) list = [("Joe", 12); ("Bob", 8); ("Alice", 9); ("Harry", 2)]# let sortedPeopleByVal = List.sort (fun (_, v1) (_, v2) -> compare v1 v2) people;;val sortedPeopleByVal : (string * int) list = [("Harry", 2); ("Bob", 8); ("Alice", 9); ("Joe", 12)]`
## Oforth
`[["Joe",5531], ["Adam",2341], ["Bernie",122], ["David",19]] sortBy(#first) println`
Output:
```[[Adam, 2341], [Bernie, 122], [David, 19], [Joe, 5531]]
```
## ooRexx
` a = .array~new a~append(.pair~new("06-07", "Ducks"))a~append(.pair~new("00-01", "Avalanche"))a~append(.pair~new("02-03", "Devils"))a~append(.pair~new("01-02", "Red Wings"))a~append(.pair~new("03-04", "Lightning"))a~append(.pair~new("04-05", "lockout"))a~append(.pair~new("05-06", "Hurricanes"))a~append(.pair~new("99-00", "Devils"))a~append(.pair~new("07-08", "Red Wings"))a~append(.pair~new("08-09", "Penguins")) b = a~copy -- make a copy before sortingb~sortsay "Sorted using direct comparison"do pair over b say pairend c = a~copy-- this uses a custom comparator insteadc~sortWith(.paircomparator~new)saysay "Sorted using a comparator (inverted)"do pair over c say pairend -- a name/value mapping class that directly support the sort comparisons::class pair inherit comparable::method init expose name value use strict arg name, value ::attribute name::attribute value ::method string expose name value return name "=" value -- the compareto method is a requirement brought in-- by the::method compareto expose name use strict arg other return name~compareto(other~name) -- a comparator that shows an alternate way of sorting::class pairComparator subclass comparator::method compare use strict arg left, right -- perform the comparison on the names return -left~name~compareTo(right~name) `
Output:
```Sorted using direct comparison
00-01 = Avalanche
01-02 = Red Wings
02-03 = Devils
03-04 = Lightning
04-05 = lockout
05-06 = Hurricanes
06-07 = Ducks
07-08 = Red Wings
08-09 = Penguins
99-00 = Devils
Sorted using a comparator (inverted)
99-00 = Devils
08-09 = Penguins
07-08 = Red Wings
06-07 = Ducks
05-06 = Hurricanes
04-05 = lockout
03-04 = Lightning
02-03 = Devils
01-02 = Red Wings
00-01 = Avalanche
```
## Oz
`declare People = [person(name:joe value:3) person(name:bill value:4) person(name:alice value:20) person(name:harry value:3)] SortedPeople = {Sort People fun {\$ P1 P2} P1.name < P2.name end }in {ForAll SortedPeople Show}`
## PARI/GP
The flag "2" means that lexicographic sorting is to be used; the "1" means that the array is to be sorted using the first element of each constituent vector.
`vecsort([["name", "value"],["name2", "value2"]], 1, 2)`
## Pascal
mergesort example sorts an array of record http://rosettacode.org/wiki/Sorting_algorithms/Merge_sort#improvement
## Perl
Sort by name using cmp to compare strings:
`@people = (['joe', 120], ['foo', 31], ['bar', 51]);@people = sort { \$a->[0] cmp \$b->[0] } @people;`
Sort by number using <=> to compare numbers:
`@people = (['joe', 120], ['foo', 31], ['bar', 51]);@people = sort { \$a->[1] <=> \$b->[1] } @people;`
## Perl 6
Works with: rakudo version 2016.05
`my class Employee { has Str \$.name; has Rat \$.wage;} my \$boss = Employee.new( name => "Frank Myers" , wage => 6755.85 );my \$driver = Employee.new( name => "Aaron Fast" , wage => 2530.40 );my \$worker = Employee.new( name => "John Dude" , wage => 2200.00 );my \$salesman = Employee.new( name => "Frank Mileeater" , wage => 4590.12 ); my @team = \$boss, \$driver, \$worker, \$salesman; my @orderedByName = @team.sort( *.name )».name;my @orderedByWage = @team.sort( *.wage )».name; say "Team ordered by name (ascending order):";say @orderedByName.join(' ');say "Team ordered by wage (ascending order):";say @orderedByWage.join(' ');`
this produces the following output:
```Team ordered by name (ascending order):
Aaron Fast Frank Mileeater Frank Myers John Dude
Team ordered by wage (ascending order):
John Dude Aaron Fast Frank Mileeater Frank Myers
```
Note that when the sort receives a unary function, it automatically generates an appropriate comparison function based on the type of the data.
## Phix
The standard sort compares the first element, then 2nd, 3rd, etc. A custom sort can be used to sort by other elements.
Elements can be any mix of types, with atoms (ie ints/floats) deemed less than sequences.
`function compare_col2(sequence a, sequence b) return compare(a[2],b[2])end function sequence s = {{"grass","green"},{"snow","white"},{"sky","blue"},{"cherry","red"}} ?sort(s)?custom_sort(routine_id("compare_col2"),s)`
Output:
```{{"cherry","red"},{"grass","green"},{"sky","blue"},{"snow","white"}}
{{"sky","blue"},{"grass","green"},{"cherry","red"},{"snow","white"}}
```
## PicoLisp
By default, the sort function in PicoLisp returns an ascending list (of any type)
`: (sort '(("def" 456) ("abc" 789) ("ghi" 123)))-> (("abc" 789) ("def" 456) ("ghi" 123))`
To sort by a certain sub-element, the function by can be used. For example, to sort by the first element
`: (by car sort '(("def" 456) ("abc" 789) ("ghi" 123)))-> (("abc" 789) ("def" 456) ("ghi" 123))`
or by the second element
`: (by cadr sort '(("def" 456) ("abc" 789) ("ghi" 123)))-> (("ghi" 123) ("def" 456) ("abc" 789))`
## PowerShell
Works with: PowerShell version 4.0
` \$list = @{"def" = "one""abc" = "two""jkl" = "three""abcdef" = "four""ghi" = "five""ghijkl" = "six" } \$list.GetEnumerator() | sort {-(\$PSItem.Name).length}, Name `
Output:
```Name Value
---- -----
abcdef four
ghijkl six
abc two
def one
ghi five
jkl three
```
## PureBasic
PureBasic natively supports sorting of structured data with;
• SortStructuredArray()
• SortStructuredList()
The on-line documentations gives a more complete picture.
Example
`Structure MyPair ; Define a structured data type Name\$ Value.iEndStructure Dim People.MyPair(2) ; Allocate some elements People(0)\Name\$ = "John" ; Start filling them inPeople(0)\Value = 100 People(1)\Name\$ = "Emma"People(1)\Value = 200 People(2)\Name\$ = "Johnny"People(2)\Value = 175 If OpenConsole() Define i ; Sort ascending by name SortStructuredArray(People(), #PB_Sort_Ascending, OffsetOf(MyPair\Name\$), #PB_Sort_String) PrintN(#CRLF\$+"Sorted ascending by name.") For i=0 To 2 PrintN(People(i)\Name\$+" - Value: "+Str(People(i)\Value)) Next ; Sort descending by value SortStructuredArray(People(), #PB_Sort_Descending, OffsetOf(MyPair\Value), #PB_Sort_Integer) PrintN(#CRLF\$+"Sorted descending by value.") For i=0 To 2 PrintN(People(i)\Name\$+" - Value: "+Str(People(i)\Value)) Next ; Wait for user... PrintN(#CRLF\$+"Press ENTER to exit"):Input()EndIf`
Outputs
```Sorted ascending by name.
Emma - Value: 200
John - Value: 100
Johnny - Value: 175
Sorted descending by value.
Emma - Value: 200
Johnny - Value: 175
John - Value: 100
```
## Python
Recent versions of Python provide the sorted() built-in that works on any iterable.
`people = [('joe', 120), ('foo', 31), ('bar', 51)]sorted(people)`
Which leaves `people` with the value:
`[('bar', 51), ('foo', 31), ('joe', 120)]`
The most Pythonic (and fastest) version is to use itemgetter together with the key parameter to `sort` resp. `sorted` to perform the Decorate-sort-undecorate pattern:
`from operator import itemgetterpeople = [(120, 'joe'), (31, 'foo'), (51, 'bar')]people.sort(key=itemgetter(1))`
Which leaves `people` with the value:
`[(51, 'bar'), (31, 'foo'), (120, 'joe')]`
## R
In R, vectors can have names associated with any of its elements. The data is taken from the Common Lisp example.
`sortbyname <- function(x, ...) x[order(names(x), ...)]x <- c(texas=68.9, ohio=87.8, california=76.2, "new york"=88.2)sortbyname(x)`
```california new york ohio texas
76.2 88.2 87.8 68.9
```
`sortbyname(x, decreasing=TRUE)`
``` texas ohio new york california
68.9 87.8 88.2 76.2
```
## Racket
` #lang racket (define data '([Joe 5531] [Adam 2341] [Bernie 122] [Walter 1234] [David 19])) (sort data < #:key cadr);; --> '((David 19) (Bernie 122) (Walter 1234) (Adam 2341) (Joe 5531)) ;; Demonstrating a "key" that is not just a direct element(sort data string<? #:key (compose1 symbol->string car));; --> '((Adam 2341) (Bernie 122) (David 19) (Joe 5531) (Walter 1234)) `
## REXX
This version sorts the structure by color; as entered (built), the structure is ordered by value (percent).
`/*REXX program sorts an array of composite structures (which has two classes of data).*/#=0 /*number elements in structure (so far)*/name='tan' ; value= 0; call add name,value /*tan peanut M&M's are 0% of total*/name='orange'; value=10; call add name,value /*orange " " " 10% " " */name='yellow'; value=20; call add name,value /*yellow " " " 20% " " */name='green' ; value=20; call add name,value /*green " " " 20% " " */name='red' ; value=20; call add name,value /*red " " " 20% " " */name='brown' ; value=30; call add name,value /*brown " " " 30% " " */call show 'before sort', #say copies('▒', 70)call xSort #call show ' after sort', #exit /*stick a fork in it, we're all done. *//*──────────────────────────────────────────────────────────────────────────────────────*/add: procedure expose # @.; #=#+1 /*bump the number of structure entries.*/ @.#.color=arg(1); @.#.pc=arg(2) /*construct a entry of the structure. */ return/*──────────────────────────────────────────────────────────────────────────────────────*/show: procedure expose @.; do j=1 for arg(2) /*2nd arg≡number of structure elements.*/ say right(arg(1),30) right(@.j.color,9) right(@.j.pc,4)'%' end /*j*/ /* [↑] display what, name, value. */ return/*──────────────────────────────────────────────────────────────────────────────────────*/xSort: procedure expose @.; parse arg N; h=N do while h>1; h=h%2 do i=1 for N-h; j=i; k=h+i do while @.k.color<@.j.color /*swap elements.*/ [email protected].j.color; @.j.[email protected].k.color; @.k.color=_ [email protected].j.pc; @.j.pc [email protected].k.pc; @.k.pc =_ if h>=j then leave; j=j-h; k=k-h end /*while @.k.color ···*/ end /*i*/ end /*while h>1*/ return`
output when using the (internal) default inputs:
``` before sort tan 0%
before sort orange 10%
before sort yellow 20%
before sort green 20%
before sort red 20%
before sort brown 30%
▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒▒
after sort brown 30%
after sort green 20%
after sort orange 10%
after sort red 20%
after sort tan 0%
after sort yellow 20%
```
## Ruby
`Person = Struct.new(:name,:value) do def to_s; "name:#{name}, value:#{value}" endend list = [Person.new("Joe",3), Person.new("Bill",4), Person.new("Alice",20), Person.new("Harry",3)]puts list.sort_by{|x|x.name}putsputs list.sort_by(&:value)`
Output:
```name:Alice, value:20
name:Bill, value:4
name:Harry, value:3
name:Joe, value:3
name:Joe, value:3
name:Harry, value:3
name:Bill, value:4
name:Alice, value:20
```
## Run BASIC
`sqliteconnect #mem, ":memory:" ' create in memory dbmem\$ = "CREATE TABLE people(num integer, name text,city text)"#mem execute(mem\$)data "1","George","Redding","2","Fred","Oregon","3","Ben","Seneca","4","Steve","Fargo","5","Frank","Houston" for i = 1 to 5 ' read data and place in memory DB read num\$ :read name\$: read city\$ #mem execute("INSERT INTO people VALUES(";num\$;",'";name\$;"','";city\$;"')")next i#mem execute("SELECT * FROM people ORDER BY name") 'sort by name orderWHILE #mem hasanswer() #row = #mem #nextrow() num = #row num() name\$ = #row name\$() city\$ = #row city\$() print num;" ";name\$;" ";city\$WEND`
```3 Ben Seneca
5 Frank Houston
2 Fred Oregon
1 George Redding
4 Steve Fargo```
## Scala
`case class Pair(name:String, value:Double)val input = Array(Pair("Krypton", 83.798), Pair("Beryllium", 9.012182), Pair("Silicon", 28.0855))input.sortBy(_.name) // Array(Pair(Beryllium,9.012182), Pair(Krypton,83.798), Pair(Silicon,28.0855)) // alternative versions:input.sortBy(struct => (struct.name, struct.value)) // additional sort field (name first, then value)input.sortWith((a,b) => a.name.compareTo(b.name) < 0) // arbitrary comparison function`
## Seed7
`\$ include "seed7_05.s7i"; const type: pair is new struct var string: name is ""; var string: value is ""; end struct; const func integer: compare (in pair: pair1, in pair: pair2) is return compare(pair1.name, pair2.name); const func string: str (in pair: aPair) is return "(" <& aPair.name <& ", " <& aPair.value <& ")"; enable_output(pair); const func pair: pair (in string: name, in string: value) is func result var pair: newPair is pair.value; begin newPair.name := name; newPair.value := value; end func; var array pair: data is [] ( pair("Joe", "5531"), pair("Adam", "2341"), pair("Bernie", "122"), pair("Walter", "1234"), pair("David", "19")); const proc: main is func local var pair: aPair is pair.value; begin data := sort(data); for aPair range data do writeln(aPair); end for; end func;`
Output:
```(Adam, 2341)
(Bernie, 122)
(David, 19)
(Joe, 5531)
(Walter, 1234)
```
## Sidef
`# Declare an array of pairsvar people = [['joe', 120], ['foo', 31], ['bar', 51]]; # Sort the array in-place by namepeople.sort! {|a,b| a[0] <=> b[0] }; # Alternatively, we can use the `.sort_by{}` methodvar sorted = people.sort_by { |item| item[0] }; # Display the sorted arraysay people;`
Output:
`[["bar", 51], ["foo", 31], ["joe", 120]]`
## Simula
`BEGIN CLASS COMPARABLE;; COMPARABLE CLASS PAIR(N,V); TEXT N,V;; CLASS COMPARATOR; VIRTUAL: PROCEDURE COMPARE IS INTEGER PROCEDURE COMPARE(A, B); REF(COMPARABLE) A, B;; BEGIN END**OF**COMPARATOR; COMPARATOR CLASS PAIRBYNAME; BEGIN INTEGER PROCEDURE COMPARE(A, B); REF(COMPARABLE) A, B; BEGIN COMPARE := IF A QUA PAIR.N < B QUA PAIR.N THEN -1 ELSE IF A QUA PAIR.N > B QUA PAIR.N THEN +1 ELSE 0; END; END**OF**PAIRBYNAME; PROCEDURE BUBBLESORT(A, C); NAME A; REF(COMPARABLE) ARRAY A; REF(COMPARATOR) C; BEGIN INTEGER LOW, HIGH, I; BOOLEAN SWAPPED; PROCEDURE SWAP(I, J); INTEGER I, J; BEGIN REF(COMPARABLE) TEMP; TEMP :- A(I); A(I) :- A(J); A(J) :- TEMP; END**OF**SWAP; LOW := LOWERBOUND(A, 1); HIGH := UPPERBOUND(A, 1); SWAPPED := TRUE; WHILE SWAPPED DO BEGIN SWAPPED := FALSE; FOR I := LOW + 1 STEP 1 UNTIL HIGH DO BEGIN COMMENT IF THIS PAIR IS OUT OF ORDER ; IF C.COMPARE(A(I - 1), A(I)) > 0 THEN BEGIN COMMENT SWAP THEM AND REMEMBER SOMETHING CHANGED ; SWAP(I - 1, I); SWAPPED := TRUE; END; END; END; END**OF**BUBBLESORT; COMMENT ** MAIN PROGRAM **; REF(PAIR) ARRAY A(1:5); INTEGER I; A(1) :- NEW PAIR( "JOE", "5531" ); A(2) :- NEW PAIR( "ADAM", "2341" ); A(3) :- NEW PAIR( "BERNIE", "122" ); A(4) :- NEW PAIR( "WALTER", "1234" ); A(5) :- NEW PAIR( "DAVID", "19" ); BUBBLESORT(A, NEW PAIRBYNAME); FOR I:= 1 STEP 1 UNTIL 5 DO BEGIN OUTTEXT(A(I).N); OUTCHAR(' '); OUTTEXT(A(I).V); OUTIMAGE; END; OUTIMAGE; END.`
Output:
```ADAM 2341
BERNIE 122
DAVID 19
JOE 5531
WALTER 1234```
## SQL
We can treat the array of data structures as a table. An `order by` clause in a query will sort the data.
`-- setupCREATE TABLE pairs (name VARCHAR(16), VALUE VARCHAR(16));INSERT INTO pairs VALUES ('Fluffy', 'cat');INSERT INTO pairs VALUES ('Fido', 'dog');INSERT INTO pairs VALUES ('Francis', 'fish');-- order them by nameSELECT * FROM pairs ORDER BY name;`
Output:
```NAME VALUE
---------------- ----------------
Fido dog
Fluffy cat
Francis fish```
## Tcl
Modeling the data structure being sorted as a list (a common Tcl practice):
`set people {{joe 120} {foo 31} {bar 51}}# sort by the first element of each pairlsort -index 0 \$people`
## UNIX Shell
With this language, everything is a string. My list of pairs is a string where a colon ":" separates "name:value", and a newline separates different pairs. Then I can use sort -t: -k1,1 to sort the pairs by name.
`list="namez:order!name space:inname1:sortname:Please" newline="" dumplist() { ( IFS=\$newline for pair in \$list; do ( IFS=: set -- \$pair echo " \$1 => \$2" ) done )} echo "Original list:"dumplist list=`IFS=\$newline; printf %s "\$list" | sort -t: -k1,1` echo "Sorted list:"dumplist`
Output:
```Original list:
namez => order!
name space => in
name1 => sort
Sorted list:
name space => in
name1 => sort
namez => order!```
## Ursala
The built in sort operator, -<, can be parameterized by an anonymous field specification and/or a relational predicate.
`#import std #cast %sWLW examples = ( -<&l <('z','a'),('x','c'),('y','b')>, # sorted by the left -<&r <('z','a'),('x','c'),('y','b')>) # sorted by the right`
output:
```(
<('x','c'),('y','b'),('z','a')>,
<('z','a'),('y','b'),('x','c')>)```
a more verbose example, showing a list of records of a user defined type sorted by a named field:
`#import std person :: name %s value %s people = < person[name: 'Marilyn Monroe',value: 'priceless'], person[name: 'Victor Hugo',value: 'millions'], person[name: 'Johnny Carson',value: 'up there']> #cast _person%L example = (lleq+ ~name~~)-< people`
output:
```<
person[name: 'Johnny Carson',value: 'up there'],
person[name: 'Marilyn Monroe',value: 'priceless'],
person[name: 'Victor Hugo',value: 'millions']>```
## XPL0
`include c:\cxpl\stdlib;char Dict(10,10);int Entries; proc BSort(A, N); \Bubble sort array A's key string into ascending orderchar A; \address of arrayint N; \number of items in array (size)int B, I, J, T;[B:= A; \B(I) accesses 32-bit pointers, not A(I) 8-bit bytesfor J:= N-1 downto 0 do for I:= 0 to J-1 do if StrCmp(A(I,1), A(I+1,1)) > 0 then [T:= B(I); B(I):= B(I+1); B(I+1):= T]; \swap pointers]; proc AddEntry(Letter, Greek); \Insert entry into associative arraychar Letter, Greek;[Dict(Entries,0):= Letter;StrCopy(Greek, @Dict(Entries,1));Entries:= Entries+1; \(limit checks ignored for simplicity)]; int I;[Entries:= 0;AddEntry(^A, "alpha"); \add items in arbitrary orderAddEntry(^D, "delta");AddEntry(^B, "beta");AddEntry(^C, "gamma");BSort(Dict, Entries); \sort entries by Greek namefor I:= 0 to Entries-1 do \show sorted entries [ChOut(0, Dict(I,0)); ChOut(0, ^ ); Text(0, @Dict(I,1)); CrLf(0)];]`
Output:
```A alpha
B beta
D delta
C gamma
```
## zkl
The list of lists way is available or:
`class P{var name,value; fcn init(nm,val){name,value=vm.arglist} fcn __opLT(p){name<p.name} // implementation of P1 < P2}// create list of pairs:p:=List(P("sam","a"),P("fred","b"),P("chris","c"));p.sort();p.apply("name"); //-->L("chris","fred","sam")`
| 23,387
| 75,398
|
{"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}
| 3.015625
| 3
|
CC-MAIN-2018-51
|
latest
|
en
| 0.59428
|
https://www.varsitytutors.com/isee_middle_level_quantitative-help/numbers-and-operations?page=6
| 1,586,455,930,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2020-16/segments/1585371861991.79/warc/CC-MAIN-20200409154025-20200409184525-00246.warc.gz
| 1,210,942,685
| 45,877
|
# ISEE Middle Level Quantitative : Numbers and Operations
## Example Questions
### Example Question #35 : How To Add Fractions
Linda has a reading assignment to complete by Friday. She read of the book on Monday and of the book on Wednesday. What fraction of the reading assignment has she completed?
Explanation:
To solve this problem, we are putting the reading that was done on Monday and the reading that was done on Wednesday together, so we add the fractions.
### Example Question #36 : How To Add Fractions
Becky has a reading assignment to complete by Friday. She read of the book on Monday and of the book on Wednesday. What fraction of the reading assignment has she completed?
Explanation:
To solve this problem, we are putting the reading that was done on Monday and the reading that was done on Wednesday together, so we add the fractions.
### Example Question #37 : How To Add Fractions
Molly has a reading assignment to complete by Friday. She read of the book on Monday and of the book on Wednesday. What fraction of the reading assignment has she completed?
Explanation:
To solve this problem, we are putting the reading that was done on Monday and the reading that was done on Wednesday together, so we add the fractions.
### Example Question #51 : Numbers And Operations
Kalea has a reading assignment to complete by Friday. She read of the book on Monday and of the book on Wednesday. What fraction of the reading assignment has she completed?
Explanation:
To solve this problem, we are putting the reading that was done on Monday and the reading that was done on Wednesday together, so we add the fractions.
### Example Question #52 : Numbers And Operations
On Friday it snowed of an inch in the afternoon and of an inch in the evening. What was the total amount of snowfall on Friday?
Explanation:
To solve this problem, we are putting the amount of snowfall from the afternoon and the evening together, so we add the fractions.
### Example Question #53 : Numbers And Operations
On Thursday it snowed of an inch in the afternoon and of an inch in the evening. What was the total amount of snowfall on Thursday?
Explanation:
To solve this problem, we are putting the amount of snowfall from the afternoon and the evening together, so we add the fractions.
### Example Question #51 : Solve Word Problems Involving Addition And Subtraction Of Fractions: Ccss.Math.Content.4.Nf.B.3d
On Tuesday it snowed of an inch in the afternoon and of an inch in the evening. What was the total amount of snowfall on Tuesday?
Explanation:
To solve this problem, we are putting the amount of snowfall from the afternoon and the evening together, so we add the fractions.
### Example Question #52 : Solve Word Problems Involving Addition And Subtraction Of Fractions: Ccss.Math.Content.4.Nf.B.3d
On Monday it snowed of an inch in the afternoon and of an inch in the evening. What was the total amount of snowfall on Monday?
Explanation:
To solve this problem, we are putting the amount of snowfall from the afternoon and the evening together, so we add the fractions.
### Example Question #53 : Solve Word Problems Involving Addition And Subtraction Of Fractions: Ccss.Math.Content.4.Nf.B.3d
On Sunday it snowed of an inch in the afternoon and of an inch in the evening. What was the total amount of snowfall on Sunday?
Explanation:
To solve this problem, we are putting the amount of snowfall from the afternoon and the evening together, so we add the fractions.
### Example Question #54 : Solve Word Problems Involving Addition And Subtraction Of Fractions: Ccss.Math.Content.4.Nf.B.3d
On Saturday it snowed of an inch in the afternoon and of an inch in the evening. What was the total amount of snowfall on Saturday?
| 934
| 3,781
|
{"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-2020-16
|
latest
|
en
| 0.901022
|
https://tipsfolder.com/angle-6-12-pitch-5a509e9c28e71dee90fbbe1665e0712c/
| 1,723,574,318,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-33/segments/1722641082193.83/warc/CC-MAIN-20240813172835-20240813202835-00837.warc.gz
| 451,274,171
| 20,407
|
# What angle is a 6 12 pitch?
People also wonder what a 6 12 roof pitch is in degrees from PITCH. FIGURING OUT A ROOF’S ANGLE IN DEGREES FROM PITCH. Roof Pitch Angle Roof Pitch Multiplier 5/12 22.62° 1.0833 6/12 26.57° 1.1180 7/12 30.26° 1.1577 8/12 33.69° 1.2019 Roof rises 6′′ in a length of 12′′, according to 6/12 Roof Pitch Information.
The pitch angle of the roof 6/12 = 26.57 degrees. What is a 6 12 pitch, too? One of the most widely used roofing terms. For every 12 inches of depth, the roof pitch (or slope) determines how many inches it rises.
A roof pitch, for example, is a “6/12 pitch,” which means the roof rises 6” for every 12′′ inward toward the peak (or ridge). What angle is a 12 12 pitch in addition to this? Roof Pitch and Related Angles Roof Pitch (slope) Roof Angle (degree) 1:12 Pitch 4.76° 2:12 Pitch 9.46° 3:12 Pitch 14.04° 4:12 Pitch 18.43° How do you know the pitch of a roof in degrees?
If you know the roof pitch in degrees, convert the angle in degrees to a slope and then multiply the slope by 12 to find the rise. To find the slope, first find the degrees’ tangent, e.g. slope = tan(degrees). To get the rise, multiply the slope by 12.
## What is the appearance of a 2 12 pitch?
Your roof has 2 inches of vertical drop for every 12 inches of horizontal distance if you have a 2/12 roof slope. It’s a shallow roof, to put it another way. You won’t be able to use loose-fitting slate, clay, or concrete tiles with a pitch of 4/12 or greater.
Related Articles:
## What is the pitch angle of a 10 12?
The pitch angle of the roof 10/12 is 39.81 degrees.
## A pitch with a 4/12 angle is what?
The pitch angle of the roof is 18.43 degrees in 4/12.
## What pitch angle is 3/12?
Roof Pitch Angle Multiply By 1/12 4.8° 1.003 3/12 14.0° 1.031 5/12 22.6° 1.083 7/12 30.3° 1.158 3/12 14.0° 1.033 5/12 22.6° 1.03 7/12 30.3° 1.158 3/12 14.0° 1.033 5/12 22.6° 1.033 7/12 30.3° 1.158 3/12 14.0° 1.033 5/12 22.6° 1.033 7/12 30.3° 1.158 3/12 22.6°
## What is the pitch angle of an 8/12?
The pitch angle of the roof on an 8/12 scale is 33.69 degrees.
## What is the 45-degree pitch of the roof?
Roof Pitch Degree Table 1-12 4.76° 10-12 39.81° 11-12 42.51° 12-12 45° Roof Pitch Degree Table 1-12 4.76° 10-12 39.81° 11-12 42.51° 12-12 45° Rough Pitch Degree Table 1-12 4.76° 10-12 39.81° 11-12 42.51° 12-12 45° Rough Pitch Degree Table 1-12 4
## How is pitch determined?
The number of inches a roof rises vertically for every 12 inches it extends horizontally determines the angle, or pitch. A roof that rises 6 inches for every 12 inches of horizontal run, for example, has a pitch of 6-in-12.
## What is the best roof pitch?
Roof pitches range from 4/12 (moderate) to 8/12 (fairly steep) for most home styles. Extreme slopes can range from 1/4/12 (almost flat) to 12/12 (perfect 45-degree angle sloping down).
## What is the most common roof pitch?
Common Roof Pitches The most common roof pitches range in size from 4 to 9/12. Low-slope roofs are defined as pits lower than 4/12 with a slight angle. Flat roofs are defined by pits of less than 2/12, despite the fact that they are very slightly angled.
Pitches for Common Roofs
## What is the pitch of a 30-degree roof?
A 30° roof pitch is about the same as a 7/12 roof pitch. Find the angle’s tangent, tan(angle), to convert degrees to the American ratio. This determines the roof pitch.
## What does a pitch of 4/12 look like?
As measured horizontally from the roof edge to the centerline, a 4/12 roof pitch indicates that the roof rises 4 inches in height for every 12 inches. A 4/12 pitch roof’s gentle slope falls somewhere between low and moderate pitch.
## What does a pitch of 3/12 mean?
In the United States and Canada, slope or steepness is the most common way to describe a roof’s basic quality. The height of the roof is represented by an inch rise of 12 inches.
A “3 pitch,” a “3 in 12 pitch,” or a “3/12 pitch,” for example, all refer to the roof rising 3 inches for every 12 inches of its horizontal run.
## What is the tiniest roof pitch?
A roof’s smallest pitch is 1/4:12, which equals 1/4 inch rise to 12 inches of run. Only built-up or specialized synthetic roofing can work with such a small pitch.
## What is the pitch of the roof 22.5 degrees?
FIGURING OUT A ROOF’S ANGLE IN DEGREES FROM PITCH Roof Pitch Angle Roof Pitch Multiplier 5/12 22.62° 1.0833 6/12 26.57° 1.1180 7/12 30.26° 1.1577 8/12 33.69° 1.2019 FIGURING OUT A ROOF’S ANGLE IN DEGREES FROM PITCH Roof Pitch Angle Roof Pitch Multiplier 5/12 22.62° 1.0833 6/12 26
## What is the pitch of a 5/12 roof?
Roof rises 5′′ in a length of 12′′, according to 5/12 Roof Pitch Information. 5/12 Roof Pitch Angle = 22.62 Degrees.5/12 Roof Pitch Information
## Is it possible to walk a 7/12 roof pitch?
The roof’s pitch is the roof’s angle, which is usually expressed as inches of vertical “rise” over 12 inches of horizontal “run.” Anything higher than a 7/12 is generally considered a non-walkable roof, and it requires additional equipment and an additional cost to the customer.
## What is the steepest roof pitch you’ve ever seen?
The extremely steep roof (ESR), which is architecturally described as a “dramatic pitch,” is thought to have a pitch of more than 12:12 up to a plumb vertical plane. Any roof with a rise/run ratio of more than 4:12 (18.43 degrees) is defined by OSHA as a “steep roof.”
| 1,719
| 5,380
|
{"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
| 4
|
CC-MAIN-2024-33
|
latest
|
en
| 0.883336
|
https://blog.csdn.net/column/details/19444.html
| 1,529,814,107,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2018-26/segments/1529267866191.78/warc/CC-MAIN-20180624024705-20180624044705-00553.warc.gz
| 555,248,479
| 5,729
|
### LeetCode解题专栏
LeetCode解题汇总，记录一下自己的思路和代码
0 已关注
15篇博文
• #### LeetCode解题笔记37 Sudoku Solver
题目： Write a program to solve a Sudoku puzzle by filling the empty cells. Empty cells are ind...
2018-02-01 23:01
18
• #### LeetCode解题笔记45 Jump Game II
原题目： Given an array of non-negative integers, you are initially positioned at the first index of ...
2018-01-17 17:28
20
• #### LeetCode解题笔记62 Unique Paths
原题目：A robot is located at the top-left corner of a m x n grid (marked 'Start' in the diagram below)....
2018-01-18 15:33
14
• #### LeetCode解题笔记79 Word Search
题目： Given a 2D board and a word, find if the word exists in the grid. The word can be constr...
2018-01-23 11:24
17
• #### LeetCode解题笔记36 Valid Sudoku
题目： Determine if a Sudoku is valid, according to: Sudoku Puzzles - The Rules. The Sudoku boa...
2018-02-01 23:04
15
• #### LeetCode解题笔记136 Single Number
题目： Given an array of integers, every element appears twice except for one. Find that single on...
2018-01-23 16:12
10
• #### LeetCode解题笔记204 Count Primes
题目： Description: Count the number of prime numbers less than a non-negative number, n. pyth...
2018-02-03 23:56
14
• #### LeetCode解题笔记205 Isomorphic Strings
题目： Given two strings s and t, determine if they are isomorphic. Two strings are isomorphic ...
2018-02-04 00:31
12
• #### LeetCode解题笔记212 Word Search II
题目： Given a 2D board and a list of words from the dictionary, find all words in the board. E...
2018-01-23 14:42
29
• #### LeetCode解题笔记242 Valid Anagram
题目： Given two strings s and t, write a function to determine if t is an anagram of s. For ex...
2018-02-04 00:32
11
• #### LeetCode解题笔记350 Intersection of Two Arrays II
题目： Given two arrays, write a function to compute their intersection. Example: Given nums1 ...
2018-02-04 15:23
10
• #### LeetCode解题笔记349 Intersection of Two Arrays
题目： Given two arrays, write a function to compute their intersection. Example: Given nums1 ...
2018-02-04 15:19
10
• #### LeetCode解题笔记290 Word Pattern
题目： Given a pattern and a string str, find if str follows the same pattern. Here follow me...
2018-02-04 00:47
10
• #### LeetCode解题笔记2 Add Two Numbers
题目： You are given two non-empty linked lists representing two non-negative integers. The digits...
2018-02-01 18:32
25
• #### LeetCode解题笔记1 Two Sum
题目： Given an array of integers, return indices of the two numbers such that they add up to a sp...
2018-02-01 18:21
18
| 802
| 2,413
|
{"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
| 3
|
CC-MAIN-2018-26
|
latest
|
en
| 0.446466
|
https://www.coursehero.com/file/6670020/ecen314-fall11-hw2/
| 1,516,394,657,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2018-05/segments/1516084888113.39/warc/CC-MAIN-20180119184632-20180119204632-00755.warc.gz
| 909,798,973
| 68,398
|
ecen314-fall11-hw2
# ecen314-fall11-hw2 - n(d x n = u n-u n-5 h n = u n-2-u n-8...
This preview shows pages 1–2. Sign up to view the full content.
ECEN 314: Signals and Systems, Fall ‘11 Homework #2 Homework Assignment #2 Due date – Sep. 22, 2011 (Thu), 3:55PM in class. Problem 1. System properties (10 points) Determine whether the following systems are (1) memoryless, (2) causal, (3) stable, (4) linear, (5) time- invariant. Justify your answer. (a) y ( t ) = x ( t - 2) + x (2 - t ) (b) y ( t ) = [ cos (3 t )] x ( t ) (c) y ( t ) = R 2 t x ( τ ) (d) y ( t ) = ± 0 , t < 0 x ( t ) + x ( t - 2) , t 0 (e) y ( t ) = x ( t/ 3) Problem 2. System properties (10 points) Determine whether the following systems are (1) memoryless, (2) causal, (3) stable, (4) linear, (5) time- invariant. Justify your answer. (a) y [ n ] = x [ - n ] (b) y [ n ] = nx [ n ] (c) y [ n ] = E v { x [ n - 1] } (d) y [ n ] = x [ n ] , n 1 0 , n = 0 x [ n + 1] , n ≤ - 1 (e) y [ n ] = x [4 n + 1]
This preview has intentionally blurred sections. Sign up to view the full version.
View Full Document
Problem 3. Convolution (10 points) Compute the convolution y [ n ] = x [ n ] * h [ n ] . Also plot the signal y [ n ] . (a) x [ n ] = (1 / 2) n u [ n ] , h [ n ] = (1 / 3) n u [ n ] . (b) x [ n ] = h [ n ] = (1 / 2) n u [ n ] . (c) x [ n ] = ( - 1 / 2) n u [ n - 4] , h [ n ] = 4 n u [2 -
This is the end of the preview. Sign up to access the rest of the document.
Unformatted text preview: n ] . (d) x [ n ] = u [ n ]-u [ n-5] , h [ n ] = u [ n-2]-u [ n-8] + u [ n-11]-u [ n-17] . (e) x [ n ] = u [ n ]-u [ n-5] , h [ n ] = δ [ n + 4] + δ [ n + 2] + δ [ n ] . Problem 4. Convolution (10 points) Compute the convolution y ( t ) = x ( t ) * h ( t ) . Also plot the signal y ( t ) . (a) x ( t ) = e-t u ( t ) , h ( t ) = e-2 t u ( t ) . (b) x ( t ) = e-t u ( t ) , h ( t ) = e-t u ( t ) . (c) x ( t ) = u ( t )-2 u ( t-2) + u ( t-5) , h ( t ) = e 2 t u (1-t ) . (d) x ( t ) = u ( t ) , h ( t ) = δ ( t )-2 δ ( t-2) + δ ( t-5) . (e) x ( t ) = δ ( t + 1) + δ ( t-1) , h ( t ) = δ ( t + 1) + δ ( t ) + δ ( t-1) ....
View Full Document
{[ snackBarMessage ]}
### Page1 / 2
ecen314-fall11-hw2 - n(d x n = u n-u n-5 h n = u n-2-u n-8...
This preview shows document pages 1 - 2. Sign up to view the full document.
View Full Document
Ask a homework question - tutors are online
| 984
| 2,352
|
{"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-2018-05
|
latest
|
en
| 0.655924
|
https://uk.answers.yahoo.com/question/index?qid=20190523233739AApg26R&sort=O
| 1,590,787,167,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2020-24/segments/1590347406365.40/warc/CC-MAIN-20200529183529-20200529213529-00128.warc.gz
| 597,589,402
| 22,839
|
sam asked in Science & MathematicsMathematics · 1 year ago
# Math 10 question? Please anyone know?
Jana filled up the gas tank of 58L and drove the vehicle until it was empty. She drove the SUV for 464km.
Write an equation in slope-intercept from which represents the volume of the fuel in the tank. V as a function of distance d.
Determine the distance traveled when 12 L of gas is left
Relevance
• 1 year ago
At 0km she had 58𝑙 (0,58) and at 464km she had 0𝑙 (464,0)
V/58 + d/464 = 1 so V(d) = -1/8 d + 58
d(V) = 464 - 8V so when 12𝑙 remain Jana has traveled 464 - 8*12 = 368km
(and has 8*12 = 96km to empty the tank)
• 1 year ago
If Jana is driving the vehicle at a constant speed, it volume of gas that it burns each mile will be constant. To determine this number, use the following equation.
V = k * d
58 = k * 464
k = 58 ÷ 464 = 0.125 L/km or ⅛ L/km
Determine the distance traveled when 12 L of gas is left
V = 58 – 12 = 46
46 = 0.125 * d
d = 368 km
I hope this is helpful for you.
• alex
Lv 7
1 year ago
Hint:
(V=58 , d= 0 )
(V=0 , d= 464 )
write an equation with given points
• Mike G
Lv 7
1 year ago
i) Consumption = 58L/464km = 1/8 L/km
V = 58 - d/8
ii) 12 = 58 - d/8
d = 368 km
• 1 year ago
With d = 0, the tank is 58L, so we have one data point: (0, 58)
Then after 464 km, the tank is empty, so this data point is: (464, 0)
To get the equation between the points we need to find the slope first which is the change in y over the change in x:
m = (58 - 0) / (0 - 464)
m = 58 / (-464)
m = -1/8
Then we have the intercept already from the first data point:
b = 58
So the equation is:
V = (-1/8)d + 58
For the volume of gas remaining after "d" km has been driven.
What's the distance traveled with 12 L of gas remains? Solve for d when V = 12:
12 = (-1/8)d + 58
-46 = (-1/8)d
46(8) = d
d = 368 km
| 640
| 1,851
|
{"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-2020-24
|
latest
|
en
| 0.908208
|
https://zh.b-ok.org/terms/?q=tan2
| 1,571,025,916,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2019-43/segments/1570986649035.4/warc/CC-MAIN-20191014025508-20191014052508-00146.warc.gz
| 1,267,345,278
| 22,960
|
## TermsVector search result for "tan2"
1
### Wiley s Mathematics for IIT JEE Main and AdvancedTrigonometry Vector Algebra Probability Vol 2 Maestro Series Dr. G S N Murti Dr. U M Swamy
File: PDF, 11.91 MB
2
### Wiley s Problems in Mathematics for IIT JEE Main and Advanced Vol I 1 Maestro Series with Summarized Concepts
File: PDF, 154.59 MB
3
### Conceptual Trigonometry Part I A Companion to S L Loney by Chandra Sekhar Kumar IIT Solution
File: PDF, 1.42 MB
4
### Instructor's Solution Manuals to Calculus Early Transcendentals
File: PDF, 43.97 MB
5
### IIT JEE Advanced Comprehensive Mathematics
File: PDF, 102.28 MB
6
### Calculus. Instructor’s Solutions Manual
File: PDF, 17.08 MB
7
### Instructor's Solution Manuals to Calculus: Early Transcendentals(Single and Multiple)
File: PDF, 54.69 MB
8
### Instructor's Solutions Manual to Calculus: Single and Multivariable
File: PDF, 14.10 MB
9
### Trigonometry (10th Edition)
File: PDF, 76.26 MB
10
### Trigonometry
File: PDF, 35.51 MB
11
### Trigonometry Booster with Problems and Solutions for IIT JEE Main and Advanced Rejaul Makshud McGraw Hill
File: PDF, 7.40 MB
12
### Complete Solutions Manual for: SINGLE VARIABLE CALCULUS Early Transcendentals 7th Edition by Stewart
File: PDF, 43.69 MB
13
### Calculus: Study And Solutions Guide, 8th Edition (3 volume set)
File: PDF, 11.58 MB
14
### Precalculus
File: PDF, 21.25 MB
15
### 103 Trigonometry Problems: From the Training of the USA IMO Team
File: PDF, 1.29 MB
16
### 103 Trigonometry Problems: From the Training of the USA IMO Team (Volume 0)
File: PDF, 1.42 MB
17
### 103 Trigonometry Problems: From the Training of the USA IMO Team
File: PDF, 1.31 MB
18
### 103 trigonometry problems: from the training of the USA IMO team
File: PDF, 1.07 MB
19
### Precalculus, 7th Edition
File: PDF, 92.01 MB
20
### Transition Curves for Highway Geometric Design
File: PDF, 2.15 MB
21
### Precalculus: A Concise Course, 2nd Edition
File: PDF, 29.04 MB
22
### Precalculus with Limits
File: PDF, 43.04 MB
23
### Precalculus with Limits
File: PDF, 41.60 MB
24
### Algebra and Trigonometry (Eighth Edition)
File: PDF, 44.21 MB
25
### Precalculus, 8th Edition
File: PDF, 45.77 MB
26
### Precalculus, Eighth Edition
File: PDF, 38.98 MB
27
### Wiley s Problems in Mathematics for IIT JEE Main and Advanced Vol II 2 Maestro Series with Summarized Concepts
File: PDF, 136.84 MB
28
### Trigonometry, 7th Edition
File: PDF, 16.98 MB
29
### College algebra and trigonometry, global edition
File: PDF, 35.64 MB
30
### IIT JEE Main Complete Mathematics Ravi Prakash Ajay Kumar Usha Gupta MHE Mc Graw Hill Education
File: PDF, 38.17 MB
31
### Precalculus, Seventh Edition
File: PDF, 26.87 MB
32
### Nelson Advanced Functions 12: Student Book
File: PDF, 7.69 MB
33
### Trigonometry
File: PDF, 260.86 MB
34
### Single Variable Calculus Student Solutions Manual
File: PDF, 6.74 MB
35
### Student Solutions Manual for Calculus Late Transcendentals Single Variable (Second Edition)
File: PDF, 15.09 MB
36
### Student's solutions manual to accompany Jon Rogawski's Single variable calculus, second edition
File: PDF, 6.80 MB
37
### Trigonometry
File: PDF, 139.49 MB
38
### Mathematics for JEE (Advanced): Trigonometry
File: PDF, 68.48 MB
39
### Differential Calculus Booster with Problems and Solutions for IIT JEE Main and Advanced Rejaul Makshud McGraw Hill
File: PDF, 82.21 MB
40
### Integral Calculus 3D Geometry and Vector Booster with Problems and Solutions for IIT JEE Main and Advanced Rejaul Makshud McGraw Hill
File: PDF, 67.75 MB
41
### A problem book in algebra
File: DJVU, 4.24 MB
42
### Algebra and Trigonometry with Analytic Geometry, Classic 12th Edition
File: PDF, 17.99 MB
43
### Cambridge 3 Unit Mathematics Year 12 Enhanced Version
File: PDF, 4.03 MB
44
### Calculus, 6ed., solutions manual
File: PDF, 15.48 MB
45
### Calculus: Early Transcendentals (6th) -- Student Solutions Manual (Single & Multi-variable)
File: PDF, 20.51 MB
46
### Instructor's Solutions Manual for Algebra & Trigonometry and Precalculus, 3 E
File: PDF, 10.14 MB
47
### Calculus: A complete course, 6ed., Instructor's solutions manual
File: PDF, 7.07 MB
48
### Principles of Foundation Engineering, SI Edition
File: PDF, 15.22 MB
49
### Introduction to Integral Calculus: Systematic Studies with Engineering Applications for Beginners
File: PDF, 1.63 MB
50
### Introduction to Integral Calculus: Systematic Studies with Engineering Applications for Beginners
File: PDF, 2.04 MB
| 1,374
| 4,544
|
{"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-2019-43
|
latest
|
en
| 0.584972
|
https://www.mathselab.com/category/even/
| 1,709,643,497,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-10/segments/1707948235171.95/warc/CC-MAIN-20240305124045-20240305154045-00308.warc.gz
| 863,442,995
| 9,761
|
## Whole numbers (What are whole numbers?)
Whole numbers are the set of numbers that include zero and all the natural numbers that we count with, like 0, 1, 2, 3, 4, 5, etc. What this set doesn’t cover are negative numbers and numbers that are communicate as fractions or decimals. In other words, whole numbers include zero and all positive integers. The set of whole numbers goes on forever.
| 92
| 394
|
{"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}
| 3.03125
| 3
|
CC-MAIN-2024-10
|
latest
|
en
| 0.917015
|
https://groups.google.com/g/sci.physics.fusion/c/4l50GFFvZEo
| 1,637,997,073,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2021-49/segments/1637964358118.13/warc/CC-MAIN-20211127043716-20211127073716-00264.warc.gz
| 376,668,833
| 98,970
|
# "Fix the planet Earth's physics Errors"
4 views
### Jesus Christ
Sep 13, 2018, 2:21:51 PM9/13/18
to
Planck Constant is Angular Momentum & Angular Frequency
Quantum of Action = 9.670554000 x 10^-36 J-s
Quantum of Action = 9.670554000 x 10^-29 erg-s
Quantum of Action = 9.670554000 x 10^-36 kg-m^2/s
https://www.bipm.org/en/worldwide-metrology/cgpm/
https://www.bipm.org/en/cgpm-2018/
CGS
--
alpha = hbar/2*h
alpha = 9.670554000 x 10^-29 erg-s / 2.000000000 x 10^0 rad/sr * 6.626070150 x 10^-27 erg-s/rad
alpha = 7.297352566 x 10^-3 sr
hbar = (4pi)*k*e^2/c
hbar = (4pi) * 1 * (4.803204712 x 10^-10 esu)^2 / 2.997924580 x 10^10 cm/s
hbar = 9.670554000 x 10^-29 erg-s
e^2 = hbar*c/(4pi)*k
e^2 = 9.670554000 x 10^-29 erg-s * 2.997924580 x 10^10 cm/s / (4pi) * 1
e^2 = (4.803204712 x 10^-10 esu)^2
k = hbar*c/(4pi)*e^2
k = 9.670554000 x 10^-29 erg-s * 2.997924580 x 10^10 cm/s / (4pi) * (4.803204712 x 10^-10 esu)^2
k = 1
https://www.bipm.org/en/worldwide-metrology/cgpm/
https://www.bipm.org/en/cgpm-2018/
MKS
--
alpha = hbar/2*h
alpha = 9.670554000 x 10^-36 kg-m^2/s / 2.000000000 x 10^0 rad/sr * 6.626070150 x 10^-34 kg-m^2/s-rad
alpha = 7.297352566 x 10^-3 sr
hbar = (4pi)*k*e^2/c
hbar = (4pi) * 8.987551787 x 10^9 kg-m^3/A^2-s^4-(4pi) * (1.602176634 x 10^-19 A-s)^2 / 2.997924580 x 10^8 m/s
hbar = 9.670554000 x 10^-36 kg-m^2/s
e^2 = hbar*c/(4pi)*k
e^2 = 9.670554000 x 10^-36 kg-m^2/s * 2.997924580 x 10^8 m/s / (4pi) * 8.987551787 x 10^9 kg-m^3/A^2-s^4-(4pi)
e^2 = (1.602176634 x 10^-19 A-s)^2
k = hbar*c/(4pi)*e^2
k = 9.670554000 x 10^-36 kg-m^2/s * 2.997924580 x 10^8 m/s / (4pi) * (1.602176634 x 10^-19 A-s)^2
k = 8.987551787 x 10^9 kg-m^3/A^2-s^4-(4pi)
https://www.bipm.org/en/worldwide-metrology/cgpm/
https://www.bipm.org/en/cgpm-2018/
CGS
--
alpha = (4pi)*e^2/(2*h*c)
alpha = (4pi) * (4.803204712 x 10^-10 esu)^2 / (2.000000000 x 10^0 rad/sr * 6.626070150 x 10−27 erg-s/rad * 2.997924580 x 10^10 cm/s)
alpha = 7.297352566 x 10^-3 sr
MKS
--
alpha = e^2/(2*e0*h*c)
alpha = (1.602176634 x 10^-19 A-s)^2 / (2.000000000 x 10^0 rad/sr * 8.854187817 x 10^-12 A^2-s^4/kg-m^3 * 6.626070150 x 10^-34 kg-m^2/s-rad * 2.997924580 x 10^8 m/s)
alpha = 7.297352566 x 10^-3 sr
Quantum of Action = 9.670554000 x 10^-36 kg-m^2/s
Quantum of Action = 9.670554000 x 10^-29 erg-s
Quantum of Action = 9.670554000 x 10^-36 J-s
https://www.bipm.org/en/worldwide-metrology/cgpm/
https://www.bipm.org/en/cgpm-2018/
"Fix the planet Earth's physics Errors"
Jesus Christ
| 1,184
| 2,469
|
{"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}
| 3.125
| 3
|
CC-MAIN-2021-49
|
latest
|
en
| 0.410144
|
https://gasstationwithoutpumps.wordpress.com/2013/03/16/twenty-eighth-day-of-circuits-class/
| 1,501,022,913,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2017-30/segments/1500549425407.14/warc/CC-MAIN-20170725222357-20170726002357-00647.warc.gz
| 639,034,306
| 42,231
|
# Gas station without pumps
## 2013 March 16
### Twenty-eighth day of circuits class
Filed under: Circuits course — gasstationwithoutpumps @ 12:29
Tags: , , ,
Yesterday’s lecture was a mish-mash of odds and ends that we hadn’t covered well previously, and questions that had come up.
I started with talking about where the EKG signal comes from. The guest lecturer on Wednesday had done a good job of covering action potentials, but I pointed out that we were not sticking electrodes into their heart muscle cells: we had access to only the outside of the cells. So where was the differential signal we were measuring coming from? This had been one of my first puzzles in trying to understand how an EKG works, and they were mostly just as clueless about it as I had been. The explanation that I settled on was looking at each of the cells as a little capacitor with a battery that charged it and a switch that discharged it, with one side accessible to us. There is a resistance from each cell to each of the differential electrodes, and from the differential electrodes to the body reference electrode, so that the measurement electrodes act like they are in a voltage divider between the cell and the reference electrode. The voltage difference between the differential electrodes depends on the difference in resistance from the cell to the electrodes, and the signal we see depends on the change in position of the discharge wave. If everything depolarized at the same time, we’d see almost no difference voltage, but as the wave sweeps from left-to-right (or right-to left) we see difference voltages. It’s not a perfect explanation of where the EKG signal comes from, but it is better than leaving them thinking that they are seeing the action potential directly.
After that a question came up about the 60Hz noise in the EKG signal, and where it came from. I talked about the loop formed by the LA and RA wires and the body between them as an electromagnetic pickup, and how we could reduce the electromagnetic pickup by twisting the wires together more to reduce the area of the loop. I also discussed capacitive coupling of 60Hz into the wires, reminding them of the capacitive touch sensor they had made earlier in the quarter. We talked a bit about shielding cables and Faraday cages. While on the subject of noise, I also mentioned the problem of microphonics in the nanopore equipment. We have not discussed thermal noise or other problems of designing for very small signals.
Students asked where the 60Hz hum in their class-D power amplifiers came from, and I talked about ground loops and noise pickup in their power lines. The op amps they were using had excellent power-supply noise rejection, but the voltage reference they were using (a pair of resistors as a voltage divider and a unity-gain buffer) provides an excellent path for noise in the power supply to be coupled into the amplifier. I talked about two ways to reduce the hum: using twisted cables for the DC power, to reduce the electromagnetic pickup of 60Hz noise, and using a Zener diode reference instead of a simple voltage divider for the Vref signal. I’m wondering whether I should add Zener diodes to the parts kit next year, or even whether I should get an adjustable voltage reference like the TL431ILP. Either one is about 20¢ each in the small quantities that we would need. The Zener diode is easier to explain, but the adjustable voltage reference is more versatile (the voltage is set by 2 external resistors as a voltage divider with the output of the voltage divider held at 2.5V) and has less variation in voltage with current (output impedance of 0.2Ω instead of 5–30Ω). One minor problem with the TL431LP is that the lowest reference voltage it provides is 2.5V (using a wire from the “cathode” to the reference feedback input). Since we are doing everything with power supplies of 5V or more, this shouldn’t be a problem for us.
After talking about noise, a question came up about the fat wires used for loudspeakers in stereo systems and whether they were shielded. I managed to get the class to come up with the correct explanation: that the wires are fat to reduce resistance and avoid I2R power losses. Currents to loudspeakers tend to be pretty big, since the resistance of the speaker itself is typically only 8Ω. We talked about microphone cables being shielded (nowadays, I think that they are mostly twisted pairs inside a foil or metalized plastic shield, rather than coaxial cable) but that the tiny voltages and currents that speaker wires would pick up not mattering, since the signals were not amplified. I also mentioned that solar panels were generally wired with fat wires also, to reduce the I2R power losses, since the voltages of the solar panels were fairly low (12V or 24V).
The students did not come up with any questions, so I pulled out one that had been asked weeks ago in lab: how sine-wave oscillators work. The students had build square-wave oscillators with Schmitt triggers, and had used function generators, but had not seen any sine-wave oscillators. I decided to do a classic oscillator: the Wien-bridge oscillator, since it uses the building blocks and concepts they are familiar with: a differential amplifier and two voltage dividers as a bridge circuit. I started out with a generic bridge (just an impedance on each arm) and we got 3 formulas relating the nodes of the amplifier: $V_{out} = A(V_p - V_m)$, $V_m= V_{out} Z_1/(Z_1+Z_2)$, and $V_p = V_{out} Z_3/(Z_3+Z_4)$, from which we derived the stability condition $Z_1 Z_4 = Z_2 Z_3$. This was all review for them, as they had had bridge nulling on a quiz.
The Wien bridge oscillator circuit. I initially gave it with just a resistor, not a light bulb, for R1, since the analysis is easier that way. The neat thing about the light bulb is that it provides an automatic gain control to set its resistance to R2/2.
I then gave them the circuits for each arm of the bridge (just resistors on the negative feedback divider, and a series RC and a parallel RC for the arms of the positive feedback divider). Rather than do complex impedance calculations, we just did Bode plots of the impedance of each of the RC arms, from which we could see that the voltage divider had zero output at DC and ∞ frequency, with a maximum at $1/(2\pi RC)$. We were running out of time, so I did not derive with them that the gain of the positive voltage divider was 1/2 at that frequency, but jumped immediately to describing the use of an incandescent bulb in the negative feedback circuit to provide automatic gain adjustment (though I just waved my hands at it, not really showing how the thermal feedback mechanism worked). I also managed to mention the historical importance of this oscillator design as the first product of Hewlett-Packard, and the start of “Silicon Valley”.
The range over which the automatic gain control with the light bulb works is determined by the range of resistance for the bulb filament. When the bulb is cold, its resistance must be less than R2/2. When the output is a sine wave with amplitude equal to the power supply, the resistance of the bulb filament must be larger than R2/2. When the circuit is stable, the RMS voltage on the bulb will be 1/3 the RMS voltage of the output, and the bulb filament resistance will be R2/2. Nowadays other non-linear components are used rather than bulbs for the gain control, since bulbs suffer from microphonics and (for low frequencies) insufficient low-pass filtering (they are relying on the thermal mass of the filament to provide the low-pass filter of the automatic gain control).
On Monday, I plan to answer other questions students have, if they can come up with anything that confused them over the quarter. If they can’t come up with any questions for me and send them to me this weekend, then maybe I’ll have to come up with some questions for them as an impromptu quiz.
| 1,769
| 7,976
|
{"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": 5, "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}
| 2.71875
| 3
|
CC-MAIN-2017-30
|
longest
|
en
| 0.97196
|
http://promptpapers.com/research-paper-topics.php?tid=3017430&topic=separately
| 1,544,701,786,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2018-51/segments/1544376824675.15/warc/CC-MAIN-20181213101934-20181213123434-00130.warc.gz
| 237,588,298
| 12,192
|
# Research paper topics, free example research papers
Free research papers and essays on topics related to: separately
• 176 results found, view research papers on page:
• 1
• 2
• 3
• >>>
• A Risk Neutral Framework For The Pricing Of Credit Derivatives - 1,578 words
... A or B (6) The probabilities of transition from period 2 to period 3 are obtained as: {RN}02 {RN}23 = {RN}03 Where {RN}ij is the risk-neutral transition matrix from period i to period j Thus, {RN}23 = {RN}-102 {RN}03 Table -6 shows the risk neutral probabilities of transition from period 2 to period 3. From this table, it can be seen that P (F / EA ) = 0.074 and P (F / EB ) = 0.176. In addition, we know that P(EA) = 0.181 and P(EB) = 0.530 (refer Table -5a). Thus, the risk-neutral probability that Rs. 100 is received in period 3 is 0.074 x 0.181 + 0.176 x 0.530 = 0.107 The value of the derivative is obtained as 20.76 Table-6 Risk neutral probabilities of transition from period 2 to perio ...
Related: credit, credit risk, derivatives, framework, neutral, pricing, rate risk
• Abstract - 316 words
ABSTRACT INTRODUCTION: The development of patient classification systems (PCS) in fields other than acute medicine raises the question if the principle of using existing data (i.e. diagnoses; procedures where available) is sufficent to describe the products of hospital care. METHODS/MATERIAL: The essence of a PCS (type "iso-cost") is to estimate costs of treatment needed in a defined setting by means of a description of the patient status (conditions) and the treatment goals. Two hypotheses guided our research into PCS development: (1) The description of patient status and treatment goals has to include multiple aspects which ideally are coded by using scales to show changes during the cours ...
Related: abstract, different aspects, hospital care, diagnoses, grid
• Accounting Erp - 1,962 words
Accounting Erp Enterprise Resource Planning (ERP)- These systems break from the Assets=L+E scheme. ERP systems do not have the preparation of financial statements as their primary goal. Many ERP vendors stress an objective of inputting data only once and using it to generate various views. ERP vendors stress the process focus of their products. The software can span across functional borders, enabling integration of data and information flows. ERP systems can also support a variety of tasks including supply chain management, inventory management, logistics, human resource manganement, finance, accounting, manufacturing planning, sales, and distribution. However, these systems are often infle ...
Related: accounting, mergers and acquisitions, competitive advantage, information technology, consolidation
• Aids In Detail - 2,125 words
... ne anonymous partner per year. Homosexual men have higher rates of sexually transmits diseases than heterosexual men and women because gay men tend to have larger numbers of different sexual partners, more often engage in furtive (anonymous) sexual activities, and more frequently have anal intercourse. PUZZLING SYMPTOMS Any theory of the new disease also had to account for a puzzling factor: the variety of symptoms seen in AIDS patients before they entered the final phase of complete susceptibility to opportunistic infections and cancers. Interviews with AIDS patients revealed many had been very sick for up to a year before they developed their first case of Pneumocystis pneumonia or sho ...
Related: aids, life expectancy, men and women, hepatitis a, discovery
• Alcoholism - 2,013 words
... times increased consumption of alcohol are cited in evidence. But these data invariably fail to take account of changes in availability or use of facilities, changes in admission or diagnostic policies, or changes in the source of beverages--for example, from unrecorded to recorded supplies. In the Soviet Union a change in the internal political situation with the death of Stalin resulted in a shift from official denial that any significant problem of alcoholism existed to an outcry that its prevalence was widespread and serious, though no statistics were provided. Treatment of alcoholism The various treatments of alcoholism may be classified as physiological, psychological, and social. ...
Related: alcoholism, carbon dioxide, psychoactive drugs, alcoholics anonymous aa, therapy
• All Public Schools Are Not Created Equal - 399 words
All Public Schools Are Not Created Equal In the United States, education is offered at all levels from pre-kindergarten to graduate school. Elementary and secondary education involves twelve years of schooling the successful completion of which leads to a high school diploma. A distinct feature of the American educational system is its decentralized organization. Three levels of government - local, state, and federal financially support elementary and secondary education. Furthermore, it is divided into public and private institutions. The main disadvantage of decentralization is the quality of education received by some of the students. On the other hand, a real plus to the idea is the fact ...
Related: created equal, graduate school, high school, public education, public school, public schools, school district
• American Beauty - 1,569 words
... Angela's moves and Lester's thoughts in this scene. The scene begins with Jane, Angela, and the other cheerleaders dancing to a wordless version of On Broadway. This is parallel diegetic sound because it relates to what can be seen on screen. The usage of this song is important to the theme of this movie. Lester is about to embark on a mission to be free. Lester is going to pursue happiness. In the same way, On Broadway is about pursuing a new experience. On Broadway speaks about coming to New York and being taken aback by all the lights and attractiveness of the city. In the same manner, Lester is about to be taken aback by an American beauty, Angela. Further in the scene, through shot ...
Related: american, american beauty, divine intervention, point of view, zone
• American Values Are A Tricky Thing It Seems That The Value Set Changes With Each Individual American Pragmatism Is Actually R - 1,378 words
American values are a tricky thing. It seems that the value set changes with each individual. American pragmatism is actually rooted in deeply held anti-authoritarian, individualistic, egalitarian, activist ideals, which privilege personal choice, flexibility, and technical efficiency with the pursuit of success, however success is defined. (Hall, Lindholm, pg. 91) Basically, an individual's values are what that individual decides they are. The key to understanding this is realizing that above almost all else, Americans prize, value, and recognize the sacredness of being an individual. Certainly there are basic expectations of all people living in American society regardless of how the indiv ...
Related: american, american society, american values, pragmatism, personal choice
• Anabolic Steroids - 1,099 words
Anabolic Steroids Anabolic steroids (steroids for short) are used widely among bodybuilders to increase their testosterone, thus to get stacked or larger. Steroids seem to be a wonderful thing for these bodybuilders, but very few of them know just how they work and what the effects are. History The word "anabolic" portrays any substance, which accumulates nitrogen in muscle protein and from there builds muscle tissue. The bodys natural anabolic steroid is called testosterone, which men (naturally) obtain more of, than women do. Testosterone brings on the development of speed, mass, endurance, definition, and strength. Testosterone is naturally released into the blood stream, goes to differen ...
Related: anabolic, anabolic steroids, steroid use, steroids, protein synthesis
• Analysis Of 1997 Us Macroeconomic Predictions - 589 words
Analysis Of 1997 U.S. Macroeconomic Predictions Analysis of 1997 U.S. Macroeconomic Predictions The U.S. economy ended 1996 at a blistering pace of 4.7% growth rate of real GDP in the fourth quarter. Despite this strong growth, the inflation rate remained relatively low in fact the CPI showed its lowest core growth rate in the last 34 years. This low inflation along with low unemployment finished off a very healthy year for the U.S. economy. These numbers seem to indicate a positive trend for the U.S. economy in 1997. Real GDP is expected to grow at a strong to moderate rate of 2.25%, with CPI rising around 3% and the unemployment rate between 5.25-5.5%. In order to see how these projections ...
Related: macroeconomic, standard of living, consumer attitudes, purchasing power, confident
• Analysis On Bulgaria - 4,369 words
... rry out economic and other activities to satisfy their interests, by mutual aid and co-operation. A co-operative is a legal entity and is deemed a merchant under the Commerce Act. Co-operative members can only be individuals, at least 7 in number. To participate in a co-operative, foreign person should have permanent residence in Bulgaria. Sole Trader - any capable individual, residing in the country, can register as a sole trader. State Companies - they exist under the forms of one-member private limited or joint-stock companies where the quotas/shares are solely owned by the State. These forms of business are established to facilitate the process of privatization of the state companies ...
Related: bulgaria, special forces, living standards, political parties, branch
• Ancient Egyptian Mathematics - 1,010 words
Ancient Egyptian Mathematics Ancient Egyptian Mathematics The use of organized mathematics in Egypt has been dated back to the third millennium BC. Egyptian mathematics was dominated by arithmetic, with an emphasis on measurement and calculation in geometry. With their vast knowledge of geometry, they were able to correctly calculate the areas of triangles, rectangles, and trapezoids and the volumes of figures such as bricks, cylinders, and pyramids. They were also able to build the Great Pyramid with extreme accuracy. Early surveyors found that the maximum error in fixing the length of the sides was only 0.63 of an inch, or less than 1/14000 of the total length. They also found that the err ...
Related: egyptian, mathematics, dover publications, cliff notes, handbook
• Animal Farm - 1,466 words
Animal Farm Animal Farm This remarkable book was written by George Orwell, whose real name is Eric Blair, and it is about the lives of farm animals who rebel against humans. The animals live on Manor Farm and are owned by Mr. Jones, who always seems to be drunk. The leader of the animals was an old pig named Old Major who one day had a dream about being free from the oppression of man. One evening, Old Major assembled the animals of Manor Farm and talked to them about how they live hard, short lives in slavery to the humans and that they should rebel and become free. Old Major got the idea from a song which came to him in a dream, Beasts of England, that was sung when he was a young pig. The ...
Related: animal farm, farm, manor farm, george orwell, julius caesar
• Anime Vs American Animation - 2,817 words
Anime VS American Animation by Marker Apenname Thesis Statement This is my thesis statement -- while American animation and Japanese animation both have their virtues, the style of American animation, in general, has a significant amount of higher quality. Where to Begin? Where to be Going? To begin with, one of the major problems that has hindered American animation is budget and time constraints. On the other hand, in Japan, anime has been allowed to flourish all over. When it comes to animation, it seems that Hollywood simply does not take it seriously and would rather throw its millions into "live action" films and TV shows. There is only one company in Hollywood which devotes a signific ...
Related: american, american artists, american school, animation, anime, japanese animation
• Appalachia Region - 1,407 words
Appalachia Region Appalachia Region By: Wesley Mark Whitworth To look at, and understand the attitudes toward the people of this area it would be good to start with the type of people that migrated into this region. The people of this area did not totally arrive until the English had colonized the coast of the eastern seaboard forcing the now Appalachian people westward to the interior mountains. The main influx of people came in on the second wave of migrants. This people were of Scotch Irish, German, Welsh, French and Swiss decent. These people from the start were rugged mountain people that were very self sufficient and mainly lived from farming as there means of survival. In the beginnin ...
Related: appalachia, country people, health care, family values, availability
• Arabisraeli Conflict - 1,016 words
... void. Zionists urged the Arab inhabitants of Israel to "play their part in the development of the state, on the basis of full and equal citizenship". But many Palestinians distrusted the Zionists and looked to their Arab neighbors for help. In 1947-48, a war ensued between the Israel and the Arab nations. The Arab armies, underestimating the Israeli forces and determination, were defeated. From the Arabs perspective, their defeat in Palestine humiliated their armies and discredited their regimes. The UN secured several cease-fires, each time fighting resumed; finally an armistice between each Arab country and Israel was agreed upon separately, after Israel had pushed Arab forces out of t ...
Related: palestinian refugees, first week, suez canal, hoping, acceptable
• Aristotle On Rhetoric - 1,210 words
Aristotle On Rhetoric ristotle (384-322 B.C.) was a Greek philosopher, educator, and scientist. He was able to combine the thoughts of Socrates and Plato to create his own ideas and definition of rhetoric. He wrote influential works such as Rhetoric and Organon, which presented these new ideas and theories on rhetoric. Much of what is Western thought today evolved from Aristotle's theories and experiments on rhetoric. Aristotle's Life Aristotle was born in 384 B.C., in Northern Greece. His father was a physician to the king of Macedonia, Amyntas II. Amyntas II was the grandfather of Alexander the Great. When Aristotle was still a boy, both of his parents died; so he was raised by a guardian ...
Related: aristotle, rhetoric, lecture notes, alexander the great, interpretation
• Aristotle Vs Plato On Metaphysics - 1,414 words
Aristotle Vs. Plato On Metaphysics The Opposing Views of Great Minds The word metaphysics is defined as "The study or theory of reality; sometimes used more narrowly to refer to transcendent reality, that is, reality which lies beyond the physical world and cannot therefore be grasped by means of the senses." It simply asks what is the nature of being? Metaphysics helps us to reach beyond nature as we see it, and to discover the `true nature' of things, their ultimate reason for existing. There are many ways to approach metaphysics. Two of the earliest known thinkers on the topic are Plato and Aristotle. These two philosophers had ideas that held very contrasting differences that can be narr ...
Related: aristotle, aristotle plato, knowledge plato, metaphysics, plato
• Article 2b - 1,404 words
Article 2B A new law will probably be introduced into state legislatures which will govern all contracts for the development, sale, licensing, and support of computer software. This law, which has been in development for about ten years, will be an amendment to the Uniform Commercial Code. The amendment is called Article 2B (Law of Licensing) and is loosely based on UCC Article 2 (Law of Sales), which governs sales of goods in all 50 states. A joint committee of the National Conference of Commissioners on Uniform State Laws (NCCUSL) and the American Law Institute is drafting the changes to the UCC. The UCC was drafted in the 1950s and currently governs the sales of goods but not products lik ...
Related: legal remedies, joint committee, state laws, characterizes, reporting
• Attentional Capture - 1,886 words
Attentional Capture ABSTRACT: How likely are subjects to notice something salient and potentially relevant that they do not expect? Recently, several new paradigms exploring this question have found that, quite often, unexpected objects fail to capture attention. This, phenomenon known as 'inattentional blindness' has been brought forth by Simon (2000) who raised the intriguing possibility that salient stimuli, including the appearance of new objects, might not always capture attention in the real world. For example, a driver may fail to notice another car when trying to turn. With regards to this, in the context of driver attention, this (draft) proposal predicts that intattentional blindne ...
Related: capture, recent studies, real world, background information, partially
• 176 results found, view research papers on page:
• 1
• 2
• 3
• >>>
To the top
Example research papers produced by our company:
Research paper topics, free essays: martha, teen smoking, legislature, bushmen, headdress, etc.
| 3,614
| 17,050
|
{"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-2018-51
|
latest
|
en
| 0.893527
|
http://superuser.com/questions/167113/excel-google-spreadsheet-count-substring-occurrences-within-a-cell
| 1,469,373,162,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2016-30/segments/1469257824109.37/warc/CC-MAIN-20160723071024-00276-ip-10-185-27-174.ec2.internal.warc.gz
| 231,445,633
| 17,276
|
I've been scratching my head trying to figure out a way to count the number of occurrences of a substring within a cell.
For example:
``````| | A |
| 1 |John,John,Tom,David|
``````
What formula would I use if I want to return the number of occurrences of "John" in cell A1? (it should return 2).
-
Wow, after searching around for a month on this problem, I stumbled upon the answer after posting this question. Here is what I came up with in case anyone else has this problem.
``````=SUM(IF(ISNUMBER(FIND("John"; SPLIT(A1; ",")));1;0))
``````
This is an array formula so will need to be entered using Ctrl+Shift+Enter.
If anyone thinks of a better way to solve this problem, please let me know!
-
How to do this for multiple cells? so if you would have multiple cells like A1? – Michael Trouw Feb 3 '15 at 4:41
The SPLIT function works outside of VBA? – fixer1234 Feb 6 '15 at 7:27
I think you probably found the best way.
An alternative:
``````=(LEN(A1)-LEN(SUBSTITUTE(A1,"John",)))/LEN("John")
``````
-
That's an interesting approach, using LEN. Will keep this strategy in mind, when considering other problems. Thanks! – johnL Jul 26 '10 at 4:28
``````=COUNTIF(SPLIT(A1,","),"John")
``````
-
Is this specific to certain versions of Excel? I was not aware that SPLIT works outside of VBA. – fixer1234 Feb 6 '15 at 7:28
@fixer1234: I think this only works in Google spreadsheets. I've clarified the answer. – erwaman Feb 9 '15 at 2:19
I don't have the reputation to comment in the above thread, but I was able to extend JohnL's answer so that it works on multiple cells:
``````=ArrayFormula(SUM(IF(ISNUMBER(find ("search text", split(Concatenate(A1:A3), ","))),1,0)))
``````
where `A1:A3` are the cells and "search text" is the text to search.
-
| 510
| 1,781
|
{"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}
| 3.171875
| 3
|
CC-MAIN-2016-30
|
latest
|
en
| 0.931358
|
http://hqmeded-ecg.blogspot.com/2015/10/best-explanation-of-terminal-qrs.html?showComment=1498929665322
| 1,582,183,996,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2020-10/segments/1581875144708.87/warc/CC-MAIN-20200220070221-20200220100221-00007.warc.gz
| 72,470,149
| 39,428
|
Tuesday, October 6, 2015
Best Explanation of Terminal QRS Distortion in Diagnosis of Electrocardiographically Subtle LAD Occlusion
This piece was written by Brooks Walsh, who has some great contributions to this blog. There are, of course, some additions and edits by Steve Smith.
Cases
Two young adult males presented to the ED with chest pain. An ECG was immediately performed in both cases. However, while one patient received emergent PCI for an acute coronary occlusion (ACO), the other only got a sandwich and ibuprofen.
Patient #1
There is ST segment elevation in multiple leads, most of which have an associated J-wave (slurring of the J-point); e.g. in V4-V6, I, II, and aVF. There is no reciprocal depression, the QTc is not significantly lengthened, and the ST segments in V2 – V4, although elevated, are concave upwards. All of these elements point to benign early repolarization.
If you used the LAD occlusion vs. Early Repol formula, using:1) 3.0 mm for ST elevation, relative to PQ jct., at 60 ms after the J-point in lead V32) QTc = 405 ms3) R-wave amplitude in V4 = 17 mmYou get: 21.9, which effectively excludes LAD occlusionBut you should not have used the formula for this case. Why not? (the answer is below) Patient #2 There is ST segment elevation in multiple leads, most of which have an associated J-wave (slurring of the J-point); e.g. in V4-V6, I, II, and aVF. There is no reciprocal depression, the QTc is not significantly lengthened, and the ST segments in V2 – V4, although elevated, are concave upwards. All of these elements point to benign early repolarization.
Incidentally, the formula value here, using 4.0, 360 ms, and 30 mm R-wave, also excludes LAD occlusion. It equals 16.2
This is the same interpretation as patient #1. What is the difference?
Take a closer look at V3 in patient #2.
There is an S-wave which descends below the isoelectric line. This is a normal and expected finding.
Even with dramatic repolarization, lead V3 should manifest an S-wave. There are cases of early repolarization where the S wave is absent in V3, but a J-wave is usually seen in those cases.
For example, patient #2 had a second ECG recorded 10 hours after the initial tracing:
Here, we don’t see an S in V3, but there is a clear “fish-hook” pattern to the J-point, consistent with BER. Serial troponins, were negative, and echo was normal, and serial ECGs (as shown above) did not evolve significantly. The diagnosis was pericarditis versus early repolarization.
By contrast, reexamine lead V3 in patient #1:
There is no S-wave in this lead, and neither is there a J-wave. This loss of the S-wave is called terminal QRS distortion, and multiple studies suggest that, with an anterior MI, this predicts a larger infarct, with higher mortality, and even a worse response to fibrinolytics or PCI.
An old ECG was obtained for patient #1:
There is minor STE in V2-V4, and J-waves in leads II, aVF, and V4-V6. There is also an S-wave in V3! Thus, one should suspect that there is LAD occlusion obliterating the S-wave in V3.
One hour after the first ECG was recorded in patient #1, the troponin came back significantly elevated, around 0.07 ng/ml (0.034 99th URL). A second ECG was obtained:
There is no significant evolution from the first ECG, but cardiology was emergently consulted. Following a brief evaluation, the cath lab was activated. A 100% acute occlusion of the proximal LAD was found, and stented.
Following successful PCI, a third ECG was obtained. Note the re-appearance of the S-waves in V3.
This immediate resolution of terminal QRS distortion bodes well for his clinical course, and indeed his follow-up echo was basically normal.
Discussion
It has never been conclusively shown that terminal QRS distortion definitively excludes early repolarization, but we believe it at least nearly excludes it. We have never seen a case of early repol that did not have either an S-wave or J-wave in leads V2 and V3.
The study from which the formula was derived only looked at ECG with "subtle" findings of LAD occlusion (as opposed to "obvious"). Of 355 LAD occlusions in both derivation and validation groups, 143 were "subtle" and were studied for the formula.
In the derivation group, the primary reason for excluding the ECG as "obvious" was terminal QRS distortion in 12 of 121 in the derivation group, and 28 of 234 cases in the validation group. Thus, in the first case, the formula should not be used because such cases with terminal QRS distortion were excluded.
The iPhone app for the formula asks you for exclusions. The sidebar LAD occlusion-BER calculator has red text above it outlining the exclusions.
1. Superb post for illustrating subtleties in distinction between ERP (early repolarization pattern) vs Anterior STEMI. I wonder if Patient 2 had acute pericarditis (perhaps superimposed on baseline ERP) — as the amount of ST elevation in lead I looks disproportionately great, especially given the modest R wave amplitude in this lead … But the point is well made that Patient #2 is not having a STEMI, whereas Patient #1 is. THANKS for posting!
1. Ken,
Possible, but I would not say it looks much like pericarditis either. In any case, not MI!
Thanks!
Steve
2. I think we basically agree. #1 — this isn't a STEMI. #2 — There is a lot of ST elevation in a number of leads. Would be interesting if we had more history on this patient (and especially if a baseline ECG could be found). I completely agree that this 1st tracing in Patient #2 doesn't look like typical pericarditis — but I was at a loss to explain that much ST elevation in lead I ... That said — perhaps it is all a repolarization variant ... THANKS again for this SUPERB Blog post!
2. nice and useful case as usual
3. As an additional comment for other readers (I know Brooks and Steve know this), I would suggest that if you are reading these ECG's in an acute care setting with ready access to the patient and there is any question at all about the presence or absence of terminal QRS, it would be helpful to actually go look at where the precordial leads were placed on the chest. I've seen plenty of instances where V3 has been placed too far lateral and then risks giving a false-positive impression of S-wave obliteration in that lead.
Great case!
1. Thank you, Vince!
4. Steve...
Regarding the "old ECG" for Patient 1: try as I might, I do not see any J waves in Leads II, aVF or V6 (as it states in the caption). I do see notching at the J point in V4 and V5. What am I missing?
Jerry Jones MD FACEP FAAEM
1. Jerry,
It is only leads V2 and V3 that must have either a J-wave or an S-wave for it to be early repol. This is something I have found in every case of early repol.
thanks,
Steve
5. Great case and explanation! question: in patients with baseline early repol who presents with STEMI (with or without terminal qrs distorsion). Is it possible to have a preserved j-wave in affected leads? Or is the j-wave always "deleted" when there is a STEMI?
1. In my experience, it is almost always obliterated. But in my study, there were plenty of LAD occlusions that has some J-waves. See the paper.
Thanks and great question.
Steve
6. hi,
nice and difficult case.
In patient 2, even if the precordial leads looks like BER, fragmented qrs in DI-AVL wit ST elevation and ST depression in DIII-AVF with some down-up aspect would have frighten me.
1. Olivier,
Yes, however a QTc of 360 ms is almost impossible in STEMI!! A little known fact.
Steve
2. @ Olivier — Isolated ST-T inversion in lead III (and also in aVF) as was seen in the initial tracing for Patient #2 is not necessarily abnormal. Lead II doesn’t have any ST-T depression (and that’s the lead that counts most!). I agree that the ST elevation (especially in lead I) in Patient #2’s initial tracing is marked and of concern. Dr. Smith indicates that “the differential for Patient #2 was between pericarditis versus early repolarization”. My bet is on acute pericarditis (perhaps upon a baseline of early repolarization) — but I believe the key point Dr. Smith is making is that this initial ECG for Patient #2 is highly unlikely to represent anterior STEMI.
3. Thanks, Ken!
7. Great case Dr Smith--
I also find it interesting that the initial algorithm interpretation for patient #1 was "early repol", while the initial machine interpretation for patient #2 was "***ACUTE MI*** !
-DaveB
1. Dave,
I didn't notice that!! Priceless!
Steve
8. Does this mean that ANY STE in V2-V3 with absence of J wave and S wave = confirmed STEMI? What if you see terminal distortion without STE? What about the 50% of the R wave STE criteria?
1. The 50% criteria was used as a prognostic tool in patients with definite STEMI.
In my modification of the rule, I found that it is never seen in early repol. In other words, if you think an ECG represents early repol, there MUST be either a J-wave or an S-wave in BOTH V2 and V3
9. Very nice case and such a useful discussion. I could not understand the concept of " STE at 60 ms", how is it actually calculated? I will be grateful if somebody explains that for me please. Thanks
1. go to minute 23:00 of this lecture. You really should watch the whole lecture:
http://hqmeded-ecg.blogspot.com/2015/04/one-hour-lecture-on-subtle-ecg-findings.html
| 2,297
| 9,311
|
{"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-2020-10
|
latest
|
en
| 0.939879
|
http://www.twistypuzzles.com/forum/viewtopic.php?f=8&t=22386&p=281903
| 1,397,722,057,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2014-15/segments/1397609526311.33/warc/CC-MAIN-20140416005206-00027-ip-10-147-4-33.ec2.internal.warc.gz
| 738,528,900
| 7,774
|
Online since 2002. Over 3300 puzzles, 2600 worldwide members, and 270,000 messages.
TwistyPuzzles.com Forum
It is currently Thu Apr 17, 2014 3:07 am
All times are UTC - 5 hours
Page 4 of 4 [ 152 posts ] Go to page Previous 1, 2, 3, 4
Print view Previous topic | Next topic
Author Message
Post subject: Re: Solving Bermuda CubesPosted: Thu May 10, 2012 1:29 pm
Joined: Mon Jun 06, 2011 6:35 am
I was wondering...
The Bermuda Cubes have six diferent pieces, right?
Would be possible to exchange pieces between two Bermudas to make a third Bermuda?
or
There is any valid combination that would create a 9th Bermuda Cube?
Pluto for instance?
Top
Post subject: Re: Solving Bermuda CubesPosted: Fri May 11, 2012 8:26 am
Joined: Wed Dec 14, 2011 12:25 pm
Location: Finland
Yeah, you can swap pieces between bermudas. I bought a Venus (fishered) and an Earth. From those two I could make:
-Mercury (fishered or not)
-Venus (fishered or not)
-Earth (duh)
-Mars (not the same triangle configuration, but three triangles not around a corner)
-Jupiter/Neptune (also not exact replicate, and sticker cutting is required, but three triangles around a corner)
-Saturn/Uranus (also, not exact replicate, and sticker cutting is required)
In short, all the other variants.
Solving wise only the amount and location of the triangles matter, not their orientation or if some faces happen to be fishered or not. So in a way the Bermuda series only has 6 different cubes, Jupiter/Neptune being twins and Saturn/Uranus as well. So there really isn't a ninth planet to be discovered.
I quite like them, fun to solve and not too hard. My personal favorite is Mars, or Earth perhaps. Haven't solved the 4-triangle cube yet though.
_________________
My pen-and-paper puzzles
Top
Display posts from previous: All posts1 day7 days2 weeks1 month3 months6 months1 year Sort by AuthorPost timeSubject AscendingDescending
Page 4 of 4 [ 152 posts ] Go to page Previous 1, 2, 3, 4
All times are UTC - 5 hours
#### Who is online
Users browsing this forum: No registered users and 6 guests
You cannot post new topics in this forumYou cannot reply to topics in this forumYou cannot edit your posts in this forumYou cannot delete your posts in this forumYou cannot post attachments in this forum
Search for:
Jump to: Select a forum ------------------ Announcements General Puzzle Topics New Puzzles Puzzle Building and Modding Puzzle Collecting Solving Puzzles Marketplace Non-Twisty Puzzles Site Comments, Suggestions & Questions Content Moderators Off Topic
| 657
| 2,558
|
{"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-2014-15
|
latest
|
en
| 0.901369
|
https://www.clutchprep.com/chemistry/practice-problems/62212/what-is-the-wavelength-of-light-if-the-energy-of-a-photon-is-3-65-x-10-19-j-a-16
| 1,606,837,466,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2020-50/segments/1606141674594.59/warc/CC-MAIN-20201201135627-20201201165627-00197.warc.gz
| 624,004,006
| 33,785
|
Wavelength and Frequency Video Lessons
Concept: The Electromagnetic Spectrum
# Problem: What is the wavelength of light if the energy of a photon is 3.65 x 10 -19 J? A) 545 nm B) 5.45 x 10-7 nm C) 1.84 x 106 nm D) 5.51 x 1014 nm E) 654 nm
###### FREE Expert Solution
94% (394 ratings)
###### Problem Details
What is the wavelength of light if the energy of a photon is 3.65 x 10 -19 J?
A) 545 nm
B) 5.45 x 10-7 nm
C) 1.84 x 106 nm
D) 5.51 x 1014 nm
E) 654 nm
What scientific concept do you need to know in order to solve this problem?
Our tutors have indicated that to solve this problem you will need to apply the Wavelength and Frequency concept. You can view video lessons to learn Wavelength and Frequency. Or if you need more Wavelength and Frequency practice, you can also practice Wavelength and Frequency practice problems.
What is the difficulty of this problem?
Our tutors rated the difficulty ofWhat is the wavelength of light if the energy of a photon is...as medium difficulty.
How long does this problem take to solve?
Our expert Chemistry tutor, Sabrina took 3 minutes and 16 seconds to solve this problem. You can follow their steps in the video explanation above.
What professor is this problem relevant for?
Based on our data, we think this problem is relevant for Professor Fleming's class at CSUEASTBAY.
| 351
| 1,342
|
{"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-2020-50
|
latest
|
en
| 0.871191
|
https://oeis.org/A115341
| 1,590,523,895,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2020-24/segments/1590347391309.4/warc/CC-MAIN-20200526191453-20200526221453-00147.warc.gz
| 489,462,177
| 4,576
|
The OEIS Foundation is supported by donations from users of the OEIS and by a grant from the Simons Foundation.
Hints (Greetings from The On-Line Encyclopedia of Integer Sequences!)
A115341 a(n) = abs(A154879(n+1)). 17
2, 4, 0, 8, 8, 24, 40, 88, 168, 344, 680, 1368, 2728, 5464, 10920, 21848, 43688, 87384, 174760, 349528, 699048, 1398104, 2796200, 5592408, 11184808, 22369624, 44739240, 89478488, 178956968, 357913944, 715827880, 1431655768, 2863311528 (list; graph; refs; listen; history; text; internal format)
OFFSET 0,1 COMMENTS General form: a(n)=2^n-a(n-1). - Vladimir Joseph Stephan Orlovsky, Dec 11 2008 For n>=1, a(n) is a(n) is the number of generalized compositions of n+3 when there are i^2-2*i-1 different types of i, (i=1,2,...). - Milan Janjic, Sep 24 2010 LINKS Vincenzo Librandi, Table of n, a(n) for n = 0..1000 Index entries for linear recurrences with constant coefficients, signature (1,2). FORMULA a(n) = (2^(n+1)-8*(-1)^n)/3, n>0. a(n) = a(n-1) + 2*a(n-2), n>2. G.f.: 2+4*x*(1-x)/((1+x)*(1-2*x)). MATHEMATICA g0[n_] = 2 - Sum[(-1)^(i + 1)/Sqrt[2]^(2*i), {i, 0, n}] f[x_] = ZTransform[g0[n], n, x] g[n_] = InverseZTransform[f[1/x], x, n] a0 = Table[Abs[g[n]], {n, 1, 25}] k=0; lst={k}; Do[k=2^n-k; AppendTo[lst, k], {n, 3, 5!}]; lst (* Vladimir Joseph Stephan Orlovsky, Dec 11 2008 *) Table[If[n==0, 2, (2^(n+1)-8*(-1)^n)/3], {n, 0, 30}] (* G. C. Greubel, Dec 30 2017 *) PROG (PARI) for(n=0, 30, print1(if(n==0, 2, (2^(n+1)-8*(-1)^n)/3), ", ")) \\ G. C. Greubel, Dec 30 2017 (MAGMA) [2] cat [(2^(n+1)-8*(-1)^n)/3: n in [1..30]]; // G. C. Greubel, Dec 30 2017 CROSSREFS Cf. A001045, A078008, A097073. - Vladimir Joseph Stephan Orlovsky, Dec 11 2008 Sequence in context: A137511 A011166 A181274 * A101160 A103191 A324717 Adjacent sequences: A115338 A115339 A115340 * A115342 A115343 A115344 KEYWORD nonn,easy,less AUTHOR Roger L. Bagula, Mar 06 2006 EXTENSIONS Edited by the Associate Editors of the OEIS, Aug 21 2009 STATUS approved
Lookup | Welcome | Wiki | Register | Music | Plot 2 | Demos | Index | Browse | More | WebCam
Contribute new seq. or comment | Format | Style Sheet | Transforms | Superseeker | Recent
The OEIS Community | Maintained by The OEIS Foundation Inc.
Last modified May 26 15:50 EDT 2020. Contains 334626 sequences. (Running on oeis4.)
| 904
| 2,289
|
{"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-2020-24
|
latest
|
en
| 0.532221
|
https://www.jiskha.com/questions/751695/what-is-the-arc-length-if-the-central-angle-is-225-degrees-and-the-radius-of-a-circle-is-3
| 1,628,209,770,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2021-31/segments/1627046152085.13/warc/CC-MAIN-20210805224801-20210806014801-00564.warc.gz
| 839,613,743
| 4,832
|
What is the arc length if the central angle is 225 degrees and the radius of a circle is 3 cm?
pls help. i don"t get it
1. 👍
2. 👎
3. 👁
1. Arc length = rθ ...(1)
To convert 225° to radians, multiply by (π/180) to get 225π/180=5π/4
Use formula (1) to calculate arc length, which should be in the same units as the radius.
1. 👍
2. 👎
2. 2*225*pie/360*3
1. 👍
2. 👎
## Similar Questions
1. ### Trigonometry
If the central angle is 4pi/3 radians, what should the radius of a circle be to make the arc length 1 m? a) 0.424 m b) 0.238 m c) 2.356 m d) 4.188 m I think it is c)... is that correct?
2. ### Math
Find the radius of the circle if an arc of length 5 ft on the circle subtends a central angle of 135°. (Round your answer to two decimal places.)
3. ### trig
in a circle of radius 26, find the length of the arc spanned by a central angle of pi/4 radians. round your answer to 2 decimal places. use 3.1416 as an approx for pi.
4. ### Trig
Find the length of a chord intercepted by a central angle of 25 degrees in a circle of radius 30 feet
a) Determine the measure of the central angle that is formed by an arc length of 5 cm in a circle with a radius of 2.5cm. Express the measure in both radians and degrees, correct to one decimal place. b) Determine the arc length
2. ### pre calcalus
a circle with 4 inch radius, find length of arc when intercepted by central angle of 240 degrees
3. ### geometry
Circle O has a radius of 8 m and the measure of central angle AOB is 45 degrees. Which of the following could be used to calculate the length of arc AB?
4. ### apex geometry
Hannah constructed two similar circles as seen in the image below. If the arc length of the larger circle is , which of the following would be true? A. The arc length of the smaller circle is proportional to the radius of the
1. ### geometry
The radius of a circle is 6cm and the arc measurement is 120 degrees, what is the length of the chord connecting the radii of the arc?
2. ### Trig
Find the radian measure of the central angle of a circle of radius r that intercepts an arc of length s.? Radius, r=16 ft Arc length, s=10 ft
3. ### Math help me quicckly
An arc of length 30 meters is formed by a central angle A on a circle of radius 15. The measure of A in degrees (to two decimal places) is (Points : 5) 0.50 28.65 114.59 0.01
4. ### Physics
When a wheel is rotated through an angle of 35 degrees, a point on the circumference travels through an arc length of 2.5 m. When the wheel is rotated through angles of 35 rad and 35 rev, the same point travels through arc lengths
| 733
| 2,583
|
{"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}
| 3.796875
| 4
|
CC-MAIN-2021-31
|
latest
|
en
| 0.859364
|
https://physics.stackexchange.com/questions/134393/definite-energy-states-for-a-single-non-relativistic-particle-with-a-time-depend
| 1,716,895,998,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-22/segments/1715971059085.33/warc/CC-MAIN-20240528092424-20240528122424-00490.warc.gz
| 383,824,405
| 42,637
|
# Definite energy states for a single non-relativistic particle with a time dependent potential
Do definite energy states exist for a single particle when its potential itself changes with time?
I tried solving it and the equations seem to show that they do not exist. But then i am confused as to what energies will be observed when it is measured. What does the expectation value of energy mean in this case?
As a specific example, consider a 1D infinite potential well with $V(x,t)=t$. What energies are observed and with what probability when the system's energy is measured?
In this case, the eigenstates of the Hamiltonian are not useful to solve the problem, and one has to work with the Schrödinger equation directly:
$$i\hbar \, \partial_t \psi(x,t)=\frac{-\hbar^2}{2m}\partial_x^2\psi(x,t)+P\,t\,\psi(x,t)$$ Using a Fourier transform in the variable $x$ you can show that the general solution is $$\psi(x,t) = \frac{1}{\sqrt{2\pi}}\int_{\mathbb{R}} \hat{\psi}(k,0)\,\exp\left(\frac{-i\hbar\,k^2\,t}{2m} - \frac{i\,P\,t^2}{2\hbar}+ikx \right)\,dk$$ where $\hat{\psi}(k,0)\in L^2(\mathbb{R})$ is the Fourier transform of the initial condition $\psi(x,0)$. Note that the kernel of the integral operator $$\exp\left(\frac{-i\hbar\,k^2\,t}{2m} - \frac{i\,P\,t^2}{2\hbar}+ikx \right)$$ is a eigenfuction of the Hamiltonian $\hat{H}(t)$ for all $t$ with eigenvalue $$E(t) = \frac{\hbar^2k^2}{2m} + Pt$$ This is because $[\hat{H}(t),\hat{H}(t')]=0$ for different times $t$ and $t'$. When you make a measurement at time $t$ your eigenfunction will collapse to the instantaneous eigenvector of $\hat{H}(t)$. Suppose now you have an eigenvector $\psi(x,t_0)$ of $\hat{H}(t_0)$ with eigenvalue $E(t_0)$, how will it evolve? Using the formula from before I get $$\psi(x,t) = \psi(x,t_0) \, \exp\left(\frac{-i\,E(t_0)\,(t-t_0)}{\hbar} -\frac{i\,P\,(t-t_0)^2}{2\hbar} \right)$$ So $\psi$ will be an instantaneous eigenvector of $\hat{H}(t)$ for all times. In this sense the state is "stationary", since you will always find the state of the system in the corresponding eigenvector, but the value of energy I measure will depend on time since the eigenvalues of the Hamiltonian depend on time too. I'll like to add that for time dependent Hamiltonians with the property $[\hat{H}(t),\hat{H}(t')]=0$ the evolution operator can be written $$\hat{U}(t_1,t_0) = \exp\left(-\frac{i}{\hbar} \int_{t_0}^{t_1} \hat{H}(t) \, dt \right)$$
• Thanks for the answer, it has made this a little less confusing.Also, can eigenvalues vary with time?I thought they had to be constant?Does it suffice if it is just a number, even if it is not a constant? Sep 7, 2014 at 17:29
• yes, the eigenvalues of the hamiltonian can vary with time, since the operator itself vary with time. It's not a problem at all, the thing is that the value you measure of energy will be different at different times, but will always be eigenvalues of the hamiltonian you have at that time. Sep 7, 2014 at 17:32
• In classical mechanics when you have a time depend hamiltonian, the energy vary with time and you have no regrets. This is the quantum analogue of that. Sep 7, 2014 at 17:37
For a particle in a time dependant external potential any Hermitian the Hamiltonian will still have a complete set of eigenstates, and the corresponding eigenvalues will still be the allowed energies of the system. These energies and eigenstates will however generally be time dependant and this means that they are of far less use for solving the TDSE.
For example in the infinite-square-well-with-rising-bottom that you proposed it is pretty simple to show that, for $0< x < L$ \begin{align} \hat{H}\alpha \sin(kx) & = \left[-\frac{\hbar^2}{2m}\frac{\partial^2}{\partial x^2} + Pt \right]\alpha\sin(kx)\\ & = \left[\frac{\hbar^2}{2m}k^2 + Pt\right]\alpha\sin(kx) \end{align} So $\alpha\sin(kx)$ is an eigenstate of $\hat{H}$ with energy $E(t) = \frac{\hbar^2}{2m}k^2 +Pt$ and $k$ chosen to satisfy the conditions at the edge of the well. However if we try to plug this into the TDSE, writing $\psi(x) = \alpha \sin(kx)$, we find that \begin{align} \imath\hbar \frac{\partial}{\partial t} e^{-\imath \frac{E(t)}{\hbar}t}\psi(x) & = \left(E+\dot{E}t\right)e^{-\imath \frac{E}{\hbar}t}\psi(x) \\ & = \left[\hat{H}+Pt\right]e^{-\imath \frac{E}{\hbar}t}\psi(x) \end{align} So the states of definite energy are not stationary states of the system, as they must have a more complex time dependence than $e^{-\imath \frac{E}{\hbar}t}$.
In general this type of problem cannot be solved analytically. There are results for the limiting behavior for very rapid or very slowly changing potentials but normally these problems are solved using numerical techniques or time dependant perturbation theory.
Also it should be noted that a problem with a time varying potential should not be confused with the Heisenberg picture of QM, which is equivalent to the Schrodinger picture, but with the time dependence moved from the state vectors to the operators and is essentially a change of basis.
• So what happens when energy is measured?Since energy depends in some sense on time(i am still wrapping my head around your answer), does'nt this mean there are no 'definite' energy states, as i recall that stationary and definite energy states mean the same thing?Thanks for the answer, btw.One of the students for whom i am a TA asked me this after the tutorial and i was not sure what happens. Sep 7, 2014 at 16:19
• A stationary state is a state in which no observables change with time, only the phase of the state. A definite energy state is an eigenstate of the Hamiltonian, in exactly the same way that a definite state of any other observable is a eigenstate of its respective operator. If the Hamiltonian is time independent then it follows from the TDSE that a state is stationary if and only if it has a definite energy. For time varying potentials this may not be the case. Definite energy states always exist because the Hamiltonian is Hermitian but I see no reason to assume that stationary states exist. Sep 7, 2014 at 16:56
• I have trouble accepting the statement that when E itself is a function of 't', the corresponding state can be called an eigenstate of the hamiltonian, as the eigenvalue itself is not a constant but varies with time.Could you explain this or recommend me a source?Also, i believe the time dependent part of the wavefunction can be calculated by taking the "integral of energy with time" instead of 'Et' in the exponential part, correct me if i am wrong. Sep 7, 2014 at 17:16
• Time is not a quantum mechanical quantity; there is no time operator. Even with a time varying potential, the Hamiltonian is still a purely spatial operator. It is simply a different spatial operator at different times with correspondingly different eigenvalues. Its also worth noting that a system with a time varying potential is necessarily not isolated. Something external is doing work on the system, and this would be expected to change the eigenvalues. And yes you could find the time dependence of definite energy states by integrating the energy. That may not always be practical, however. Sep 7, 2014 at 17:50
• That was exactly what i was thinking might be possible, that a time varying potential must mean that the system is not isolated and hence the energy might(must?) change with time.Thanks for validating this. Sep 7, 2014 at 17:54
| 2,034
| 7,401
|
{"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": 2, "equation": 0, "x-ck12": 0, "texerror": 0}
| 3.34375
| 3
|
CC-MAIN-2024-22
|
latest
|
en
| 0.813329
|
https://zmniejszraty.pl/10934/capacity-capacity-calculation-for-single-impact-crusher.html
| 1,652,805,332,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2022-21/segments/1652662519037.11/warc/CC-MAIN-20220517162558-20220517192558-00050.warc.gz
| 1,312,259,835
| 5,877
|
1. Home
2. / Capacity Capacity Calculation For Single Impact Crusher
# Capacity Capacity Calculation For Single Impact Crusher
• ### Impact Crusher Capacity Calculation
Aug 06, 2013 Single Rotor Hammer or Impact Crusher Calculations MC_V1_B202_Crushing_3BIU Calculation of power for product grading, capacity and power draw. impact crusher capacity calculation Home Solutions impact crusher capacity calculation.McLanahan 18X24 Single Roll Crusher Jaw Cobra Cat D342 Diesel engine power unit radiator thru clutch from Jaw crusher previous Cedar Rapids 10X16 Portable Jaw Crusher screw conveyor power calculation.
• ### Calculation Of Impact Crusher Capacity And Power Mining
How to determine impact crusher capacity. calculation of impact crusher capacity and power in impact crusher capacity calculation. impact crusher capacity calculation. ch550 jaw crusher and impact Chat Online How to Calculate the Production Capacity of.Detailed Calculation Of Capacity An Roll Crusher. Single roll crusher calculation commacongresoll crusher calculation labourworxsacozaingle roll crusher calculation , single roll crusher calculation as a leading global manufacturer of crushing, grinding and mining equipments, we offer advanced, reasonable solutions for any sizereduction requirements including quarry, aggregate, and different.
• ### Crushing Machine Production Capacity Calculation Farmula
Formula to calculate tph of impact crusher pdf . crusher capacity calculation formula BINQ Mining 4.9 5 1,017 のcalculations ore crushing hammer crusher empirical formula for capacity calculation Continue Reading →.Estimate Jaw Crusher Capacity Capacities and Horsepower of Jaw CrusherCapacities of A Gyratory CrushersTypical Capacities of Twin-Roll CrushersTypical Capacities of Cone Crushers Single-toggle jaw crusher specsThe selection of an appropriate primary crusher for a given use has to be based on a consideration of several factors. These are not limited to the design features of the crusher.
• ### Calculating Capacity Of A Roll Crusher
Estimate Jaw Crusher Capacity. Metallurgical contentcapacities and horsepower of jaw crusher tonshrcapacities of a gyratory crushers tonshrtypical capacities of twinroll crushers tonshrtypical capacities of cone crusherstypical capacities of hammermills example capacity calculation of a 10 x 20 250 mm x 500 mm pp 2800 28 sg e 02 halfway between dolomite and sandstone a 2501000 x.Capacity Jaw Crusher Design. Jaw crusher destroyer design capacity ton of coal jun 10 2019 183 journal full text pdf jaw crusher destroyer design capacity ton of coal abstract coal is an energy source that has long been used mainly for power generation steelmaking and others with the rise in world oil prices which have an impact on the increase in domestic oil prices coal into alternative.
• ### Detailed Calculation Of Capacity An Roll Crusher
The most important characteristics of a primary crusher include the capacity and ability to accept raw material without blockages. A large primary crusher is expensive to purchase than a smaller machine for this reason, investment cost calculations for primary crushers are weighted against the costs of blasting raw material to a smaller.Estimate Jaw Crusher Capacity jaw crusher production capacity Example capacity calculation of a 10″ x 20″ (250 mm x 500 mm) Pp = 2800 (2.8 SG) e = 0.2 (halfway between dolomite and Crusher Efficiency Calculations The screens to be considered are a 1 -in. screen with an estimated capacity of 2.7 tph sq ft and a 1-in. screen with a capacity of 2.1 tph sq ft.
• ### Hammer Crusher Empirical Formula For Capacity Calculation
Detailed calculation of capacity and roll crusher formula to calculate tph of impact crusher power calculation impact crusher or impactor crusher is the ideal aug 29, 2016 formula for calculation of impact crusher grindingbonds formula with the new feed size fixedrl earle grinding equipmentcrushers hammer impact crusher.They have a higher capacity than comparable single-roll crushers. For example, a two-roll crusher with 24-inch-long (61 cm) rolls crushing to inch (2 cm) has a capacity of 75 tons h (68 metric tons h), which is approximately 2.5 times the capacity of a single-roll crusher.
• ### Capacity Roll Crusher Calculations
Detailed calculation of capacity and roll crusher – Gold Ore Crusher. Posts Related to detailed calculation of capacity and roll crusher.Sinter Crusher Malaysia crusher machine Single Roll Crusher Secondary and tertiary crushers detailed.5. high production capacity, uniform products, low energy consumption simple structure, easy operation and maintenance, etc. Application. Hammer crusher is used for crushing all kinds of medium hard and weak abrasive materials. The compressive strength of the material is not than 100MPa, and the moisture content is less than 15 .
• ### Crusher Production Capacity Is Calculated
The most important characteristics of a primary crusher are the capacity and the ability to accept raw material without blockages. A large primary crusher is expensive to purchase than a smaller machine. For this reason, investment cost calculations for primary crushers are weighed against the costs of blasting raw material to a smaller size.May 13, 2019 Feeding impact crushers. Size reduction in an impact crusher relies on energy being conveyed into the rock from the rotor, and it begins with your feed. The initial impact is responsible for than 60 percent of the crushing action, with the remainder made up of impact against an adjustable breaker bar and a small amount of inter-particle.
• ### Crusher Calculation Theoretical Capacity In Roll Crusher
Capacity Of The Single Roll Crusher. Detailed calculation of capacity and power of a roll crusherdopting technology from the world, py series spring cone crusher has an excellent performance in secondary crushing and tertiary crushing process and it has become the ideal cone crusher for small capacity crushing plants of. Volume Calculator.An crusher design calculation Nowadays, the XSM stone crusher(an crusher design calculation) in European style undoubtedly becomes the most welcome products in the world. it's a fact that not all crusher plant(an crusher design calculation) are right for all different kinds of customers .
• ### Jaw Crusher Capacity Formula
Roll crusher wikipedia--Henan Mining Heavy Machinery . roll crusher capacity calculations Description Chapter 6. Roll Crushers – Scribd 19 Apr 2010.Sep 21, 2021 Impact crushers can achieve higher reduction ratios than jaws and gyratory’s but are limited by high rates of abrasive wear and thus are restricted to somewhat softer rocks Single toggle jaw crushers can range in speed from 200 rpm to 350 rpm, and speeds do not typically fall below the 200 rpm threshold. P top crusher capacity.
• ### How Do You Calculate Jaw Crusher Capacity
Power calculation of double roll mining mill.Hgt gyratory crusher has many incomparable advantages such as high crushing efficiency, low production cost and simple maintenance method, which can satisfy the requirements about high efficiency and coarse crushing.Output size 140-250mm production capacity 2015-8895th.Specifications.Horizontal shaft impact crushers are available in various sizes and models, from high-capacity primary crushers to smaller machines. Our family of horizontal shaft impact crushers is Nordberg NP Series™ consisting of 8 different crusher models varying in size and features. These crushers are used in aggregates production, mining operations.
• ### Calculating Capacity Of A Roll Crusher Binq Mining
Material crushed in an impact crusher is an example of dynamic impact. When the material is crushed in an impact crusher, the freely falling capacity. 4 Construction, For example, a single-roll crusher, employ shear together with impact and compression. Shear crushing is normally used under following conditions.Crusher capacities do not vary greatly with the impact strength there is a capacity increase of less than 10 percent from the hardest to the softest stone, where packing is not a factor. The average impact strength of all materials tested is 15.3 foot-pounds per inch, which is taken to represent average stone.
| 1,601
| 8,228
|
{"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
| 0.763785
|
https://www.alice.org/forums/showthread.php?s=9a607d4f11cc69590a929328747dcdbb&p=51570
| 1,675,898,504,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2023-06/segments/1674764500983.76/warc/CC-MAIN-20230208222635-20230209012635-00663.warc.gz
| 649,189,469
| 11,657
|
Alice Community Problems with If/Else
User Name Remember Me? Password
Thread Tools Display Modes
Problems with If/Else
CaptainLizard Junior Member Status: Offline Posts: 11 Join Date: Aug 2012 Problems with If/Else - 11-14-2012, 10:46 AM So I'm doing the race horse exercise (Chapter 8-1 Exercise 1). I have created a very long IF/Else statement to check which horse is ahead of the others. It works for the most part but when more than one horse crosses the line, usually horse number one wins. Now I've watched the variables on many different runs and I have come to the conclusion that when Alice asks If Distance1 < Distance2 that it is taking the absolute value of these numbers. For example, one of my runs had horse1 with a distance of -0.04 and horse2 with a distance of -1.24. Logically, horse2 won because it is farther than horse1, but the program keeps picking horse1. This is not just limited to horse1. The program seems to be breaking the tie as long as the distance is between 0.49 and -0.99. My question is how do I get around this? Any help is appreciated Last edited by CaptainLizard; 11-14-2012 at 10:56 AM.
CaptainLizard
Junior Member
Status: Offline
Posts: 11
Join Date: Aug 2012
11-14-2012, 10:46 AM
Forgot the program. It is attached here.
Attached Files
horse.a2w (1.63 MB, 16 views)
CaptainLizard
Junior Member
Status: Offline
Posts: 11
Join Date: Aug 2012
11-14-2012, 11:17 AM
I rewrote the If/Else (found in the raceHorseGame.Winner method so you don't have to go searching for it) and it seems to be more consistent about picking the correct winner, but still seems to be having the same issue.
But in remaking the IF/Else, I've come to a different conclusion. It seems that it is disregarding the If distance1 < distance2 and just looking for if distance1 < 0.5.
Attached is the modified version of the program.
Attached Files
race.a2w (1.56 MB, 17 views)
AnyBibi Guest Status: Posts: n/a 11-15-2012, 12:01 PM I'm looking at your problem, you can have the wrong times.I will reply you soon ..................... phim, phim tinh cam, Phim hay, xem phim
CaptainLizard Junior Member Status: Offline Posts: 11 Join Date: Aug 2012 11-26-2012, 11:09 AM Well, I've seemed to have found a solution on my own. the problem was I was using "or" instead of "and." For example, I had "If either distance1 < distance2 or distance1 < distance3, or both" when I should've had "If distance1 < distance2 and distance1 < distance3." Makes a world of a difference.
Tags alice 2.2 horse race
Thread Tools Display Modes Linear Mode
Posting Rules You may not post new threads You may not post replies You may not post attachments You may not edit your posts BB code is On Smilies are On [IMG] code is On HTML code is Off Forum Rules
Forum Jump User Control Panel Private Messages Subscriptions Who's Online Search Forums Forums Home Announcements Community News and Announcements Alice 3 How Do I? Works In Progress Share Your World Share Custom Classes Bugs and Trouble Shooting Suggestion Box Alice 2 How do I...? Works-In-Progress Share Worlds Share Objects Bugs and Troubleshooting Suggestion Box Educators Teaching with Alice Teaching Using Alice 3 Teaching Using Alice 2 CS Principles and Alice AP CSA and Intro to Java and Alice Workshops Alice Player and VR General Discussion Questions and Comments The Lounge
| 867
| 3,443
|
{"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}
| 3.09375
| 3
|
CC-MAIN-2023-06
|
latest
|
en
| 0.938679
|
https://oneclass.com/study-guides/ca/uottawa/adm/adm3352/298844-3352-f07-finaldoc.en.html
| 1,618,834,581,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2021-17/segments/1618038879374.66/warc/CC-MAIN-20210419111510-20210419141510-00272.warc.gz
| 566,423,322
| 108,508
|
# ADM 3352 Study Guide - Final Guide: Efficient Frontier, Dividend Yield, Business Cycle
146 views22 pages
9 Jul 2014
School
Department
Course
Professor
Portfolio Managements
Final Exam
Fall 2007
(2 hour and 50 Minutes)
Dr. C. Guo
This is a closed book exam. One page (one side) of notes is permitted. A formula page is
provided at the end of the exam question sheet for your convenience, which may not include all
Student Name (Print legibly): _________________________
Student Number: _________________________
The School of Management does not condone academic fraud, an act by a student that
may result in a false academic evaluation of that student or of another student. Without
limiting the generality of this definition, academic fraud occurs when a student
commits any of the following offences: plagiarism or cheating of any kind, use of
books, notes, mathematical tables, dictionaries or other study aid unless an explicit
written note to the contrary appears on the exam, to have in his/her possession cameras,
communication device which has not been previously authorized in writing.
Statement to be signed by the student:
I have read the text on academic integrity and I pledge not to have committed or
attempted to commit academic fraud in this examination.
Signed:______________________________________
Note: an examination copy or booklet without that signed statement will not be graded
Part I (50%): Problems solving questions
Part II (50%): Multiple choice questions
Unlock document
This preview shows pages 1-3 of the document.
Unlock all 22 pages and 3 million more documents.
Part I
Question 1 (20 points)
The risk-free interest rate is 5%, and the expected return of a passive equity portfolio is 12% with
standard deviation of 20%. You wish to establish an active sub-portfolio then combine it with the
passive portfolio to form an optimal portfolio. You have a total of \$100,000 to invest. You will
invest 20% in risk-free asset, and the rest in the optimal portfolio.
You are examining the following three individual stocks:
Stock Expected Return Beta Residual std. dev.
A 0.260 2.5 0.7
B 0.200 1.6 0.6
C 0.141 1.3 0.5
(1) (5 points) Calculate the weights for the active portfolio.
(1) (10 points) Calculate the alpha, beta, and residual standard deviation of the active portfolio.
(1) (5 points) Determine the exact allocation in dollar term for every asset in the complete
portfolio.
A 0. 260 2. 5 0. 035 0. 7 0. 071429 0. 403587
B 0. 200 1. 6 0. 038 0. 6 0. 105556 0. 596413
C 0. 141 1. 3 0 0. 5 0 0
Sum 0. 176984
w0 0. 1011338
w* 0. 112049
Dol l ar I nvest ment 100, 000. 00 Act i ve Por t f ol i o
Ri skf r ee Por t i on 0. 2
Ri skf r ee 0. 2 20, 000. 00
Por t f l i o
Por t f ol i o Por t f ol i o
Passi ve 0. 7103608 71, 036. 08 al ph bet a Resi d. Var
A 0. 0361773 3, 617. 73 0. 0141 1. 008969 0. 079813
B 0. 053462 5, 346. 20 0. 0227 0. 95426 0. 128055
C 0 - 0 0 0
Sum 1. 00 100, 000. 00 0. 0368 1. 963229 0. 207867
st d dev 0. 455925
Quest i on 2 Per f or mance At t r i but i on
Unlock document
This preview shows pages 1-3 of the document.
Unlock all 22 pages and 3 million more documents.
Question 2 (15 points)
The performance and weights of a managed portfolio and a bogey are given in the following
table:
Managed I ndex Managed
Benchmar k
Por t f ol i o Ret ur n Por f ol i o
Component Wei ght
Wei ght % Ret ur n ( %)
Equi t y 0. 6 0. 7 5. 81 7. 28
Bonds 0. 3 0. 07 1. 45 1. 89
Cash 0. 1 0. 23 0. 48 0. 48
(1) (5 points) What is the excess return of the managed portfolio over the bogey?
(1) (5 points) How much of the excess return can be attributable to asset allocation?
(1) (5 points) How much of the excess return can be attributable to security selection?
Managed I ndex Managed
Benchmar k
Por t f ol i o Ret ur n Por f ol i o Bogey Managed Excess
Component Wei ght
Wei ght % Ret ur n ( %) Ret ur n
Equi t y 0. 6 0. 7 5. 81 7. 28 3. 486 5. 096
Bonds 0. 3 0. 07 1. 45 1. 89 0. 435 0. 1323
Cash 0. 1 0. 23 0. 48 0. 48 0. 048 0. 1104
3. 969 5. 3387 1. 3697
Cont r i but i on of Asset Al l ocat i on
Benchmar k Managed Excess Cont r i but i on
Component Wei ght
Wei ght Wei ght I ndex( %) t o per f or mance
Equi t y 0. 6 0. 7 0. 1 5. 81 0. 581
Bonds 0. 3 0. 07 - 0. 23 1. 45 - 0. 3335
Cash 0. 1 0. 23 0. 13 0. 48 0. 0624
Sum 30. 99%
Cont r i but i on of sel ect i on t o t ot al per f or mance
Por f ol i o I ndex Excess Por t f ol i o Cont r i but i on
Per f omance
Per f or mance
Wei ght %
Equi t y 7. 28 5. 81 1. 47 0. 7 1. 029
Bonds 1. 89 1. 45 0. 44 0. 07 0. 0308
1. 0598
Unlock document
This preview shows pages 1-3 of the document.
Unlock all 22 pages and 3 million more documents.
| 1,628
| 4,642
|
{"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-2021-17
|
latest
|
en
| 0.908325
|
https://www.educative.io/courses/developing-analyzing-statistical-models-r/summary-B6p41QlR8AQ
| 1,716,767,208,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-22/segments/1715971058984.87/warc/CC-MAIN-20240526231446-20240527021446-00622.warc.gz
| 655,222,774
| 102,673
|
Summary
Get a summary of the essential points that were covered in this chapter.
Let’s summarize what we have learned so far in this section.
• Error distribution: We saw that data from a normal or Gaussian error distribution has a relatively even spread of values above and below the mean. This data can be made up of any real number(s), positive or negative.
• Normality tests: We learned that data can be tested for normality with a normality test, such as the Shapiro-Wilk Test. Still, it’s often better to use a function like fitdistr() to estimate which predefined error distribution the data is most similar to.
• Log-transformation: We saw that log-transformation is a common technique to help normalize many biological data.
• Non-parametric tests are not enough: We discussed that many old non-parametric statistical tests can analyze non-normally distributed data, but these have fallen out of favor with the rise of generalized linear models.
• T-tests: We learned that Student’s t-test is designed for analyzing the difference in means of normally distributed data in two categories. A t-test is designed for small sample sizes, and large sample sizes are equivalent to a linear model.
• Linear models: We also discussed that linear models are one of the most commonly used forms of statistics available.
Linear models allow us to analyze a normally distributed response variable with any combination of categorical or continuous predictor variables.
• Useful functions: We also saw many useful functions for all linear models, such as summary(), Anova() from the car package, and plot(). Post-hoc tests can be accomplished using the emmeans package.
Get hands-on with 1200+ tech skills courses.
| 342
| 1,719
|
{"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-2024-22
|
latest
|
en
| 0.925427
|
http://artdary.net/pdf/right-brained-addition-subtraction/
| 1,540,216,761,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2018-43/segments/1539583515088.88/warc/CC-MAIN-20181022134402-20181022155902-00316.warc.gz
| 28,818,756
| 16,841
|
Mathematics
## Right-Brained Addition & Subtraction
A Forget Memorization Book
Author: Sarah Major
Publisher: Child1st Publications LLC
ISBN: 9781936981540
Category: Mathematics
Page: 182
View: 3911
Right-Brained Addition & Subtraction begins with number recognition and counting, and continues through single-digit computation, number patterns, number sense, and number families. Included are stylized numbers and a song that helps children relate number symbols with number names. Then there is the core of the Right-Brained series which is the visuals and patterns for the facts to 10. Most importantly, children don't do computation by counting, but rather by the "see and say" method. The visual background they receive with the games allows them this fluency with their facts. This detailed resource book is packed with 101 pages of handy blackline masters of worksheets, assessments, and overheads making lesson preparation a snap.
Mathematics
## Right-Brained Place Value
A Forget Memorization Book
Author: Sarah Major
Publisher: Child1st Publications LLC
ISBN: 9781936981557
Category: Mathematics
Page: 224
View: 1141
Right-Brained Place Value grows out of the work in Right-Brained Addition & Subtraction. Once the children know their facts to 10 on sight (very much like we want them to know their sight words) they are ready for multi-digit computation. The magic of this book and what sets it apart from other books is that all computation is based on the facts to 10. Students never have to add any facts larger than 1+9, 2+8, 3+7, 4+6, or 5+5, or subtract anything other than 10 minus numbers 1-9! Children love doing big problems using this method because they no longer have to tediously count on their fingers. Right-Brained Place Value takes basic addition and subtraction into multi-digit computation, and includes strategies for word problems. This detailed resource book is packed with 155 pages of handy reproducibles of worksheets, assessments and overheads, making lesson preparation a snap. Total page count: 223.
Family & Relationships
## Right-Brained Children in a Left-Brained World
Unlocking the Potential of Your ADD Child
Author: Laurie Parsons,Jeffrey Freed
Publisher: Simon and Schuster
ISBN: 1439126410
Category: Family & Relationships
Page: 256
View: 2974
Jeffrey Freed and Laurie Parsons provide an effective method for helping children with Attention Deficit Disorder excel in a classroom setting. In straightforward language, this book explains how to use the innovative "Learning Styles Inventory" to test for a right-brained learning style; help an ADD child master spelling—and build confidence—by committing complicated words to visual memory; tap an ADD kid's amazing speed-reading abilities by stressing sight recognition and scanning rather than phonics; access the child's capacity to solve math problems of increasing, often astonishing complexity—without pen or paper; capitalize on the "writing and weaning" technique to help the child turn mental images into written words; and win over teachers and principals to the right-brained approach the ADD child thrives on. For parents who have longed to help their ADD child quickly and directly, Freed and Parsons's approach is nothing short of revolutionary. This is the first book to offer them reason for hope and a clear strategy for enabling their child to blossom.
## Right Brained Addition and Subtraction Book and Games
Author: Sarah Major
Publisher: N.A
ISBN: 9781936981595
Category:
Page: N.A
View: 6794
Education
## Right-Brained Multiplication and DIvision
Effortless Learning Through Images, Stories, Hands-on Activities, and Patterns
Author: Sarah K. Major
Publisher: Child1st Publications LLC
ISBN: 9781936981199
Category: Education
Page: 124
View: 3970
Designed for children who are strongly visual, who learn all at once through images, are drawn to patterns, rely on body motions, who have difficulty with memorization, and who are considered right-brain learners, this resource teaches the multiplication and division tables based on the students' learning strengths rather than taxing their learning weaknesses.
Education
## Right-Brained Fractions
A Forget Memorization Book
Author: Sarah K Major
Publisher: Child1st Publications LLC
ISBN: 9781936981977
Category: Education
Page: 228
View: 6813
Come on a fun filled fractions adventure with the Ator brothers! Num Ator loves to count! He shares a house with his twin brother Nom Ator who lives downstairs. Nom loves to name things! This dynamic duo is the missing link for students who struggle with fractions. With wonderful storytelling, vibrant images, and exciting activities Right-Brained Fractions provides the groundwork to develop and reinforce fraction skills, which is achieved by students being able to create their own models to visualize each problem being solved. This valuable resource is specifically designed to engage and support any child's unique style of learning.
Juvenile Nonfiction
## Do Not Open This Math Book
Author: Danica McKellar
Publisher: Crown Books for Young Readers
ISBN: 110193400X
Category: Juvenile Nonfiction
Page: 160
View: 9666
New York Times bestselling author Danica McKellar is back with a fun and accessible introduction to the essentials of math. Addition and subtraction are as easy as 1 + 2 = 3 in this funny and educational book that will have readers embracing math instead of fearing it. Finally, a FUN book to read with kids that helps bridge the gap between what's being taught in school and how today's parents learned math back in the day. Giggle your way through entertaining lessons on addition and subtraction involving muffins, turkey sandwiches, kittens, googly eyes, and more! Actress, math whiz, and New York Times bestselling author Danica McKellar uses her proven math techniques to give children the solid grasp of addition and subtraction that will be key to their success and unlock their potential in the classroom and beyond! You will WANT to open this math book!
Education
## The Right Side of Normal
Understanding and Honoring the Natural Learning Path for Right-Brained Children
Publisher: Booklocker.Com Incorporated
ISBN: 9781621417668
Category: Education
Page: 506
View: 6276
For parents and educators who want to break free from the "broken child" mentality, Gaddis offers a bold vision for learning joyfully and naturally with right-brained, creative children. There's an epidemic of diagnosing learning disabilities today. Too many children are shamed for the very traits that define who they are. Combined with a solid review of experts in the field, Gaddis provides a range of parent-proven models and concrete suggestions for frustrated parents and teachers.
Education
## How People Learn
Brain, Mind, Experience, and School: Expanded Edition
Author: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice
Publisher: National Academies Press
ISBN: 0309131979
Category: Education
Page: 384
View: 3635
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Juvenile Nonfiction
## Math Potatoes
Author: Greg Tang
Publisher: Scholastic Inc.
ISBN: 1338191802
Category: Juvenile Nonfiction
Page: 40
View: 8255
Greg Tang is back with his bestselling approach to addition and subtraction: problem solving. By solving challenges that encourage kids to "group" numbers rather than memorize formulas, even the most reluctant math learners are inspired to see math in a whole new way! Math Potatoes is full of Tang and Briggs' trademark humor, wit, and extraordinary creativity. Tang has proven over and over that math can be fun, and this new addition to his acclaimed series of mind-stretching math riddles is sure to be another hit.
Language Arts & Disciplines
## Mind Performance Hacks
Tips & Tools for Overclocking Your Brain
Author: Ron Hale-Evans
Publisher: "O'Reilly Media, Inc."
ISBN: 0596101538
Category: Language Arts & Disciplines
Page: 308
View: 5921
"Tips & tools for overclocking your brain"--Cover.
Juvenile Nonfiction
## The Everything Kids' Math Puzzles Book
Brain Teasers, Games, and Activities for Hours of Fun
Author: Meg Clemens,Sean Glenn,Glenn Clemens,Sean Clemens
Publisher: Everything
ISBN: 9781580627733
Category: Juvenile Nonfiction
Page: 144
View: 2476
Stump your friends and family! Who knew that math could be so cool? Crammed with games, puzzles, and trivia, The Everything Kids’ Math Puzzles Book puts the fun back into playing with numbers! If you have any fear of math—or are just tired of sitting in a classroom—The Everything Kids’ Math Puzzles Book provides hours of entertainment. You’ll get so caught up in the activities, you won’t even know you’re learning! Inside, you’ll be able to: Decode hidden messages using Roman numerals Connect the dots using simple addition and subtraction Learn to create magic number squares Use division to answer musical riddles Match the profession to numerical license plates
Juvenile Nonfiction
## Right-Brained Time, Money, & Measurement
Author: Sarah K Major
Publisher: N.A
ISBN: 9781947484009
Category: Juvenile Nonfiction
Page: 132
View: 5775
This book is for children who are strongly visual, who learn all at once through pictures, are drawn to patterns, rely on body motions, and who need to understand the process behind each math problem they solve. In Time, Money, & Measurement, we start at the very beginning and increase in difficulty in each area. 1- We embed symbols in VISUALS so that the child can take a quick look, absorb the learning piece, and store it as an image to be retrieved intact later. 2- We use PERSONIFICATION which is a powerful element in teaching and learning. The use of personification makes for rapid learning because the very look and personality of the character conveys the substance of the learning. For example, Ollie Owl, Molly Mongoose, and Sammy Stork have personalities that help cement their function in children's memory. Ollie Hour is an owl who marks the hours and goes very slowly on his short legs. Molly Minute is a mongoose who ticks off the minutes, scuttling around the clock quickly. Sammy Second is a stork who swoops around the clock marking off the seconds. 3- We rely on PATTERN DISCOVERY as a way of making numbers come alive and as a means of conveying the amazing relationships between numbers. What results is number sense. Because the brain is a pattern seeking organ, it is drawn to material that follows patterns. 4- We use STORY to contain the meaning of what we are teaching in math. Stories, like visuals, make learning unforgettable. They explain the "why" behind math concepts and tie everything together, creating a vehicle for meaning and for recall. 5- We use BODY MOTION--both gesture and whole body movement that mirrors the symbol shape or the action in the math story (such as addition or subtraction). Again, body movement is a powerful agent for learning and remembering. For many people, body motion makes recall effortless if the learning piece is directly tied to a unique motion. 6- We employ VISUALIZATION--a powerful tool for right-brain-dominant learners. If these learmers are given time to transfer the image on the paper in front of them to their brains (prompt them to close their eyes and SEE it in their mind's eye), they will be able to retrieve that image later. If the image contains learning concepts, this is how they will remember what you want them to learn. So in this book, each time a visual is introduced, prompt the student(s) to "see" the image in their mind.
Education
## Mathematical Misconceptions
A Guide for Primary Teachers
Author: Anne D Cockburn,Graham Littler
Publisher: SAGE
ISBN: 1446243990
Category: Education
Page: 176
View: 1377
How do children relate to numbers and mathematics? How can they be helped to understand and make sense of them? People are rarely ambivalent towards mathematics, having either a love or hate relationship with the subject, and our approach to it is influenced by a variety of factors. How we are taught mathematics as children plays a big role in our feelings towards it. Numbers play a large part in our lives, and it is therefore beneficial to inspire a positive attitude towards them at a young age. With contributors comprised of teachers, teacher educators, mathematicians and psychologists, Mathematical Misconceptions brings together information about pupils' work from four different countries, and looks at how children, from the ages of 3 - 11, think about numbers and use them. It explores the reasons for their successes, misunderstandings and misconceptions, while also broadening the reader's own mathematical knowledge. Chapters explore: - the seemingly paradoxical number zero - the concept of equality - children's perceptions and misconceptions of adding, subtracting, multiplying and dividing - the learning process - the ways in which children acquire number concepts. This unique book will transform the way in which primary school teachers think about mathematics. Fascinating reading for anyone working with children of this age, it will be of particular interest to teachers, trainee teachers and teaching assistants. It will show them how to engage children in the mysteries and delights of numbers.
Science
## Language, Music, and the Brain
A Mysterious Relationship
Author: Michael A. Arbib
Publisher: MIT Press
ISBN: 0262314134
Category: Science
Page: 680
View: 8247
This book explores the relationships between language, music, and the brain by pursuing four key themes and the crosstalk among them: song and dance as a bridge between music and language; multiple levels of structure from brain to behavior to culture; the semantics of internal and external worlds and the role of emotion; and the evolution and development of language. The book offers specially commissioned expositions of current research accessible both to experts across disciplines and to non-experts. These chapters provide the background for reports by groups of specialists that chart current controversies and future directions of research on each theme.The book looks beyond mere auditory experience, probing the embodiment that links speech to gesture and music to dance. The study of the brains of monkeys and songbirds illuminates hypotheses on the evolution of brain mechanisms that support music and language, while the study of infants calibrates the developmental timetable of their capacities. The result is a unique book that will interest any reader seeking to learn more about language or music and will appeal especially to readers intrigued by the relationships of language and music with each other and with the brain.Contributors: Francisco Aboitiz, Michael A. Arbib, Annabel J. Cohen, Ian Cross, Peter Ford Dominey, W. Tecumseh Fitch, Leonardo Fogassi, Jonathan Fritz, Thomas Fritz, Peter Hagoort, John Halle, Henkjan Honing, Atsushi Iriki, Petr Janata, Erich Jarvis, Stefan Koelsch, Gina Kuperberg, D. Robert Ladd, Fred Lerdahl, Stephen C. Levinson, Jerome Lewis, Katja Liebal, Jônatas Manzolli, Bjorn Merker, Lawrence M. Parsons, Aniruddh D. Patel, Isabelle Peretz, David Poeppel, Josef P. Rauschecker, Nikki Rickard, Klaus Scherer, Gottfried Schlaug, Uwe Seifert, Mark Steedman, Dietrich Stout, Francesca Stregapede, Sharon Thompson-Schill, Laurel Trainor, Sandra E. Trehub, Paul Verschure
Arithmetic
## The Fact Family
A Teaching Rhyme about Inverse Number Relationships
Author: Sandy Turley
Publisher: Helps4Teachers
ISBN: 9780977854813
Category: Arithmetic
Page: N.A
View: 9633
Education
## Energizing Brain Breaks
Publisher: Corwin Press
ISBN: 1452290377
Category: Education
Page: 64
View: 9421
The fastest way to keep your students engaged Glazed look in your students' eyes? They need is an Energizing Brain Break—a quick physical and mental challenge to refresh them. This full-color flip book contains 50 highly effective, classroom-tested ideas for all grades. You'll find pictures, directions, and online videos for activities like: Slap Count Letters: students alternate slapping each other's hands while spelling a word Rock, Paper, Scissors, Math: partners reveal a certain number of fingers to each other, and the first person to add them together wins Bizz-Buzz: groups of students count from 1 to 40 using a combination of numbers and words
## Brain Integration Therapy Manual
2010 Edition
Author: Dianne Craft
Publisher: N.A
ISBN: 9780983084006
Category:
Page: 143
View: 6906
Education
## PreparedU
How Innovative Colleges Drive Student Success
Author: Gloria Cordes Larson
Publisher: John Wiley & Sons
ISBN: 1119402484
Category: Education
Page: 288
View: 1250
Education
## How Children Learn
Author: John Holt
Publisher: Da Capo Press
ISBN: 0786746904
Category: Education
Page: 320
View: 6719
This enduring classic of educational thought offers teachers and parents deep, original insight into the nature of early learning. John Holt was the first to make clear that, for small children, “learning is as natural as breathing.” In this delightful yet profound book, he looks at how we learn to talk, to read, to count, and to reason, and how we can nurture and encourage these natural abilities in our children.”
| 4,157
| 19,291
|
{"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}
| 2.9375
| 3
|
CC-MAIN-2018-43
|
longest
|
en
| 0.906946
|
https://math.stackexchange.com/questions/4096591/is-frac-x-2x-2-defined-and-continuous-at-x-2
| 1,723,160,233,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-33/segments/1722640741453.47/warc/CC-MAIN-20240808222119-20240809012119-00726.warc.gz
| 315,673,270
| 41,246
|
# Is $\frac {x-2}{x-2}$ defined and continuous at $x=2$
A quick question. Is the function $$\frac {x-2}{x-2}$$ defined at $$x=2$$? For, when I plotted it, it was shown to be continuous. Also, if I try to prove continuity, the left limit $$=1$$ and right limit is also equal to $$1$$, but $$f(2)$$ takes the $$0/0$$ form. How do I prove the continuity?
• To understand the continuity, you first have to define $f \left( 2 \right)$. What value do you want it to take? Commented Apr 10, 2021 at 8:24
• Commented Apr 10, 2021 at 10:26
A function consists of three pieces of data: a domain, a codomain, and an instruction on how to assign exactly one element of the codomain to every element of the domain. You only supplied us with one of those data pieces, the instruction. Domain and codomain are missing, so we are forced to guess them from context. The usual convention on how to guess is:
1. to assume that you work in a subset of the real or complex numbers
2. to assume that you follow the convention that complex inputs are written as $$z$$, while real inputs are written as $$x$$
3. to assume that your codomain is the reals or the complex numbers, depending on the previous point
4. to assume that you want the domain to be the largest subset of the number set you're working with where your given instruction makes sense
Since you wrote your instruction using $$x$$, I assume you're considering a function from a subset of the reals to the reals. Since your instruction makes sense for all real numbers except $$2$$, I assume that your domain is $$\mathbb R\backslash\{2\}$$. So $$2$$ is not in the domain of your function, so it can't be continuous or discontinuous at $$2$$. It just isn't anything at $$2$$, the same way it isn't anything at Paris: Paris is not part of the functions assumed domain, so it's neither continuous, nor discontinuous at Paris.
Notice that these are a lot of assumptions about your intentions. But then again, the question itself reveals that you yourself aren't quite sure about your intentions. If you intended for $$2$$ not to be in the domain, you probably wouldn't ask this question. Instead, you don't know wether you want $$2$$ to be in the domain. Now at this point, you have to pick, since you supplied the function. Is $$2$$ in the domain or not? If not, then go with what I wrote above. If yes, then you need to rephrase your question in one of two ways:
1. You tell us what value you want the function to take at $$x=2$$, and keep the question "is it continuous at $$2$$?"
2. You ask us wether there is any way at all to choose the value it takes at $$2$$ to make it continuous.
I can answer the second question: if the function maps $$2$$to $$1$$, then that would make it continuous, since then it's just the constant function $$\mathbb R\to\mathbb R,~x\mapsto1$$. Note how I specified domain, codomain, and instruction to avoid the kind of ambiguity I described above.
Also a note: if you see a function written the way you supplied it, you should make the same assumptions I made above. Most importantly, that the function's domain is only those numbers where the given instruction makes sense.
Since $$f(2)$$ is not defined at $$2$$ since $$0/0$$ is undefined it makes no sense it ask if it’s continuous at $$2$$ . To make your function continuous at $$2$$ define $$f(2)$$ to be $$1$$ then $$\lim_{x\to2} f(x)$$ = $$f(2)=1$$ .
It might also help to understand the definition of a function if $$X$$ and $$Y$$ are sets and let $$P(x,y)$$ be a property for every object $$x$$ belonging to $$X$$ and $$y$$ belonging to $$Y$$ such that for every $$x$$ there is exactly one $$y$$ for which $$P(x,y)$$ is true . Then the function is defined by the property $$P$$ on the domain $$X$$ and range $$Y$$ is defined to be the object which given any input $$x$$ belonging to $$X$$ assigns an output $$f(x)$$ belonging to $$Y$$ .
From analysis 1 by Tao.
• So can I define $f(2)$ to be $73$? Commented Apr 10, 2021 at 8:30
• You can, but in this case it is not continuous since $\lim_{x\to 2} f(x) \neq f(2) = 73$.
– Rem
Commented Apr 10, 2021 at 8:38
• @Eisenstein yes but then your function won’t be continuous . Commented Apr 10, 2021 at 8:38
No the function $$f(x)=\frac {x-2 }{x-2}$$ is not defined at $$x=2$$ and so not continuous at $$x=2$$. In fact, it’s not even discontinuous at $$x=2$$ as it is not defined at $$x=2$$. Note that domain of $$f$$ is $$\mathbb R-\{2\}$$.
However, you can define an extension $$g:\mathbb R\to \mathbb R$$ of $$f$$ to $$\mathbb R$$ as below:
$$g(x)=\begin{cases} f(x)=1; x\ne 2\\\lim_{x\to 2} f(x)=1; x=2\end{cases}$$
Notice that this extension of $$f$$ ,that is $$g$$ is now continuous everywhere.
• "In fact, it’s not even discontinuous" I don't think I understand that. Would you care to explain? Commented Apr 10, 2021 at 8:27
• @Eisenstein: Continuity or discontinuity is defined at a point where function is defined. The function you mentioned is not defined at x=2 simply because division by 0 is not defined.
– Koro
Commented Apr 10, 2021 at 8:29
• @Eisenstein: Refer my revised answer for more clarifications.
– Koro
Commented Apr 10, 2021 at 8:40
• @Koro So to sum up, is the function neither continuous nor discontinuous? Commented Apr 10, 2021 at 8:42
• At $x=2$, yes! But now you see how we can (sometimes) extend $f$ to $g$ to make it continuous everywhere.
– Koro
Commented Apr 10, 2021 at 8:43
| 1,530
| 5,404
|
{"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": 62, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0}
| 4.09375
| 4
|
CC-MAIN-2024-33
|
latest
|
en
| 0.945638
|
https://es.mathworks.com/help/sm/gs/analyze-simple-pendulum.html
| 1,719,235,982,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-26/segments/1718198865383.8/warc/CC-MAIN-20240624115542-20240624145542-00247.warc.gz
| 209,110,193
| 20,231
|
## Analyze a Single Pendulum
This example shows how to analyse the dynamic response of a single pendulum. You can learn how to measure the rotation, add damping, and apply torques for the revolute joint. For more information about multibody dynamics simulations, see Multibody Dynamics. You can create a set of phase plots for the joint by using MATLAB® commands with the motion outputs.
First, create the simple pendulum model in Model a Simple Pendulum. By adding forces and torques to this model, you incrementally change the pendulum from undamped and free to damped and driven. The forces and torques that you apply include:
• Gravitational force (Fg) — Global force that acts on every body in direct proportion to its mass, which you specify in terms of the acceleration vector g. You specify this vector using the Mechanism Configuration block.
• Joint damping (Fb) — Internal torque between the pendulum and the joint fixture which you parameterize in terms of a linear damping coefficient. You specify this parameter using the Revolute Joint block that connects the pendulum to the joint fixture.
• Actuation torque (FA) — Driving torque between the pendulum and the joint fixture, which you specify directly as a Simscape™ physical signal using the Revolute Joint block that connects the pendulum to the joint fixture.
### Output Sensing Information for the Pendulum Motion
First, update the `SimplePendulum` model to output position and velocity data, then output this data to the MATLAB base workspace.
1. Open the `SimplePendulum` model that you created in tutorial Model a Simple Pendulum.
2. In the Z Revolute Primitive (Rz) > Sensing section of the Revolute Joint block dialog box, select the following parameters:
• Position
• Velocity
The block exposes two additional physical signal ports, q and w, that output the angular position and velocity of the pendulum with respect to the world frame.
3. Add these blocks to the model. You use the blocks to output the joint position and velocity to the MATLAB base workspace.
LibraryBlockQuantity
4. Change the parameters in the To Workspace block dialog boxes to `q` and `w`. These variables make it easy to identify the joint variables that the To Workspace blocks output during simulation—position, through the Revolute Joint block port q, and velocity, through the Revolute Joint block port w. To remove the keyword, `out`, from the variable names, on the tab of the Simulink® Toolstrip, click Model Settings, then select Data Import/Export and clear the Single simulation output parameter.
5. Connect the blocks as shown in the figure. Ensure that the To Workspace block with the variable name `q` connects, through the PS-Simulink Converter block, to the Revolute Joint block port q, and that the To Workspace block with variable name `w` connects to the Revolute Joint block port w.
6. Change the value of the Vector format parameter to `1-D array` for both PS-Simulink Converter blocks. Set the Output signal unit parameter to `deg` and `deg/s` for the PS-Simulink Converter blocks connected to port q and port w respectively.
7. Save the model under a different name, such as `SimplePendulumAnalysis`.
### Analyze Undamped Pendulum
1. Run the simulation. Mechanics Explorer opens with a 3-D animation of the simple pendulum model.
2. Plot the joint position and velocity with respect to time by entering the following code at the MATLAB command prompt:
```figure hold on plot(q) plot(w)```
The figure shows the resulting plot.
3. Plot the joint angular velocity with respect to the angular position by entering this code at the MATLAB command prompt.
```figure plot(q.data, w.data) xlabel('θ (deg)') ylabel('ω (deg/s)')```
The result is the phase plot of the joint that corresponds to a starting position of zero degrees with respect to the horizontal plane.
Try simulating the model using different starting angles. In the Z Revolute Primitive (Rz) > State Targets section, under Specify Position Target, specify the Value parameter of the Revolute Joint block dialog box. This figure shows a compound phase plot for starting angles of `-80`, `-40`, `0`, `40`, and `80` `deg`.
### Analyze Damped Pendulum
1. In the Revolute Joint block dialog box, set Z Revolute Primitive (Rz) > Internal Mechanics > Damping Coefficient to `8e-5` (N*m)/(deg/s). The damping coefficient causes energy dissipation during motion which results in a gradual decay of the pendulum oscillation amplitude.
2. Ensure that Z Revolute Primitive (Rz) > State Targets > Specify Position Target > Value is set to `0` `deg`.
3. Run the simulation.
4. Plot the joint position and velocity with respect to time. To do this, enter this code at the MATLAB command prompt.
```figure hold on plot(q) plot(w)```
The figure shows the resulting plot. Note that the pendulum oscillations decay with time due to damping. At larger damping values, the pendulum becomes overdamped and the oscillations disappear.
5. Plot the joint phase plot. To do this, enter this code at the MATLAB command prompt.
```figure plot(q.data, w.data) xlabel('θ (deg)') ylabel('ω (deg/s)')```
Try simulating the model using different starting angles. In the Z Revolute Primitive (Rz) > State Targets section, under Specify Position Target, specify Value parameter of the Revolute Joint block dialog box. The figure shows a compound phase plot for starting angles of `-80`, `-40`, `0`, `40`, and `80` `deg`.
### Analyze Damped and Driven Pendulum
1. In the Revolute Joint block dialog box, in the Actuation section, set the Torque parameter to ```Provided by Input```. The block exposes a physical signal input port, t, that you can use to specify the joint actuation torque.
2. Add these blocks to the model.
LibraryBlock
The Sine Wave block provides a periodic torque input as a Simulink signal. The Simulink-PS Converter block converts the Simulink signal to a physical signal compatible with Simscape Multibody™ blocks.
3. Connect the blocks as shown in the figure.
4. In the Sine Wave block dialog box, set the Amplitude parameter to `0.06`. In the Simulink-PS Converter block, set the Input signal unit parameter to `N*m`. An actuation torque that oscillates between `-0.06` `N*m` and `0.06` `N*m` applies to the joint.
5. In the Revolute Joint block dialog box, in the Z Revolute Primitive (Rz) > State Targets section, under Specify Position Target,set Value parameter to `0` `deg`.
6. Run the simulation.
7. Plot the joint position and velocity with respect to time. To do this, enter this code at the MATLAB command prompt.
```figure hold on plot(q) plot(w)```
8. Plot the joint phase plot. To do this, enter this code at the MATLAB command prompt:
```figure plot(q.data, w.data) xlabel('θ (deg)') ylabel('ω (deg/s)')```
| 1,546
| 6,784
|
{"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-2024-26
|
latest
|
en
| 0.781783
|
https://www.thestudentroom.co.uk/showthread.php?page=2&t=4125135
| 1,519,241,556,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2018-09/segments/1518891813712.73/warc/CC-MAIN-20180221182824-20180221202824-00733.warc.gz
| 941,879,844
| 42,961
|
You are Here: Home >< Maths
# AQA AS FP1 Further Pure 1 15th June 2016 [Exam Discussion Thread] watch
1. (Original post by TheLifelessRobot)
Here's the mark scheme, when you get the value of theta using the reflection matrix you get a completely different value for theta.
I did this paper yesterday and got theta as 75° - 150°/2 (with an enlargement of 2rt3)😕
2. (Original post by TheLifelessRobot)
Here's the mark scheme, when you get the value of theta using the reflection matrix you get a completely different value for theta.
You need to use CAST method to get the right value for 2 theta otherwise the calculator only gives you principle values
3. (Original post by Hjyu1)
You need to use CAST method to get the right value for 2 theta otherwise the calculator only gives you principle values
Could you explain it to me in the context of this question?
4. FP1 and stats S2 in the same morning. Non-stop exams from 9-12 lucky me :'(
5. (Original post by Hjyu1)
You need to use CAST method to get the right value for 2 theta otherwise the calculator only gives you principle values
What's the CAST method?
6. (Original post by rainbowtwist)
What's the CAST method?
For that reflection Q:
Other correct alternatives’ include eg Enlargement sf: − 12, reflection in y= tan15x
They accept a lot of alternatives, you don't need to use the CAST method.
7. How did everyone find the exam?
8. It wasn't too bad did any one get tanx=root 3
9. I actually think that was too horrible - where were the numerical methods, though...?
10. It wasn't a hard paper, I knew how to do everything, just ****ed it all up. None of my numbers worked, and that meant I couldn't finish question 9, because my answer to part a just would not work out.
Shall we say that all of my university aspirations have just been flushed down the drain?
Posted from TSR Mobile
11. Found that harder than last years paper
12. (Original post by Hjyu1)
It wasn't too bad did any one get tanx=root 3
I got tanx=-1/root3, but i maybe wrong :/
13. (Original post by An1998)
I got tanx=-1/root3, but i maybe wrong :/
14. What did everyone get for q in complex number question
Posted from TSR Mobile
15. I couldn't do the tanx question and I couldn't find q 😂 hopefully I'll get method marks :/
16. What did everyone get for their values of k? I got -0.5 and 2 I think. This was question 6 I believe
17. Was the 'q' question
w^2 +(4+i+q i)w +20 = 0
with w = p+2iq and w^* = p-2iq?
18. Loved the matrix question anyone remember what they got for the last part of the question???
19. (Original post by Physics Optimist)
Was the 'q' question
w^2 +(4+i+q i)w +20 = 0
with w = p+2iq and w^* = p-2iq?
Yes
20. (Original post by bheaton)
Yes
Thanks - this was the only one where I think I made a mistake. I got q as -7, -1 and 5. I didn't like 3 values and my Casio didn't agree with me I think I have one sign error so a probable 1/5 marks?
TSR Support Team
We have a brilliant team of more than 60 Support Team members looking after discussions on The Student Room, helping to make it a fun, safe and useful place to hang out.
This forum is supported by:
Updated: June 16, 2016
Today on TSR
### Buying condoms for the first time - help!
Discussions on TSR
• Latest
Poll
Useful resources
Can you help? Study help unanswered threadsStudy Help rules and posting guidelinesLaTex guide for writing equations on TSR
## Groups associated with this forum:
View associated groups
Discussions on TSR
• Latest
The Student Room, Get Revising and Marked by Teachers are trading names of The Student Room Group Ltd.
Register Number: 04666380 (England and Wales), VAT No. 806 8067 22 Registered Office: International House, Queens Road, Brighton, BN1 3XE
| 985
| 3,712
|
{"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-2018-09
|
latest
|
en
| 0.918546
|
https://quant.stackexchange.com/questions/32646/how-to-compute-the-variance-of-a-long-short-equity-portfolio?noredirect=1
| 1,713,368,221,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-18/segments/1712296817158.8/warc/CC-MAIN-20240417142102-20240417172102-00855.warc.gz
| 420,900,840
| 39,705
|
# How to compute the variance of a Long-Short Equity Portfolio?
I am calculating the historical portfolio variance of various long-short equity portfolios. For simplicity, assume the portfolio is long stock A with weight 1.0 and short stock B with weight -0.5. So cash/risk free is 0.5 for an overall portfolio weight of 1.0.
Since $\sigma^2_\text{risk free} = 0$ and $\sigma^2_{\text{risk free}, X} = 0$, I reduce the portfolio to a 2x2 covariance matrix for A and B with weights [1.0, -0.5]. However, the weights don't total 1 for this portfolio and I thought the weights have to total one?
We have weights $w_A$, $w_B$ and $w_C = 1 - w_A - w_B$ that sum to $1$.
With de-meaned returns $r_A$, $r_B$, and $r_C$, the portfolio variance is $$E\{[w_A r_A + w_B r_B + (1 - w_A - w_B)r_C]^2 \} = w_A^2\sigma_A^2 + w_B^2\sigma_B^2 + 2 w_A w_B\rho_{AB}\sigma_A \sigma_B,$$
assuming the cash volatility $\sigma_C$ is zero.
• And essentially $w_C$ is the weight in cash. In this case, the 0.5.
• @Stanford Wong: Yes -- that was the intent. Everything carries through as expected since with zero volatility the cash returns contribute nothing to portfolio variance. The stock returns are weighted appropriately even though they do not sum to $1$.
| 363
| 1,240
|
{"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}
| 3.3125
| 3
|
CC-MAIN-2024-18
|
latest
|
en
| 0.889081
|
https://socratic.org/questions/how-do-you-find-w-t-1-given-w-t-t-2-4
| 1,638,929,611,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2021-49/segments/1637964363420.81/warc/CC-MAIN-20211207232140-20211208022140-00418.warc.gz
| 600,266,004
| 5,779
|
# How do you find w(t-1) given w(t)=t^2-4?
Jan 15, 2017
The answer is $= \left(t + 1\right) \left(t - 3\right)$
#### Explanation:
Replace $t$ by $\left(t - 1\right)$
$w \left(t\right) = {t}^{2} - 4$
$w \left(t - 1\right) = {\left(t - 1\right)}^{2} - 4 = {t}^{2} - 2 t + 1 - 4$
$= {t}^{2} - 2 t - 3 = \left(t + 1\right) \left(t - 3\right)$
| 169
| 345
|
{"found_math": true, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 6, "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}
| 4.3125
| 4
|
CC-MAIN-2021-49
|
latest
|
en
| 0.454223
|
https://www.stata.com/statalist/archive/2011-08/msg01043.html
| 1,719,105,828,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-26/segments/1718198862425.28/warc/CC-MAIN-20240623001858-20240623031858-00745.warc.gz
| 888,964,179
| 4,824
|
Notice: On April 23, 2014, Statalist moved from an email list to a forum, based at statalist.org.
# Re: st: Count data interaction terms
From Maarten Buis <[email protected]> To [email protected] Subject Re: st: Count data interaction terms Date Tue, 23 Aug 2011 11:20:14 +0200
```On Mon, Aug 22, 2011 at 5:50 PM, DA Gibson wrote:
> Im running an investigation into how unhealthy lifestyles (obestiy,
> smoking etc) effect health service usage and ideally id like to use a
> count analysis to do this. However im not sure whether as with OLS
> analyses you can include interaction terms e.g. y = B0
> +B1(X1)+B2(X2)+B3(X1*X2) where X1 and X2 are binary variables. Is this
> possible using count data?
Yes, the tricky part is interpretation, but that is not a big deal as
long as you interpret the incidence rate ratios rather than marginal
effects. Consider the example below. The baseline tells you that a
visitor to the park without camper, who visited the park alone and has
no kid with him/her is expected to catch .39 fish per visit(*). An
extra person added to the group increases that rate by a factor 3.07,
i.e. (3.07-1)*100%=207 % (the main effect of person). If this extra
person happens to a child, this effect of number of persons decreases
by a factor .78, i.e. -22%.
*------------------ begin example -----------------
webuse fish, clear
gen byte baseline = 1
poisson count i.camper c.persons##c.child baseline, ///
irr nocons
*----------------- end example --------------------
(For more on examples I sent to the Statalist see:
http://www.maartenbuis.nl/example_faq )
Also see: M.L. Buis (2010) "Stata tip 87: Interpretation of
interactions in non-linear models", The Stata Journal, 10(2), pp.
305-308.
Hope this helps,
Maarten
(*) I still have Stata 11, so I need this trick with a "variable"
baseline which is secretly a constant. I understand that in Stata 12
the display of the baseline rates, odds, hazards, etc. are no longer
suppressed, so there this trick is no longer necessary.
--------------------------
Maarten L. Buis
Institut fuer Soziologie
Universitaet Tuebingen
Wilhelmstrasse 36
72074 Tuebingen
Germany
http://www.maartenbuis.nl
--------------------------
*
* For searches and help try:
* http://www.stata.com/help.cgi?search
* http://www.stata.com/support/statalist/faq
* http://www.ats.ucla.edu/stat/stata/
```
| 643
| 2,365
|
{"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-2024-26
|
latest
|
en
| 0.830779
|
https://thesingleseater.com/2019/03/26/a-statistic-to-assess-indycar-race-strategists/
| 1,686,177,756,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2023-23/segments/1685224654016.91/warc/CC-MAIN-20230607211505-20230608001505-00354.warc.gz
| 600,310,900
| 27,804
|
# A Statistic to Assess IndyCar Race Strategists
In my opinion, there isn’t currently a good way to evaluate team strategy in IndyCar based off of the traditional statistics of starting and finishing position. If a car improves throughout a race, was it because of good strategy, great passes, or just being fast? It’s not particularly easy to tell and even if you watch the race, there’s too many cars and different things going on to get a good measure of what happened by the eye test.
To start working on this problem, I am introducing something called Green Flag (GF) Retention and Plus/Minus, inspired by David Smith’s work at Motorsports Analytics. With these statistics, I attempt to begin to quantify how much value a race strategist adds or subtracts from a team, with the idea being that a better strategist will be able to use green flag pit cycles to their advantage and pick up places by short/long pitting at the right time to gain track position, be on better tires than other cars, or simply have quick pitstops. Before I get in to the details of how these stats are calculated, some definitions:
• Green Flag Pitstop Retention – the percentage of time a driver holds or gains positions during a green flag pit cycle.
• Green Flag Pitstop +/- – the total number of places a driver has gained or lost during green flag pit cycles throughout the season.
• Green Flag Pit Cycle – a GF pit cycle is a pitstop cycle that is measured from when the first car pits to when the last car pits out in a given cycle. I only count these stats for pit cycles that are “obvious”, meaning when there is one overarching strategy being used by almost every team and the pit cycle is less than 15 laps. If 22 drivers are going for a three-stop race and all pit around the same laps and two other drivers are going for a four-stop race, I will only count the stats for that race for the 22 drivers on a similar strategy. There is no good way to compare vastly different strategies without making subjective assumptions about the relative position of cars throughout the race. If I compared the different pitstop strategies only at the end of the race to see how they compared, I would be dragging a driver’s whole race performance into the comparison, which dilutes the role strategy played greatly and makes the statistic less of a reliable indicator. As such, not every driver in the database will have the same number of GF pit cycles, but they can still be compared by looking at the +/- per pitstop stat. This would also mean that teams that always run an alternative strategy will not get counted many times in this stat, but in my experience there is usually one overarching strategy for a given race and no team I’ve looked at is always the one trying out an alternative strategy.
To calculate GF Pitstop Retention and Plus/Minus I measure a driver’s running position when the first car comes into the pits and their position when the last car of the cycle exits the pits. If a driver holds or gains position, they are counted as retaining their position for that cycle. The number of places the driver gained or lost is added into the running total of Plus/Minus for the year.
This statistic is not perfect. While many times passes that happen in these cycles are due to strategy and being quick on tires when others are not through short/long pitting or quickness of out/in laps, there might be times when a pass is made on track that really didn’t have to do with strategy but rather two cars who overtake each other before the cycle is over but didn’t benefit from strategy. These overtakes will still be counted in +/- even though maybe it isn’t the strategy specifically that helped them overtake. The statistics are not without fault like any stat, but I feel they are a great start to quantifying and assessing race strategy with the current information available and can provide valuable insight into who the best race strategists are in IndyCar.
The best strategists and teams will call their drivers into the pits at the right time, have quick and error free pitstops, and ultimately gain positions or at the very least retain their position because of these decisions. Cars that always run at the front will obviously have less positional gains as there are less spots to move up, but the best strategists for these teams should still be retaining their position at the same rate as others.
To get an idea of what I consider an acceptable green flag pit cycle, consider this lap chart from COTA 2019:
Between laps 5 and 18, every car came into the pits as indicated by the blue squares. The starting position measurement would be on lap 5 and the final position measurement would take place on lap 18. The cycles must be green flag stops or else they will not be counted as caution-affected pitstops will usually catch some drivers out and there is less of a strategy decision as cautions make pit decisions easier. Getting caught out because of an unlucky caution is bad luck, not bad strategy.
Green flag pit cycle stats will be updated on this page throughout the season along with all of the other driver and team statistics.
| 1,051
| 5,155
|
{"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-2023-23
|
latest
|
en
| 0.951694
|
http://oilf.blogspot.com/2014/11/my-daughter-can-now-date-barrys-daughter.html
| 1,503,523,085,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2017-34/segments/1502886124563.93/warc/CC-MAIN-20170823210143-20170823230143-00260.warc.gz
| 309,002,745
| 18,930
|
## Saturday, November 8, 2014
### My daughter can now date Barry's daughter!
Barry Garelick once told me that anyone who wishes to date his daughter must first successfully derive the Quadratic Formula. A few days ago my daughter proved up to the task.
In fact, she was able to derive it on her own the first time around, with minimal assistance: without having first had it demonstrated to her. In Constructivist parlance, she "discovered" it! But only after lots of cumulative, guided practice placed it squarely within her Zone of Proximal Development. (Cumulative, guided practice of the sort that, incidentally, is entirely missing from Reform Math Algebra, which, if it asks the students to learn the formula at all, has them do so not via conceptual understanding, but via rote memorization).
My daughter's cumulative, guided practice included solving dozens of quadratic equations of varying complexity (including so-called "literal equations" in which the coefficients themselves are variables): first by factoring, and then by completing the square. I credit in particular her honing the technique of multiplying the equation by four times the co-efficient of the squared term before completing the square. Not only does this simplify the process by eliminating the need for fractions; it also makes the Quadratic Formula derivation a tad more elegant.
It's the difference between this:
And this:
Or, in her own hand:
Of course, either way works--whether for handling quadratics, or for dating Barry's daughter.
Having to resort to rote memorization, on the other hand, substantially limits your future prospects: both mathematical and romantic.
C T said...
What curriculum has she been using?
Katharine Beals said...
It's the Wentworth's "New School Algebra" that I've used in many of the math comparison problems. Great book, published in 1919!
Auntie Ann said...
I have a copy and it's nice and straightforward.
Does she actually work from the book? Ours is in good shape, but I wonder how well it would hold up to full use.
Niels Henrik Abel said...
I must have an earlier edition (_A School Algebra_ by Wentworth, 1895). I have been going through it lately to outline it in preparation for creating an online introductory algebra class. I've been comparing some of its problems to the remedial algebra I've seen as a tutor, and I am amazed at the depth and complexity of the problems from the older text. Why can't they make textbooks like that anymore? Instead, modern publishers insist on dressing up their pig with two-inch margins and four-color printing. Have to justify the triple-digit price somehow, I guess ~
| 554
| 2,650
|
{"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}
| 2.71875
| 3
|
CC-MAIN-2017-34
|
latest
|
en
| 0.966556
|
https://www.codewolfy.com/python/example/python-program-to-create-simple-calculator
| 1,679,927,736,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2023-14/segments/1679296948632.20/warc/CC-MAIN-20230327123514-20230327153514-00307.warc.gz
| 801,477,518
| 6,732
|
In this example, you will learn to create a simple calculator in python with multiple methods with example.
### Simple Calculator in Python using if-else Statements
This is the simplest and easiest way to make a simple calculator in python. We will take two numbers while declaring the variables and select operation (+, -, *, /). Then, find operations and results will be displayed on the screen using the if-else statement.
Example
``` ```
# Python program to make a simple calculator
# taking user input
no1 = float(input("Enter first number: "))
no2 = float(input("Enter second number: "))
# choice operation
print("Operation: +, -, *, /")
select = input("Select operations: ")
# check operations and display result
if select == "+":
print(no1, "+", no2, "=", no1+no2)
elif select == "-":
print(no1, "-", no2, "=", no1-no2)
elif select == "*":
print(no1, "*", no2, "=", no1*no2)
elif select == "/":
print(no1, "/", no2, "=", no1/no2)
else:
print("Invalid input")
```
```
Output :
``` ```
Enter first number: 12.25
Enter second number: 4
Operation: +, -, *, /
Select operations: *
12.25 * 4.0 = 49.0
```
```
Explanation :
First of all, this program will ask user to input two numbers and ask for operation (+,-,*,/). Then it will calculate arithmetic operation based on user input using if else ladder technique.
### Simple Calculator in Python using Functions
Example 2 : Using in-built methods
``` ```
#Python program create simple calculator using functions
return x + y
def subtract(x, y):
return x - y
def multiply(x, y):
return x * y
def divide(x, y):
return x / y
#User input
no1 = float(input("Enter first number: "))
no2 = float(input("Enter second number: "))
print("Select operation.")
print("2.Subtract")
print("3.Multiply")
print("4.Divide")
choice = input("Enter choice(1/2/3/4):")
if choice == '1':
elif choice == '2':
print(no1,"-",no2,"=", subtract(no1,no2))
elif choice == '3':
print(no1,"*",no2,"=", multiply(no1,no2))
elif choice == '4':
print(no1,"/",no2,"=", divide(no1,no2))
else:
print("Invalid input")
```
```
Output :
``` ```
Enter first number: 12.5
Enter second number: 4
Select operation.
2.Subtract
3.Multiply
4.Divide
Enter choice(1/2/3/4):3
12.5 * 4.0 = 50.0
```
```
Explanations :
This example also ask user input and choice which is arithmetic operator but in-stand of calculating output directly it will pass both number to function based on choice and function will return answer. In this method you need to define function for every operation you want to perform.
| 672
| 2,544
|
{"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}
| 3.703125
| 4
|
CC-MAIN-2023-14
|
latest
|
en
| 0.571425
|
http://www.brighthubeducation.com/homework-math-help/38990-converting-fractions-to-percents/
| 1,513,332,074,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2017-51/segments/1512948568283.66/warc/CC-MAIN-20171215095015-20171215115015-00008.warc.gz
| 316,483,818
| 40,550
|
## Converting Percents to Fractions and Fractions to Percents
written by: Keren Perles โข edited by: SForsyth โข updated: 1/17/2012
Have a huge test on conversions between percents and fractions? Not sure where to start? Start right here with these easy conversion methods.
• slide 1 of 3
### Converting a Percent to a Fraction
This is much easier than you may think: just put the number over 100 and simplify. For example, 5% = 5/100 = 1/25, and 150% = 150/100 = 1 ยฝ.
Why does this work? If you think about it, the definition of a percent is really just โout of a hundred." If you have 50% of something, what youโre really saying is that you have fifty out of a hundred, or 50/100.
• slide 2 of 3
### Converting a Fraction to a Percent โ Method 1
Converting a fraction to a percent is more difficult, and there are two methods you can use to do it. In the first method, you would change the fraction so that it has 100 in its denominator. This method only works easily if the denominator is a factor of 100.
For example, letโs say that you were trying to convert 21/25 to a percent. You know that 25 X 4 = 100. In order to multiply the denominator by 4, you also have to multiply the numerator by 4. So 21/25 X 4/4 = 84/100. Because the definition of percent is โout of a hundred," 84/100 is the same thing as 84%. So 21/25 = 84%.
You can do this with less complex fractions as well. For example, letโs say you wanted to convert 2/5 to a percent. You know that 5 X 20 = 100, so you can multiply the numerator and denominator by 20, which gives you 2/5 X 20/20 = 40/100 = 40%.
• slide 3 of 3
### Converting a Fraction to a Percent โ Method 2
The first method seems simple enough, but remember that it only works if the denominator is a factor of a hundred. What do you do if the denominator is not a factor of 100? You use this second, two-step method:
Convert the fraction to a decimal.
Convert the decimal to a percent.
For example, to convert the fraction ยผ to a decimal, you would first convert it to a fraction (1 / 4 = .25). Then you would convert the decimal to a percent (.25 = 25%).
With these methods under your belt, you'll be acing your math tests in no time!
#### Fraction, Decimal, and Percent Conversions
Confused about how to do fraction, decimal, and percent conversions? It can get complicated, but if you learn each conversion separately, you'll soon be converting like a pro!
| 656
| 2,433
|
{"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}
| 4.6875
| 5
|
CC-MAIN-2017-51
|
latest
|
en
| 0.931656
|
http://www.jiskha.com/display.cgi?id=1329703683
| 1,498,591,688,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2017-26/segments/1498128321536.20/warc/CC-MAIN-20170627185115-20170627205115-00632.warc.gz
| 558,141,213
| 3,850
|
# math
posted by .
An inverted square pyramid has a height equal to 8m and a top edge to 3m. Initially, it contains water to the depth of 5m.
a. What is the initial volume of the water in the tank?
b. If the additional water is to be pumped into the tank at the rate of 20 gallons per minute, how many hours will it take to fill the tank?
• math -
vovo
• math -
JOhn kenneth gangoso
| 105
| 388
|
{"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}
| 2.734375
| 3
|
CC-MAIN-2017-26
|
latest
|
en
| 0.898194
|
https://www.jiskha.com/questions/363118/q-1-alpha-particles-travel-through-a-magnetic-field-of-0-360t-and-are-deflected-in-an
| 1,618,368,140,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2021-17/segments/1618038076454.41/warc/CC-MAIN-20210414004149-20210414034149-00248.warc.gz
| 943,342,621
| 5,514
|
# Physics
Q)1 : Alpha particles travel through a magnetic field of 0.360T and are deflected in an arc of 0.0820m. Assuming the alpha particle are perpendicular to the field, what is the energy of an individual alpha particle?
1. 👍
2. 👎
3. 👁
1. calculate the velocity:
Bqv=Force
and force= massalpha*v^2/r
bqv=massv^2/r
solve for v.
1. 👍
2. 👎
👤
bobpursley
2. do i use the value of q/m ratio??
and thank u =)
1. 👍
2. 👎
3. Magnetic field B = 0.36 T
Deflected radius of an arc r = 0.082 m
Charge of alpha particle q = 2e = 3.20435 × 10^-19 C
Mass of alpha particle m = 6.64 × 10^−27 kg
Magnetic Force = Bqv
Centripetal Force = mv²/r
Bqv = mv²/r
v = Bqr/m
v = (0.36)( 3.20435 × 10^-19)( 0.082) / (6.64 × 10^−27)
v = 1.42458 × 10^6 m/s
Energy of alpha particle E = (1/2)mv²
E = (1/2)( 6.64 × 10−27)( 1.42458 × 106)²
E = 4.7296 × 10^−15 J
Energy of alpha particle is 4.7296 × 10^−15 J.
1. 👍
2. 👎
## Similar Questions
1. ### physics
please check my answer An electron moves north at a velocity of 9.8 * 10^4 m/s and has a magnetic force of 5.6 * 10^-18 N west exerted on it. If the magnetic field points upward, what is the magnitude of the magnetic field? F=BqV
2. ### Physics
A proton moves perpendicularly to a magnetic field that has a magnitude of 6.48 ´ 10^-2 T. A magnetic force of 7.16 ´ 10^-14 N is acting on it. If the proton moves a total distance of 0.500 m in the magnetic field, how long does
3. ### PHYSICS
A thin 2.82 m long copper rod in a uniform magnetic field has a mass of 44.2 g. When the rod carries a current of 0.238 A, it floats in the magnetic field. The acceleration of gravity is 9.81 m/s2 . What is the field strength of
4. ### physics
two charged particles are projected into a magnetic field that is perpendicular to their velocities. if the particles are deflected in opposite directions, what dose this tell you about them?
1. ### Electromagnetism
A particle with a mass of 6.64x10^-27 kg and a charge of +3.2x10^-19 C is accelerated from rest through a potential difference of 2.45x10^6 V. the particle then enters a uniform magnetic field of strength 1.60 T. a) Find the
2. ### Physics
A beam of protons is accelerated through a potential difference of 0.745 kV and then enters a uniform magnetic field traveling perpendicular to the field. (a) What magnitude of field is needed to bend these protons in a circular
3. ### physics
Particle 1 and particle 2 have masses of m1 = 1.5×10-8 kg and m2 = 6.2×10-8 kg, but they carry the same charge q. The two particles accelerate from rest through the same electric potential difference V and enter the same
4. ### physics
help me please. *TRUE or FALSE* 1.the north pole of a permanent magnet is attracted to a south pole 2.iron,aluminum, and nickel are all ferromagnetic materials 3.all permanent magnets are surrounded by a magnetic field 4.the
1. ### physcial science
What creates a magnetic field? A. charged particles that do not move B. moving electric charges C. gravity D. an isolated magnetic pole
2. ### Science
Examine the scenario. A stream of positively-charged particles is moving to the left in a magnetic field. The particles experience an upward force. Which choice most accurately describes the effect on the magnetic field on a
| 978
| 3,248
|
{"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}
| 3.484375
| 3
|
CC-MAIN-2021-17
|
latest
|
en
| 0.812774
|
https://community.microfocus.com/t5/Silk-Performer-Knowledge-Base/How-do-I-interpret-the-measurements-Source-Value-Factor-Avg/ta-p/1735693
| 1,553,553,329,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2019-13/segments/1552912204461.23/warc/CC-MAIN-20190325214331-20190326000331-00026.warc.gz
| 453,322,209
| 22,733
|
Having problems with your account or logging in?
A lot of changes are happening in the community right now. Some may affect you. READ MORE HERE
# How do I interpret the measurements (Source, Value, Factor, Avg, Count, Min, Max, Sum and Std) in Performance Explorer?
## How do I interpret the measurements (Source, Value, Factor, Avg, Count, Min, Max, Sum and Std) in Performance Explorer?
The Value column is the exact value where the cursor is at that instance - represented by a crosshair on the graph. As the cursor is moved the Value will change.
Factor is the amount by which the actual value has been scaled to appear on the graph, if it is (1) this equals a real time value.
Source is the type of value being taken. Either Average, Count (total number of this measurement), Maximum, Minimum, Sum (total of all measurements added together) or STD (standard deviation of all measurements). Whether all of these value types are available will be dependent on the group of measurement being used e.g. Timer, Transaction, Summary, etc.
Interval represents over what period the value is calculated in seconds, for example, every 10-sec
The rest of the columns will be explained by this example:
Consider that there is a timer called GMO Products which represents Response Times in seconds, whose Source line on the graph is Average and is being measured at a 10 sec Interval.
This means that, for each 10 second interval, the response times for this timer are measured and then averaged.
Therefore if the test had lasted for a minute there would be six, 10-second intervals and consequently six average values.
The Count column would reflect this with a value of 6.
An average is taken for each time interval.
The Min column contains the lowest of these six Average values.
The Max column contains the highest of these six Average values.
The Avg column contains the average of these six Average values (Max value plus the Min value divided by 2)
The StdDev column is how much each Average value deviates from the overall average.
These general rules will apply for the other Source values, for example, if the Source is the Maximum values for the timer then the Max column is the highest value of these six maximum measurements. It is important to realize though that not every measurement will be relevant which explains why some columns contain no value.
#### DISCLAIMER:
Some content on Community Tips & Information pages is not officially supported by Micro Focus. Please refer to our Terms of Use for more detail.
Top Contributors
Version history
Revision #:
1 of 1
Last update:
2013-02-15 19:04
Updated by:
The opinions expressed above are the personal opinions of the authors, not of Micro Focus. By using this site, you accept the Terms of Use and Rules of Participation. Certain versions of content ("Material") accessible here may contain branding from Hewlett-Packard Company (now HP Inc.) and Hewlett Packard Enterprise Company. As of September 1, 2017, the Material is now offered by Micro Focus, a separately owned and operated company. Any reference to the HP and Hewlett Packard Enterprise/HPE marks is historical in nature, and the HP and Hewlett Packard Enterprise/HPE marks are the property of their respective owners.
| 685
| 3,257
|
{"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-2019-13
|
latest
|
en
| 0.924109
|
https://www.examveda.com/the-price-of-the-sugar-rise-by-25-percent-if-a-family-wants-to-keep-their-expenses-on-sugar-the-same-as-earlier-the-family-will-have-to-decrease-its-170/
| 1,642,537,799,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2022-05/segments/1642320300997.67/warc/CC-MAIN-20220118182855-20220118212855-00269.warc.gz
| 804,602,121
| 8,908
|
Examveda
# The price of the sugar rise by 25%. If a family wants to keep their expenses on sugar the same as earlier, the family will have to decrease its consumption of sugar by
A. 25%
B. 20%
C. 80%
D. 75%
### Solution(By Examveda Team)
Let the initial expenses on Sugar was Rs. 100.
Now, Price of Sugar rises 25%. So, to buy same amount of Sugar, they need to expense,
= (100 + 25% of 100) = Rs. 125.
But, They want to keep expenses on Sugar, so they have to cut Rs. 25 in the expenses to keep it to Rs. 100.
Now, % decrease in Consumption,
$$\frac{{25}}{{125}} \times 100 = 20\%$$
Mind Calculation Method;
100 === 25%↑ ===> → 125 === X%↓ ===> 100
Here, X = $$\frac{{25}}{{125}} \times 100 = 20\%$$
| 224
| 708
|
{"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}
| 4.1875
| 4
|
CC-MAIN-2022-05
|
latest
|
en
| 0.948808
|
vsoul.net
| 1,701,979,919,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00501.warc.gz
| 688,088,122
| 4,307
|
# Ctrl
#### Android Bubble Sort Puzzle Solver
During 2020 summer vacation, I was quite bored.
At some point I noticed a game being played in a smartphone near me.
It was the Ball Sort Puzzle.
I asked to borrow the phone and tried to solve level 159.
Pretty tough if you ask me!
But it shouldn't be, right?
You just try some random moves. You reach a dead end. Then you start again.
You keep trying moves, until you either lock yourself up, or you either solve it.
So you are searching for a chain of moves that take you from the start to the solution ...
This sounds familiar!
You know who's extremely good at this?
Artificial Intelligence!
I like to call myself a Software Engineer so I had to prove (to myself) that this game can be solved with AI. AI created by me. During summer vacation.
Challenge accepted!
Lo and behold my code!
## The details
I use a simple plain string to represent the state of the game.
The state string consists of `_` to denote an Empty Slot, a character `x` to denote a Ball, and (a space) to delimit one tube from another.
There is a mapping in `colors.py` from actual color names to a hex digit. Using this trick I can represent a ball using a single character.
Therefore, the following state:
Will translate to the following state string:
``````8076 8067 a7a8 0a87 0a66 ____ ____
``````
From each state string, a helper method can produce all possible next state strings. This is essentially my transition function. The helper function will also return the move(s) that lead to each next state.
Having an initial state, and a transition function, I can run BFS to search for states that are solutions.
I can keep generating states, and adding them to the frontier, like so:
``````frontier.add(intitial_state);
while frontier.has_states() {
state = frontier.get_state();
if is_solution(state) {
return;
}
}
``````
When a state is a solution state, the search is over and I return the list of moves associated with this state.
Some states will come up more than once. To save time, I try to prevent states from being re-examined. To do so, I store each visited state, in a Trie data structure. The trie offers fast insertion and lookup.
If a state is "locked", meaning that it cannot produce next states, then OK. I simply discard this state and I do not increase the size of the frontier.
The final piece is the algorithm itself.
I started with a simple Breadth First Search to find the solution with the minimum number of moves.
However, the search space is large enough, so I needed a way to "help" the algorithm a bit.
I used a custom data structure called `QuantizedDoubleEndedPriorityQueue`.
In simple words, it is a set of double-ended queues. Each queue is associated with a rank. The rank is the number of "solved" tubes.
So as an example, the following state string has `rank=3`:
``````8888 _067 _a7a _0a7 0a66 ____ ____
``````
Should I count empty tubes as solved? Good question ...
When the algorithm picks the next state to examine, the `QuantizedDoubleEndedPriorityQueue` will always return the state string with the maximum rank.
Using this technique, the search is more "pointed" towards states that are closer to solution, rather than searching through the entire search space.
## Performance
So far, it seems like it can solve levels in under 1sec.
Which is great, because my first iteration on this problem needed more than 60seconds for some levels.
## Things to improve in the future
1) Write tests with pytest and achieve 100% coverage
2) The following state strings are effectively the same, right?
``````8888 _067 _a7a _0a7 0a66 ____ ____
``````
``````____ _067 _a7a _0a7 0a66 ____ 8888
``````
So, I should treat them as the same, and "prune" the search space. And to do so, I should drop the "move from X to Y" notation, since the ordering of the tubes will make no sense if I shuffle them.
| 926
| 3,897
|
{"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-2023-50
|
latest
|
en
| 0.928563
|
https://studyres.com/doc/78463/composition-and-resolution-of-forces
| 1,603,772,149,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2020-45/segments/1603107893011.54/warc/CC-MAIN-20201027023251-20201027053251-00433.warc.gz
| 541,007,593
| 10,872
|
Survey
* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project
Document related concepts
Weightlessness wikipedia, lookup
Electromagnetism wikipedia, lookup
Mechanics of planar particle motion wikipedia, lookup
Fictitious force wikipedia, lookup
Lorentz force wikipedia, lookup
Centripetal force wikipedia, lookup
Transcript
```COMPOSITION AND RESOLUTION OF FORCES
LAB MECH 10
From Laboratory Manual of Elementary Physics, Westminster College.
INTRODUCTION
Even though this experiment deals with forces, the methods used can be applied to any
vector quantity. The resultant of two or more vectors can be determined graphically, i.e.
by a scale drawing, by mathematical method, as well as by experiment with actual forces.
In these cases both the magnitude and the direction of the resultant must be expressed for
a complete solution.
Conventionally, the direction of any
vector is taken as the angle between
its direction and horizontal right
direction which is considered as 0°.
Thus in Fig. 1 the vector A might
represent a force due to gravity on 30
gm at 0° and B, might be due to 40
gm at 90°. To find the combined
effect of A and B, the vector B is
added to A as shown in Fig. 2. The
resultant is the vector R at an angle
θ. The length of R may be measured
to determine its magnitude and the
angle θ measured to give its
direction.
90º
R
180º
0º
B
θ
270º
A
Figure 1
Figure 2
Mathematically, the resultant may be computed from the well known relation:
R2 = A2 + B2
(1)
θ = tan -1 B/A.
(2)
And
These expressions are true only if the angle between A and B is 90°. If the angle is not
90°, we may have something like Fig. 3 and Fig. 4 where the vectors C and D are added
to obtain the resultant R. The mathematical solution can be obtained by use of the law of
cosines, or better by the use of component vectors. If the vector D is resolved into two
components Dx and Dy and vector C resolved into components Cx and Cy, as shown by
the dashed lines in Fig. 3, then Cx and Dx can be added to obtain the x-component Rx and
Cy and Dy can be added to obtain the y-component Ry. This is effectively shown in Fig. 4.
That R=Rx2 + Ry2, then
____________________________________________________________________________________
Westminster College SIM
MECH.10-1
Composition and Resolution of Forces
Y
Y
D
R
d
C
Dy
Cy
D
θ
Ry
c
c
X
Cx
Dx
d
C
X
Rx
Figure 3
Figure 4
the magnitude of the resultant can now be obtained thus:
R2=(Cx+Dx)2 + (Cy + Dy)2; Cx = cos c; Cy = C sin c; Dx= -D cos (180°-d); Dy = D sin (180°-d).
The direction θ of the resultant is given by θ = 180o - tan-1 (Ry/Rx).
(3)
(4)
Experimentally, the resultant force of two or more forces can be obtained with a force
table. It is set up with hanging masses of values corresponding to the forces given and
appropriately directed. An additional “equilibrant” force is placed on the force table that
balances the forces to be resolved. The resultant R is equal in magnitude and in opposite
direction from the equilibrant.
If we have more than two vectors, we can extend the process as shown in Fig. 5 . In this
figure vectors E, F, and G can be added to obtain R graphically.
E
F
f
e
g
G
Figure 5
____________________________________________________________________________________
Westminster College SIM
MECH.10-2
Composition and Resolution of Forces
PURPOSE
The specific objective of this experiment is to determine the magnitude and direction of
the resultant of two or more component forces. The experiment should provide some
experience in the treatment of vector quantities.
MATERIALS
Force table with: ring, strings, weight hangers
Known masses
Ruler and protractor
Scientific calculator
PRELIMINARY QUESTIONS
1. For the sun to keep its rather constant size over eons of time with the strong
gravitational mutual mass attraction, requires that…; Explain.
2. Explain that humans all around the circular earth all have the sense of standing
upright.
PROCEDURE AND ANALYSIS
Obtain a problem card from the instructor. Although forces should be expressed in dynes
or newtons, for this experiment we will use the forces in gram-weights (gm-wts) to save
work in the computations. Using a suitable scale (such as 1 cm = 20 gm-wts), carefully
draw the vector diagram for the problem as shown in Figs. 2 and or Fig. 4. Copy your
problem on your data sheet and record the resultant obtained by this graphical method.
Now do the mathematical computations, considering values of the forces in (gm-wts), to
obtain the resultant for the problem.
By use of the force table, experimentally determine the resultant R.
For the case of more than two forces, consider the three forces according to Fig. 5. With
a ruler and protractor, draw approximately to scale a representative graphical solution
showing the resultant with basic explanation.
Define: component; resultant; equilibrant. Discuss the comparative accuracy of the three
methods used in the solution of the problem given on the card.
____________________________________________________________________________________
Westminster College SIM
MECH.10-3
```
Related documents
| 1,264
| 5,157
|
{"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-2020-45
|
latest
|
en
| 0.921766
|
https://www.developmaths.com/numbers/hcf_lcm/Factors.php
| 1,720,824,445,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-30/segments/1720763514459.28/warc/CC-MAIN-20240712224556-20240713014556-00137.warc.gz
| 627,495,858
| 2,535
|
### Factors
Factors are the numbers you multiply together to get a larger number, which also include 1 and that larger number:
#### Example 1. The factors of 6 are 1, 2, 3 and 6
...because 2 x 3 = 6, or 1 x 6 = 6
#### Example 2. The factors of 12 are 1, 2, 3, 4, 6 and 12
... because 2 x 6 = 12, or 4 x 3 = 12, or 1 x 12 = 12
to:
| 135
| 339
|
{"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}
| 3.765625
| 4
|
CC-MAIN-2024-30
|
latest
|
en
| 0.921359
|
https://gmatclub.com/forum/working-alone-printers-x-y-and-z-can-do-a-certain-41524.html
| 1,498,574,828,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2017-26/segments/1498128321426.45/warc/CC-MAIN-20170627134151-20170627154151-00366.warc.gz
| 744,450,380
| 64,553
|
It is currently 27 Jun 2017, 07:47
GMAT Club Daily Prep
Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.
Customized
for You
we will pick new questions that match your level based on your Timer History
Track
every week, we’ll send you an estimated GMAT score based on your performance
Practice
Pays
we will pick new questions that match your level based on your Timer History
Events & Promotions
Events & Promotions in June
Open Detailed Calendar
Working alone, printers X, Y, and Z can do a certain
Author Message
TAGS:
Hide Tags
Senior Manager
Joined: 12 Mar 2006
Posts: 365
Schools: Kellogg School of Management
Working alone, printers X, Y, and Z can do a certain [#permalink]
Show Tags
27 Jan 2007, 16:12
3
KUDOS
7
This post was
BOOKMARKED
00:00
Difficulty:
55% (hard)
Question Stats:
64% (02:26) correct 36% (01:25) wrong based on 443 sessions
HideShow timer Statistics
Working alone, printers X, Y, and Z can do a certain printing job, consisting of a large number of pages, in 12, 15, and 18 hours, respectively. What is the ratio of the time it takes printer X to do the job, working alone at its rate, to the time it takes printers Y and Z to do the job, working together at their individual rates ?
(A) 4/11
(B) 1/2
(C) 15/22
(D) 22/15
(E) 11/4
[Reveal] Spoiler: OA
Senior Manager
Joined: 19 Jul 2006
Posts: 358
Show Tags
27 Jan 2007, 18:39
1
KUDOS
D
X takes 12 hrs
Y and Z together = (1/15) + (1/18) = 11/90 = 90/11 hrs
ratio = X /( YandZ) = 12 * (11/90) = 22/15
Manager
Joined: 10 Dec 2005
Posts: 112
Show Tags
01 Feb 2007, 22:23
Indeed D is the correct answer, got 22/15 by the exact same approach
_________________
"Live as if you were to die tomorrow. Learn as if you were to live forever." - Mahatma Gandhi
Senior Manager
Joined: 04 Jan 2006
Posts: 279
Show Tags
02 Feb 2007, 15:53
1
KUDOS
Rate(X) = 1/12 job/hour or 12 hour/job
Rate(Y) = 1/15 job/hour
Rate(Z) = 1/18 job/hour
Rate(Y + Z) = 1/15 + 1/18 job/hour = (6 + 5)/90 = 11/90 job/hour
This mean that Machine Y and Z can finish 11/90 job in one hour
So how long will will take for Machine X to finish 11/90 job? Rate(X) = 12 hour/job
Time(x) to do 11/90 job = 11/90 job x 12 hour/job = 11 x 12 /90 = 44/30 = 22/15 hours
Intern
Joined: 17 Dec 2012
Posts: 9
Re: Working alone, printers X, Y, and Z can do a certain [#permalink]
Show Tags
23 Jan 2013, 13:12
1
KUDOS
Hi,
if somebody could help me what I am doing wrong here, it would be great:
1) I am calculating individual rates for all 3 printer and bring them onto the same denominator.
X = 1/12 = 30/360
Y = 1/15 = 24/360
Z = 1/18 = 20/360
2) Comparing the nominators of X with the sum of Y and Z, since they are now comparable.
30/(24+20) = 30/44 = 15/22
The ratio is X to (Y + Z) so it should be fine.
This would be answer (C) and not (D).
Why should I flip the nominator and denominator here?
Veritas Prep GMAT Instructor
Joined: 16 Oct 2010
Posts: 7446
Location: Pune, India
Re: Working alone, printers X, Y, and Z can do a certain [#permalink]
Show Tags
23 Jan 2013, 20:02
5
KUDOS
Expert's post
leventg wrote:
Hi,
if somebody could help me what I am doing wrong here, it would be great:
1) I am calculating individual rates for all 3 printer and bring them onto the same denominator.
X = 1/12 = 30/360
Y = 1/15 = 24/360
Z = 1/18 = 20/360
2) Comparing the nominators of X with the sum of Y and Z, since they are now comparable.
30/(24+20) = 30/44 = 15/22
The ratio is X to (Y + Z) so it should be fine.
This would be answer (C) and not (D).
Why should I flip the nominator and denominator here?
RATES of X, Y and Z are 30/360, 24/360 and 20/360
Ratio of RATE of X:RATE of Y+Z = 30:44 = 15:22
The question asks for the ratio of TIME TAKEN = 1/15 : 1/22 = 22:15
(Time taken is the inverse of rate)
_________________
Karishma
Veritas Prep | GMAT Instructor
My Blog
Get started with Veritas Prep GMAT On Demand for $199 Veritas Prep Reviews Intern Joined: 17 Dec 2012 Posts: 9 Re: Working alone, printers X, Y, and Z can do a certain [#permalink] Show Tags 24 Jan 2013, 04:23 Thanks for your fast reply Karishma, As this was still difficult for me to understand, I have created an easy example for better understanding. Let’s assume all printers take 12 hours. So printer Y and Z are doing the same job as printer X twice as fast. X = 1/12 (job/hours) Y = 1/12 (job/hours) Z = 1/12 (job/hours) Y+Z = 2/12 = 1/6 (job/hours) X : (Y+Z) = 1 : 2 => This ratio refers to the output. Regarding Time Taken, X makes in 12 hours 1 job and Y+Z are doing in 6 hours 1 job. So what you are saying is that we are comparing the hours and not the jobs right? And therefore the ratio of X : Y is 12 : 6, which is 2 : 1. Summarizing both steps: X : (Y+Z) = (1/12) : (2/12) = 1 : 2 => This ratio refers to the output. X : (Y+Z) = (1/12) : (1/6) = 12: 6 = 2 : 1 => This ratio refers to the time Referring to my example again: X = 12 hours Y+Z = 6 hours Ratio is not 12 : 6 or 2 : 1 because time taken is inverse to rate? Instead the Ratio is (1/12) : (1/6) = (6/12) = 1 : 2 Actually this TIME-IS-INVERSE-APPROACH is quite difficult to understand. I can apply it but still it is difficult to understand. May be it is just easier to divide 2 fractions. (Divide Y+Z by X). Last edited by leventg on 24 Jan 2013, 06:04, edited 1 time in total. Veritas Prep GMAT Instructor Joined: 16 Oct 2010 Posts: 7446 Location: Pune, India Re: Working alone, printers X, Y, and Z can do a certain [#permalink] Show Tags 24 Jan 2013, 04:40 1 This post received KUDOS Expert's post leventg wrote: Thanks for your fast reply Karishma, As this was still difficult for me to understand, I have created an easy example for better understanding. Let’s assume all printers take 12 hours. So printer Y and Z are doing the same job as printer X twice as fast. X = 1/12 (job/hours) Y = 1/12 (job/hours) Z = 1/12 (job/hours) Y+Z = 2/12 = 1/6 (job/hours) X : (Y+Z) = 1 : 2 => This ratio refers to the output. Regarding Time Taken, X makes in 12 hours 1 job and Y+Z are doing in 6 hours 1 job. So what you are saying is that we are comparing the hours and not the jobs right? And therefore the ratio of X : Y is 12 : 6, which is 2 : 1. Summarizing both steps: X : (Y+Z) = (1/12) : (2/12) = 1 : 2 => This ratio refers to the output. X : (Y+Z) = (1/12) : (1/6) = 2 : 1 => This ratio refers to the time. Referring to my example again: X = 12 hours Y+Z = 6 hours Ratio is not 12 : 6 or 2 : 1 because time taken is inverse to rate? Instead the Ratio is (1/12) : (1/6) = (6/12) = 1 : 2 Actually this TIME-IS-INVERSE-APPROACH is quite difficult to understand. I can apply it but still it is difficult to understand. May be it is just easier to divide 2 fractions. (Divide Y+Z by X). For an intuitive understanding of ratios approach, check out these posts: http://www.veritasprep.com/blog/2011/03 ... of-ratios/ http://www.veritasprep.com/blog/2011/03 ... os-in-tsd/ http://www.veritasprep.com/blog/2011/03 ... -problems/ _________________ Karishma Veritas Prep | GMAT Instructor My Blog Get started with Veritas Prep GMAT On Demand for$199
Veritas Prep Reviews
GMAT Club Legend
Joined: 09 Sep 2013
Posts: 16002
Re: Working alone, printers X, Y, and Z can do a certain [#permalink]
Show Tags
19 Jan 2015, 13:29
Hello from the GMAT Club BumpBot!
Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).
Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.
_________________
Senior Manager
Status: Professional GMAT Tutor
Affiliations: AB, cum laude, Harvard University (Class of '02)
Joined: 10 Jul 2015
Posts: 367
Location: United States (CA)
GMAT 1: 770 Q47 V48
GMAT 2: 730 Q44 V47
GRE 1: 337 Q168 V169
WE: Education (Education)
Re: Working alone, printers X, Y, and Z can do a certain [#permalink]
Show Tags
05 May 2016, 18:17
Attached is a visual that should help.
Attachments
Screen Shot 2016-05-05 at 6.16.09 PM.png [ 100.35 KiB | Viewed 3992 times ]
_________________
Harvard grad and 770 GMAT scorer, offering high-quality private GMAT tutoring, both in-person and via Skype, since 2002.
McElroy Tutoring
GMAT Club Legend
Joined: 09 Sep 2013
Posts: 16002
Re: Working alone, printers X, Y, and Z can do a certain [#permalink]
Show Tags
08 Jun 2017, 12:44
Hello from the GMAT Club BumpBot!
Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).
Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.
_________________
Director
Joined: 07 Dec 2014
Posts: 713
Re: Working alone, printers X, Y, and Z can do a certain [#permalink]
Show Tags
08 Jun 2017, 14:03
prude_sb wrote:
Working alone, printers X, Y, and Z can do a certain printing job, consisting of a large number of pages, in 12, 15, and 18 hours, respectively. What is the ratio of the time it takes printer X to do the job, working alone at its rate, to the time it takes printers Y and Z to do the job, working together at their individual rates ?
(A) 4/11
(B) 1/2
(C) 15/22
(D) 22/15
(E) 11/4
ratio of X/(Y+Z) rates=1/4/(1/5+1/6)=15/22
inverting, ratio of X/(Y+Z) times=22/15
D
Re: Working alone, printers X, Y, and Z can do a certain [#permalink] 08 Jun 2017, 14:03
Similar topics Replies Last post
Similar
Topics:
1 Dan can do a job alone in 15 hours. Fred, working alone, can do the sa 5 15 May 2016, 14:25
1 Working alone, machine X can manufacture 1,000 nails in 12 hours. Work 4 29 Dec 2015, 11:12
3 A person x working alone can complete a work in 10 days. A person Y .. 3 27 Jun 2015, 01:53
32 Working alone, Printers X, Y, and Z can do a certain printin 17 08 Jun 2017, 17:06
11 While working alone at their constant rates computer X can process 240 12 29 Jun 2016, 11:03
Display posts from previous: Sort by
| 3,285
| 10,334
|
{"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}
| 4.03125
| 4
|
CC-MAIN-2017-26
|
latest
|
en
| 0.905795
|
https://math.stackexchange.com/questions/1251945/suppose-langle-cdot-cdot-rangle-1-and-langle-cdot-cdot-rangle-2-are-inne
| 1,723,277,715,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-33/segments/1722640790444.57/warc/CC-MAIN-20240810061945-20240810091945-00215.warc.gz
| 298,525,846
| 38,192
|
# Suppose $\langle\cdot,\cdot\rangle_1$ and $\langle\cdot,\cdot\rangle_2$ are inner products on $V$ such that...
Suppose $\langle\cdot,\cdot\rangle_1$ and $\langle\cdot,\cdot\rangle_2$ are inner products on $V$ such that $\langle v,w\rangle_1=0$ if and only if $\langle v,w\rangle_2=0$. Prove that there is a positive number $c$ such that $\langle\cdot,\cdot\rangle_1=c\langle\cdot,\cdot\rangle_2$ for every $v,w\in V$.
I'm at a loss on how to start this. Any guidance is appreciated.
• One approach: note that inner product (like any multilinear map) is determined by how it acts on a basis Commented Apr 25, 2015 at 23:06
• Combine with that the fact that every finite inner product space has an orthonormal basis. Commented Apr 25, 2015 at 23:13
If $$V=\{0\}$$ then there is nothing to prove. Suppose that $$V \neq \{0\}$$ and let $$v \in V$$ with $$v \neq 0$$. Then both $$\langle v,v \rangle_{1}$$ and $$\langle v,v \rangle_{2}$$ are nonzero. Let $$c = \frac{\langle v,v \rangle_{1}}{\langle v,v \rangle_{2}}$$ Now let $$w \in V$$ with $$\langle w,v \rangle_{1} \neq 0$$ (if $$\langle w,v \rangle_{1} = 0$$ then there is nothing to prove). By the orthogonal decomposition (Axler (2015) p. 171), $$\langle w-\frac{\langle w,v \rangle_{2}}{\langle v,v \rangle_{2}}v,v \rangle_{1} =\langle w-\frac{\langle w,v \rangle_{2}}{\langle v,v \rangle_{2}}v,v \rangle_{2} =0$$, and we obtain $$\frac{\langle w,v \rangle_{1}}{\langle w,v \rangle_{2}} = \frac{\langle v,v \rangle_{1}}{\langle v,v \rangle_{2}}$$ Similarly, since $$\langle w,v-\frac{\langle v,w \rangle_{2}}{\langle w,w \rangle_{2}}w \rangle_{1} =\langle w,v-\frac{\langle v,w \rangle_{2}}{\langle w,w \rangle_{2}}w \rangle_{2} =0$$, we obtain $$\frac{\langle w,v \rangle_{1}}{\langle w,v \rangle_{2}} = \frac{\langle w,w \rangle_{1}}{\langle w,w \rangle_{2}}$$ That is, for any $$w \in V$$, $$\frac{\langle w,w \rangle_{1}}{\langle w,w \rangle_{2}}=\frac{\langle v,v \rangle_{1}}{\langle v,v \rangle_{2}}=c$$ Here we have shown that for any $$u,u^{\prime} \in V$$, $$\langle u,u^{\prime} \rangle_{1}=c\langle u,u^{\prime} \rangle_{2}$$
first part: Assume that $$\langle x, y \rangle_1 = \langle x, y \rangle_2 = 0 \\ \langle x, x \rangle_2 = \langle y, y \rangle_2 = 1 \langle x, x \rangle_1 = c \\ \langle y, y \rangle_1 = d \\$$
Then: $$\langle x + y, x - y \rangle_2 = 0 \\ \implies 0 = \langle x + y, x - y \rangle_1 = \langle x, x \rangle_1 - \langle y, y \rangle_1$$
second part: consider a finite dimensioned subspace $V'$, an $\langle ., . \rangle_1$-orthonormal basis $(e_1\dots e_d)$ if $V'$.
It is also a $\langle ., . \rangle_2$-orthogonal basis; its matrix is, according to the first part, $a I_d$, for some $a>0$; or: $$\langle x, y \rangle_1 = a \langle x, y \rangle_2$$ It is true for any $V'$, hence it remains true on $V$.
| 988
| 2,806
|
{"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": 18, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0}
| 3.5625
| 4
|
CC-MAIN-2024-33
|
latest
|
en
| 0.634961
|
http://simplestudies.com/accounting-cost-volume-profit-analysis.html/page/7
| 1,591,440,715,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2020-24/segments/1590348513230.90/warc/CC-MAIN-20200606093706-20200606123706-00151.warc.gz
| 112,447,511
| 7,565
|
## 4. Multiple-product scenario in CVP analysis
In real life, companies produce a range of products, not just one kind as was assumed in our earlier examples. Different products will have different selling prices, variable costs per unit and, as a result, different contribution margins and contribution margin ratios.
Can CVP analysis work with this complication? The answer is yes. You just need to obtain some data about the product mix.
First, you need to know the proportion in which each of the products is sold. Then you can calculate the contribution margin for each product. After that you can define the weighted average contribution margin, which is used in the determination of the break-even point or the amount of sales required to gain a desired profit.
Let's illustrate this concept by using our Friends Company example. Assume that the company produces three (3) types of valves: truck valves, car valves, and motor-bike valves. The following data is available:
Truck Valves Car Valves Motor-bike Valves (A) Share in physical volume sold, % 30% 45% 25% (B) Selling price per unit, \$ \$10 \$8 \$7 (C) Variable costs per unit, \$ \$7 \$6 \$5 (D) Contribution per unit, \$ (B - C) \$3 \$2 \$2 (E) Contribution margin ratio (D ÷ B) 0.30 0.25 0.29 (F) Fixed costs total, \$ \$10,000
To calculate the weighted average contribution margin you need to weight the contribution margin per unit of these three products and present it as "three-in-one":
Weighted Average Contribution Margin per Unit = 30% x \$3 + 45% x \$2 + 25% x \$2 = \$2.3
Now the break-even point may be calculated.
## 4.1. Contribution margin technique, break-even point in multiple-product companies
The calculation of the break-even point in a multiple-product company follows the same logic as in a single-product company. While the numerator will be the same fixed costs, the denominator will now be the weighted average contribution margin. The modified formula is as follows:
Break-even Point (in units) = Fixed Costs Weighted Average Contribution Margin per Unit
For our example, the break-even point (in units) approximates 4,348 units (i.e., \$10,000 ÷ \$2.3). These 4,348 units are then allocated to different valve types according to the proportion defined in row 1 in the table above:
Truck valves: 4,348 units x 30% = 1,304 units Car valves: 4,348 units x 45% = 1,957 units Motor-bike valves: 4,348 units x 25% = 1,087 units
So, Friends Company will break-even (i.e., will get neither profit nor loss) if it sells these volumes of valves at the given proportion of 30%:45%:25%.
It is important to note that changes in the product mix will result in different break-even points. For example, if the market situation changes and Friends Company switches to the product mix with proportions of 45%:30%:25%, the break-even point will change. In this case, the weighted average contribution margin per unit will be \$2.45 and zero profits will be earned when the unit sales equal around 4,082 valves.
The change occurred because the contribution ratio per unit of truck valves is the highest (\$3 per truck valve versus \$2 per car or motor-bike valve). Thus, more income can be generated by producing and selling truck valves and the break-even point is reached faster (with fewer total items produced and sold).
The break-even point for a multiple-product scenario can be calculated in dollars as well. Here also, the numerator is the same fixed costs. The denominator will now be weighted the average contribution margin ratio. The modified formula is as follows:
Break-even Point (in dollars) = Fixed Costs Weighted Average Contribution Margin Ratio
Based on figures from the earlier table with information about the three valve types (see above), the break-even point will be reached at:
Break-even Point (in dollars) = \$10,000 = \$36,364 30% x 0.3 + 45% x 0.25 + 25% x 0.29
Therefore, to achieve the break-even point, Friends Company has to sell valves for a total of \$36,364 (valid only when the proportion of sales is 30%:45%:25%).
Let's check the results: ∑ Contribution per Unit x Unit Sales - Fixed Costs, should approximately equal zero (rounding difference may arise):
\$3 x 1,304 + \$2 x 1,957 + \$2 x 1,087 - \$10,000 = 0
Not a member?
| 1,017
| 4,268
|
{"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-2020-24
|
latest
|
en
| 0.871173
|
https://www.khronos.org/message_boards/showthread.php/8927-Precomputing-array-of-16-elements?p=29154&viewfull=1
| 1,444,487,654,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2015-40/segments/1443737956371.97/warc/CC-MAIN-20151001221916-00009-ip-10-137-6-227.ec2.internal.warc.gz
| 1,191,693,806
| 10,388
|
# Thread: Precomputing array of 16 elements
1. ## Precomputing array of 16 elements
Hi,
Before I start, just want to say that (almost) everything works fine so it's just a question about what you think on this particular subject.
Let's say that I have a 1D buffer of size N that I "cover" with 1D thread blocks of 128 threads (local size). Each thread divides the angle range [0, 2*pi] in 16 sectors. For each thread, I do something like that:
Code :
const float sector_size = sector_size = 2.f * M_PI_F / 16;
for (int i=0; i<16; ++i) {
float sin_i = sin(i*sector_size);
float cos_i = cos(i*sector_size);
(...)
}
As you can see, it's pretty straightforward. No need to add more details.
Then I thought it was pretty stupid to compute sin and cos many times. I can just pre-compute them and put them into a local array that I fill in parallel using the first 16 threads of my group:
Code :
__local float sin_array[16];
__local float cos_array[16];
if (thread_id<16) {
const float sector_size = 2.f * M_PI_F / 16;
sin_array[thread_id] = sin(thread_id * sector_size);
cos_array[thread_id] = cos(thread_id * sector_size);
}
barrier(CLK_LOCAL_MEM_FENCE);
(...)
for (int i=0; i<16; ++i) {
float sin_i = sin_array[i];
float cos_i = cos_array[i];
...
}
This works fine but it doesn't speed-up a thing. I'm used to be surprised in GPU coding. I guess here the barrier cancel the benefit of precomputing the array value.
Then I thought "why don't I initilialize the array by hand?". So I tried the following approach :
Code :
__local float sin_array[16] = { 0.000000f, 0.382683f, 0.707107f, 0.923880f,
1.000000f, 0.923880f, 0.707107f, 0.382683f,
0.000000f, -0.382683f, -0.707107f, -0.923880f,
-1.000000f, -0.923880f, -0.707107f, -0.382683f};
__local float cos_array[16] = { 1.000000f, 0.923880f, 0.707107f, 0.382683f,
0.000000f, -0.382683f, -0.707107f, -0.923880f,
-1.000000f, -0.923880f, -0.707107f, -0.382683f,
-0.000000f, 0.382683f, 0.707107f, 0.923880f};
(...)
for (int i=0; i<16; ++i) {
float sin_i = sin_array[i];
float cos_i = cos_array[i];
...
}
We don't have a barrier here so it should be faster no? Problem : sin_array and cos_array are not filled correctly. So this is my main question: Why?
The second question, if this one is solved, is: is it better to let theses arrays in the
__local memory or should I put it in the __constant memory (for instance before the function definition)?
Many thank,
Vincent
2. ## Re: Precomputing array of 16 elements
As stated in the OpenCL specification, variables allocated in the __local address space inside a kernel function cannot be initialized.
So, your code should not even compile (it does not with both NVIDIA and Intel OpenCL compilers on my computer).
However, this seems to be indeed the perfect case for using __constant memory.
3. ## Re: Precomputing array of 16 elements
Thank you for your answer. The code did compile though. Strange.
Anyway, I tried the "__constant" version and it doesn't speed-up anything.
It's like the more I code in OpenCL the less I understand...
4. ## Re: Precomputing array of 16 elements
The compiler generally unrolls the loop, so it detects that sin() and cos() are computed on now constant values, and it probably caches the result into... a constant array.
5. ## Re: Precomputing array of 16 elements
That's my guess too. Compilers are too smart nowadays
#### Posting Permissions
• You may not post new threads
• You may not post replies
• You may not post attachments
• You may not edit your posts
•
| 1,038
| 3,521
|
{"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}
| 3.15625
| 3
|
CC-MAIN-2015-40
|
latest
|
en
| 0.746404
|
https://us.metamath.org/nfeuni/sbcthdv.html
| 1,669,707,525,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2022-49/segments/1669446710690.85/warc/CC-MAIN-20221129064123-20221129094123-00591.warc.gz
| 624,601,181
| 3,142
|
New Foundations Explorer < Previous Next > Nearby theorems Mirrors > Home > NFE Home > Th. List > sbcthdv GIF version
Theorem sbcthdv 3061
Description: Deduction version of sbcth 3060. (Contributed by NM, 30-Nov-2005.) (Proof shortened by Andrew Salmon, 8-Jun-2011.)
Hypothesis
Ref Expression
sbcthdv.1 (φψ)
Assertion
Ref Expression
sbcthdv ((φ A V) → [̣A / xψ)
Distinct variable group: φ,x
Allowed substitution hints: ψ(x) A(x) V(x)
Proof of Theorem sbcthdv
StepHypRef Expression
1 sbcthdv.1 . . 3 (φψ)
21alrimiv 1631 . 2 (φxψ)
3 spsbc 3058 . 2 (A V → (xψ → [̣A / xψ))
42, 3mpan9 455 1 ((φ A V) → [̣A / xψ)
Colors of variables: wff setvar class Syntax hints: → wi 4 ∧ wa 358 ∀wal 1540 ∈ wcel 1710 [̣wsbc 3046 This theorem was proved from axioms: ax-1 5 ax-2 6 ax-3 7 ax-mp 8 ax-gen 1546 ax-5 1557 ax-17 1616 ax-9 1654 ax-8 1675 ax-6 1729 ax-7 1734 ax-11 1746 ax-12 1925 ax-ext 2334 This theorem depends on definitions: df-bi 177 df-an 360 df-tru 1319 df-ex 1542 df-nf 1545 df-sb 1649 df-clab 2340 df-cleq 2346 df-clel 2349 df-v 2861 df-sbc 3047 This theorem is referenced by: (None)
Copyright terms: Public domain W3C validator
| 520
| 1,184
|
{"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-2022-49
|
latest
|
en
| 0.286867
|
https://physics.stackexchange.com/questions/511580/perfect-electric-conductor-with-applied-voltage-source
| 1,575,799,115,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2019-51/segments/1575540508599.52/warc/CC-MAIN-20191208095535-20191208123535-00104.warc.gz
| 502,607,859
| 30,192
|
Perfect Electric Conductor with applied voltage source
Let’s consider a perfect electric conductor which is connecting the terminals of an ideal voltage source (it is a short circuit in practice). What happens from an electromagnetic point of view?
We know that for a perfect electric conductor:
1) The electric field inside the material is 0
2) The electric field on its surface is purely orthogonal
If I understood correctly, these properties are always true, also in absence of equilibrium, since the conductor is ideal.
The property 2) implies that the voltage across the conductor's surface is 0. But there is a voltage source applied on it: which is the solution?
Moreover, voltage source means electric field between the two terminals: is this electric field inside the conductor or on its surface?
So, with that in mind, from a purely theoretical perspective you have set up a circuit that is represented by a set of equations with no solution. Specifically, if $$V$$ is the voltage across both elements and $$V_0$$ is the voltage of the source then the equations are $$V=V_0$$ and $$V=0$$. This clearly has no solution.
| 236
| 1,136
|
{"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": 4, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0}
| 3.265625
| 3
|
CC-MAIN-2019-51
|
latest
|
en
| 0.947398
|
http://articles.chicagotribune.com/1990-11-01/entertainment/9003310573_1_calories-fat-dressing
| 1,498,474,909,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00119.warc.gz
| 31,988,106
| 10,507
|
How can you use the new labels created by the Nutrition...
November 01, 1990|By Steven Pratt.
How can you use the new labels created by the Nutrition Labeling and Education Act of 1990 to hold the reins on your fat or sodium intake?
The new federal requirements specify that the amounts of fat and saturated fat be listed by weight, that is, in grams. There was some discussion during debate on the bill to require that fat be listed as a percentage of calories, a figure many dietitians believe is more meanful in measuring daily fat consumption.
The American Heart Association and other organizations recommend a diet of less than 30 percent fat calories. A gram of fat contains nine calories, so to compute the percentage of fat calories, multiply the grams of fat by nine, then divide by the total calories in the food you are consuming.
This works well enough when computing fat calories for a meal or for the day, says Mary Hess, president of the American Dietetic Association, ``but personally, I like dealing with fat in grams, especially when you`re talking about something small like a low-calorie dressing with one gram of fat.``
Hess explains that it is easier to compute your total daily budget in grams of fat and then ask yourself whether you will spend 10 grams on a piece of cream cheese.
For instance, if your total daily calorie requirement is 2,200 and you want a 30 percent fat diet, the number of grams of fat allowed would be 2,200 calories x 30 percent / 9 calories per gram, or 73 grams of fat. If you eat that ounce of cream cheese, you`ve exhausted a seventh of your budget, so you`ll have to conserve the rest of the day. A tablespoon of reduced-calorie dressing, on the other hand, is only a 73rd of your budget.
Calulating the sodium is much the same. If you are limiting a sodium intake to 3,000 mg and a dish contains 1,000, you`ve used up a third of your budget.
Operating on the fat-as-a-percentage-of-calories basis can be more complicated, Hess says.
``You have to say, `This is 40 percent, so I`ll have to eat something else that`s a little less than 30 percent to compensate.```
| 481
| 2,126
|
{"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-2017-26
|
longest
|
en
| 0.931724
|
https://devrant.com/rants/5164181/floating-point-numbers-are-workarounds-for-infinite-problems-people-didn-t-find
| 1,725,874,071,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2024-38/segments/1725700651092.31/warc/CC-MAIN-20240909071529-20240909101529-00416.warc.gz
| 190,670,895
| 11,775
|
2
vane
3y
floating point numbers are workarounds for infinite problems people didn’t find solution yet if you eat a cake there is no cake, same if you grab a piece of cake, there is no 3/4 cake left there is something else yet to simplify the meaning of the world so we can communicate cause we’re all dumb fucks who can’t remember more than 20000 words we named different things as same things but in less amount, floating point numbers were a biggest step towards modern world we even don’t remember it we use infinity everyday yet we don’t know infinite, we only partially know concept of null you say piece of cake but piece is not measurement - piece is infinite subjective amount of something everything that is subjective is infinite, like you say a sentence it have infinite number of meanings, you publish a photo or draw a paining there are infinite number of interpretations you can say there is no cake but isn’t it ? you just said cake so your mind want to materialize something you already know and since you know the cake word there is a cake cause it’s infinite once created if you think really hard and try to get that feeling, the taste of your last delicious cake you can almost feel it on your tongue cause you’re connected to every cake taste you ate someone created cake and once people know what cake is it’s infinite in that collection, but what if no one created cake or everyone that remember how cake looks like died, everything what’s cake made of extinct ? does it exist or is it null ? that’s determinism and entropy problem we don’t understand, we don’t understand past and future cause we don’t understand infinity and null, we just replaced it with time there is no time and you can have a couple of minutes break are best explanations of how null and infinite works in a concept of time so if you want to change the world, find another thing that explains infinity and null and you will push our civilization forward, you don’t need to know any physics or math, you just need to observe the world and spot patterns
• 4
wtf happened
• 2
the cake is a lie
• 4
@electrineer I didn’t eat a cake today
• 3
Yeah, no. . . 3/4ths of a cake is still cake.
What constitutes "cake" ? Is there a quintessential cake? The cake to end all cakes? The fundamental concept of a cake that sits at a location of causality and vibrates to create what we know as "cake" ?
• 1
@DarthGuappi at this moment but you can’t say it for sure, because 3/4 cake doesn’t have other purpose than eating it doesn’t mean it won’t have one so you will name it something else tomorrow
hypothetically an asteroid hits the earth and only cake picture left is 3/4 cake so people start baking cakes that looks like 3/4 cake and someone invents to add 1/4 layer to it and today’s cake would be named differently
like you name expresso with water americano or with milk latte
the world is just what you name it, what isn’t named is either forgotten or unknown, don’t forget that human knowledge is actually only partially preserved and very subjective.
History is being rewritten all the time by people who didn’t live at those times, or people who discovered some more ancient stuff from particular era
• 1
@vane And if somebody decides to arbitrarily fill the hole into the picture of cake in your what if scenario because they have a concept of fractions, does your idea still hold?
• 2
it seems there were some medicinal herbs in your cake.
however, i don't see the connection between your musings and floating points? at least nothing that doesn't apply just as well to any other number format mankind ever used, be it decimals written on a napkin, roman numerals hewn in stone, or pebbles collected in a bowl.
• 0
@vane
You're mixing several concepts... I wouldn't say that you're entirely wrong, but when putting several things in a mixer and then give the mixer a go, usually things like your text happen...
E.g. the word cake doesn't mean the same for everyone, even less true for any language. It's a word, but it's interpretation is entirely based on the understanding and knowledge of the person.
I have a small fetish for weird words or interesting words, not in the sense of etymology, rather because I find it funny and interesting how many words are out there and how they came to be.
If you eg. look up the word cake in wikipedia, you'll find out that it's history is very long and it has entirely different meanings.
Cake derived from bread. And bread has a history. And bread is again something that has an entirely different meaning in several languages.
What's infinite is definitely the number of possible combinations and variations of cake in history - we just simplified it to cake to have a single word for it.
Null and infinity - and in general math and science - is the introduction of concepts we cannot grasp without abstraction.
We "define" infinity and null to give a concept and structure to sth. that we cannot comprehend.
And again, it's interpretation is entirely dependent on the context.
What you want is a general and universal understanding of words without any subjective interpretation - as only then you could have a unique and single definition of "infinity" and "null" - which is impossible I guess.
To get biblical - the curse of Babel from the book genesis. ;)
• 0
@tosensei @IntrusionCM so is there half of star somewhere in universe or half of pig living with half of heart ?
fraction numbers (floating point numbers) are just oversimplification of universe that we don’t understand
we use zero(null) and infinite cause we don’t understand how the world works not because we understand what those values mean, can you do nothing ? or is there unlimited energy ?
if someone doesn’t understand something he tend to complicate stuff to get into solution by trying different crazy things I think floating point numbers, infinity and zero are crazy ideas that someone originally invented cause of something else than we think it’s purpose is
there are multiple books criticizing zero and infinite, multiple paradoxes and I say that floating point numbers are also one of the problems we’re facing
• 0
@vane `fraction numbers (floating point numbers) are just oversimplification of universe that we don’t understand`
you are technically correct, but what you're saying is pointless - because:
* ALL numbers are an oversimplification of the real world.
* all of LANGUAGE is an oversimplification of the real world.
* every single THOUGHT that ever has been thought is an oversimplification. a symbolic abstraction intended for efficient, close-enough modelling of the real world.
the "real world" is just... stuff happening. or maybe not happening. or maybe not stuff.
so again: i don't see what your musings have to do with floating point numbers _specifically_ - since they apply, just as well, to everything else.
| 1,483
| 6,878
|
{"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}
| 2.71875
| 3
|
CC-MAIN-2024-38
|
latest
|
en
| 0.94153
|
http://www.dreamincode.net/forums/topic/300785-not-getting-output-for-range-of-numbers-prgm/
| 1,521,845,681,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2018-13/segments/1521257649095.35/warc/CC-MAIN-20180323220107-20180324000107-00105.warc.gz
| 376,963,622
| 19,131
|
# Not getting output for range of numbers prgm
Page 1 of 1
## 5 Replies - 649 Views - Last Post: 19 November 2012 - 04:59 AMRate Topic: //<![CDATA[ rating = new ipb.rating( 'topic_rate_', { url: 'http://www.dreamincode.net/forums/index.php?app=forums&module=ajax§ion=topics&do=rateTopic&t=300785&s=4d638c5ca68f21b9642664202a1d80f5&md5check=' + ipb.vars['secure_hash'], cur_rating: 0, rated: 0, allow_rate: 0, multi_rate: 1, show_rate_text: true } ); //]]>
### #1 bhaktanishant
Reputation: 0
• Posts: 3
• Joined: 19-November 12
# Not getting output for range of numbers prgm
Posted 19 November 2012 - 03:20 AM
i am just learning c myself by book so i am new to c.
i write a code for "find the range of set of numbers" and when i am running, it is not giving output. i knows only "for, while, break, continue" so can't use recursion or anything else.
I am using DEVC++ .
what is wrong with this code ?
```#include<stdio.h>
#include<conio.h>
main()
{
int i,j=1,max,min,tmp;
printf("how many number are there to enter ");
scanf ("%d",&i);
/*code for take two number as max and min */
while (max>min || max == min)
{
printf("\n enter number \n");
scanf ("%d",&tmp);
max = tmp; /* first number as max */
i=i-1; /*enter one number will reduce i by 1 */
printf ("enter number \n");
scanf ("%d",&tmp);
if (tmp>max)
max=tmp;
else
min=tmp; /* small number as min */
i=i-1; /* this will reduce i by 1 */
}
/* now we have max and min number */
while (j<=i)
{
printf ("enter number");
scanf ("%d",&tmp);
if (tmp>=max)
max=tmp; /* when temp is >= max */
else if (tmp<=min)
min=tmp; /* when temp is <= min */
j++;
}
printf ("the range of entered number is : ",max-min);
getch();
}
```
output :
Is This A Good Question/Topic? 0
## Replies To: Not getting output for range of numbers prgm
### #2 raghav.naganathan
• Perfectly Squared ;)
Reputation: 410
• Posts: 1,449
• Joined: 14-September 12
## Re: Not getting output for range of numbers prgm
Posted 19 November 2012 - 03:43 AM
Looking at your output may probably help.
I would suggest you post your output for an input of your choice.That will enable us to see where exactly your output is faltering.
regards,
Raghav
### #3 Xupicor
• Nasal Demon
Reputation: 457
• Posts: 1,179
• Joined: 31-May 11
## Re: Not getting output for range of numbers prgm
Posted 19 November 2012 - 04:04 AM
See printf reference, format specifiers should be of interest.
### #4 bhaktanishant
Reputation: 0
• Posts: 3
• Joined: 19-November 12
## Re: Not getting output for range of numbers prgm
Posted 19 November 2012 - 04:38 AM
there is a output image below code. also i have been upload output image....
### #5 raghav.naganathan
• Perfectly Squared ;)
Reputation: 410
• Posts: 1,449
• Joined: 14-September 12
## Re: Not getting output for range of numbers prgm
Posted 19 November 2012 - 04:44 AM
You have not set any value for max and min...without which the default values of max and min will be 0.
Even if that is how you want the code to be, then you need to add a %d in your line 37 like this.
```printf ("the range of entered number is :%d ",max-min);
```
regards,
Raghav
This post has been edited by raghav.naganathan: 19 November 2012 - 04:50 AM
### #6 bhaktanishant
Reputation: 0
• Posts: 3
• Joined: 19-November 12
## Re: Not getting output for range of numbers prgm
Posted 19 November 2012 - 04:59 AM
thanks very much, now code is working fine.
that was my mistake .
THNAKS
| 1,067
| 3,464
|
{"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-2018-13
|
latest
|
en
| 0.711991
|
http://forums.steampowered.com/forums/showthread.php?t=2857892
| 1,492,984,023,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2017-17/segments/1492917118831.16/warc/CC-MAIN-20170423031158-00011-ip-10-145-167-34.ec2.internal.warc.gz
| 140,352,909
| 16,734
|
Steam Users' Forums Physics brahs: I have a question about the universe expanding.
User Name Remember Me? Password
Register FAQ Search Today's Posts Mark Forums Read
Thread Tools Display Modes
08-05-2012, 02:22 PM #1 josephdinatale Join Date: Aug 2008 Reputation: 545 Posts: 102 Physics brahs: I have a question about the universe expanding. If the universe is expanding, then what is it expanding into? Here's a picture I made to illustrate my point: http://i3.photobucket.com/albums/y89...Untitled-3.png A finite universe expanding doesn't make sense. To me, it would only make sense if the universe was infinite. Let's say the universe was the set of numbers {1, 2, 3, ...}. This is an infinite set of numbers. Well let's "expand" the universe by adding the number 2.5. Well the set is still infinite. Therefore it can expand but still be infinite. Therefore the is no "outside" the universe.
08-05-2012, 02:24 PM #2 arisaka Join Date: May 2009 Reputation: 398 Posts: 1,434 I always thought that everything inside the universe is expanding.
08-05-2012, 02:25 PM #3
Porcupeth
Join Date: Dec 2011
Reputation: 2147
Posts: 1,868
Quote:
Originally Posted by josephdinatale If the universe is expanding, then what is it expanding into?
the next big bang
08-05-2012, 02:26 PM #4 sdaniels7114 Join Date: Oct 2007 Reputation: 2516 Posts: 74 I think its because its not expanding the way an empty balloon expands; but then again I just barely got past F=MA. So don't take my word for it.
08-05-2012, 02:32 PM #5 Mr.Ceefus Join Date: Feb 2010 Reputation: 1735 Posts: 826 Some believe it will expand to a certain point and then collapse back in on itself becoming a singularity again. I have no friggin idea either way.
08-05-2012, 02:34 PM #6 Modiga-Disabled Volunteer Moderator Join Date: Nov 2004 Reputation: 10352 Posts: 10,008 Imagine a balloon. Now imagine the Universe as we know it is the surface of that balloon. Imagine the balloon is then inflated. The surface of the balloon is thus expanding. What is it expanding into? The air around. Imagine trying to travel in the direction of expansion while being constricted to the balloon's surface. And there you have it, a simple model that is almost entirely but not quite unlike how the Universe works. __________________ Need something? PM me or contact support
08-05-2012, 02:35 PM #7 Master Splinter Join Date: Jul 2012 Reputation: 1584 Posts: 92 That's one of the most intriguing question in the current physics paradigm: What's beyond our Universe? And no matter how much anyone on these forums think they know about physics, no one will be able to truthfully answer that question. There are many theories: Some say that our Universe is just an "hologram" formed from the information of other parallel dimensions called "branes", and that, whatever it is, is what lies beyond our Universe. Others suggest our Universe is just one of many, and that the Big Bang was a result of a collision with another Universe. The analogy is that our Universe(s) are akin to the bubbles formed when you boil water, and that Universe(s) come and go; what lies beyond that? just the "water"...
08-05-2012, 02:37 PM #8
IcarusNine
Join Date: Jun 2005
Reputation: 5771
Posts: 2,568
Quote:
Originally Posted by josephdinatale Let's say the universe was the set of numbers {1, 2, 3, ...}.
A. Your analogy is terrible.
B. There isn't really a difference between the expansion of a finite universe and the expansion of an infinite universe for how easy it is to comprehend.
C. Your analogy really is terrible.
08-05-2012, 02:43 PM #9 Smertnik Join Date: Oct 2007 Reputation: 1709 Posts: 4,011 I think there comes a point in physics when you can't use familiar analogies anymore, both in micro- and macrocosmos.
08-05-2012, 02:50 PM #10 trojanrabbit.gg Join Date: Mar 2010 Reputation: 6544 Posts: 1,646
08-05-2012, 02:53 PM #11
marie pavie
Join Date: Jan 2005
Reputation: 28435
Posts: 10,307
Quote:
Originally Posted by josephdinatale If the universe is expanding, then what is it expanding into?
Ein Sof.
or
This romance novella will help to explain it
Last edited by marie pavie: 08-05-2012 at 02:58 PM.
08-05-2012, 02:57 PM #12 Chris C177 Join Date: Apr 2009 Reputation: 173 Posts: 850 It's expanding into nothing, as far as I understand it. Literally nothing.
08-05-2012, 03:06 PM #13 CouncillorDayv Join Date: Jul 2012 Reputation: 8 Posts: 13 There's a perfect way to explain expansion - the best way is visually, but I forgot the vid I first saw this on, so this is a little exercise. Open an image editing program and im the middle of the page, draw a few black splodges. These are your stars. Make that a selection and expand it by 10% - everything gets bigger. Now if you take the expanded section and move it around a bit, try to line up the new, big stars with the old small ones. Line up their centers and you'll see that, the universe is expanding AWAY from that star. Move to a different star, and the universe appears to be expanding away from THAT star now. The universe doesn't really expand from a point, more it's just getting bigger, pulling itself out. Galaxies don't fly away from the center of the universe. It just GROWS. All physical matter is contained within Universe. The Universe is everything. There is a finite amount of matter (matter = energy = can not be created from scratch) and, at the Big Bang, this was all compressed into a veeeeeery very very very small space. Now it's the same matter, but in a more open space, and it forms stars and planets and even life. Dunno if that was good enough, but hot damn I love astrophysics.
08-05-2012, 04:46 PM #14 ZoSo15 Join Date: Nov 2007 Reputation: 568 Posts: 1,673 Modiga's example is perfect. The things is, in order for us to comprehend the expansion of the universe we have to "cheat" and imagine the 3-dimensional universe as a 2-dimensional surface. As 3-dimensional beings we are incapable of comprehending what the universe is expanding into because it's outside our realm. Pretty interesting stuff. If you still have trouble understanding then smoke a bowl and try again. lol
08-05-2012, 05:11 PM #15 Larry1212 Join Date: Apr 2009 Reputation: 2659 Posts: 3,669 http://discovermagazine.com/2009/oct...ighboring-one/ *Pretends to have read article*
Steam Users' Forums Physics brahs: I have a question about the universe expanding.
Thread Tools Display Modes Linear Mode
Posting Rules You may not post new threads You may not post replies You may not post attachments You may not edit your posts BB code is On Smilies are On [IMG] code is Off HTML code is Off Forum Rules
All times are GMT -7. The time now is 02:47 PM.
| 1,778
| 6,722
|
{"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}
| 2.8125
| 3
|
CC-MAIN-2017-17
|
latest
|
en
| 0.90109
|
https://forum.unity.com/threads/can-someone-explain-this-to-me.450549/
| 1,618,769,716,000,000,000
|
text/html
|
crawl-data/CC-MAIN-2021-17/segments/1618038507477.62/warc/CC-MAIN-20210418163541-20210418193541-00009.warc.gz
| 365,705,483
| 12,601
|
# Can someone explain this to me?
Discussion in 'Scripting' started by PenguinLord, Jan 11, 2017.
1. ### PenguinLord
Joined:
Sep 27, 2013
Posts:
9
I'm no good with for loops.
My friend wrote this and i didn't fully understand it when he explained, so if anyone can explain simply how it works, i know what it is supposed to do but does not work, so i want to understand it before i fix it.
Code (CSharp):
1. public bool CheckifDone()
2. {
3.
4. bool done = true;
5. for (int i = 0; i < Alive.Count; i++)
6. {
8. for (int x = 0; x < Dead.Count; x ++)
9. {
11. {
13. }
14. }
16. {
17. done = false;
19. }
20.
21. }
22. for (int y = 0; y < toKill.Count; y++)
23. {
24. Alive.Remove(toKill[y]);
25. }
26.
27. return done;
28.
29. }
2. ### LeftyRighty
Joined:
Nov 2, 2012
Posts:
5,148
Ok, so what is it supposed to do?
3. ### ericbegue
Joined:
May 31, 2013
Posts:
1,294
That.
Code (CSharp):
1. for (int x = 0; x < Dead.Count; x ++)
2. {
4. {
6. }
7. }
And, the array is modified while you iterate over it... wait. If you enter that if-block, you'll be stuck in an infinite loop, because the last element added to the Dead will be always Alive\[i\] .
4. ### LiterallyJeff
Joined:
Jan 21, 2015
Posts:
2,767
Without knowing anything about the purpose of this code, and without knowing what these array types are, here are my comments as I read through it:
Code (CSharp):
1. public bool CheckifDone() { // we're checking if something is done
2.
3. bool done = true; // initialize done to true
4. for(int i = 0; i < Alive.Count; i++) { // for each alive thing
6. for(int x = 0; x < Dead.Count; x++) { // for each dead thing
7. if(Alive[i] == Dead[x]) { // if the dead thing is the same object as the alive thing
9. }
10. }
11. if(inDead == false) { // this is guaranteed false, because nothing changed it from earlier
12. done = false; // guaranteed to be set, due to above
13. toKill.Add(Alive[i]); // kill the alive thing (this will be done for all alive things, due to above)
14. }
15.
16. }
17. for(int y = 0; y < toKill.Count; y++) { // loop through all things to kill (all alive things, due to above)
18. Alive.Remove(toKill[y]); // remove them from the alive list (Alive list now empty)
19. }
20.
21. return done; // this will always return false, due to above
22.
23. }
johne5 likes this.
unityunity
| 771
| 2,828
|
{"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}
| 2.515625
| 3
|
CC-MAIN-2021-17
|
latest
|
en
| 0.54248
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.