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https://alchetron.com/Rouben-V-Ambartzumian
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math
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|Nationality Armenia||Name Rouben Ambartzumian|
|Born October 28, 1941 (1941-10-28) |
Fields Integral Geometry, Stochastic Geometry,
Education Mathematician, Academician NAS RA
Rouben V. Ambartzumian (Armenian: Ռուբեն Վ․ Համբարձումյան;Russian: Рубен В. Амбарцумян) (born 1941) is an Armenian mathematician and Academician of National Academy of Sciences of Republic of Armenia . He works in Stochastic Geometry and Integral Geometry where he created a new branch, combinatorial integral geometry. The subject of combinatorial integral geometry received support from mathematicians K. Krickeberg and D. G. Kendall at the 1976 Sevan Symposium (Armenia) which was sponsored by Royal Society of London and The London Mathematical Society. In the framework of the later theory he solved a number of classical problems in particular the solution to the Buffon Sylvester problem as well as the Hilbert's fourth problem in 1976. He is a holder of the Rollo Davidson Prize of Cambridge University of 1982. Rouben's interest in Integral Geometry was inherited from his father. Nobel prize winner Allan McLeod Cormack Laureate for Tomography wrote: "Ambartsumian gave the first numerical inversion of the Radon transform and it gives the lie to the often made statement that computed tomography would have been impossible without computers". Victor Hambardzumyan, in his book "A Life in Astrophysics", wrote about the work of Rouben V. Ambartzumian, "More recently, it came to my knowledge that the invariance principle or invariant embedding was applied in a purely mathematical field of integral geometry where it gave birth to a novel, combinatorial branch." See R. V. Ambartzumian, «Combinatorial Integral Geometry», John Wiley, 1982.
- Education scientific degrees
- Collections of papers Editor
- Organizer of International Conferences
- Recent research papers
- Research papers
- Research in History
Education, scientific degrees
The book was positively reviewed in many journals. In particular Ralph Alexander wrote in the Bulletin (New Series) of the American Math Society the following "Ambartzumian established a base camp in a little explored area of geometry. From here a number of interesting problems can be seen from a new perspective. With luck a boom town could arise. At the very least this work is a significant contribution to the foundations of integral geometry".
Collections of papers, Editor
The paper contains a review of the main results of Yerevan research group in planar stochastic geometry, in particular the second order random geometrical processes using the methods of integration of combinatorial decompositions and invariant imbedding.
Organizer of International Conferences
Recent research papers
The latest research of Rouben V. Ambartzumian has proved that his solution to Hilbert's fourth problem given in 1976 works for dimension 3 as well. See paper R. V. Ambartzumian, ’Remarks on Combinatorics of Planes in Euclidean Three Dimensions’, SOP Transactions on Applied Mathematics
This paper is considered by many as giving an independent solution of Hilbert’s Fourth Problem.
Research in History
Recently Rouben V. Ambartzumian has made a personal contribution in the commemoration of the 100 Years of the Armenian Genocide by releasing a booklet named "Wilsonain Armenia: stories behind the failed project".
The term “Wilsonian Armenia” refers to the US president who launched the idea of independent Armenian State in Western Armenia, on the territory of former Ottoman Empire. Put forward at the 1919 Paris Peace Conference, the idea magnetized the leaders of victorious Entente nations. At Sevres Conference of 1920 a mirage of Wilsonian Armenia was born (Sevres Treaty), only to be totally dispelled within several months. Was the absence of the USA signature under Sevres Treaty the cause for this outcome? Trying to resolve this paradox, the book scrutinizes certain political forces both within and outside America. The time range covered is from the Goeben-Breslau masquerade of 1914 (i.e. the entrance of German warships into Black Sea) to Lausanne Conference 1922 that buried the Wilsonian idea officially. Essentially, the booklet is a journalist reportage from the pages of publications mainly from the historical epoch in question. Some passages probably contribute to the genre of historical detection.
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CC-MAIN-2022-49
| 4,396
| 22
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http://www.fico-ldtseminar.org/talks/20-12-17-nickolas-andres-castro/
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math
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A relative trisection of a smooth, compact, oriented 4-manifold with boundary X is a decomposition of X into three diffeomorphic pieces which have “nice” intersection properties. The trisection induces an open book decomposition on the boundary, which is a surface bundle over $S^1$ in the compliment of a link in $\partial X$. It is known that every such 4-manifold admits a trisection and that any two trisections can be made isotopic after suitable “stabilization” operations. In this talk, I will show that any two diffeomorphic relative trisections of the 4-ball which induce isotopic open books on the boundary 3-sphere are in fact isotopic trisections. An interesting feature of the argument is that we do not show that the original diffeomorphism is isotopic to the identity! I will give a good deal of background on trisections, trisection diagrams, and open books. If time permits, I will discuss some practical features of relative trisections which allow us to classify low-“complexity” relative trisections. This work is joint with Patrick Naylor.
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s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817670.11/warc/CC-MAIN-20240420153103-20240420183103-00418.warc.gz
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CC-MAIN-2024-18
| 1,072
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https://studylib.net/doc/25315176/weight-mass-ws
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math
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Name ___________________________________ Period ____________ Date ____________ I Physics WEIGHT-MASS PROBLEMS Solve each of the following problems using the relationship SHOW ALL WORK and include proper units. Acceleration of gravity = -9.800 m/s2 1. An object has a mass of 15.0-kg. What is its weight? 2. A car weighs 15,590. N. What is the car’s mass? 3. What would be the acceleration of gravity on a planet if the mass of a person is 250.-kg and his weight is 6,625 N? 4. An elephant weighs 89,000. N on Earth. How much would the elephant weigh on Jupiter if the acceleration of gravity on Jupiter is 2.7 times what it is on earth? 5. If a physics student has a mass of 122,000. grams, what is her weight? 6. What is the mass of a bus on earth, in grams, if the bus has a mass of 13,605.-kg on the moon? 7. What is the mass of an astronut on the moon if he weighs 888 N on earth? 8. If a refrigerator weighs 1,111 N on Earth, what is the mass of the refrigerator on Mars? 9. A science text book has a mass of 2,500. grams. What is its weight? 10. If a gymnast weighs 528 N on Saturn and 440. N on Earth, what is the mass of the gymnast?
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s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652663006341.98/warc/CC-MAIN-20220527205437-20220527235437-00424.warc.gz
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CC-MAIN-2022-21
| 1,143
| 1
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https://corporatetaxratenow.com/how-do-you-divide-polynomials-with-coefficients/
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math
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How do you divide polynomials with coefficients?
How To: Given two polynomials, use synthetic division to divide
- Write k for the divisor.
- Write the coefficients of the dividend.
- Bring the leading coefficient down.
- Multiply the leading coefficient by k.
- Add the terms of the second column.
- Multiply the result by k.
- Repeat steps 5 and 6 for the remaining columns.
Can you do synthetic division with a coefficient?
Synthetic division can get “messy” when the divisor has a leading coefficient other than one. It will be a good idea to CHECK your synthetic division, in these situations, by using long division. Be careful when the leading coefficient of the divisor is not 1!
How do you divide polynomial functions?
To divide polynomials using long division, first divide the first term of the dividend by the first term of the divisor. This is the first term of the quotient. Multiply the new term by the divisor, and subtract this product from the dividend. This difference is the new dividend.
What is the correct order of steps to divide polynomials?
- Arrange the indices of the polynomial in descending order.
- Divide the first term of the dividend (the polynomial to be divided) by the first term of the divisor.
- Multiply the divisor by the first term of the quotient.
- Subtract the product from the dividend then bring down the next term.
What will be quotient and remainder on dividing 2x 2 3x 1 by 2x 1?
On dividing 2×2+3x+1 by a polynomial g(x),the quotient and the remainder were 2x-1 and 3 respectively.
When can you not do synthetic division?
We can only divide by a binomial whose leading coefficient is 1–thus, we must factor the leading coefficient out of the binomial and divide by the leading coefficient separately. Also, the binomial must have degree 1; we cannot use synthetic division to divide by a binomial like x2 + 1.
How do you divide a factor?
How do you divide variables?
When dividing variables, you write the problem as a fraction. Then, using the greatest common factor, you divide the numbers and reduce. You use the rules of exponents to divide variables that are the same — so you subtract the powers.
Do you have to use long division to divide polynomials?
Polynomials can sometimes be divided using the simple methods shown on Dividing Polynomials. But sometimes it is better to use “Long Division” (a method similar to Long Division for Numbers) If you have trouble remembering, think denominator is down- ominator.
Which is an example of the long division method?
Examples of Dividing Polynomials using the Long Division Method. STEP 9: Next, look at the bottom polynomial, −14x−28, take its leading term which is −14x and divide it by the leading term of the divisor, 2x. STEP 10: Again, place the partial quotient on top. STEP 11: Use the partial quotient that you put up, −7,…
Is there a shorthand version of polynomial division?
It is supposed to be shorthand version of Polynomial Division, where you just use the coefficient of each term and work it out that way. Look forward to your response! Reply to Louis Rasic’s post “What about Synthetic Divi…”
How is the division of an algebraic expression done?
In algebra, the division of algebraic expressions can be done in three ways: Division of a monomial by another monomial. Division of a polynomial by a monomial. Division of a polynomial by another polynomial. A long division polynomial is an algorithm for dividing polynomial by another polynomial of the same or a lower degree.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570767.11/warc/CC-MAIN-20220808061828-20220808091828-00405.warc.gz
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CC-MAIN-2022-33
| 3,526
| 33
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https://tsfa.co/recursive-to-closed-form-calculator-62
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math
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Recursive Sequence Calculator makes it easy for you to Recursive Sequence.
Get the free Recursive Sequences widget for your website, blog, Wordpress, Blogger, or iGoogle. Find more Mathematics widgets in Wolfram|Alpha.
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The Recursive Sequence Calculator is used to compute the closed form of a recursive relation. A recursive relation contains both the previous term f (n-1) and the later
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s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948965.80/warc/CC-MAIN-20230329085436-20230329115436-00551.warc.gz
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CC-MAIN-2023-14
| 3,010
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https://ceccpointnews.com/OcasioCortez-8-11-18.html
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math
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Opinion | Why Ocasio-Cortez Won’t Debate Ben Shapiro
Alexandria Ocasio-Cortez, if you haven’t heard of her, is a 28-year-old open and avowed democratic socialist running as the Democratic candidate for a New York seat in the US Congress. She has claimed to be “from the Bronx” to conjure up the mental image of a tough New York woman who always pulled herself up by her bootstraps. This image was dispelled when it was revealed she came from an affluent isolated area of the Bronx and that her father was a successful businessman. In other words, had she not joined the Democratic Socialists of America in college and joined her fellow wealthy Marxist wannabes, she would be one of the “privileged 1%” subject to the hatred of the left. Upon winning her primary, she was lauded by DNC Chairman Tom Perez— Obama’s Secretary of Labor, with socialist inclinations of his own— as “the future of the Democratic Party,” which the omnipresent Ben Shapiro mocked in a video he released on Wednesday. Conservatives and libertarians can argue about whether Ben Shapiro speaks for them all they want, but one immutable fact about Ben Shapiro is that he has no tolerance of socialist ideas. As he has often noted, socialism and democracy apart are antithetical to our constitutional republic. Socialism is merely theft of money and resources, while democracy is the majority voting to crush the minority. Democratic socialism is therefore just when a majority votes to take other’s resources.
As for Ocasio-Cortez, one of the few issues she has focused on besides socialist rhetoric is that Republicans cannot be reasoned with. This is the common dismissal of Republicans by Democrats who have no desire to debate with them or have any manner of intelligent conversation: simply claim that they are angry, or backward, or bigoted, or delusional, and then act like ignoring and opposing them in all facets is simply taking the high road. She doubled down on this rhetoric when Allie Beth Stuckey released an (admittedly rather funny) parody video edited to make it appear as though Ocasio-Cortez had spoken with her and turned out to be a total ditz (which isn’t entirely untrue, but I digress). In spite of that, Shapiro offered to debate her on his Daily Wire Sunday special to have an open conversation about a wide range of political topics to allow them to “probe” her ideology, as he put it. He likely intended to analyze how socialist she was, as well as how her viewpoint fits in with American law and politics. We won’t ever know how that conversation would turn out, unfortunately, because she refuses to debate him… because it’s “like catcalling.” Yes, she actually said that, justifying it by saying that she “wouldn’t respond to it” just like she wouldn’t respond to a catcall, because it was “unsolicited,” he has “bad intentions,” and simply that “just like catcalling, he feels entitled to [a response].”
Most of the stupidity of this reply speaks for itself, but nonetheless, let’s pick it apart. She says Republicans don’t want to have real conversations, but refuses the chance when one offers. Then, she compares it to a catcall (which, as Shapiro pointed out, is ill-intentioned in and of itself because of the implication that he is sexist and disrespectful), and because he “feels entitled.” Apparently, Miss Ocasio-Cortez isn’t aware of the fact that socialism is all about giving people what they feel entitled to when they aren’t (although given her track record with interviews, where she appears as ill-informed as she did on Allie, that isn’t surprising). Maybe since she is specifically a democratic socialist, who are completely different from real socialists, Shapiro and the Daily Wire staff should just vote on whether she should debate him, and then force her to respond.
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132DBomiwRvsirDGp nWyY2jWSRfZUMvcgV Show QR Code
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Lhze1RNN9NE9tUv1 vgo6TtV64Tqoj1oeHv Show QR Code
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s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827639.67/warc/CC-MAIN-20181216095437-20181216121437-00301.warc.gz
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CC-MAIN-2018-51
| 5,253
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https://www.hellovaia.com/textbooks/math/introductory-statistics-oer-2018/discrete-random-variables/
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math
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Use the following information to answer the next five exercises: A company wants to evaluate its attrition rate, in other words, how long new hires stay with the company. Over the years, they have established the following probability distribution.
It has been estimated that only about 30% of California residents have adequate earthquake supplies. Suppose you randomly survey 11 California residents. We are interested in the number who have adequate earthquake supplies.
There are two similar games played for Chinese New Year and Vietnamese New Year. In the Chinese version, fair dice with numbers 1, 2, 3, 4, 5, and 6 are used, along with a board with those numbers. In the Vietnamese version, fair dice with pictures of a gourd, fish, rooster, crab, crayfish, and deer are used. The board has those six objects on it, also. We will play with bets being $1. The player places a bet on a number or object. The “house” rolls three dice. If none of the dice show the number or object that was bet, the house keeps the $1 bet. If one of the dice shows the number or object bet (and the other two do not show it), the player gets back his or her $1 bet, plus $1 profit. If two of the dice show the number or object bet (and the third die does not show it), the player gets back his or her $1 bet, plus $2 profit. If all three dice show the number or object bet, the player gets back his or her $1 bet, plus $3 profit. Let X = number of matches and Y = profit per game.
According to The World Bank, only 9% of the population of Uganda had access to electricity as of 2009. Suppose we randomly sample 150 people in Uganda. Let X = the number of people who have access to electricity.
The literacy rate for a nation measures the proportion of people age 15 and over that can read and write. The literacy rate in Afghanistan is 28.1%. Suppose you choose 15 people in Afghanistan at random. Let X = the number of people who are literate.
A consumer looking to buy a used red Miata car will call dealerships until she finds a dealership that carries the car. She estimates the probability that any independent dealership will have the car will be 28%. We are interested in the number of dealerships she must call.
Algebra 23054 solutions
Precalculus Mathematics for Calculus3526 solutions
Algebra 13270 solutions
Calculus: Early Transcendentals1993 solutions
Elementary Statistics1990 solutions
Linear Algebra and its Applications1831 solutions
Intermediate Algebra7516 solutions
Statistics For Business And Economics1087 solutions
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s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511075.63/warc/CC-MAIN-20231003092549-20231003122549-00639.warc.gz
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CC-MAIN-2023-40
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https://www.vedantu.com/jee-main/chemistry-how-to-find-oxidation-number
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math
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Different elements form chemical bonds with each other by sharing, losing or gaining electrons. The oxidation number or oxidation state is the number allocated to an element in a compound that represents the number of electrons lost, or gained by that atom in the given compound. It can be positive, negative or zero. A positive oxidation number represents that an atom loses electrons and a negative oxidation number represents that an atom gains electrons. If the oxidation number of elements is zero, it neither gains nor loses electrons. The sum of the oxidation states of all the atoms in a neutral molecule is zero. The oxidation number helps us to keep track of the electrons lost or gained. In this topic, we will learn how to calculate oxidation numbers using a set of different oxidation number rules.
Rules to Assign Oxidation Numbers
In elemental form, every atom has an oxidation number of zero. For example, the oxidation number of each atom in Cu, Cl2, O2 is zero.
The oxidation number and charge are the same for a monatomic ion. For example, the oxidation number of potassium ion (K+) is +1, which is equal to its charge.
The oxidation number of metals in group 1 (Alkali metals) is +1 and of the metals of group 2 (Alkaline earth metals) is +2. Hydrogen is not included in this rule, as it is not a metal.
Hydrogen exhibits two possible oxidation numbers: +1 and -1. When bonded to atoms more electronegative than itself like non-metals, it shows the oxidation number as +1. For example, in HCl, the oxidation number of H is +1.
However, when bonded with metals (less electronegative), H has an oxidation number of -1. For example, in sodium hydride (NaH), the oxidation number of H is -1.
The oxidation number of oxygen in most of its compounds is -2. However, peroxides are exceptions, where the oxidation number of oxygen is -1. Another exception is oxygen difluoride, where oxygen exhibits a +2 oxidation number.
The oxidation number of fluorine is -1 in all its compounds, like hydrogen fluoride (HF), sodium fluoride (NaF), etc.
The rest of the halogens (Cl, Br, I) also have a -1 oxidation number in their compounds, except when they are bonded to oxygen or fluorine. For example, chlorine shows a -1 oxidation number in sodium chloride (NaCl), but +1 in Hypochlorous acid (HOCl).
In a neutral molecule, the sum of the oxidation number of all the elements is equal to 0. For a polyatomic ion, the sum of individual oxidation numbers is equal to the charge of the ion.
Calculation of Oxidation Numbers
Let us calculate the oxidation number for a neutral molecule and an ion, using oxidation number rules.
Sodium Chloride (NaCl):
From the rules, we know that chlorine has an oxidation number of -1 unless it is combined with a more electronegative element.
Since Cl is more electronegative than Na, -1 is assigned to chlorine. We know that the sum of individual oxidation numbers in a neutral molecule is 0.
Na + (-1) = 0
The Oxidation Number of Manganese in MnO4- (Permanganate ion):
The overall charge on permanganate ions is -1.
The oxidation number of MnO4- (permanganate ion) = Oxidation number of Mn (Manganese) + 4 (Oxidation number of Oxygen).
From the rules, we know that the oxidation number of oxygen in its compounds except peroxides and fluorides is -2. As we have to find the oxidation number of manganese, let us consider the oxidation number of Mn = x.
$x + 4 (-2) = -1$
$x – 8 = -1$ or $x = +7$
The oxidation number or oxidation state represents the number of electrons lost, gained or shared by that atom in the given compound. To calculate the oxidation number of an atom in a given molecule or ion, a given set of rules has to be followed. These rules are called ‘oxidation number rules’. The sum of the oxidation states of all the atoms in a neutral molecule is zero. For an ion, it is equal to the charge of an ion. Oxidation numbers are important to study chemical reactions from an electron transfer point of view.
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CC-MAIN-2023-50
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http://slideplayer.com/slide/3416860/
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math
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Presentation on theme: "Association Between Two Variables Measured at the Nominal Level"— Presentation transcript:
1 Association Between Two Variables Measured at the Nominal Level Chapter 13Association Between Two Variables Measured at the Nominal Level
2 Nominal Level Measures of Association It is always useful to compute column percentages for bivariate tables.But, it is also useful to have a summary measure – a single number – to indicate the strength of the relationship. That’s what we’ll learn about in this chapter.
3 Nominal Level Measures of Association For nominal level variables, there are two commonly used measures of association:Phi or Cramer’s VLambda
4 Nominal Measures: PhiPhi is used for 2x2 tables.The formula for Phi:
5 Nominal Measures: Cramer’s V Cramer’s V is used for tables larger than 2x2.Formula for Cramer’s V:
6 SPSS: Phi and Kramer’s V SPSS has both instructions combined into oneYou need to know which one appliesPhi if it’s a 2 x 2 tableKramer’s V for any other cross tabulation
7 Strength of Phi or Kramer’s V ValueStrengthBetween 0.0 and 0.10WeakBetween 0.10 and 0.30ModerateGreater than 0.30Strong
8 Let’s ask SPSS to calculate a few chi square based measures Class and happinessAger3 and grassAger3 and attendAttend and grassAttend and happy
9 Nominal Measures: Lambda Like Phi and Kramer’s V, Lambda is used to measure the strength of the relationship between nominal variables in bivariate tables.Unlike Phi, Lambda is a PRE(proportional reduction of error) measure and its value has a more direct interpretation.While Phi is only an index of strength, the value of Lambda tells us the improvement in predicting Y while taking X into account.
11 Lambda as PRE measureE1 = errors made in predicting the dependent variable without knowing the independent variable = N – largest row totalE2 = For each column, subtract the largest cell frequency from the col. total and add those valuesThis will become more clear when we look at an example
12 Association and Bivariate Tables To compute λ, we must first find E1 and E2:E1 = N – largest row total = 44 – 22 = 22E2 = For each column, subtract the largest cell frequency from the col. total = (27 – 17) + (17 – 12) = = 15Lambda = (E1-E2)/E1 = (22-15)/22 = 7/22 = .32Low Author.HighAuthor.TotalsLow Efficiency101222High Efficiency1752744
13 Nominal Measures: Lambda Lambda is a PRE measure.A Lambda of .32 means that knowing authoritarianism (X) increases our ability to predict efficiency (Y) by 32%.
14 The Limitations of Lambda Lambda gives an indication of the strength of the relationship only.It does not give information about pattern.To analyze the pattern of the relationship, use the column %s in the bivariate table.When the mode is the same in each column of the independent variable, lambda will be zero even if a relationship exists. Thus we request both lambda and Kramer’s V/Phi.
15 Calculate lambda for this example. Low Author.HighAuthor.TotalsLow Efficiency2 (7%)8 (47%)10(23%)High Efficiency25 (93%)9 (53%)34(77%)27(100%)17(100%)44(100%)
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http://nrich.maths.org/public/leg.php?code=-99&cl=3&cldcmpid=754
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math
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Use the differences to find the solution to this Sudoku.
Four small numbers give the clue to the contents of the four
Take three whole numbers. The differences between them give you
three new numbers. Find the differences between the new numbers and
keep repeating this. What happens?
Bellringers have a special way to write down the patterns they
ring. Learn about these patterns and draw some of your own.
This Sudoku, based on differences. Using the one clue number can you find the solution?
A particular technique for solving Sudoku puzzles, known as "naked pair", is explained in this easy-to-read article.
Can you use your powers of logic and deduction to work out the missing information in these sporty situations?
A cinema has 100 seats. Show how it is possible to sell exactly 100 tickets and take exactly £100 if the prices are £10 for adults, 50p for pensioners and 10p for children.
A pair of Sudoku puzzles that together lead to a complete solution.
This second Sudoku article discusses "Corresponding Sudokus" which are pairs of Sudokus with terms that can be matched using a substitution rule.
A few extra challenges set by some young NRICH members.
An extra constraint means this Sudoku requires you to think in
diagonals as well as horizontal and vertical lines and boxes of
This is a variation of sudoku which contains a set of special clue-numbers. Each set of 4 small digits stands for the numbers in the four cells of the grid adjacent to this set.
Special clue numbers related to the difference between numbers in
two adjacent cells and values of the stars in the "constellation"
make this a doubly interesting problem.
This Sudoku combines all four arithmetic operations.
A Sudoku based on clues that give the differences between adjacent cells.
You are given the Lowest Common Multiples of sets of digits. Find
the digits and then solve the Sudoku.
The puzzle can be solved by finding the values of the unknown digits (all indicated by asterisks) in the squares of the $9\times9$ grid.
The puzzle can be solved with the help of small clue-numbers which
are either placed on the border lines between selected pairs of
neighbouring squares of the grid or placed after slash marks on. . . .
60 pieces and a challenge. What can you make and how many of the
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http://www.mathnet.ru/php/archive.phtml?wshow=paper&jrnid=iimi&paperid=290&option_lang=eng
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This article is cited in 1 scientific paper (total in 1 paper)
On solution of one optimization problem generated by simplest heat conduction equation
V. I. Rodionov
Udmurt State University, ul. Universitetskaya, 1, Izhevsk, 426034, Russia
The solution of boundary value problem for the simplest heat conduction equation defined on a rectangle can be represented as the sum of two terms which are solutions of two boundary value problems: in the first case, the boundary functions are linear, while in the second case, the initial function is zero. This specificity allows us to apply two-dimensional splines for the numerical solution of both problems. The first problem was studied in previous papers where an economical algorithm was obtained for its numerical solution with linear computational complexity. This fact served as the basis for similar constructions in solving the second problem. Here we also define the finite-dimensional space of splines of Lagrangian type, and as a solution, we suggest the optimal spline giving the smallest residual. We have obtained exact formulas for the coefficients of this spline and its residual. The formula for the spline coefficients is a linear form of initial finite differences on the boundary. The formula for the residual is the sum of five simple terms and a negative definite quadratic form of new finite differences defined on the boundary. The entries of the matrix of the form are expressed through Chebyshev's polynomials, the matrix is invertible and is such that the inverse matrix has a tridiagonal form. This feature allows us to obtain upper and lower bounds for the spectrum of the matrix and to show that the residual is bounded by a constant independent of the dimension $N$. It is shown that the associated residual tends to zero with increasing $N$. Thus, the obtained optimal spline should be considered the pseudosolution of the second problem.
heat conduction equation, interpolation, approximate spline, tridiagonal matrix, Chebyshev's polynomials.
PDF file (292 kB)
V. I. Rodionov, “On solution of one optimization problem generated by simplest heat conduction equation”, Izv. IMI UdGU, 2014, no. 1(43), 49–67
Citation in format AMSBIB
\paper On solution of one optimization problem generated by simplest heat conduction equation
\jour Izv. IMI UdGU
Citing articles on Google Scholar:
Related articles on Google Scholar:
This publication is cited in the following articles:
V. I. Rodionov, “O lineinom algoritme chislennogo resheniya kraevoi zadachi dlya prosteishego volnovogo uravneniya”, Vestn. Udmurtsk. un-ta. Matem. Mekh. Kompyut. nauki, 25:1 (2015), 126–144
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There are three basic types of integer linear programming modelsa total integer model, a 01 integer model, and a mixed integer model. In a total integer model , all the decision variables are required to have integer solution values. In a 01 integer model , all the decision variables have integer values of zero or one. Finally, in a mixed integer model , some of the decision variables (but not all) are required to have integer solutions. The following three examples demonstrate each of these types of integer programming models.
The three types of integer programming models are total, 01, and mixed.
A Total Integer Model Example
The owner of a machine shop is planning to expand by purchasing some new machinespresses and lathes. The owner has estimated that each press purchased will increase profit by $100 per day and each lathe will increase profit by $150 daily. The number of machines the owner can purchase is limited by the cost of the machines and the available floor space in the shop. The machine purchase prices and space requirements are as follows :
In a total integer model , all decision variables have integer solution values .
The owner has a budget of $40,000 for purchasing machines and 200 square feet of available floor space. The owner wants to know how many of each type of machine to purchase to maximize the daily increase in profit.
The linear programming model for an integer programming problem is formulated in exactly the same way as the linear programming examples in Chapters 2, 3, and 4. The only difference is that in this problem, the decision variables are restricted to integer values because the owner cannot purchase a fraction, or portion, of a machine. The linear programming model follows:
The decision variables in this model are restricted to whole machines. The fact that both decision variables, x 1 and x 2 , can assume any integer value greater than or equal to zero is what gives this model its designation as a total integer model.
A 01 Integer Model Example
A community council must decide which recreation facilities to construct in its community. Four new recreation facilities have been proposeda swimming pool, a tennis center, an athletic field, and a gymnasium. The council wants to construct facilities that will maximize the expected daily usage by the residents of the community, subject to land and cost limitations. The expected daily usage and cost and land requirements for each facility follow:
In a 01 integer model , the solution values of the decision variables are zero or one .
The community has a $120,000 construction budget and 12 acres of land. Because the swimming pool and tennis center must be built on the same part of the land parcel , however, only one of these two facilities can be constructed . The council wants to know which of the recreation facilities to construct to maximize the expected daily usage. The model for this problem is formulated as follows:
x 1 = construction of a swimming pool
x 2 = construction of a tennis center
x 3 = construction of an athletic field
x 4 = construction of a gymnasium
In this model, the decision variables can have a solution value of either zero or one . If a facility is not selected for construction, the decision variable representing it will have a value of zero. If a facility is selected, its decision variable will have a value of one.
The last constraint, x 1 + x 2 1, reflects the contingency that either the swimming pool ( x 1 ) or the tennis center ( x 2 ) can be constructed, but not both. In order for the sum of x 1 and x 2 to be less than or equal to one, either of the variables can have a value of one, or both variables can equal zero. This is also referred to as a mutually exclusive constraint .
If the community had specified that either the swimming pool ( x 1 ) or the tennis center ( x 2 ) must be built, but not both, then the last constraint would become an equation, x 1 + x 2 = 1. This would result in a solution that would include x 1 = 1 or x 2 = 1, but both would not equal one (nor would both equal zero). In this manner, the model forces a choice between the two facilities. For this reason, it is often called a multiple-choice constraint .
A variation of the multiple-choice constraint can be used to formulate a situation where some specific number of facilities out of the total must be constructed. For example, if the community council had specified that exactly two of the four facilities must be built, this constraint would be formulated as
x 1 + x 2 + x 3 + x 4 = 2
If, alternatively, the council had specified that no more than two facilities must be constructed, the constraint would be
x 1 + x 2 + x 3 + x 4 2
Another type of 01 model constraint is a conditional constraint . In a conditional constraint, the construction of one facility would be conditional upon the construction of another. Suppose, for example, that the pet project of the head of the community council is the swimming pool, and she also believes the tennis center is frivolous. The council head is very influential, so the rest of the council knows that the tennis center has no chance of being selected if the pool is not selected first. However, even if the pool is selected, there is no guarantee that the tennis center will also be selected. Thus, the tennis center ( x 2 ) is conditional upon construction of the swimming pool ( x 1 ). This condition is formulated as
x 2 x 1
Notice that the tennis center ( x 2 ) cannot equal one (i.e., be selected) unless the pool ( x 1 ) equals one. If the pool ( x 1 ) equals zero (i.e., it is not selected), then the tennis center ( x 2 ) must also equal zero. However, this condition does allow the pool ( x 1 ) to equal one and be selected and the tennis center to equal zero and not be selected.
A variation of this type of conditional constraint is the corequisite constraint , wherein if one facility is constructed, the other one would also be constructed and vice versa. For example, suppose the council worked out a political deal among themselves , wherein if the pool is accepted, the tennis center must also be selected and vice versa. This constraint is written as
x 2 = x 1
This constraint makes x 1 and x 2 equal the same value, either zero or one.
A Mixed Integer Model Example
Nancy Smith has $250,000 to invest in three alternative investmentscondominiums, land, and municipal bonds . She wants to invest in the alternatives that will result in the greatest return on investment after 1 year.
In a mixed integer model , some solution values for decision variables are integers and others can be nonintegers .
Each condominium costs $50,000 and will return a profit of $9,000 if sold at the end of 1 year; each acre of land costs $12,000 and will return a profit of $1,500 at the end of 1 year; and each municipal bond costs $8,000 and will result in a return of $1,000 if sold at the end of 1 year. In addition, there are only 4 condominiums, 15 acres of land, and 20 municipal bonds available for purchase.
The linear programming model for this problem is formulated as follows:
x 1 = condominiums purchased
x 2 = acres of land purchased
x 3 = bonds purchased
Notice that in this model the solution values for condominiums ( x 1 ) and municipal bonds ( x 3 ) must be integers. It is not possible to invest in a fraction of a condominium or to purchase part of a bond. However, it is possible to purchase less than an acre of land (i.e., a portion of an acre). Thus, two of the decision variables ( x 1 and x 3 ) are restricted to integer values, whereas the other variable ( x 4 ) can take on any real value greater than or equal to zero.
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Alpha-RgIA, a novel conotoxin that blocks the alpha9alpha10 nAChR: structure and identification of key receptor-binding residues.Ellison, M., Feng, Z.P., Park, A.J., Zhang, X., Olivera, B.M., McIntosh, J.M., Norton, R.S.
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2JUQ, 2JUR, 2JUS, 2JUT
- PubMed Abstract:
Alpha-conotoxins are small disulfide-constrained peptides from cone snails that act as antagonists at specific subtypes of nicotinic acetylcholine receptors (nAChRs). The 13-residue peptide alpha-conotoxin RgIA (alpha-RgIA) is a member of the alpha-4,3 family of alpha-conotoxins and selectively blocks the alpha9alpha10 nAChR subtype, in contrast to another well-characterized member of this family, alpha-conotoxin ImI (alpha-ImI), which is a potent inhibitor of the alpha7 and alpha3beta2 nAChR subtypes. In this study, we have altered side chains in both the four-residue and the three-residue loops of alpha-RgIA, and have modified its C-terminus. The effects of these changes on activity against alpha9alpha10 and alpha7 nAChRs were measured; the solution structures of alpha-RgIA and its Y10W, D5E, and P6V analogues were determined from NMR data; and resonance assignments were made for alpha-RgIA [R9A]. The structures for alpha-RgIA and its three analogues were well defined, except at the chain termini. Comparison of these structures with reported structures of alpha-ImI reveals a common two-loop backbone architecture within the alpha-4,3 family, but with variations in side-chain solvent accessibility and orientation. Asp5, Pro6, and Arg7 in loop 1 are critical for blockade of both the alpha9alpha10 and the alpha7 subtypes. In loop 2, alpha-RgIA [Y10W] had activity near that of wild-type alpha-RgIA, with high potency for alpha9alpha10 and low potency for alpha7, and had a structure similar to that of wild type. By contrast, Arg9 in loop 2 is critical for specific binding to the alpha9alpha10 subtype, probably because it is larger and more solvent accessible than Ala9 in alpha-ImI. Our findings contribute to a better understanding of the molecular basis for antagonism of the alpha9alpha10 nAChR subtype, which is a target for the development of analgesics for the treatment of chronic neuropathic pain.
Department of Biology, University of Utah, Salt Lake City, UT 84112, USA.
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CC-MAIN-2024-18
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https://store.doverpublications.com/0486653919.html
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math
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"An excellent book which should find wide use." — Mathematics Reviews.
In this classic volume, a noted economist and teacher has combined a modern text for graduate courses in mathematical economics with a valuable reference book of analytical economics for professional economists.
Unique in its unified and careful presentation of a variety of techniques of economic analysis, the book is divided into two parts: chapters on mathematical economics (i.e. economic models analyzed primarily from the point of view of their mathematical properties) and appropriate mathematical reviews. To keep the exposition as smooth as possible, the economic analysis has been separated from the purely mathematical material — permitting flexible use of the book as a text. Moreover, the chapters and reviews are designed as a self- contained system, wherein the reviews contain all the mathematics required for the chapters and the chapters illustrate the use of almost all the techniques set out in the reviews. An extensive mathematical background is not required; however, it is assumed the reader has some acquaintance with elementary calculus.
The economic analysis covers linear and nonlinear optimizing techniques, input-output, activity analysis, neoclassical and set- theoretic static economic models, modern general equilibrium theory, the Von Neumann and other models of balanced growth, efficient growth and turnpike theorems, and modern stability analysis.
The mathematical reviews include discussions of set theory, linear algebra, matrices, linear equations and inequalities, convex sets and functions, continuous functions and mappings (including neoclassical calculus methods), topological ideas, differential and difference equations, calculus of variations, and related topics.
Every attempt has been made to give a complete and rigorous exposition (except in topological methods where the approach is descriptive and heuristic) which omits no essential proofs or steps in the argument.
|Availability||Usually ships in 24 to 48 hours|
|Dimensions||5 1/2 x 8 1/2|
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100599.20/warc/CC-MAIN-20231206130723-20231206160723-00048.warc.gz
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CC-MAIN-2023-50
| 2,072
| 8
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https://www.teacherspayteachers.com/Product/Quadratic-Word-Problems-Digital-Math-Escape-Room-6611431
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math
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Quadratic Word Problems Digital Math Escape Room
Also included in
- The variety of quadratics activities and other resources in this bundle will allow you to easily differentiate your quadratic functions unit. The bundle includes:Digital Algebra Tiles - Factoring QuadraticsDiscriminant Sorting Activity for Quadratics - print and digitalFactoring Notes SimplifiedFactPrice $40.00Original Price $58.50Save $18.50
- This bundle of digital math escape rooms will engage your algebra students while being a breeze to assign. Topics covered include: solving quadratic equations, solving absolute value equations and inequalities, domain and range, slope, composing, evaluating and translating functions, inverse functioPrice $50.00Original Price $87.00Save $37.00
An engaging digital escape room for solving projectile motion quadratic word problems. Students must unlock 5 locks by answering questions related to the flight equations of 5 rockets. Questions are grouped 4 per puzzle, resulting in five 4-letter codes that will unlock all 5 locks. Students need to answer 20 questions to complete the escape room. Questions include:
- Find the total time the rocket is in the air
- Find the time it takes the rocket to reach maximum height
- Find the maximum height of the rocket
- Determine the height of the launch platform
- Find the height of the rocket at a certain time after launch
The launch equations can be solved with the Quadratic Formula and the axis of symmetry formula or with a graphing calculator. None of the equations are factorable.
The entire activity is housed in one GOOGLE Form. There are no links to outside websites. The 4-letter codes are set with answer validation so that students cannot move to the next puzzle until they enter the correct code. This is a digital-only activity. Includes answer key.
: please open the PDF and click the blue text on page 2.
Included in: Algebra Activities Bundle w/ digital updates
You may also like:
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http://khanacademy.wikia.com/wiki/Comparing_fractions_with_the_same_numerator_or_denominator
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math
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The Comparing fractions with the same numerator or denominator exercise appears under the 3rd grade (U.S.) Math Mission, 4th grade (U.S.) Math Mission, Arithmetic essentials Math Mission, Pre-algebra Math Mission and Mathematics I Math Mission. This exercise asks users to begin comparing simple fractions.
Types of Problems
There is only one type of problem in this exercise:
- 1. Comparing fractions with same numerator: This type of exercise asks users to compare two fractions with a common numerator using the less than and greater than signs (Eg: < or >)
- 2. Comparing fractions with the same denominator: This problems asks the user to use the inequality symbol to compare fractions with the same denominator. It is a selection from a multiple choice list.
Knowing how to generally compare size is valuable for success on this problem but there are strategies that exist that make it unnecessary.
- If the numerators are the same, the bigger denominator is smaller.
- If the denominators are the same, the bigger numerator is bigger.
- Fractions appear in every-day media to display information to consumers.
- Fractions are used in real life in lots of different ways, but are commonly used in cooking, construction and science.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424960.67/warc/CC-MAIN-20170725022300-20170725042300-00596.warc.gz
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| 1,237
| 10
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https://www.coursehero.com/file/6041844/F2010-ECE132-Quiz1-Fri/
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math
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Unformatted text preview: ECE 132 Quiz October 8, 2010 Name ______________________ 1) Two semiconductors of identical dimensions but different materials and/or material properties have a voltage sweep applied to them. The resulting current is plotted versus voltage in the plot below. a) Is the conductivity different in the two samples? If so, which has the larger conductivity? b) The current is a function of electron velocity. Name the parameter which describes how fast an electron moves in a semiconductor when an electric field is applied. Hint: velectron/(hole) =___ * E. c) Is the parameter described in part (b) different in the two samples? If so, in which sample is it larger? d) The mean scattering time τ and effective mass m* both affect the parameter in part (b). How might these differ in sample A and sample B? Sample A Isample I A I A VS IB Sample B VS IB Vs ...
View Full Document
- Fall '08
- Volt, mean scattering time, effective mass m*
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s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948612570.86/warc/CC-MAIN-20171218083356-20171218105356-00220.warc.gz
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https://www.jiskha.com/display.cgi?id=1347936671
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math
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posted by Brandon .
Find a linear function whose graph is the plane that intersects the xy-plane along the line y=2x+2 and contains the point (1,2,2).
a little vector analysis makes this relatively easy. Find two points B and C on the line. Let A=(1,2,2)
Form vectors AB and AC. These two vectors lie in the desired plane. Let n be the normal to the plane.
n = AB × AC
n•(v-A) = 0 is the desired plane.
So, pick any two points on the line, say B=(0,2,0) and C=(1,4,0)
AB = -i -2k
AC = 2j -2k
| i j k |
|-1 0 -2 |
| 0 2 -2 |
= 4i -2j + 2k
4i -2j + 2k • (x-1)i + (y-2)j + (z-2)k = 0
2x-y+z = 2
For a fuller explanation, see
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s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886103891.56/warc/CC-MAIN-20170817170613-20170817190613-00512.warc.gz
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| 626
| 16
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https://community.ruckuswireless.com/t5/ZoneDirector/Ekahau-RW-AP-power-ouput-values/td-p/5880
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math
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Ah. I think you need EIRP values.
This is different per AP.
That information can most easily be found on the Ruckus Product Guides, conveniently hidden away here:
Maybe Keith could find us a better link to this on the Ruckus site somewhere.
(I wasn't able to find it)
Unfortunately, you seem to need this in mW and the product guide presents it in dbm.
So... take each dbm value and... um...
mW is 10 to the power of (dbm/10)
So... a 7982's 2.4Ghz power is 34dbm which is 10 to the 3.4 which is...
Hmm.. That sounds high (slightly higher than a class-1 cell-phone) certainly very powerful for a wifi device.
The same math gives me 1584mW for the 5Ghz band.
You might want to check my math here:
Is that what you were looking for?
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| 729
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https://electrowiring.herokuapp.com/post/home-wiring-voltage-drop
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math
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HOME WIRING VOLTAGE DROP
Wire Size & Voltage Drop Calculator | GRE Alpha
This is a calculator for the estimation of the voltage drop of an electrical circuit based on the wire size, distance, and anticipated load current. Voltage Drop = (WL x 2) x R x LC / 1000. Voltage Drop % = (Voltage Drop / SV) x 100. Where: WL = Wire Length R = Resistance LC = Load Current SV = Source Voltage
Voltage Drop Tables - Cerrowire
To avoid excessive voltage drop, select a size wire that will minimize voltage drop. You need to know the length of the wire run and the load (current) that will be on the circuit. To determine the load, add up the wattage of all electrical devices that will be on the circuit and divide this total by the voltage of the circuit, usually 120
How to calculate Voltage Drop across Resistor detail - Home
Then, by applying Ohm’s law, the resistor will offer a voltage drop across a resistive device and it is given as: V(drop) = I × R where, I = current through the resistor in (A) ampere R = resistance in (Ω) ohms V(drop) = voltage drop in (V) volts. How to calculate voltage drop over resistance step-wise : Step1: Simplify the given circuit
Cable Sizing & Voltage Drop Calculations Formula
Cable sizing is done based on three parameters: Load current, Short circuit current carrying capacity, Voltage drop. Below are given simple steps for performing cable sizing calculations. Step 1 - Calculate Load Current: Calculate the load current from the load data available. Formula is: I=Load (in kW)/(sqrt(3)V(in kV)p.f) (A) The current obtained has to derated
Accurate Voltage Drop Calculator AS/NZS 3008 - ELEK Software
Calculate AC or DC voltage drop with this Free Online Calculator which uses the most accurate equations including cable R+X and power factor. Home / Resources / Free Electrical Calculators / Voltage Drop Calculator. The Wiring Rules AS/NZS 3000:2018 sets the limits for voltage drop within an installation.
Voltage Tester - Electrical Testers - The Home Depot
Get free shipping on qualified Voltage Tester products or Buy Online Pick Up in Store today in the Electrical Department.
How to Calculate Voltage Across a Resistor (with Pictures) - wikiHow
Aug 25, 2022Once you have the current, calculate voltage for the individual resistors by multiplying the current by the resistance. For example, in a series circuit with 3 resistors of 2, 3 and 5 Ohms, and a voltage of 12 volts, the current would be 12 divided by 10, or 1.2 amperes. For the 2 Ohm resistor, the voltage would be 1.2 times 2, or 2.4 volts.
Sizing Electrical Wire for Underground Circuit Cable - The Spruce
Sep 25, 2022Understanding Voltage Drop . All conductors of electricity, including wires, impose some resistance to the flow of electricity effect of this resistance, also called impedance, is a loss of voltage is known as voltage drop and is represented as a percentage of the total voltage supplied at the power source of the circuit. If you measure the
Wiring Diagram - Everything You Need to Know About Wiring
DIY enthusiasts use wiring diagrams but they are also common in home building and auto repair. For example, a home builder will want to confirm the physical location of electrical outlets and light fixtures using a wiring diagram to avoid costly mistakes and building code violations. How to Draw a Circuit Diagram
How to Install a Generator Voltage Regulator | DoItYourself
Oct 23, 2010Make sure that the regulator you use is suitable for the generator. The amount of voltage that your generator produces should fall into the range that the regulator can control. A popular range for a regulator is from 6 to 12 volts. Most regulators have the amperage and voltage marked on them for easy identification.
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CC-MAIN-2022-40
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https://brianwhitworth.com/quantum-realism-3-2-1-light-is-a-wave/
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math
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Maxwell’s equations describe light as a vibration in an electromagnetic field that sets imaginary potentials at right angles to its polarization. When this wave vibrates slowly the result is radio waves, faster vibrations are visible light and very fast vibrations give x-rays and gamma rays (Figure 3.5). The light we see is the part of this spectrum that vibrates about a million-billion times a second, gamma rays are a billion times faster, while radio waves vibrate only a few times a second. For simplicity, from now on the term “light” will refer to any electromagnetic vibration because the only difference is the frequency.
Newton’s optics describe a ray of light as traveling on a single movement axis. We now know that such a ray includes photons polarized in many directions but can use filters to polarize a ray one way. Modern lasers can even produce a pulse of light of one frequency in one polarization plane that travels on one axis, i.e. one photon.
Using such techniques, we can produce rays of polarized light that are out-of-phase, so the crests of one occur at the troughs of the other. The result is two rays that are separately visible but in combination they give absolute darkness. The photons cancel each other out just as out-of-phase waves do. This light + light = darkness is only possible for waves. Note that flashlight beams can’t do this because they aren’t polarized. This result proves that light really is a wave.
We even know the type of wave. Light is a sine wave, which in mathematics maps to a circle extended (Figure 3.6). If a pointer turning like a clock hand in a circle moves on a surface the amplitude result is a sine wave (Figure 3.7).
Wave theory describes a water wave as a sine wave vibration caused by the forces of gravity and elasticity acting at right angles to the water surface. When a wave arrives, a surface water molecule is pushed say up until gravity pulls it back down, then
the water elasticity pushes it back up, etc. The wave just moves water molecules up and down hence a cork just bobs up and down as the wave passes. What “travels” on the surface is a transverse oscillation not the water itself.
Using imaginary wave mathematics, we can describe a light wave in the same way except that no one has any idea what is going up and down. We say it is the electromagnetic field but to name a cause is not to explain it. In quantum realism, light is a vibration into a quantum space that contains our space as a surface.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00649.warc.gz
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| 2,501
| 7
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https://scholars.unh.edu/dissertation/2786/
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math
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Date of Award
Program or Major
Doctor of Philosophy
Fusion categories are generalizations of finite groups and are found in areas of mathematics that involve algebraic structures. They are also found in other fields, such as theoretical physics (quasiparticles) and computer science (quantum computing). Their ubiquitousness in these areas make them useful subjects to study.
As a generalization of finite groups, fusion category theory contains many analogs to the objects and constructions found in group theory. But an analog to an essential object of study in group theory, that of the quotient group, is relatively unexplored. In this work, we introduce quotients of braided fusion categories as certain hypergroups associated with fusion subcategories. We then define a new canonical structure associated to a fusion category, called a central hypergroup. We show that for a large class of braided fusion categories, the central hypergroup takes on an integral form.
Hempel, Alice A., "Hypergroups From Fusion Subcategories and Their Integral Forms" (2023). Doctoral Dissertations. 2786.
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s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818312.80/warc/CC-MAIN-20240422144517-20240422174517-00573.warc.gz
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CC-MAIN-2024-18
| 1,093
| 6
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https://www.proprofs.com/quiz-school/story.php?title=are-you-feeding-your-baby-correctly
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math
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•After 1 year of age
•Before 6 months of age
•Between 6-9months of age
Weaning is started before 6 months of age
Weaning is started after 9 months of age.
Weaning is started at 6 months of age.
•Bread, rice or pasta
•Meat, egg or fish.
•Rice cereal, mashed or pureed fruits and vegetables
•Single foods first
•Mix of two or more foods
•Any, single or mixture of foods, makes no difference.
•Rice, apple, pears
•Bananas, carrots, sweet potato
•Nuts, eggs, fish
•Between 6-9 months
•At 1 year
•At 2 years
•100% fruit juices
•Feeding variety of foods in different forms and textures at different stages
•Feeding with a fixed schedule and fixed menu
•Feeding whenever baby is crying
Here's an interesting quiz for you.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446709929.63/warc/CC-MAIN-20221126212945-20221127002945-00282.warc.gz
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CC-MAIN-2022-49
| 752
| 23
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http://forums.wolfram.com/mathgroup/archive/2002/Oct/msg00579.html
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math
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Re: Not quite a Swell FLOOP?
- To: mathgroup at smc.vnet.net
- Subject: [mg37456] Re: [mg37430] Not quite a Swell FLOOP?
- From: Andrzej Kozlowski <andrzej at tuins.ac.jp>
- Date: Thu, 31 Oct 2002 04:40:49 -0500 (EST)
- Sender: owner-wri-mathgroup at wolfram.com
On Wednesday, October 30, 2002, at 07:12 AM, Steven T. Hatton wrote: > >> object oriented programming. In particular: >>> The >>> very statement that 'a tensor is a geometric object which remains >>> invariant >>> under coordinate trasfromations' screams OOP to me. >> >> That's really just a matter of choosing how you think about these >> things. I prefer to think of tensors without any reference to >> coordinate transformations, they are just multi-linear mappings. > > Multi-linear mappings of what? I mistated the definition a bit. I > should > have said that a tensor is a geometric object independent of any > particular > coordinate system. The fact that it's invariant under coordinate > transformations, is a result of this refined definition. Nonetheless, > the > concept of a tensor completely void of all coordinate systems is, to > me, the > sound of one hand clapping. The concept of a vector space needs no mention of any coordinate systems. Neither does the concept of a manifold, its tangent bundle or a tensor (a section of the "bundle of tensors"). Coordinates are obviously useful for doing computations but not the best way to define or think about the concepts (or prove theorems). However, this is rather far from Mathematica and OOP. > >> However, the situation >> becomes different when you want to consider tensor algebras as objects >> in a wider class of of objects, like graded algebras, which in turn >> are >> a subclass of an even wider class of algebras etc. For considering >> such >> kind of hierarchical structures OOP is very useful and that is why >> programs designed for this purpose, (like Macaulay II) adopt a very >> much OOP approach. > > This is a bit beyond my current understanding, but it sounds to me > that you > are focusing on the algegraic nature of tensors. That's certainly an > interesting area, and for your purposes, objects may not be beneficial. I think it's the other way round. OOP is beneficial when you have a lot of hierarchical structure, so that you want elements of substructures to automatically inherit the properties of higher structures, etc. This is the main reason why specialized programs like Macaulay II, which is intended for the study of such hierarchical structures in Algebraic Geometry, tend to be very OO. By contrast Mathematica leaves the "structures" you are dealing with implicit. In Macauly II a symbol like x is always an element of some structure (usually some kind of ring) but in Mathematica its just a symbol. What counts is the functions that you define. Both approaches have their advantages, but for a *general purpose* science and mathematics program the Mathematica approach seems the right one to me. > > A place I believe OOP would naturally benefit Mathematica is in the > area of > XML and particularly implementing the DOM IDL. There seem to be some > problems with Mathematica's XML implementation. I suspect a good OOP > approach might help in preventing some of these problems in the > future. As > regards implementing the Document Object Model IDL, 'Object' is it's > middle > name. Since I know absolutely nothing about this I will diplomatically agree. But I am now sure if this XML business is really related to the Mathematica programming language? Andrzej Andrzej Kozlowski Yokohama, Japan http://www.mimuw.edu.pl/~akoz/ http://platon.c.u-tokyo.ac.jp/andrzej/
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CC-MAIN-2020-29
| 3,638
| 7
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http://www.koreascience.or.kr/article/ArticleFullRecord.jsp?cn=GCGHDE_2010_v23n6_1235
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math
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이동희, 정병철 (2010). 붓스트랩을 활용한 최적 절사공간중위수 추정량, <응용통계연구>, 23, 375–382.
최현집 (2003). 범주형 자료 분석을 위한 LAD 추정량, <응용통계연구>, 16, 55–69.
Barrodale, I. and Roberts, F. D. K. (1973). An improved algorithm for discrete $l_1 $linear approximation, SIAM Journal of Numerical Analysis, 10, 839–848.
Birkes, D. and Dodge, Y. (1993). Alternative Methods of Regression, John Wiley & Sons, Inc.
Choi, H. J. (2008). Estimating LAD regression coefficients with best subset points, Communications in Statistics, Simulation and Computation, 37, 1799–1809.
Godalize, A. (1991). Best approximations to random variables based on trimming procedures, Journal of Approximation Theory, 64, 162–180.
Grizzle, J. E., Stamer, F. and Koch, G. G. (1969). Analysis of categorical data by linear models, Biometrics, 25, 489–504.
Hadi, A. S. and Luceno, A. (1997). Maximum trimmed likelihood estimators: A unified approach, example, and algorithms, Computational Statistics and Data Analysis, 25, 251–272.
Koenker, R.W. and d'Orey (1987). Computing regression quantiles, Journal of the Royal Statistical Society, Series C(Applied Statistics), 36, 383–393.
Mosteller, F. and Parunak, A. (1985). Identifying extreme cells in a sizable contingency table: Probabilistic and exploratory approaches, In Exploring Data Tables, Trends and Shape, edited by Hoaglin, D. C., Mosteller, F. and Tukey, J. W., John Wiley & Sons, New York, 189–224.
Rousseeuw, P. J. and Driessen, K. (2006). Computing LTS regression for large data sets, Data Mining and Knowledge Discovery, 12, 29–45.
Schlossmacher, E. J. (1973). An iterative technique for absolute deviations curve fitting, Journal of the American Statistical Association, 68, 857–859.
Shane, K. V. and Simonoff, J. S. (2001). A robust approach to categorical data analysis, Jounal of Computational and Graphical Statistics, 10, 135–157.
Vandev, D. L. (1995). Computing of trimmed $L_1$ median, In Multidimensional Analysis in Behavioral Sciences, Philosopic to Technical, 152–157.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501169769.33/warc/CC-MAIN-20170219104609-00604-ip-10-171-10-108.ec2.internal.warc.gz
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CC-MAIN-2017-09
| 2,109
| 14
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https://www.quesba.com/questions/you-have-a-collection-of-n-lock-boxes-and-m-gold-keys-each-key-unlocks-at-m-43236
|
math
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You have a collection of n lock-boxes and m gold keys. Each
key unlocks at most one box. However, each box might be unlocked by one key, by
multiple keys, or by no keys at all. There are only two ways to open each box
once it is locked: Unlock it properly (which requires having one matching key
in your hand), or smash it to bits with a hammer. Your baby brother, who loves
playing with shiny objects, has somehow managed to lock all your keys inside
the boxes! Luckily, your home security system recorded everything, so you know
exactly which keys (if any) are inside each box. You need to get all the keys
back out of the boxes, because they are made of gold. Clearly you have to smash
at least one box.
(a) Your baby
brother has found the hammer and is eagerly eyeing one of the boxes. Describe
and analyze an algorithm to determine if it is possible to retrieve all the
keys without smashing any box except the one your brother has chosen.
(b) Describe and analyze
an algorithm to compute the minimum number of boxes that must be smashed to
retrieve all the keys.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141672314.55/warc/CC-MAIN-20201201074047-20201201104047-00255.warc.gz
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CC-MAIN-2020-50
| 1,068
| 17
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http://ssandifer.com/Lay/Howard/Const/Solder/index.htm
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math
|
for larger images
I presented a clinic on soldering to the San Jacinto Model Railroad Club on April 5, 2011. These links to YouTube are segments of that presentation.
#1: Solder, flux, removing solder, tinning soldering tools
#2: Soldering buss wires
#3: Soldering track and feeders
#4: Soldering switch frogs
#5: Making an operating gate from brass stock
#6: Soldering cars and locos.
#7: Soldering 603 micro LEDs
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s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084887692.13/warc/CC-MAIN-20180119010338-20180119030338-00120.warc.gz
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CC-MAIN-2018-05
| 414
| 9
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http://judaism.stackexchange.com/questions/tagged/hechsher-certification+lashon-hara-slander
|
math
|
Mi Yodeya Meta
to customize your list.
more stack exchange communities
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slander or truth abou OU Kashrus [closed]
I don't want to look like a total jerk but i heard from someone whose sister is married to an important rav that the OU kashrus is not so reliable as you might believe. they depend on paperwork that ...
Dec 9 '12 at 14:41
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https://www.tfw2005.com/boards/threads/need-some-advice-or-something-close-to-that.239503/
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math
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Alright, first thread EVER, for me...... So, Mat-Man and I are invited to his sister's wedding. This is not a problem, the actual "getting" of a gift is. You see, I've been to alot of weddings, but this one is different. It being his sister's wedding, I can't see us going for the usual towels, bedding, etc. We're going to have to get them something "personal". This is easier said than done. So, with that in mind, I figured at least one, if not more of you could give us some ideas. But, just so you're aware..........neither of them are TF fans. Although getting them a couple TF shirts HAD crossed my mind.... So, the floor is yours...........and any help is greatly appreciated!!!
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https://www.purplemethod.net/download/cliffsnotes-texes-math-4-8-115-and-math-7-12-235-
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math
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Publisher: Houghton Mifflin Harcourt
Release Date: 2020-09-15
Genre: Study Aids
Pages: 432 pages
ISBN 13: 0358129966
ISBN 10: 9780358129967
Format: PDF, ePUB, MOBI, Audiobooks, Kindle
Synopsis : CliffsNotes TExES Math 4 8 115 and Math 7 12 235 written by Sandra Luna McCune, published by Houghton Mifflin Harcourt which was released on 2020-09-15. Download CliffsNotes TExES Math 4 8 115 and Math 7 12 235 Books now! Available in PDF, EPUB, Mobi Format. She now is a full-time And I thank God for gifting me with a love of author and consultant. mathematics. Author's Acknowledgments Editorial Thanks to everyone on the Editorial Team. I extend Executive Editor: Greg Tubach Senior Editor: ... -- CliffsNotes TExES Math 4-8 (115) and Math 7-12 (235) is the perfect way to study for Texas’ middle school and high school math teacher certification tests. Becoming a certified middle school math teacher and high school math teacher in Texas means first passing the TExES Math 4-8 (115) teacher certification test for middle school teachers or the TExES Math 7-12 (235) teacher certification test for high school teachers. This professional teacher certification test is required for all teachers who want to teach math in a Texas middle or high school. Covering each test’s six domains and individual competencies with in-depth subject reviews, this test-prep book also includes two model practice tests with answers and explanations for the Math 4-8 and two model practice tests with answers and explanations for the Math 7-12. Answer explanations detail why correct answers are correct, as well as what makes incorrect answer choices incorrect.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662539101.40/warc/CC-MAIN-20220521112022-20220521142022-00585.warc.gz
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http://www.research.lancs.ac.uk/portal/en/publications/multiple-inflation-cosmic-string-networks-and-the-string-landscape(778ca3f2-bfce-4cdc-b646-46557132b83a).html
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math
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Motivated by the string landscape we examine scenarios for which inflation is a two-step process, with a comparatively short inflationary epoch near the string scale and a longer period at a much lower energy (like the TeV scale). We quantify the number of $e$-foldings of inflation which are required to yield successful inflation within this picture. The constraints are very sensitive to the equation of state during the epoch between the two inflationary periods, as the extra-horizon modes can come back inside the horizon and become reprocessed. We find that the number of $e$-foldings during the first inflationary epoch can be as small as 12, but only if the inter-inflationary period is dominated by a network of cosmic strings (such as might be produced if the initial inflationary period is due to the brane-antibrane mechanism). In this case a further 20 $e$-foldings of inflation would be required at lower energies to solve the late universe's flatness and horizon problems.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121216.64/warc/CC-MAIN-20170423031201-00097-ip-10-145-167-34.ec2.internal.warc.gz
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CC-MAIN-2017-17
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https://www.deepdyve.com/lp/springer_journal/solving-multi-period-interdiction-via-generalized-bender-s-0ZGxs9W30z
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math
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Acta Mathematicae Applicatae Sinica, English Series
Vol. 33, No. 3 (2017) 633–644
http://www.ApplMath.com.cn & www.SpringerLink.com
Acta MathemaƟcae Applicatae Sinica,
The Editorial Office of AMAS &
Springer-Verlag Berlin Heidelberg 2017
Solving Multi-period Interdiction via Generalized
, Alireza GHAFFARI-HADIGHEH
Department of Applied Mathematics, Azarbaijan Shahid Madani University, Tabriz, Iran
E-mail: soleimani email@example.com)
Abstract This paper considers a novel formulation of the multi-period network interdiction problem. In
this model, delivery of the maximum flow as well as the act of interdiction happens over several periods,
while the budget of resource for interdiction is limit. It is assumed that when an edge is interdicted in a
period, the evader considers a rate of risk of detection at consequent periods. Application of the generalized
Benders decomposition algorithm considers solving the resulting mixed-integer nonlinear programming problem.
Computational experiences denote reasonable consistency with expectations.
Keywords Bi-level programming; network interdiction; mixed-integer nonlinear programming; generalized
2000 MR Subject Classification 90B10
Interdiction, which can be favorable or damaging depending on the problem under consideration,
is the act of preventing flow in a network. The network interdiction models are classically
defined on the interdictor-evader frame as a Bi-Level Programming Problem (BLPP). In the
lower level problem, the evader desires to improve his objective function (obtaining maximum
flow or achieving minimum cost) whereas in the upper level, the interdictor aims to minimize
the evader’s maximum gain by limiting his feasible actions or by increasing the associated cost
Most of the standard interdiction problems proposed in the literature regard Stackelberg
, wherein the two entities (i.e., an interdictor and an evader) operate in turn with full
or partially knowledge of each others actions. However, the role of leader and follower may be
changed in between according to the model’s requirements.
Study on the Network Interdiction Problem (NIP) initiated by Wollmer’s work
goal of removing n arcs from a network to minimize the maximum flow between the source
and the sink nodes. For the first time, McMasters and Mustin
added a budget constraint
to the problem by using a mathematical formulation for NIP to prevent enemy’s arsenal trans-
solved this problem using mathematical methods. He considered an integer
programming formulation of the problem and provided a proof of NP-completeness and showed
that the model could be generalized for other possibilities such as multi-commodity networks,
undirected networks, networks with multiple sources and multiple sinks, etc.
Other studies focused on maximizing the shortest path between two specified nodes in a
Manuscript received January 8, 2015. Revised October 17, 2015.
Supported by Azarbaijan Shahid Madani University.
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https://people.clas.ufl.edu/alexb/2014/10/19/michael-griffin-10-21-2014/
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math
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Theorems at the interface of number theory and representation theory
October 21, 11:45 — 12:35pm at LIT 305.
We will discuss recent work on Moonshine and the Rogers-Ramanujan identities. The Rogers-Ramanujan identities express two infinite product modular forms as number theoretic q-series. These identities give rise to the Rogers-Ramanujan continued fraction, whose values at CM points are algebraic integral units. In recent joint work with Ono, and Warnaar, we obtain a comprehensive framework of identities for infinite product modular forms in terms of Hall-Littlewood q-series. This work characterizes those integral units that arise from this theory.
In a related direction, we revisit the theory of Monstrous Moonshine which asserts that the coefficients of the modular j-function are “dimensions” of virtual characters for the Monster, the largest of the simple sporadic groups. There are 194 irreducible representations of the Monster, and it has been a longstanding open problem to determine the distribution of these representations in Moonshine. In joint work with Ono and Duncan, we obtain exact formulas for these distributions. Moonshine have phenomena have also been observed connecting other sporadic groups such as the Mathieu group M24 to certain mock modular forms. We will also discuss recent developments in this theory of ”Umbral Moonshine.”
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https://www.nature.com/articles/s41598-019-38808-z/figures/2?error=cookies_not_supported&code=b3740721-75aa-4fe3-8d85-88718048c341
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math
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Particle emission rate/concentration while saying /ɑ/ at 8 different amplitudes, repeated 6 times at each amplitude. (A) Particle emission rate/concentration versus root mean square amplitude, Arms (arb. units) for a representative participant (F4). Solid line is the best linear fit, with correlation coefficient ρ = 0.932 and Pearson’s p value = 5.9 × 10−22. (B) Corresponding particle size distribution for the data presented in (A). (C) Aggregated particle emission rate/concentration versus root mean square amplitude, Arms (arb. units) for 10 participants, 5 males (denoted as M1 to M5) and 5 females (denoted as F1 to F5). There are 8 data points for each participant, each representing the average of repeating /ɑ/ six times at approximately the same voice amplitude (cf. Fig. 1). Solid line is a power law fit with exponent 1.004, correlation coefficient ρ = 0.774 and Pearson’s p value = 3.8 × 10−17.
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CC-MAIN-2021-49
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http://www.cnczone.com/forums/steam_engines/40477-work.html
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math
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My gut feeling is that it won't work due to the amount that the steam contracts when it condenses. Saturated steam at 100 psi has a volume 237 times greater than the water it came from. I can't see how the implosion of the steam as it condenses could be used to produce a high pressure stream of water. But then again I might have totally missed something. I would have thought that looking at the principals of a steam locomotive injector might be a better way to go. You can then choose between a high velocity low pressure jet or a low velocity high pressure jet, or something in between.
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http://lansystems.com/random-thoughts/engineers-confuse-halloween-christmas/
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math
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This puzzle/joke has exploded this year. I have seen it on Twitter, Facebook and many blogs. Could it mean that engineering is really catching hold in Social Media circles? I hope so!
The answer: Because Oct 31 = Dec 25 or octal (base 8) 31 = decimal (base 10) 25
It is a mathematical equation for number systems in base 8 and base 10. We are most familiar with base 10 or decimal because we use it all the time. The penny, dime, dollar or 1, 10, 100 system. Octal is not used very often, but it is built on the same principle where 8 is the base. We use 8 digits (0-7) in octal, just like we use 10 digits (0-9) in decimal.
Here’s the conversion: 25 decimal is 8×3 (24) plus 1 or octal 31. It takes a little practice but once you get it – you’ll always have it – just like riding a bike.
Need help? Have a good math puzzle? Leave a comment or send me an email email@example.com
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http://yadda.icm.edu.pl/baztech/element/bwmeta1.element.baztech-article-BSW3-0097-0008?q=dc300321-2c12-45db-ba4d-cbe555024bdc$2&qt=IN_PAGE
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math
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Regular design equations for the continuous reduced-order Kalman filter
Treść / Zawartość
Reduced-order Kalman filters yield an optimal state estimate for linear dynamical systems, where parts of the output are not corrupted by noise. The design of such filters can either be carried out in the time domain or in the frequency domain. Different from the full-order case where all measurements are noisy, the design equations of the reduced-order filter are not regular. This is due to the rank deficient measurement covariance matrix and it can cause problems when using standard software for the solution of the Riccati equations in the time domain. In the frequency domain the spectral factorization of the non-regular polynomial matrix equation does not cause problems. However, the known proof of optimality of the factorization result also requires a regular measurement covariance matrix. This paper presents regular (reduced-order) design equations for reduced-order Kalman filters in the time and in the frequency domains for linear continuous-time systems. They allow to use standard software for the design of the filter, to formulate the conditions for the stability of the filter and they also prove that the existing frequency domain solutions obtained by spectral factorization of a non-regular polynomial matrix equation are indeed optimal.
Bibliogr. 14 poz., wzory
- B. D. O. Anderson and J. B. Moore: Optimal Filtering. Prentice Hall, Englewood Cliffs, NJ, 1979.
- A. Bryson and D. Johansen: Linear filtering for time-varying systems using measurements containing colored noise. IEEE Trans. on Automatic Control, 10 (1965), 4-10.
- F. W. Fairman and L. Luk: On reducing the order of Kalman filters for discretetime stochastic systems having singular measurement noise. IEEE Trans. on Automatic Control, 30 (1985), 1150-1152.
- A. Gelb: Applied optimal estimation. The MIT Press, Cambridge, MA, 1996.
- G. C. Goodwin, S. F. Graebe and M. E. Salgado: Control system design. Prentice Hall, Upper Saddle River, NJ, 2001.
- W. M. Haddad and D. S. Bernstein: The optimal projection equations for reduced-order state estimation: The singular measurement case. IEEE Trans. on Automatic Control, 32 (1987), 1135-1139.
- P. Hippe: Design of reduced-order optimal estimators directly in the frequency domain. Int. J. of Control, 50 (1989), 2599-2614.
- P. Hippe and J. Deutscher: Design of Observer-based Compensators - From the time to the frequency domain. Springer, Berlin Heidelberg New York London, 2009.
- T. Kailath Linear systems. Prentice Hall, Englewood Cliffs, NJ, 1980.
- H. Kwakernaak and R. Sivan: Linear Optimal Control Systems. Wiley Inter-science, New York London Sidney Toronto, 1972.
- J. O'Reilly: Comments on two recent papers on reduced-order optimal state estimation for linear systems with partially noise corrupted measurements. IEEE Trans. on Automatic Control, 27 (1982), 280-282.
- J. O'Reilly: Observers for linear systems. Academic Press, London, 1983.
- H. H. Rosenbrock: State space and multivariable theory. Nelson, London, 1970.
- A. P. Sage and J. L. Melsa: Estimation theory with applications to communications and control. McGraw Hill, New York, NY, 1971.
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https://nrich.maths.org/public/topic.php?code=71&cl=3&cldcmpid=1186
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math
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Six points are arranged in space so that no three are collinear. How many line segments can be formed by joining the points in pairs?
Draw a 'doodle' - a closed intersecting curve drawn without taking pencil from paper. What can you prove about the intersections?
Your partner chooses two beads and places them side by side behind a screen. What is the minimum number of guesses you would need to be sure of guessing the two beads and their positions?
From a group of any 4 students in a class of 30, each has exchanged Christmas cards with the other three. Show that some students have exchanged cards with all the other students in the class. How. . . .
Four jewellers share their stock. Can you work out the relative values of their gems?
I start with a red, a blue, a green and a yellow marble. I can trade any of my marbles for three others, one of each colour. Can I end up with exactly two marbles of each colour?
A standard die has the numbers 1, 2 and 3 are opposite 6, 5 and 4 respectively so that opposite faces add to 7? If you make standard dice by writing 1, 2, 3, 4, 5, 6 on blank cubes you will find. . . .
The knight's move on a chess board is 2 steps in one direction and one step in the other direction. Prove that a knight cannot visit every square on the board once and only (a tour) on a 2 by n board. . . .
Let a(n) be the number of ways of expressing the integer n as an ordered sum of 1's and 2's. Let b(n) be the number of ways of expressing n as an ordered sum of integers greater than 1. (i) Calculate. . . .
Eight children enter the autumn cross-country race at school. How many possible ways could they come in at first, second and third places?
I want some cubes painted with three blue faces and three red faces. How many different cubes can be painted like that?
Here are some examples of 'cons', and see if you can figure out where the trick is.
How many noughts are at the end of these giant numbers?
This article invites you to get familiar with a strategic game called "sprouts". The game is simple enough for younger children to understand, and has also provided experienced mathematicians with. . . .
Find the largest integer which divides every member of the following sequence: 1^5-1, 2^5-2, 3^5-3, ... n^5-n.
What can you say about the lengths of the sides of a quadrilateral whose vertices are on a unit circle?
Eulerian and Hamiltonian circuits are defined with some simple examples and a couple of puzzles to illustrate Hamiltonian circuits.
Find the smallest positive integer N such that N/2 is a perfect cube, N/3 is a perfect fifth power and N/5 is a perfect seventh power.
This shape comprises four semi-circles. What is the relationship between the area of the shaded region and the area of the circle on AB as diameter?
Explore the continued fraction: 2+3/(2+3/(2+3/2+...)) What do you notice when successive terms are taken? What happens to the terms if the fraction goes on indefinitely?
Is the mean of the squares of two numbers greater than, or less than, the square of their means?
I am exactly n times my daughter's age. In m years I shall be ... How old am I?
Three points A, B and C lie in this order on a line, and P is any point in the plane. Use the Cosine Rule to prove the following statement.
Keep constructing triangles in the incircle of the previous triangle. What happens?
If you know the sizes of the angles marked with coloured dots in this diagram which angles can you find by calculation?
The picture illustrates the sum 1 + 2 + 3 + 4 = (4 x 5)/2. Prove the general formula for the sum of the first n natural numbers and the formula for the sum of the cubes of the first n natural. . . .
Can you see how this picture illustrates the formula for the sum of the first six cube numbers?
An iterative method for finding the value of the Golden Ratio with explanations of how this involves the ratios of Fibonacci numbers and continued fractions.
If you think that mathematical proof is really clearcut and universal then you should read this article.
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
Is it possible to rearrange the numbers 1,2......12 around a clock face in such a way that every two numbers in adjacent positions differ by any of 3, 4 or 5 hours?
Carry out cyclic permutations of nine digit numbers containing the digits from 1 to 9 (until you get back to the first number). Prove that whatever number you choose, they will add to the same total.
Janine noticed, while studying some cube numbers, that if you take three consecutive whole numbers and multiply them together and then add the middle number of the three, you get the middle number. . . .
Prove that if the integer n is divisible by 4 then it can be written as the difference of two squares.
Show that if you add 1 to the product of four consecutive numbers the answer is ALWAYS a perfect square.
This is the second article on right-angled triangles whose edge lengths are whole numbers.
The country Sixtania prints postage stamps with only three values 6 lucres, 10 lucres and 15 lucres (where the currency is in lucres).Which values cannot be made up with combinations of these postage. . . .
Can you convince me of each of the following: If a square number is multiplied by a square number the product is ALWAYS a square number...
It is obvious that we can fit four circles of diameter 1 unit in a square of side 2 without overlapping. What is the smallest square into which we can fit 3 circles of diameter 1 unit?
Prove that the shaded area of the semicircle is equal to the area of the inner circle.
Prove Pythagoras' Theorem using enlargements and scale factors.
Consider the equation 1/a + 1/b + 1/c = 1 where a, b and c are natural numbers and 0 < a < b < c. Prove that there is only one set of values which satisfy this equation.
A paradox is a statement that seems to be both untrue and true at the same time. This article looks at a few examples and challenges you to investigate them for yourself.
What does logic mean to us and is that different to mathematical logic? We will explore these questions in this article.
There are four children in a family, two girls, Kate and Sally, and two boys, Tom and Ben. How old are the children?
A composite number is one that is neither prime nor 1. Show that 10201 is composite in any base.
Spotting patterns can be an important first step - explaining why it is appropriate to generalise is the next step, and often the most interesting and important.
In how many distinct ways can six islands be joined by bridges so that each island can be reached from every other island...
ABCD is a square. P is the midpoint of AB and is joined to C. A line from D perpendicular to PC meets the line at the point Q. Prove AQ = AD.
Kyle and his teacher disagree about his test score - who is right?
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https://en.m.wikipedia.org/wiki/Talk:Feige%E2%80%93Fiat%E2%80%93Shamir_identification_scheme
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math
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Talk:Feige–Fiat–Shamir identification scheme
|WikiProject Cryptography / Computer science||(Rated Start-class, High-importance)|
The algorith given under the "procedure" heading describes the Fiat-Shamit identification scheme, which is not zero-knowledge. See the German wikipedia for the differences of Feige-Fiat_shamir and Fiat-Shamir.
In the security section, a ZK simulator is proposed. This simulator is not sufficient: the x it outputs is always a square (a member of QR(N)), while this is not the case for honest commitments.
In ZKPs, it's traditional to use Peggy/Victor (prover/verifier) instead of Alice and Bob. --Johnruble 15:07, 10 July 2007 (UTC)
Section "Setup": Wrong equation?Edit
Could it be that v_i ≡ s_i^2 ( mod n ) is wrong? According to Trappe, Wade; Washington, Lawrence C. (2003). Introduction to Cryptography with Coding Theory it is v_i ≡ s_i^(-2) ( mod n ) which is equal to v_i*s_i^2 ≡ (1 mod n) 18.104.22.168 (talk) 08:51, 27 July 2016 (UTC) ANSWER: To me, v_i ≡ s_i^2 ( mod n ) looks good! You propose v_i ≡ s_i^(-2) which means v_i^2 = s_i, i.e. squaring the public value yields the secret value. Squaring is easy mod N, so what you propose is not secure. (I didn't check Trappe et al). — Preceding unsigned comment added by 22.214.171.124 (talk) 15:38, 25 September 2016 (UTC)
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https://www.hekedbay.com/how-to-solve-algebraic-equations/
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math
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Is a “wiki”, similar to Wikipedia, which means that many of our articles are co-authored by multiple authors. To create this article, 61 people, some anonymous, worked to edit it and improve it over time.
How To Solve Algebraic Equations
There are 8 references cited in this article and they can be found at the bottom of the page.
An Example Of Solving An Algebraic Parametric Equation With One Variable. Positive And Negative Numbers Are Square Stock Vector
In “systems of equations”, you are asked to solve two or more equations simultaneously. If there are two different variables, such as x and y, or a and b, it can be difficult to see how to solve for them.
Fortunately, if you know what to do, you only need basic algebra skills (and sometimes some knowledge of fractions) to solve the problem. If you’re a visual learner or your teacher requires it, learn how to graph equations as well. Graphs can be useful for “seeing what’s going on” or checking your work, but they can be slower than other methods and don’t work for all systems of equations.
Is a “wiki”, similar to Wikipedia, which means that many of our articles are co-authored by multiple authors. To create this article, 61 people, some anonymous, worked to edit it and improve it over time. This article has been viewed 983,006 times.
How To Solve An Algebraic Expression: 10 Steps (with Pictures)
To solve a system of algebraic equations containing two variables, start by moving the variable to a different side of the equation. Then divide both sides of the equation by one of the variables to solve for that variable. Then take that number and plug it into a formula to solve for the other variables. Finally, take the answer and plug it into the original equation to solve for the other variables. To learn how to solve a system of algebraic equations by elimination, scroll down! An equation is a statement used in mathematics to show that two items are equal. In fractions, equations are used to find the value of the fraction when one or more parts are unknown.
If you’re stuck on a math problem involving fractions, don’t worry! In this article, we will show you how to solve equations with fractions step by step.
First, we need to find the least common denominator (LCD) of the fraction in the equation, which is the smallest number that can be a common denominator for both fractions. For this equation, the LCD is 12 because it is the least common multiple of 4 and 6.
Solving Algebraic Expressions
Move all terms with variables to one side and simplify both sides of the equation so that we have one term on both sides.
After isolating the variable on one side, divide the coefficients on both sides to solve for the unknown variable.
Q2) The unknown fraction is added to 1 and we divide the sum by 3. The result is equal to 3/4. What is the value of the unknown fraction?
How To Solve Literal Equations? (17 Powerful Examples!)
We can let n be an unknown number. We can set up an equation to solve the problem.
First, find the Least Common Denominator (LCD). Since 3 and 4 do not share a common factor, we find their product.
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Translating Words Into Algebraic Expressions: Free Guide — Mashup Math
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Is a “wiki”, similar to Wikipedia, which means that many of our articles are co-authored by multiple authors. To create this article, 112 people, some anonymous, have worked to edit and improve over time.
Ks3. Algebra. 6. Solving Equations
Two-step algebraic equations are relatively quick and easy; after all, it only takes two steps. To solve a two-step algebraic equation, simply isolate the variables using addition, subtraction, multiplication, or division. If you want to know how to solve two-step algebraic equations in different ways, just follow these steps.
Is a “wiki”, similar to Wikipedia, which means that many of our articles are co-authored by multiple authors. To create this article, 112 people, some anonymous, have worked to edit and improve over time. This article has been viewed 714,060 times.
To solve a two-step algebraic equation with a variable on the 1 side, start by using addition or subtraction to isolate the variable term. For example, if the equation is 4x + 7 = 15, isolate 4x by subtracting 7 from both sides, so that the equation becomes 4x = 8. Then divide 4x by the number in front of the variable, from way you still have only x Finally, divide the other side by the same number to get x = 2. For more information, including how to solve algebraic equations with variables on both sides, scroll down. In the previous section we talked about simplifying expressions. In this section we will talk about solving equations. An equation is two expressions that are equal to each other using the equal sign (=). When we simplify an expression, the ultimate goal is that no operation should be performed.
Solved Sinusoidal Equations Can Be Solved As Algebraic
When solving an equation, our ultimate goal is to find out what the variable (or letter) is equal to by taking the variable itself on one side of the equals sign and the number itself on the other side. We will achieve this goal through two important steps:
We can start solving in a similar way to simplifying expressions, checking the order of operations. First we want to simplify each side of the equal sign as much as possible. Look at our equation, there are no parentheses or exponents, and there’s nothing to multiply or divide, so we’re going to start adding and subtracting. The first part is simple: 5x – 4x is 1x, or only
Because they are not like terms (our lesson on reading algebraic expressions explains this in more detail). But x – 6 = 18 is still not simplified enough. After all, we are looking for value
Solving Algebraic Equations
Alone on one side of the same sign. To move -6 to the other side of the equals sign, we can use the inverse—or opposite—of -6. That would be 6. In other words, we can add six to both sides of the equation.
. On the right, 18 plus 6 is 24, so x = 24. Now our equation has been simplified. We simplify by using the opposite of what we want to remove.
Also called cancellation because it allows you to cancel (or leave out) parts of the equation. This doesn’t mean you can just cross out the parts of the equation you don’t want to solve (although it will make the algebra easier!). There are some rules you have to follow.
Free Worksheets For Linear Equations (grades 6 9, Pre Algebra, Algebra 1)
First, did you know we added 6 to both sides of our equation? This is because both sides of the equation must always be equal; after all, it means that the sign is the same. If you do more on one side of the equation, you should do the same on the other side. Since we add 6 to -6 on the left side, we must also add it to 18 on the right side.
Second, remember how we add six where the original expression says subtract? We do this because 6 is the opposite of -6. To cancel part of an expression, you must use opposite or opposite. The opposite of subtraction is addition, and as you might have guessed, the opposite of addition is subtraction.
What about multiplication and division? This is also the opposite, and you can also undo it. For example, how will you achieve this?
Solving Equations Worksheets Pdf
Multiplied by 5, you can divide both sides of the problem by 5. 5a divided by 5 is
And 30 divided by 5 is 6, so a simplified version of this equation would look like this:
First, we need to examine anything that can be simplified. Remember that in the previous section we talked about the number outside the parentheses that means multiplication? Accordingly, we can multiply 4 · 2x and 4 · 3. 4 · 2x is 8x and 4 · 3 is 12.
Solving Absolute Value Equations: Complete Guide — Mashup Math
Now both sides of the same sign have been simplified, we need to use cancellation to get x. Now we have two things to move, 8
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CC-MAIN-2024-18
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https://www.basic-mathematics.com/percent-of-increase-word-problems.html
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math
|
Hello and welcome! We're focusing today on a fascinating mathematical topic: percent of increase word problems. We've got some exciting scenarios to consider and we'll walk through these calculations together. It'll be as simple as counting 1, 2, 3. Let's start!
Before we start, let's be clear on what percent of increase means. It's a way of expressing the growth of a quantity in terms of the original amount. Simply put, it’s a measure of how much something has grown as a proportion of the original size.
Let's consider a basic problem: If Jacob has 50 marbles and during a lucky streak, he wins 20 more. What is the percent of increase in his marbles?
First, figure out the increase - which is 20 marbles (the marbles he won). Then, divide this increase by the original quantity, which is 50 marbles. What do we get?
20 divided by 50 gives 0.4. To convert this into percentage, simply multiply this ratio by 100. Thus, you will get 40%. So, Jacob's marbles increased by 40%.
Great job so far! Let's try another. Imagine, you used to earn $30,000 yearly. After a fantastic performance review, your income increased to $36,000. What is the percent of increase?
Again, find the increase: $36,000 - $30,000 equals $6,000. Then divide this increase by the original amount, $30,000. Let’s see the magic!
$6,000 divided by $30,000 equals 0.2. Multiplying by 100 gives you a 20% increase in your earnings. Congratulations on your raise!
Feeling confident? Let's not stop there. What if you had 500 Instagram followers and over a month, you gained 75 more. What's the percent of increase in your followers?
Find the increase, which here is 75 followers. Divide this by the original quantity, 500 followers.
The good news? 75 divided by 500 is 0.15. After converting into a percentage, you will find there's been a 15% increase in your followers. Your popularity is increasing!
You're putting in some excellent work here! So, let's step things up a little.
Say, the population of a small town was 20,000 but over the decade it increased to 22,500. What's the percent increase in its inhabitants?
You've got this! The increase is 2,500 people. Divide this by the original population, 20,000 and let’s see what you get.
Amazing! 2,500 divided by 20,000 gives us 0.125. Converting this into a percentage results in a 12.5% increase in the town’s population. The town is growing!
Hopefully, these examples demystify the concept of percent of increase for you. Remember, understanding the underlying calculation rather than rote memorization will make this concept easy to understand and not confusing.
The percent increase is a very handy tool in mathematics. Whether it's analyzing your progress, calculating economic growth, personalized budgeting, or just winning at board games, knowing how to calculate a percent of increase will serve you in good stead.
These percent of increase problems clear up any mystery around this concept, and hopefully, have made it less daunting. They show that math involves logical thinking, step-by-step solutions, and best of all - it's completely solvable!
Practice makes perfect! So, feel free to create your own problems and use the steps we've reviewed to find your answers.
Always remember: the formula for percent of increase as shown above is (Amount of increase / Original Amount) × 100. Keep this in mind as you tackle new challenges.
In conclusion, no matter where you're starting or what you're working on, understanding percent of increase helps us track growth and progress. So next time you encounter a percent of increase word problem, take a deep breath, apply the steps, and solve it with confidence. You've got this!
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100599.20/warc/CC-MAIN-20231206130723-20231206160723-00143.warc.gz
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CC-MAIN-2023-50
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| 21
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https://imathworksheets.com/stats-probability/meanmedianmoderange-worksheets/
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math
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Here you will find another series of progressive worksheets, filled with step-by-step examples, that will help students master the art of analyzing data sets. These worksheets start off with simple problems asking you to calculate the Mean/Median/Mode/Range of a variety of data sets. At first, you’ll probably be able to get by with simple mental math, but eventually you may reach for the calculator.
To calculate the mean, you just add all of the numbers in the set, and the divide by how many numbers are in the set. To find the median, you list the numbers in order from least to greatest, eliminate the lowest and highest numbers, then select the middle number as the median. The mode is the easiest measure to find, it’s the number or numbers that appear the most in the set. The range is the difference between the highest and lowest values in the data set.
Mean/Median/Mode/Range Worksheet #1 – This is a 10 problem worksheet where you will find the Mean/Median/Mode/Range of different sets of numbers. Only whole numbers are featured, with odd-numbered sets that produce a definite median.
Mean/Median/Mode/Range Worksheet #2 – This is a 10 problem worksheet where you will find the Mean/Median/Mode/Range of different sets of numbers. On this worksheet, you will only deal with whole numbers. Some of the problems feature even-numbered sets and multiple modes.
Mean/Median/Mode/Range Worksheet #3 – This is a 10 problem worksheet where you will find the Mean/Median/Mode/Range of different sets of numbers. Some problems require you to find the median between two remaining numbers in an even-numbered set. Mental math should be sufficient for this worksheet and all of the previous worksheets.
Mean/Median/Mode/Range Worksheet #4 – Time to break out the calculator! This 10 problem worksheet asks you to do some rounding for the mean, and the medians feature some decimals. As usual, there are some step by step examples to guide you along the way.
Mean/Median/Mode/Range Worksheet #5 – Time to look at some serious decimals. This 10 problem worksheet features some means that need to be rounded from hundredths to tenths. You’ll also have to find the median of data sets like(0.10, 0.2, 0.9, 0.6, 0.8, 0.4),
Mean/Median/Mode/Range Worksheet #6 – My favorite worksheet of the bunch. Challenge your students with data sets like (0.5, 0.05, 0.005. 5, 0.05), where they must add zeroes as decimal-place holders to put the set in order.
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CC-MAIN-2023-50
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| 8
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https://ebikewiki.com/index.php/Volts_and_Amps
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math
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Volts and Amps
Volts, Amp, Amp hours, watts and watt hours, what do they mean for an e-bike?
These are the units of measurements for batteries, controllers and motors. Lets dive into what each means in detail:
Volts is directly related to max RPM for a given motor. For a given battery voltage will slowly decrease as it discharges (See https://cdn.discordapp.com/attachments/734563841228275763/787404431360000001/unknown.png for chart).
Current (measured in amps) is directly related to the torque of your motor. You will often see a controller specify its 'battery amps' and 'phase amps'. Phase amps are your peak torque at lower RPM, where the controller can exchange voltage for amps to give you extra torque at low speed. Battery amps are what will be drawn from the battery. You absolutely must have a battery rated for the same or more amps then your controller is rated to use or you will damage your battery when the controller draws too much.
Voltage * battery Amps = Watts. Watts are your power. In fact it takes 745.7watts to make one horsepower. While voltage determins your absolute max RPM, without more watts you won't go any faster unless you where limited by the motor reaching its max RPM before you ran out of watts.
Amp hours are how many amps your battery can give for one hour. For example if it was 10 amp hours, it could give 10amps for one hour, or 20 amps for 30 minutes, or 5amps for 2 hours. You might be mistaken into thinking that amp hours are equal to range, but that is only true for a given voltage as watt hours are the true unit of energy storage.
Watt hours are Amp hours * Voltage. They tell you the true power capacity of a battery. In fact you will often find electric vehicles energy efficency expressed in watt hours per KM or mile. (wh/km or wh/mi). For a very rough idea, you can assume about 10wh/km for very slow riding at 25kph or below on flat ground, 20wh/km for fast riding up to 45kph or on slightly hilly ground, and up to 40wh/km for very fast riding at up to 60kph or on very hilly ground. Exact figures vary greatly but this gives you a rough idea.
Cells have what is known as a C rating, this is basically how quickly they can be discharged, with 1C being the current needed to fully discharge the cell in exactly 1 hour. You can calculate the peak discharge current by multiplying the AH rating and C rating hence for a 3.3Ah cell, 1C would be 3.3A and take 1 hour to discharge at that current. For a 2.5Ah cell, 1C would be 2.5A and also take one hour to discharge. a 2.5AH cell at 2C would fully discharge the cell in 30 minutes and at 5A current, 4C is the rate that would fully discharge the cell in 15 minutes at 10A for a 2.5AH cell, and so forth.
Note that the C rating is only the maximum you can safely draw from the cell, if you only draw at a lower current the cell will take as long to discharge as a lower C rated cell of the same Ah value
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s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499790.41/warc/CC-MAIN-20230130003215-20230130033215-00301.warc.gz
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CC-MAIN-2023-06
| 2,910
| 10
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https://oeis.org/A161192/internal
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math
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%N Consecutive pairs of prime point sums in A161191 (includes triples).
%C This sequence is a subsequence of A161191.
%F Select pairs (including triples) of prime point sums in A161191.
%e a(1) and a(2) above, 1381 and 7213, are A161191(6) and A161191(7).
%o (UBASIC) See A161190.
%Y Cf. A161190, A161191, A161193, A161194.
%A _Enoch Haga_, Jun 06 2009
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CC-MAIN-2022-05
| 352
| 7
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https://www.hackmath.net/en/math-problem/322
|
math
|
Is it equal following terms?
−921 = (−9)21
−921 = (−9)21
Did you find an error or inaccuracy? Feel free to write us. Thank you!
Thank you for submitting an example text correction or rephasing. We will review the example in a short time and work on the publish it.
You need to know the following knowledge to solve this word math problem:
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- Add fractions
Add/subtract the following similar fraction. Express the answer in the lowest terms if possible. Write your answer inside the box: 5/12 + 6/12
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100518.73/warc/CC-MAIN-20231203225036-20231204015036-00696.warc.gz
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CC-MAIN-2023-50
| 2,786
| 39
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https://sohawtsl.wordpress.com/2014/11/06/the-dirty-turkey-hunt-5-0/
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math
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I CHOSE THE PERFECT SONG FOR THIS HUNT!
The Dirty Turkey Hunt 5.0
[November 1, 2014]
November 1 – 30, 2014
Hint: It put me in a daze…
Hint: it goes Beep Beep!
#03 Forever Young
Hint: Reading a friend a story
#04 Cute Poison REMOVED
#05 1 Hundred
Hint: Step to It!
Hint: That one eyed bastard killed Hershel.
Hint: I love being fawned over….
Hint: Dirty Turkeys like fat Kitties
Hint: Find two girls: one in red, one in green.
#10 Leri Miles Designs
Hint: Willa and Tracey love the cold sweater weather!
#11 TnT Palais
Hint: Roses are red and so is my wine, refill my glass and I’ll be just fine.
Hint: Mc Dreamy got scared by the gobble gobble so he stuffed the prize behind the pillow.
Hint: I’m not the brightest bulb in the room :c
Hint: with eyes to see and ears to hear
Hint: It’s over your head.
#16 Pink Sugah
Hint: Blissfully Unaware
#17 AMERICAN BAZAAR
Hint: Dont forget to grab some firewood for the cold nights!
Hint: Search through the leaves, don’t feed the sheep, and you will find a small surprise.
Hint: Take your seat, please!
Hint: Applier Polish galore, come inside go left and through the door. In a room a sea of applier designs, a dirty little turkey lurks behind, a spot in that room that is easy to find.
Hint: All about them Hottie Shorties
#22 The Little Bat
Hint: These were made for walking!
#23 Tabou Irresistible
Hint: I am ready to be dressed
Hint: Chandelier are a good way to light up your room….
Hint: You may need to go out on a limb to find me…..
#27 elephante poses
Hint: “I gacha a love story!”
#28 Bella Elephante
Hint: What Does The Fox Say?
#29 CuteBomb Designs
Hint: Get Lucky
Hint: Do you see any clothes around here?
#31 Flaws and All
Hint: Feeling lazy.
#32 PMS – Pimp My Shit
Hint: Led Zeppelin Hit “………… to Heaven”
Hint: Stuff to Know!
#34 Dyer Maker
Hint: You ever can find a treasure where rainbow ends
Hint: The Bottom Shelf Collects the Most
#36 ToXiC HiGh
Hint: There are bloody stuffed animals everywhere!
#37 Tiffany Designs
Hint: Enter in the store and look in the right. I am on the Facebook sign!
Hint: “look for a place to put your cut flowers”
Hint: “Your own personal Jesus” – Marilyn Manson
#40 Bad Apple Designs
Hint: Can you “C” me???? GACHA!
Hint: Move fast
Hint: Watch the news
Hint: It’s getting cold. A sweater will keep you warm.
#44 ECCO Jewelry & Accessories
Hint: Would you like to call a friend for help?
Hint: Near the scary couple
Hint: “It could be a little dirty”
#47 Damselfly Hair
Hint: Look up high and open your “eye” thats where you’ll find your free surprise.
Hint: Find me near something red
Hint: Willy the Gardener made a huge mess in the Mainstore! He mistook the instructions and dumbed a lot leafs. Anna lost somewhere in them the Gift for you guys, can you help finding it?
Hint: These are so big!!! I could sleep in them…
Hint: Check out the Mesh Tees while you hunt
Hint: This is alot of testing.
Hint: Just open your eyes, for see ,i’m online ? or offline
#54 Hogs and Cart Wheels
Hint: Lights, Camera, ACTION!!! See you at the Movies!
Hint: Yes, the River knows..
#56 Ma Vie
Hint: Number 5
#57 RnB Designs Furniture
Hint: If you want to use this Dirty Turkey you have to clean the turkey in the sink
Hint: La La La Deeeee
#59 Holli Pocket
Hint: These cuties enjoy their rings & chokers
#60 Fe Style
#61 Sour Pickles
Hint: Check hint giver in store
#62 Something New
Hint: Happy thanks giving, your gift is with the baskets
Hint: Sugar high! Sugar sugar sugar! Meyahahahahauh.
#64 Morrigans Closet
Hint: It’s crazy in here!
#65 Horr Menswear
Hint: Hating all the faking and shaking while I’m breaking your brittle heart.
#66 Tattoo Mania REMOVED
#67 Imajicas G-Spot Gestures
Hint: Get a Gacha!
Hint: I’m gonna fly so high!
#69 Endless Pain Tattoos
Hint: Take a seat (Fish Tank)
Hint: “After three cocktails I’m under the table”
#71 QE Designs
Hint: I promise there aren’t any creepy chicks down the _____.. The Ring was just a movie #duh.
#72 PixelGeek REMOVED
Hint: Get social!
Hint: 25 cents for music
Hint: Dial it back a bit.
Hint: I guess somebody has caught this lamp with a lasso – at least that’s what it looks like.
#77 StormCrow Design’s
Hint: The Garden Goth Nymph is Protecting me!
#78 free bird
Hint: Everyone needs prayer flags!
#79 Body Factory
Hint: take a look in the stairs
Hint: No more blind that who will not see
#81 bangles and baubles
Hint: Don’t touch that! Leaf it alone!
#82 Pink Acid
Hint: Lipstick bottle made for a giant
Hint: “I love to decorate pumpkins!”
Hint: I stare out of the window and wait for you.
Hint: Is there a sewing machine in there?
Hint: Below the crooked frame…
Hint: my shoes are made for dancing
Hint: you’re bright, you can figure it out
Hint: mmmm coffee
Hint: Without my hat, I’m just your garden variety five-foot tall talking girl cat..
#91 Speakeasy Tattoo Co.
Hint: This is where your story begins
#92 Myrai Style
Hint: They help you make sweet dreams
#93 Cubic Cherry Kre-ations
Hint: I see the moon and the stars
#94 Fujiwara’s World
Hint: How cute these sandals!
Hint: You look puzzled…
#96 LE FORME
Hint: “Look for a dangerous Dame”
#97 MID Maribol Inshan Designs
Hint: Whatever the season, take time to smell the flowers!
Hint: Fierce as a lions roar….
#99 Latreia Footfashions
Hint: High Rollers… Latreia FootFashions AMAZING Hitop rollerskaters… have a look at its GIGANTIC Texture HUD
Hint: Look high, look low. Look atop and below. Try your luck in finding me!
Hint: Look around some seats
#102 Doll Boutique
Hint: Take inspiration from the 50’s to find the prize
Hint: Always from the heart
#104 BRAVURA! Homme
Hint: Look for the furry number, who’s eyes glow in the dark!
#105 Love Zombie
Hint: Wait, is that a.. turkey purse?
#106 OMG! Inc.
Hint: I am not a Dirty Turkey, I am just a an Angelic Turkey in red silks.
Hint: Sit down, relax and look around
Hint: Take a rest and sit down! Take the blanket if you feel cold.
Hint: Help! A skull ate me…
#110 U:Refined U.R. Fashion Designs
Hint: I just love to be dolled up!
Hint: Yo ho, yo ho, a pirate’s life for me!
Hint: It’s all about the tight emply spaces… Let the birds lead you there!
#113 Catastrophe Designs
Hint: Careful not to scratch these when you pick up your prize
#114 7 Deadly sKins
Hint: All the hunting makes me hungry
#115 Urban Cherry
Hint: “These boots are made for walking”
Hint: Aaay Calaca, calavera! This pants fits me so big!
#117 Styled by Panda
Hint: I’ve got my eyes all over this!
Hint: Stop pls! look up.
#119 Quoth the Ravenn
Hint: Who iknew? The turkey likes purple.
#120 PROMAGIC REMOVED
#121 Just Posing
Hint: Are You Ready to get stuffed?
#123 P3 Pixel Perfect Productions
Hint: You spin me right round, turkey, right round. Like a record, turkey, right round, round round! Look for the path!
#124 Juicy Booty
Hint: “Get wrapped up in these suckers”
#125 Chop Shop
Hint: Gacha Fanatik!
#126 Toxxic Pandora
Hint: I Mustache you a question!
Hint: Kick back in “SWAG”.
#128 the pose shop.
Hint: the answer to the ultimate question of life, the universe, and everything.
#129 Kita’s Sideshow
Hint: Relax! This hunt isn’t your enemy! You’ll find the gift!
#130 Loordes of London
Hint: by the back door
#131 Carrie’s Lingerie
Hint: Wobble, Wobble, Wobble
Let’s hunt for Mr. Gobble
Your gift is adorable and desirable
#132 Twisted Barbie
Hint: A window of possibilities is at sea!
Hint: Relax! Harnesses and see a magazine!
#134 E C R U
#135 Que Bella
Hint: Stairway to Blue Heaven!
#136 UNiQ PhaZe
Hint: take a minute to rest your feet
5 thoughts on “The Dirty Turkey Hunt 5.0”
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s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224649439.65/warc/CC-MAIN-20230604025306-20230604055306-00411.warc.gz
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CC-MAIN-2023-23
| 7,668
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https://www.physicsforums.com/threads/matrices-question.266873/
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math
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1. The problem statement, all variables and given/known data A square matrix A satisfies the matrix equation A3-3A2+7A-2I=0. If A-1 exists, find an expression for A-1 in terms of A and I 2. Relevant equations 3. The attempt at a solution I just multiplied the matrix equation by A-1 and then rearranged to get 2A-1 =3A-7I-A2 Is it that easy? Or is there something that I am missing?
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s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583512592.60/warc/CC-MAIN-20181020055317-20181020080817-00392.warc.gz
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CC-MAIN-2018-43
| 382
| 1
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https://www.hackmath.net/en/math-problem/641
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math
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Car travels 1/3 of the trip on the first day, second day 2/5 of the trip and left even 340 km for next days. How long is the trip?
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The route is long 147 km and the first-day first regiment went at an average speed of 12 km/h and journey back 21 km/h. The second day went second regiment the same route at an average speed of 22 km/h there and back. Which regiment will take route longer
Joanne ran 8 1/2 Kyleigh 1 2/3 and John 6 3/4 miles in one day. How many miles did the girls run in 3 days?
Hiker went half of trip the first day, the third of trip the second day and remaines 15 km. How long trip he planned?
On the trip drank 3/10 of pupils tea, 2/5 cola, 1/4 mineral water and remaining 3 juice. How many students were on the trip?
- Pupil age
I am a pupil of the primary school, I spent 1/4 of my age on the exercise of parents with children, 1/3 on drawing, 1/6 on flute. I did not have a ring for the first three years of my life and never went to two rings at once. How old am I?
On route 150 km long car consumed 11 liters of gasoline. How much gasoline consumed for driving 300 km?
- Three-day trip
The cyclist on three-day trip travel 30% of the total route on the first day, 3/5 of the rest on the second day and 35 km on the third day. How many kilometers did travel cyclists each day and how many?
Trolleybus line No. 206 measured 24 km. If the trolleybus goes faster by 5 km/h, the way there and back would is shorter by 33 minutes. Calculate the trolleybus speed and how much time it takes a return trip.
- Two vans
At 8:30 a. M. , two vans leave at a parking area. They travel in opposite directions: one van travels at 48 km/h and the other at 62 km/h. At what time will the cars be 550 km apart?
- Speed of car
In 2 hours 40 mins, a car travels 100km. At what speed is the car traveling?
On double track line between stations K and M went against each other two trains. The first train passed the distance between stations for 3.5 hours, the second, which had an average speed of 12 km/h more passed for 3.05 hours. Calculate the distance betw
- Adding mixed numerals
3 3/4 + 2 3/5 + 5 1/2 Show your solution.
Master shoemaker has three apprentices. First do one pair of boots for two days, second for 1 day, third on 1.5 day. If they worked together, for how long it would take made a couple of boots?
Martin is making a model of a Native American canoe. He has 5 1/2 feet of wood. He uses 2 3/4 feet for the hull and 1 1/4 feet for a paddle. How much wood does he have left? Martin has feet of wood left.
- Sunny windowsill
A cup of water was placed on a sunny windowsill. After the first day, 3/2 centimeters of water evaporated. After the second day, another 4/3 centimeters of water evaporated. How much total water, in centimeters, evaporated from the cup after the first two
- Two cars
Two cars started against each other at the same time to journey long 346 km. The first car went 53 km/h and the second 53 km/h. What distance will be between these cars 20 minutes before meet?
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https://sites.krieger.jhu.edu/haine/2023/10/23/how-fluid-tracers-spread-new-paper-on-shear-dispersion/
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math
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Assistant Research Scientist Miguel Jiménez-Urias has published a paper on the dispersion of passive tracer. The title is “On the non-self-adjoint and multiscale character of passive scalar mixing under laminar advection” and the paper appears in the Journal of Fluid Mechanics.
Miguel writes in the paper’s Abstract:
“Except in the trivial case of spatially uniform flow, the advection-diffusion operator of a passive scalar tracer is linear and non-self-adjoint. In this study, we exploit the linearity of the governing equation and present an analytical eigenfunction approach for computing solutions to the advection-diffusion equation in two dimensions given arbitrary initial conditions, and when the advecting flow field at any given time is a plane parallel shear flow. Our analysis illuminates the specific role that the non-self-adjointness of the linear operator plays in the solution behavior, and highlights the multiscale nature of the scalar mixing problem given the explicit dependence of the eigenvalue-eigenfunction pairs on a multiscale parameter q=2ikPen, where k is the non-dimensional wavenumber of the tracer in the streamwise direction and Pen is the Péclet number. We complement our theoretical discussion on the spectra of the operator by computing solutions and analyzing the effect of shear flow width on the scale-dependent scalar decay of tracer variance, and characterize the distinct self-similar diffusive processes that arise from the shear flow dispersion of an arbitrarily compact tracer concentration. Lastly, we discuss limitations of the present approach and future directions.”
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CC-MAIN-2023-50
| 1,629
| 3
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https://www.monroe.k12.nj.us/Page/6006
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math
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Ideas for Math Success
Create flashcards at home using index cards. Write the addition or subtraction problem on the front and the answer on the back.
Math War Card Game
Play Math War using flashcards with only the problem written on them (not the answers). Flip cards face down in a pile and divide the pile up between the players. Be sure to keep the cards face down. At the same time, each player turns over the top card in their deck and answers the math problem. Whoever has the highest answer number gets to take all the cards that were flipped over. If it is a tie, the two players with the same answer each flip over another card. The winner of the second flip gets to take all the cards flipped over. Repeat until all the cards in a player's deck have been flipped over. The winner has the most cards in his or her pile.
Write one addition or subtraction problem (without the answer) on an end of a popsicle stick. Make approximately 20 popsicle sticks with math problems. On one popsicle stick write Zap It at one end. Place all popsicle sticks with the number side down in a cup. Take turns pulling out a stick and answering the math problem. If you get the answer correct, you keep the stick in your pile. If you get it wrong, the popsicle stick goes back in the cup. If you get the Zap It stick, you must put all your popsicle sticks back in the cup.
Real Life Applications
Point out different ways we use math in our every day life. Examples include: Reading the time on a clock (not a digital clock) when it is time for dinner, favorite television show, bedtime, etc. Count money before making a purchase or handing out allowances. Count the change received after a purchase. Read the different measurements needed in a recipe and have your child help with these measurements. Go on a shape hunt in your house or neighborhood and make a list of all the different shapes you see. Make a graph with your child and have your child ask family or friends what they like or do not like. Your child can then graph the results.
Useful WebsitesenVisions Math Program:
http://www.pearsonsuccessnet.comFun Brain math games:
http://www.funbrain.com/brain/MathBrain/MathBrain.htmlProblem Solving with Max:
Math Magicain (test your math skills against the clock):
Brain Pop Jr:
Basic addition and subtraction practice:
Math Baseball (you can select the level of difficulty):
Ghost Blasters (additon with regrouping):
http://www.oswego.org/ocsd-web/games/Ghostblasters3/ghostadd3.htmlGhost Blasters (subtraction with regrouping):
Even Ghost Blasters (find the even numbers):
Odd Ghost Blasters (find the odd numbers):
http://www.oswego.org/ocsd-web/games/GhostblastersOdd/ghostodd.htmlSequence Ghost Blasters (find missing numbers in a sequence):
Find the Sum Ghost Blasters:
http://www.oswego.org/ocsd-web/games/ghostblasters2/gb2nores.htmlStarship Math Games:
Printable Math Games:
http://www.madras.fife.sch.uk/maths/games/Create Your Own Math Game:
http://www.oswego.org/staff/cchamber/techno/games.htmMax's Math Adventures:
Around the World in 80 Seconds:
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CC-MAIN-2024-10
| 3,060
| 25
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http://www.testdatescentral.com/ftce-practice-test-answers/
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math
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Each coin has an equal probability of coming up heads or tails, so the probability of tails for each coin is ½. For two coins, the probability is ½ x ½ , or 1 in 4.
Let p = ‘Tom is a good teacher.’ Let q = ‘Tom cares about his students.’ The given statement says: If p, then q. The contrapositive, which is also true, says: If not q, then not p. Thus, if Tom does not care about his students, Tom is not a good teacher.
(7,x) represents the eighth point in this sequence. Thus, the corresponding x value equals 3 x 8, or 24.
The area of a parallelogram is equal to Base x Height. The height cannot be determined just by measuring the length of the four sides. More information is required.
The interior angles of any quadrilateral add up to 360 degrees. The other choices are only true of certain quadrilaterals.
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CC-MAIN-2018-47
| 823
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http://www.southampton.ac.uk/courses/modules/math1024.page
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math
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MATH1024 Introduction to Probability and Statistics
The theory and methods of Statistics play an important role in society, medicine and industry. They enable understanding to be gained and informed decisions to be made, about a population by examining only a sample of the members of that population. For example, to decide whether a new drug improves the symptoms of attention deficit disorder in all those diagnosed as having the condition (the population), a clinical trial might be undertaken in which a sample of people who receive the new drug is compared with a sample receiving no active treatment. Such statistical inferences about a population are subject to uncertainty -what we observe in our particular sample (or samples) may not hold for the whole population. Probability theory and statistical distributions are needed to quantify this uncertainty, and assess the accuracy of our information about the population. This module aims to lay foundations in probability and distribution theory, data analysis and the use of statistical software, which will be built upon in later modules. It begins by defining probability via axioms and develops some of its useful properties. Random variables are introduced, and the properties of probability used to develop distributions of practical importance. Statistical analysis is introduced with simple ideas of summarising data (implemented in R). Basic ideas of statistical inference (including techniques of estimation, confidence intervals and hypothesis testing) are also covered and applied to data sets.
Aims and Objectives
To improve students' IT skills through the use of the comprehensive statistical software system, R, which will be used to illustrate the ideas of summarising and interpreting data. Transferable skills, e.g. report writing, presentation of numerical and statistical information, will be enhanced through the preparation of small reports.
Having successfully completed this module you will be able to:
- Analyse simple data sets using R and interpret the output
- Understand and recall the basic definitions of probability and statistical inference;
- Manipulate probabilities in practical situations
- Understand the concept of a statistical distribution
- Write a short report on the statistical analysis of some data.
- Derive the mean and variance of a variety of random variables
- Carry out a significance test and construct a confidence interval;
- Understand the Central Limit Theorem and apply it to problems;
• Probability: Sample space, outcome, events, axioms of probability. Addition and multiplication rules. The law of total probability, conditional probability, independence, Bayes Theorem. Applications including reliability and randomised response in surveys. • Random variables: Discrete and continuous random variables. Probability mass functions, density functions and cumulative distribution functions. Expected value, variance and moments. • Discrete Probability distributions: Bernoulli trials, binomial, geometric, hypergeometric, Poisson. Covariance, correlation, independence. • Continuous probability distributions: The exponential, normal, lognormal and uniform distributions. • Data analysis: measures of location and spread; symmetry and skewness. Basic graphical methods, normal probability plots, factorial effect plots. • Sample and population. • Design of experiments: factorial designs and graphical analysis. • Inference: Sampling distributions. The Central Limit Theorem. Point estimation, confidence intervals. Significance tests and p-values. Practical applications. • Instruction in the use of R for simple data analysis
Learning and Teaching
Teaching and learning methods
Lectures, small group tutorials, computer laboratories, report writing.
|Total study time||150|
Resources & Reading list
HOGG, R.V. and TANIS, E.. Probability and Statistical Inference.
ROSS, S.A.. First Course in Probability.
DALGAARD, P.. Introductory Statistics with R.
MOORE, D.S. and MCCABE, G.P.. Introduction to the Practice of Statistics.
DEGROOT, M.H. and SCHERVISH, M.J.. Probability and Statistics.
RAWLEY, M.J.. Statistics: An Introduction using R.
MAINDONALD, J. and BRAUN, J. Data analysis and graphics using R : an example-based approach.
|Exam (120 minutes)||70%|
To study this module, you will need to have studied the following module(s):
Costs associated with this module
Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.
In addition to this, students registered for this module typically also have to pay for:
Books and Stationery equipment
Course texts are provided by the library and there are no additional compulsory costs associated with the module.
Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.
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https://ipht.cea.fr/en/Phocea/Vie_des_labos/Seminaires/index.php?type=5&id=993984
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math
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Higher Spin Gravities are supposed to be minimalistic extensions of gravity that embed it into a quantum consistent theory. However, such minimality turns out to be in tension with the field theory approach, as well as with the numerous no-go theorems. We report on the recent progress in constructing Higher Spin Gravities and testing quantum effects therein. The same time, via AdS/CFT Higher Spin Gravities should be related to a variety of interesting three-dimensional CFT's from ABJ to the Ising model. These CFT's were conjectured to exhibit a number of remarkable dualities, in particular, the three-dimensional bosonization duality. We show how Higher Spin Gravity can be useful to prove the bosonization duality at least in the large N limit and make new predictions for the correlation functions.
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s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818337.62/warc/CC-MAIN-20240422175900-20240422205900-00360.warc.gz
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CC-MAIN-2024-18
| 807
| 1
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http://nrich.maths.org/public/leg.php?code=5039&cl=2&cldcmpid=6043
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math
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A metal puzzle which led to some mathematical questions.
A tool for generating random integers.
Use Excel to practise adding and subtracting fractions.
Use an interactive Excel spreadsheet to explore number in this
A collection of our favourite pictorial problems, one for each day
A simple file for the Interactive whiteboard or PC screen,
demonstrating equivalent fractions.
Here is a chance to play a fractions version of the classic
An environment that enables you to investigate tessellations of
An Excel spreadsheet with an investigation.
Use Excel to investigate the effect of translations around a number
Use Excel to explore multiplication of fractions.
Use an Excel spreadsheet to explore long multiplication.
This game challenges you to locate hidden triangles in The White
Box by firing rays and observing where the rays exit the Box.
Use an Excel to investigate division. Explore the relationships
between the process elements using an interactive spreadsheet.
Use an interactive Excel spreadsheet to investigate factors and
A simple spinner that is equally likely to land on Red or Black. Useful if tossing a coin, dropping it, and rummaging about on the floor have lost their appeal. Needs a modern browser; if IE then at. . . .
Help the bee to build a stack of blocks far enough to save his
friend trapped in the tower.
A collection of resources to support work on Factors and Multiples at Secondary level.
The classic vector racing game brought to a screen near you.
Match pairs of cards so that they have equivalent ratios.
Can you make a right-angled triangle on this peg-board by joining
up three points round the edge?
Players take it in turns to choose a dot on the grid. The winner is the first to have four dots that can be joined to form a square.
Can you beat the computer in the challenging strategy game?
Match the cards of the same value.
Start with any number of counters in any number of piles. 2 players
take it in turns to remove any number of counters from a single
pile. The winner is the player to take the last counter.
Can you be the first to complete a row of three?
The aim of the game is to slide the green square from the top right
hand corner to the bottom left hand corner in the least number of
Can you beat Piggy in this simple dice game? Can you figure out
Piggy's strategy, and is there a better one?
Use this animation to experiment with lotteries. Choose how many
balls to match, how many are in the carousel, and how many draws to
make at once.
It's easy to work out the areas of most squares that we meet, but
what if they were tilted?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
This interactivity invites you to make conjectures and explore
probabilities of outcomes related to two independent events.
This rectangle is cut into five pieces which fit exactly into a triangular outline and also into a square outline where the triangle, the rectangle and the square have equal areas.
You can move the 4 pieces of the jigsaw and fit them into both
outlines. Explain what has happened to the missing one unit of
Do you know how to find the area of a triangle? You can count the
squares. What happens if we turn the triangle on end? Press the
button and see. Try counting the number of units in the triangle
now. . . .
A game for 2 players that can be played online. Players take it in turns to select a word from the 9 words given. The aim is to select all the occurrences of the same letter.
Is this a fair game? How many ways are there of creating a fair
game by adding odd and even numbers?
These formulae are often quoted, but rarely proved. In this article, we derive the formulae for the volumes of a square-based pyramid and a cone, using relatively simple mathematical concepts.
A circle rolls around the outside edge of a square so that its circumference always touches the edge of the square. Can you describe the locus of the centre of the circle?
Can you discover whether this is a fair game?
Cellular is an animation that helps you make geometric sequences
composed of square cells.
Can you find all the 4-ball shuffles?
A game for two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.
Overlaying pentominoes can produce some effective patterns. Why not
use LOGO to try out some of the ideas suggested here?
Draw some isosceles triangles with an area of $9$cm$^2$ and a vertex at (20,20). If all the vertices must have whole number coordinates, how many is it possible to draw?
You have 27 small cubes, 3 each of nine colours. Use the small
cubes to make a 3 by 3 by 3 cube so that each face of the bigger
cube contains one of every colour.
A and B are two interlocking cogwheels having p teeth and q teeth respectively. One tooth on B is painted red. Find the values of p and q for which the red tooth on B contacts every gap on the. . . .
How many times in twelve hours do the hands of a clock form a right
angle? Use the interactivity to check your answers.
Slide the pieces to move Khun Phaen past all the guards into the position on the right from which he can escape to freedom.
A game for 2 players. Can be played online. One player has 1 red
counter, the other has 4 blue. The red counter needs to reach the
other side, and the blue needs to trap the red.
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s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394678705728/warc/CC-MAIN-20140313024505-00079-ip-10-183-142-35.ec2.internal.warc.gz
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CC-MAIN-2014-10
| 5,422
| 75
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https://link.springer.com/article/10.2478/s11533-008-0048-2
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math
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Disjoint triangles and quadrilaterals in a graph
- 34 Downloads
Let n, s and t be three integers with s ≥ 1, t ≥ 0 and n = 3s + 4t. Let G be a graph of order n such that the minimum degree of G is at least (n + s)/2. Then G contains a 2-factor with s + t components such that s of them are triangles and t of them are quadrilaterals.
Keywordscover cycle factor
Unable to display preview. Download preview PDF.
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s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583792338.50/warc/CC-MAIN-20190121111139-20190121133139-00117.warc.gz
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CC-MAIN-2019-04
| 413
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http://www.myjournals.org/index.php?nr=454873
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math
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The densest k-subgraph (DkS) maximization problem is to find a set of k vertices with maximum total weight of edges in the subgraph induced by this set. This problem is in general NP-hard. In this paper, two relaxation methods for solving the DkS problem are presented. One is doubly nonnegative relaxation, and the other is semidefinite relaxation with tighter relaxation compare with the relaxation of standard semidefinite. The two relaxation problems are equivalent under the suitable conditions. Moreover, the corresponding approximation ratios’ results are given for these relaxation problems. Finally, some numerical examples are tested to show the comparison of these relaxation problems, and the numerical results show that the doubly nonnegative relaxation is more promising than the semidefinite relaxation for solving some DkS problems.
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s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027315258.34/warc/CC-MAIN-20190820070415-20190820092415-00286.warc.gz
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CC-MAIN-2019-35
| 850
| 1
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https://www.learntechlib.org/p/164471/
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math
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Is There Calculus without the Fundamental Theorem?
Mathematics and Computer Education Volume 25, Number 2, ISSN 0730-8639
Under the assumption that the current perplexing state of calculus instruction is a result of the presuppositions inherent within conventional teaching practices, the author examines why calculus is taught the way it is, indicates unprofitable practices that result from the way calculus is taught, and recommends possible ameliorative actions. (JJK)
Johnson, M.L. (1991). Is There Calculus without the Fundamental Theorem?. Mathematics and Computer Education, 25(2), 165.
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CC-MAIN-2019-47
| 594
| 4
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https://latex.wikia.org/wiki/AMS-LaTeX?oldid=2929
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math
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The AMS-LaTeX project provides several widely used, de facto mathematical packages to supplement the preexisting math vocabulary in LaTeX. Its author is the American Mathematical Society. Below is a listing of the major features in each package.
amsmath[edit | edit source]
Community content is available under CC-BY-SA unless otherwise noted.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154320.56/warc/CC-MAIN-20210802110046-20210802140046-00359.warc.gz
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CC-MAIN-2021-31
| 343
| 3
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https://www.slideshare.net/dmlcomm/writefor-media-ucsdextspring122
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math
|
Accuracy• Spell names correctly (follow up!)• Quote sources correctly (follow up!)• Check it out (follow up!)• Do the math (follow up!)
Verification/Attribution• The mayor said...• According to the police report...• The grand jury’s report will be announced...• “Disneyland rocks,” said Mickey Mouse.• According to Pele, Brazil will win.• “Sony makes great TVs,” states JLo.
Info, Not Opinion• Facts — verifiable info• Opinion — someone’s beliefs• Can include — source’s opinion• Cannot include — your opinion (writer’s)
Simplicity• Simple words (don’t get fancy!)• Simple sentences (easier for the reader)• Paragraphs (3 sentences or 100 words)
Clarity, Coherence, Context• Simplicity• Logical — supports larger idea of story• Enough but not too much info
Audience• Who will be reading this?• What do they need to know?• Why do they need to read this?• What can they use from the story?
Deadlines• Learn to write quickly (timed exercises)• Newspapers (for set print time)• Broadcast (for set air time)• Web (for set posting time)
Reporting• Gather info and write• How?• When?• Where?• Good info from good sources
Observation• See what happens (events, disasters, etc.)• What is significant?• Be in position to see what you need to see• Generally, don’t participate in events
People• Most info comes from people (interviews)• Credible sources have reliable info• Quotes bring credibility to stories • quote personality, not data or stats
Interviewing• Step 1: What info is needed?• Step 2: Prepping for the conversation • research • compose appropriate questions• Be sensitive with sources who aren’t willing to give info
Questions• Closed-ended questions (Yes or no)• Open-ended questions• Hypothetical questions (What if?)• Agree/Disagree questions• Probes (follow ups)• Personal questions (middle or end)
Records• Stored information (court records, police reports, accounting files, etc.) • confirm it • out of date • lacks proper context
Skepticism• Confirm info with other sources• Is this information accurate?
Ethical behavior• Tell the truth• Dishonesty, plagiarism, falsification (#1 sin)• Using words of others w/o attribution• Misrepresentation — ID yourself• Lose all credibility
Hardware/Software• Google — maps, news, images (source)• Digital camera/video (accompany stories)• Social — Twitter, Facebook,YouTube
Conclusion• Know traditions and practices of editors• Gather acceptable info• Convey info clearly and concisely• Builds trust for you and your organization!
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CC-MAIN-2017-22
| 2,667
| 17
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http://comprsci.howard.edu/PhysSciExp3.htm
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math
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EXPERIMENT 3 (COMPUTERIZED VERSION)
NAME: _______________________________ ID #: _________________ SECTION: _______ DATE: _______
An object that is undergoing a change in position is said to be moving. The motion may be either simple straight-line motion, where the change in distance is the same for each period of time, or may be very complex, as in a tumbling satellite orbiting the earth. Our study in this experiment deals with simple straight-line motion with uniform change in the distance, and straight-line motion with uniform change in the velocity. A good example of straight-line motion is the movement of a glider along a linear air track. A close observation of the glider will reveal that its position changes at a uniform rate; that is, the distance traveled is the same for equal periods of time. We can say it another way – the distance traveled is directly proportional to the time. This can be written as
Distance (s) is proportional to ( ) time (t)
Or s = v t
Where v (pronounced v bar) is a proportionality constant. Solving for v, we obtain
v = s / t
The quantity v is known as the average velocity of the glider.
An object whose velocity is changing is said to be accelerating. The velocity may be increasing, decreasing, or changing direction. Any of these causes a change in the velocity. In this experiment we will be dealing with a change in velocity due to an increase. In observing the glider traveling down the incline plane, you will discover that the velocity change will be the same for equal periods of time. This means that the velocity change is directly proportional to the change in time. This can be written as
Change in velocity ( v) Change in time ( t)
or v = a x t
Where "a" (acceleration is a proportionality constant. Solving the equation for "a" we obtain
a = v / t
Since v = vf - v0
Where a = acceleration of the glider;
v0 = original velocity of the glider;
vf = final velocity of the glider; and
t = change in time
1. To study objects moving at constant velocities.
2. To study objects moving at constant accelerations.
Linear air track, glider, meter stick, timer.
1. The air track will be assembled and leveled by the laboratory technician. Please do not attempt any adjustments of the air track. If you have trouble, ask the instructor for assistance.
Place the glider in motion by applying a very small force of the glider in a direction parallel to the air track. Do not attempt to move glider if air supply is not turned on. Determine the time required for the glider to travel the distances listed in Data Table 3.1. Calculate the velocity v as called for in the data table. Several students should work together, each having a timer, and take simultaneous time readings of each pass of the glider along the track.
Data Table 3.1 YOUR DATA WILL BE IMPORTED FROM XCEL FILE
(Graph number one) Plot the experimental results with time t on the x-axis and the distance s on the y-axis. Determine the slope of the curve:
Slope = Y2 - Y1 / X2 - X1
2. When Procedure 1 has been completed adjust the air track at an angle with the table top. This can be done by placing one or more blocks under the end of the air track away from the motor. In this position the glider will have an acceleration along the air track.
Place the glider on the air track and determine the time required to travel the distances given in Data Table 3.2. Calculate the value of vf and a, as called for in the table. Make the calculations with the glider starting from rest. The quantity vf is the instantaneous velocity at the distance indicated, that is, the velocity at the end of 100cm, or 150 cm, or 200 cm, and so on. The average velocity can be determined as follows:
v = vf - v0 / t
Where v = average velocity
vf = instantaneous velocity at the distance indicated and
v0 = velocity at rest
Since the glider is started from a condition of rest, v0 = 0, so
v = vf / 2
and vf = 2 v
Substituting s / t for v yields
vf = 2 s / t
The acceleration is constant; therefore its value can be calculated from a definition of acceleration, which can be written
a = vf - v0 / t
In this calculation, v0 has the value of zero. Check the result using the equation (a = 2 s / t2).
(Graph number two) Plot the experimental data with time t on the x-axis and the velocity vf on the y-axis. Determine the slope of the curve.
TABLE 3.2 (YOUR DATA WILL BE IMPORTED FROM XCEL FILE
1. Distinguish between velocity and acceleration.
2. How is the slope of a curve determined?
3. How does the distance traveled vary with time in uniform linear motion?
4. How does the distance traveled vary with time in uniform accelerated motion?
5. In Procedure 1, what is the relation between the velocity and the slope of the curve?
6. In Procedure 2, what is the relation between the acceleration and the slope of the curve?
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https://tickerboss.com/terms/duration/
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math
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Duration is a measure of the sensitivity of the price (the value of principal) of a fixed-income investment to a change in interest rates. This concept is used widely in the finance and investment sectors. It is expressed as a number of years and helps map the expected time for cash flows from an investment like bonds or other fixed-income instruments.
For example, if a bond has a duration of 6 years, it indicates that for every 1% increase or decrease in interest rate, the bond’s price will increase or decrease by about 6%. Thus, the concept of duration helps estimate potential volatility and manage risks associated with interest rate fluctuations.
1. How is duration calculated?
Duration is calculated by adding the present value of all future cash flows from a bond, multiplied by the time they are received, and dividing it by the total present value of the bond. This gives an average maturity period that helps understanding how changes in interest rates will affect the bond’s prices.
Want More Financial Tips?
2. What is the difference between Duration and Maturity?
Maturity refers to the time when the bond will be redeemed by the issuer, thereby ceasing to exist. While duration represents the time it takes, on average, to receive the bond’s cash flows. Thus, while maturity is an absolute measure, duration considers the present value of future payments.
3. What is Macaulay Duration?
Named after Frederick Macaulay who introduced the concept, Macaulay Duration is the weighted average time to receive the cash flows from a bond. The weights here represent the present value of the cash flow divided by the total present value of all cash flows.
4. What does a high Duration mean?
A high duration means that the bond’s price is highly sensitive to changes in interest rates. This means the bond carries more risk because its price will change significantly with any change in the interest rate.
5. What does a low Duration represent?
A low duration simply implies that the bond’s price is less sensitive to interest rate changes. These types of bonds or fixed-income securities are generally considered lower risk considering their price does not vary massively with interest rate fluctuations.
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http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2966.2012.22120.x/abstract?globalMessage=0&systemMessage=Wiley+Online+Library+will+be+unavailable+on+Saturday+7th+Oct+from+03.00+EDT+%2F+08%3A00+BST+%2F+12%3A30+IST+%2F+15.00+SGT+to+08.00+EDT+%2F+13.00+BST+%2F+17%3A30+IST+%2F+20.00+SGT+and+Sunday+8th+Oct+from+03.00+EDT+%2F+08%3A00+BST+%2F+12%3A30+IST+%2F+15.00+SGT+to+06.00+EDT+%2F+11.00+BST+%2F+15%3A30+IST+%2F+18.00+SGT+for+essential+maintenance.+Apologies+for+the+inconvenience+caused+
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math
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In this paper, we estimate the number of gravitational arcs detectable in a wide-field survey such as that which will be operated by the Euclid space mission, assuming a Λ cold dark matter cosmology. We use the publicly available code moka to obtain realistic deflection angle maps of mock gravitational lenses. The maps are processed by a ray-tracing code to estimate the strong lensing cross-sections of each lens. Our procedure involves (1) the generation of a light-cone which is populated with lenses drawn from a theoretical mass function, (2) the modelling of each single lens using a triaxial halo with a Navarro–Frenk–White density profile and theoretical concentration–mass relation, including substructures, (3) the determination of the lensing cross-section as a function of redshift for each lens in the light-cone and (4) the simulation of mock observations to characterize the redshift distribution of sources that will be detectable in the Euclid images. We focus on the so-called giant arcs, i.e. gravitational arcs characterized by large length-to-width ratios (l/w > 5, 7.5 and 10). We quantify the arc detectability at different significances above the level of the background. Performing 128 different realizations of a 15 000 deg2 survey, we find that the number of arcs detectable at 1σ above the local background will be , and for l/w ≥ 5, 7.5 and 10, respectively. The expected arc numbers decrease to , and for a detection limit at 3σ above the background level. From our analysis, we find that most of the lenses which contribute to the lensing optical depth are located at redshifts 0.4 < zl < 0.7 and that the 50 per cent of the arcs are images of sources at zs > 3. This is the first step towards the full characterization of the population of strong lenses that will be observed by Euclid. Given these results, we conclude that Euclid is a powerful instrument for strong lensing related science, which will be useful for several applications, ranging from arc and Einstein ring statistics to the measurement of the matter content in the cluster cores.
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CC-MAIN-2017-39
| 2,093
| 1
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http://dangerousidea.blogspot.com/2014/01/the-firing-squad-argument-and-fine.html
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math
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This is a blog to discuss philosophy, chess, politics,
C. S. Lewis, or whatever it is that I'm in the mood to discuss.
Here's a place where DrLogic's fantasy world intuition pump comes in very handy.The argument seems to be that there are many (10^50 by some SUSY theories) ways that the world could have been, but only rare ways that could have let us exist to be seeing the way things are.But let's use DrLogic's fantasy world intuition pump: there are infinite ways the world could be,and infinite ways that living intelligences quite unlike us could have been considering them. S the ratio is infinity:infinity, or incalculable, by those lights.
Taking that to its logical conclusion would destroy *any* kind of probabilistic reasoning. (I *thought* it was very unlikely that you would get six royal flushes in a row, and so I supposed you were cheating. But of course, there are an infinite number of possible worlds, consistent with everything I know about the universe, in which you're dealt six royal flushes in a row, and an infinite number where you aren't...)
Yes, that is a big problem in some versions of QM: in the Many Worlds interpretation of QM there is no genuine probability.Probability of future events in this world can be more simply calculated based on similar events in this world's past, ignoring all other possible worlds in doing so.
Post a Comment
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| 1,375
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http://www.nzdl.org/gsdlmod?e=d-00000-00---off-0cstr--00-0----0-10-0---0---0direct-10---4-------0-1l--11-en-50---20-about---00-0-1-00-0--4----0-0-11-10-0utfZz-8-00&a=d&c=cstr&cl=CL1.274&d=HASHdc926c2370cb227b69174b
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math
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Abstract Matching can improve on Abstract Unification
University of Kent at Canterbury,
Canterbury, CT2 7NF, UK.
Dept. of Electronics and Computer Science,
University of Southampton,
Southampton, S09 5NH, UK.
March 3, 1995
Analyses for sharing and freeness are important in the optimisation and the parallelisation of logic programs. By using a standard fixed-point framework, sharing and freeness analysis can be constructed by defining suitable abstract analogs for concrete operations like renaming, restriction, unification and extension. Extension is required in the clause exit mechanisms and is typically formulated in terms of restriction and matching. Matching also arises as goal-head unification in normalised programs in which the (formal) arguments of each clause head are distinct variables. Abstract matching, however, is rarely given special attention and is usually implemented by abstract unification. This paper remedies this, contributing a series of useful, practical and formally-justified abstract matching algorithms for the popular domains Share, Share ? Free and Share ? Free ? Lin. The matching algorithms are useful and important because they can outperform their corresponding unification algorithms in both precision and speed.
Analyses for sharing and freeness are important topics of logic programming with applications which include: the sound removal of the occur-check ; optimisation of backtracking ; the specialisation of unification ; and the identification [13, 35] and efficient exploitation [14, 28, 29] of independent and-parallelism .
Following the approach of abstract interpretation , sharing and freeness analyses are usually constructed by tracing possible program executions with descriptions of the data values (the abstract data) rather than using actual data values (the concrete data). The construction usually divides into domain and framework related issues. For the domain, suitable abstract analogs for concrete operations like renaming, unification, composition and restriction are specified and proven safe for a particular description of substitutions. For example, unification would be mimicked by an abstract unification algorithm in which substitutions are finitely represented by sharing and freeness abstractions, the abstract substitutions. The framework traces the control-flow of Prolog, the concrete semantics, calculating abstract substitutions at various points of a program thereby characterising the actual substitutions which can possibly arise at those program points. Frameworks [1, 11, 16, 17, 23, 26, 29, 30, 34] are usually parameterised by the domain operations and basically solve a set of fixed-point equations.
1.1 Abstract matching in standard frameworks
Although the concrete semantics of logic programs are formulated in terms of unification, both matching and unification usually require to be abstracted in a framework. Frameworks typically trace the values of substitutions which, for finiteness, are restricted to sets of program variables. To
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https://forum.duolingo.com/comment/3745126/Why-don-t-you-finish-the-meal
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math
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"Why don't you finish the meal?"
Translation:Perché non finisci il pasto?
I had a multiple choice and apparently "Perché non finisce il pasto?" is also correct. Is this the formal "Lei" structure?
I thought this was odd, too. Especially since I haven't gotten to the formal conjugation part of Duolingo yet.
Yes. Fickle Duo - never accepting our translating "you" into Lei, but marking us wrong for not selecting 3rd person singular verbs as the formal Lei.
I wrote "Perché tu non finisci il pasto?". Why is it wrong? It says that the correct answer would be "Perché non finisci il pasto?" Why can't I use the "tu"? :(
Doesn't "Perché non finisce il pasto" mean "Why doesn't he/she/it finish the food?" ?
The polite "you" is Lei in singular and Loro in plural. They take 3rd person conjugations.
Thanks but I don't follow your response. I was confused as to why Duolingo says "finisce" is a possible translation for "you finish" in this sentence in addition to "finisci". If it was "you finish" plural I would expect it to be "finite"
Italian has four ways to say "you":
The conjugation for
Loro are the same as for
lui/lei (he/she) and
Hi Rae.F, can you help me understand what is the difference between finite and finisci? Thanks in advance :)
There's a pattern to conjugating regular verbs. First thing to do is identify the ending. Does the infinitive end in -ARE, -ERE, or -IRE? There are two different patterns for -IRE, although I do not know how to tell which is which, or if there is a rule for that.
Thanks Rae.F, the problem is, DL doesn't provide the different conjugations for the new verbs presented. In Spanish tree there was a lot of conjugations, even for different tenses. I hope they can add them to the Italian tree as well. BTW, I was using the website www.studyspanish.com to learn about Spanish grammar (in addition to DL), do you know any similar website for Italian? Again thanks for your help :-)
I would just try Googling and see what comes up.
And you're welcome. :)
I wrote "Perché tu non finite il pasto?" and it told me it was incorrect TT
How is it that I am told that "perche non finisci il pasto?" is equivalent to "perche non finisce il pasto?" I think it would be correct if the "finisce" was "finite" so the first clause would apply to the singular "tu" and the second to the plural "voi"
It's not so much that they're directly equivalent as both translate into English as "Why don't you finish the meal?" English only has one "you", which can be singular or plural, formal or informal.
Is 'finisce' in this sentence being used as the imperative tense, as in "go ahead and finish your meal?"
No. (Also, the imperative is a mood, not a tense.)
I think if you wish to use "tu" it ought to be placed after "finisci" and emphasises " you" as opposed to everybody else, but I am not a native speaker and may be wrong.
What is the difference between the word "finisce" and "finisci"? I put the answer: "Perche non finisci il pasto?" and I got that wrong because it also included the answer as the answer.
That's strange, because "finisci" is the official answer here.
"finisci" is the "tu" form and "finisce" is the "lui/lei/Lei" form, so in theory it's also correct.
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http://www.urch.com/forums/just-finished-my-toefl/116927-teofl-pbt-score-590-a.html
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math
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and btw i'm an IT graduate, and planning to do an MBA in IT or IS (information systems).
I did the TOEFL pbt exam on last Jan 16th 2010. And i got the results and the total was 590. Since i'm planing to apply for my MBA, most of the uni's i have looked in to ask for 600.so i'm realy worried abt this. Does any1 know whether they accept this score as well. I still haven't done my GMAT yet. With a score of 590 is there a less chance of getting a scholarship even if a get a good mark for my GMAT???
If any1 know please let me know
If the Universities' requirement for TOEFL PBT is at least 600, then you have to retake the test. If they do not request a score of 600, but they say that it could desirable be, you should not worry about that so much, though.
About GMAT, any of your questions could get answers in the GMAT forum. Moreover, you may find threads with other similar people's experiences as yours, I think...
There are currently 1 users browsing this thread. (0 members and 1 guests)
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http://star-trek-voyager.net/how-to-factor-any-quadratic-equation/
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math
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how do you factor This is a topic that many people are looking for. star-trek-voyager.net is a channel providing useful information about learning, life, digital marketing and online courses …. it will help you have an overview and solid multi-faceted knowledge . Today, star-trek-voyager.net would like to introduce to you How to Factor any Quadratic Equation. Following along are instructions in the video below:
How to factor anything with x squared in it.
Is a quick three step process on how to factor any quadratic that’s actually actually factorable. The first thing you have to do when you’re given some quadratic that you have to factor is that if there’s something common to all of the terms take it out first it’s just gonna make your life. Easier then you have to look at what’s left if you’re left with x.
Squared. Plus. Something x.
Plus. Something. And it’s just a bear.
X. Squared. Then you can use product sum.
And i’ll show you how to do that if you don’t already know what it is but you may be left with something in front of the x squared like 2x squared or negative 5x squared plus something x plus something if that’s the case. You’re gonna have to use a little bit more complicated of a method. I’m gonna show you how to use decomposition.
But you may be familiar with another method some people use a box. Some people use a bunch of other tricks you can use to whatever you want. But i’m going to show you how to use decomposition because anyone can do it okay.
So let’s follow the process and do this for a few different things the first one that i want to do it for is x. Squared. Minus.
2x minus. 15. Is there a common factor among all the terms now x.
Squared minus 2x minus 15. This one’s missing an x. There’s no 2 or anything here so there’s nothing we can pull out of all of those there’s nothing common to all of them.
No next are we do we have a bear x. Squared. Yes.
We do it’s just x. Squared minus. 2x minus.
15. So here’s how you do that second step find two numbers that multiply to negative 15 and add to negative 2. As soon as you find those two numbers you can plug them right in to this well let’s figure out what those numbers are they’ve to multiply to negative 15 and add to negative 2 well what multiplies 250 to negative 15 negative 1 and 15 multiply to that but they add to positive 14.
So that’s no good about negative 15 and 1 those add to negative 14. That’s no good it’s been a give to what about negative. 5 and 3 those multiply to negative 15 and they add to a negative.
2 look at that those are the two they multiplies if negative 15 and add to negative 2 negative 5 and 3 negative 5 and 3 it’s actually that easy as soon as you find those two numbers cool someone’s done we got rid of our x squared. We’ve split it up into two separate terms. We’ve factored it ok let’s do this one start at the beginning.
Is there a common factor. Among all the terms. 3 2.
5. Nothing common among those is in a bear. X.
Squared. Yeah. It’s not so.
We’re gonna have to use this thing called decomposition here’s how you do that the first thing you do is find two numbers that multiply to this times. This now this is the only way that this new search is different from the old search you have to do negative. 5.
Times. 3. You want them to multiply to negative 15 and add to negative.
2. Now i rigged this so that it would be the same thing two numbers that multiply to negative 15 and add to negative 2 are obviously negative. 5 and 3 we already found it but because we have something in front of the x squared we have to do this and a bit tougher of a way what we do is we write that laughs that first term and that last term just as they are negative 3 x.
Squared minus 5. And we rewrite the middle term as these two here negative 2x as minus 5x plus 3x now see negative. 5 plus.
3 is negative. 2. But we’ve divided it up we’ve decomposed it get it and then once you get their factor.
The first two terms. What’s common to both of these well not much. Except for they both have an x in it.
And when you pull x out of that you’re left with 3x minus. 5. Notice that this is each of these terms.
But we took away one x from each of them. Then you factor the second two what’s common to these nothing. So it’s really just a 1 if it’s nothing and because we weren’t able to pull anything out we’re left with 3x minus.
5. Now we have 3x minus 5. In both of these terms.
So we can pull that it. And what are we left with well when we pull 3x minus. 5.
Out of this we’re left with x. And when we pull 3x minus. 5.
Out of that we left of plus 1. And that’s the factored form of that equation a little tougher because you have to decompose that middle term. Then factor the first two and second two terms want to do a couple.
More here is there a common factor among all the terms. Why yes. There is there’s a common five both of these are divisible by five and there’s an x in both of them we can pull out a 5 and an x from both of these terms when we pull it 5x from this we’re left with just a single x.
When we pull 5x out of this we’re left with just 2. We pulled it the x and we pull it 5 from there 10 divided by 5 gives us that oh look we’re already factored because there’s no x squared. Left that was easy finally.
Let’s do this. One is there a common factor. Among.
All the terms one half x. Squared minus. 1 2.
X. Plus. 12.
I don’t know well. Let’s see you know what i could pull out a half here and when i pull a half out of a half x squared. I’m obviously left with x squared.
When i pull out a half from negative 1 2. X. I’m left with negative x.
And when i pull out a 1 2 from positive 12. I’m left with positive. 24.
Now is a 1 like do i have a bear x. Squared. Yes.
I do if we remove that 1 2. Which we already factored out. We have x squared minus x.
Plus. 24. That we have to factor.
So. It’s just a bear. X.
Squared. We can use this product. Sum.
We need two numbers that multiply to 24 and add to negative. 1. That’s the number in front of x well we got to start reaming off pairs of numbers that multiply to 24 1.
And 24. Those don’t add to negative. 1.
Though so that’s no good that way negative 1 a negative 24. Those don’t work 2 and 12 multiply to 24 but don’t add to negative 1 negative 2 and negative 12 those don’t well those don’t add to negative 1 either what about 3 8 don’t add to negative 1 negative 3 and negative 8. Yeah don’t add to negative 1 4 6 multiply to 24 ah doesn’t add to negative 1 well negative.
4. And negative. 6.
That also doesn’t multiply to negative 1 you know what i’ve exhausted all the pairs of numbers that multiply to 24. This can’t be factored further. And you got to be on the lookout for that because you know what sometimes you just can’t factor things.
But before you write a bold statement like can’t be factored further. You should probably run through all the possibilities like i did these are all the pairs of numbers that multiply. 24.
And not a single pair adds to negative one that means you can’t factor. It further three step process follow it the old a factor anything you want music. .
Thank you for watching all the articles on the topic How to Factor any Quadratic Equation. All shares of star-trek-voyager.net are very good. We hope you are satisfied with the article. For any questions, please leave a comment below. Hopefully you guys support our website even more.
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https://www.wolfram.com/mathematica/scrapbook/feedback/kazuo-fukuyama-toa-corp/
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math
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Kazuo Fukuyama, TOA Corp
I knew of the existence of Mathematica for the first time in 1990. Then I started using Mathematica 2 on a NeXT computer. I think it was around 1992. Since then, I’ve been using Mathematica for acoustic simulation. I am amazed at the evolution of Mathematica to date. I need Mathematica more and more every time Mathematica is improved. Using Mathematica 9 now, I am going to start the calculation of the propagation of sound, including the effects of temperature and wind. I expect that the use of an acoustic field increases from now.
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https://www.wias-berlin.de/publications/wias-publ/run.jsp?template=abstract&type=Preprint&year=&number=929
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math
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Calmness of constraint systems with applications
- Henrion, René
- Outrata, Jiří
2010 Mathematics Subject Classification
- 90C30 49J53
- calmness, constraint sets, nonsmooth calculus, value-at-risk
The paper is devoted to the analysis of the calmness property for constraint set mappings. After some general characterizations, specific results are obtained for various types of constraints, e.g., one single nonsmooth inequality, differentiable constraints modeled by polyhedral sets, finitely and infinitely many differentiable inequalities. The obtained conditions enable to detect calmness in a number of situations, where the standard criteria (via polyhedrality or the Aubin property) do not work. Their application in the framework of generalized differential calculus is explained and illustrated by examples associated with optimization and stability issues in connection with nonlinear complementarity problems or continuity of the value-at-risk.
- Math. Program., 104 (2005) pp. 437--464.
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http://thetki.com/powerpoint-for-math/
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math
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powerpoint for math math powerpoint templatefree mathematics powerpoint template that is good for anyone looking for free maths slide designs for powerpoint presentations.math numbers powerpoint templateyou can math numbers powerpoint template for maths e learning courses online as well as other math presentations or finance powerpoint presentations.
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http://www.ams.org/cgi-bin/bookstore/booksearch?fn=100&pg1=CN&s1=Bhimasankaram_P&arg9=P._Bhimasankaram
|
math
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| || || || || || || |
Hindustan Book Agency
2000; 414 pp; hardcover
List Price: US$48
Member Price: US$38.40
Order Code: HIN/5
The vector space approach to the treatment of linear algebra is useful for geometric intuition leading to transparent proofs; it's also useful for generalization to infinite-dimensional spaces. The Indian School, led by Professors C. R. Rao and S. K. Mitra, successfully employed this approach. This book follows their approach and systematically develops the elementary parts of matrix theory, exploiting the properties of row and column spaces of matrices.
Developments in linear algebra during the past few decades have brought into focus several techniques not included in basic texts, such as rank-factorization, generalized inverses, and singular value decomposition. These techniques are actually simple enough to be taught at the advanced undergraduate level. When properly used, they provide a better understanding of the topic and give simpler proofs, making the subject more accessible to students.
This book explains these techniques. It is intended as a textbook for the advanced student of mathematics and/or statistics. It will also be useful for students of physics, computer science, engineering, operations research, and research scientists.
A publication of Hindustan Book Agency; distributed within the Americas by the American Mathematical Society. Maximum discount of 20% for all commercial channels.
Advanced undergraduates, graduate students, and researchers interested in linear algebra.
Table of Contents
AMS Home |
© Copyright 2014, American Mathematical Society
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https://digitalcommons.odu.edu/physics_fac_pubs/64/
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math
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Physical Review D
Familiar factorized descriptions of classic QCD processes such as deeply inelastic scattering (DIS) apply in the limit of very large hard scales, much larger than nonperturbative mass scales and other nonperturbative physical properties like intrinsic transverse momentum. Since many interesting DIS studies occur at kinematic regions where the hard scale, Q ∼ 1-2 GeV, is not very much greater than the hadron masses involved, and the Bjorken scaling variable xbj is large, xbj ≳ 0.5, it is important to examine the boundaries of the most basic factorization assumptions and assess whether improved starting points are needed. Using an idealized field-theoretic model that contains most of the essential elements that a factorization derivation must confront, we retrace the steps of factorization approximations and compare with calculations that keep all kinematics exact. We examine the relative importance of such quantities as the target mass, light quark masses, and intrinsic parton transverse momentum, and argue that a careful accounting of parton virtuality is essential for treating power corrections to collinear factorization. We use our observations to motivate searches for new or enhanced factorization theorems specifically designed to deal with moderately low-Q and large-xbj physics. © 2017 American Physical Society.
Original Publication Citation
Moffat, E., Melnitchouk, W., Rogers, T. C., & Sato, N. (2017). What are the low-Q and large-x boundaries of collinear QCD factorization theorems? Physical Review D, 95(9), 096008. doi:10.1103/PhysRevD.95.096008
Moffat, E.; Melnitchouk, W.; Rogers, T. C.; and Sato, N., "What Are the Low-Q and Large-x Boundaries of Collinear QCD Factorization Theorems?" (2017). Physics Faculty Publications. 64.
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https://books.google.com.sv/books?pg=PA382&vq=body&dq=editions:STANFORD36105010689359&lr=&id=BiQAAAAAYAAJ&output=text
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math
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« AnteriorContinuar »
A Curious Property of Prime Numbers.
(By T. S. Barrett, London, Eng.)
There is a remarkable property of all prime numbers (excepting i and 2) not possessed by other numbers. To explain, it will need a few introductory words.
Write down, as in the top row, contiguously, as many consecutive numbers as may be desired, commencing with unity. Repeat them in the next row, with one vacant cell between each; in the third row, with two vacant cells between each; and so on ad libitum. If we now imagine some object (a chess-man, for example) to start from the corner cell at the top marked with a star, and to travel along any of the paths indicated by the figures, it will be seen that each path is distinct and well defined. If it travels downward along the cells occupied by 1, the path is a column. If it goes from 2 to 2, the route is a diagonal. If it jumps to a 3 in the top row, thence to the three in the next row, and so on, the path is a knight's move." Similarly with the other numbers. We may distinguish the different paths by calling them No. I path, No. 2 path, No. 3 path, and so on.
Now if we select any prime number, and strike out from the diagram all numbers greater, and divide the whole perpendicularly into sections, each containing as many columns as numbers chosen, the various sections may be superimposed without confusion,-every num
ber in the outside sections falling into an empty cell, excepting when the number of the row corresponds to the prime number selected, or any of its multiples. To make this clearer, let us take the number 7, and cancel all numbers greater. Then our first section will be up to and including the column with 7 at the top ; the next will be from the column, previously with 8 at the top, up to aud including the column that was headed by 14. And so on.
The above is the arrangement in the first section of all the outside numbers greater than 7. I have supposed that the diagram has been continued far enough to fill the above ; but the principle is just the same, Thus the 5 in the second row of the first diagram being in the second column of the second section, must be transferred to the corresponding cell of the first section. It falls into the vacant place between the i and the 2. The 6 in the same row falls for the same reason, into the vacant place between the 2 and 3. Similarly with the third row. The 4 being in the third column of the second section, has to be transferred to the corresponding cell, and falls into the vacant place just before the 2 in the third row. Similarly with the 5. The 6 in the same row is in the second column of the third section, and therefore falls into the vacant cell between the i and the 4. In the same way with all the other rows, until we come to the seventh, which corresponds with the chosen prime number. Then the num. bers in that row instead of falling into vacant places, all crowd into the cell we have indicated by a dagger. After that the rows are repetitions of what has been given above; the first and eighth being alike, and so on.
Many curious things may be observed in the above diagram ; and all others made similarly from other prime numbers. If we obliterate the column with 1 in it, and also the dagger row and all beneath it, we have remaining a very curious square ; these are among its other properties : all numbers equally distant fiom the center, both in rows and columns, add the same, namely, 9 (or the prime number plus 2). Every column and every row contains all the numbers from 2 to 7; and the diagonals consist only of 2 and 7. Now, if we have any square consisting of cells, the root being a prime number, we may deduce from the foregoing facts one having a bearing on magic squares with odd roots. If we cancel the last row of the second diagram, as well as all the numbers in it, we get an empty square renaining, which we may proceed to refill with the figures in another way. proceed from the cell marked with a dagger and completely fill the square with figures along different paths, without any collision. Thus, we may fill the lowest row by proceeding in a horizontal direction. Let us fill it with ciphers and call it the " zero path.”
We may proceed in an upward direction and fill the first column. This will be the No. I path. Diagonally we may proceed along the cells occupied by the figure 7. This is No. 2 path. Then we may fill in along the No. 3 (on the “ knight's ") path. We may put a 3 (for example) along this path, and it will occupy the cells where the 6 was; and so on. The root of the square being 7, we may thus fill the square with figures along 8 different roots, always i more than the root of the square. It must be observed that when a path runs off at the right side of the square, before the top row has been reached, the figure must be brought back within the square, in a similar manner to that already explained when superimposing the sections of the first diagram.
Thus, take the figure 6 in the first diagram, the figure at the end of the fourth row. The path taken by that number being No. 3, it would bring us, if there were more cells to the right, into the second cell of the fourth row.
Hence the next cell to be filled must be the corresponding cell inside the square.
Now, many writers on magic squares, especially M. de La Hire, must have had an idea of these properties ; but the credit of the discovery is generally conceded to the Rev. A. H. Frost of Nasik, in India. He pointed out that M. de La Hire's method of making oddroot magic squares necessarily follows from these properties of the "paths." A.
Thus, in the square A, all the numbers are in No. 3, or the" knight's" path. Take the 4 in the bottom row, and thence to 4 in the row above, and so on. The 2 and 3 run off at the side, and are brought back within the square. Now the square B, on the other hand, has its numbers connected by the “ No 4. path.” Notice from 40 to 40 for instance. Consequently the differences between the numbers in square B, being not less than 5, a magic square is necessarily produced. For we have already seen that where prime numbers are concerned, the different “paths never clash except in one spot. Therefore, one square being in “ No. 3," and the other in “No. 4 path,” any two numbers once united will never meet again in the same square. Thus, for example, the 3 in the one square and the 20 in the other meet on superposition once and once only. If they met oftener, or not at all, the combined square would not be magic. There is another property of these “nasik” magic squares, whose roots are prime numbers.
The magic summation may be counted along any path," excepting those two paths chosen for the primary squares. The square of 5 can only have 6 paths, namely, the horizontal row, the perpendicular column, two diagonal or slanting rows in opposite directions, No. 3, and No. 4 paths. But as the two latter have to be chosen in a root-5 square, for the primary squares, the magic square of 5 cannot have its summation in any route excepting rows, columns, and diagonals. But in the square of 7 below, which may have two more paths than the 5 square, summation may be made along two additional ways.
(By the bye, there is a curious feature in this square not often met with, following from the way I have made it. If every number has its figures (e. g. 14 changed into 41, 32 into 23, and so on), the square remains magic.)
The above magic square not only sums 308 in the usual ways, but if the numbers according to No. 3 path (or “knight's move ") be taken, likewise those along No. 4 path, they will likewise sum 308. But care must be taken that in making these moves that no row is
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http://www.123rf.com/photo_16082498_book-or-notebook-isolated-on-white.html
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math
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3d white person with blank spiral..
Vector address book XXL detailed..
bright paper texture background..
Group of female students holding..
Young female student with notebooks..
Female student smiling with a group..
Happy young woman wearing a backpack..
Red Pencil and notepad icon
pretty female college student sitting..
Empty white books isolated on the..
Female student holding notebooks..
portrait of a cute girl reading..
a laptop next to a stack of colorful..
Primary school girl widh notebooks..
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young, handsome male college student..
Ring notebook with squared. Vector..
A smiling girl with a baby in..
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Isolated young casual woman pointing
Old Brown Notebook Vector
Sketch of notebook illustration..
old book pages isolated on white
Kids around open white notebook..
Coffee with notebook isolated background..
Pretty red-haired girl studying..
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s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609539776.45/warc/CC-MAIN-20140416005219-00320-ip-10-147-4-33.ec2.internal.warc.gz
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CC-MAIN-2014-15
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https://www.mathworks.com/matlabcentral/profile/authors/3119813
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math
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To generate unique vectors
Hi, I have 16 unique decimal values all in the range 3000 to 5000 generated from a fingerprint image. Have such 348 fingerpri...
9 years ago | 2 answers | 0
Finding the position of a row vector in an array
Hi I have a 1x127 row vector in variable S and have read a 500x127 array from excel spreadsheet into variable V. Then i'm che...
9 years ago | 1 answer | 0
Adding data into existing excel sheet from matlab
I have an excel sheet 'myvalues.xlsx' cosisting of 200 vectors of 127bits each. Now I want to add another vector to my excel she...
9 years ago | 2 answers | 2
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s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764495001.99/warc/CC-MAIN-20230127164242-20230127194242-00295.warc.gz
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CC-MAIN-2023-06
| 598
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http://math.ict.edu.rs:8080/webMathematica/LinkSL/kn031.htm
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math
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|Before explaining what a flype is,
we need to define a notion of tangle, one of the fundamental ideas in
knot theory, introduced by J.H. Conway in 1967 (Conway, 1970).
A 1-dimensional manifold properly embedded in 3-disc is called a tangle (or 2-tangle) if it is composed of two arcs and any number of circles. We will use the name of tangle also for a projection of a tangle in 3-disc into 2-dimensional disc.
Intuitively, a tangle in a KL projection is a region in the projection plane a region in the projection plane Â2 (or on the sphere S3) surrounded with a circle such that the KL projection intersects with the circle exactly four times. From the intersections four arcs emerge pointing in the compass directions NW, NE, SW, SE. Two tangles are equivalent if one could be transformed into the other by a sequence of Reidmeister moves providing that four end-points of the strings are fixed and that the strings belonging to the tangle remain inside of the circle.
Suppose an alternating KL diagram includes a tangle, as shown afore. Let us fix four ends a, b, c, d and then rotate this tangle by a 2-fold rotation (half-turn). The twist on the left in the following figure is moved on the right. Such an operation is called a flype .
Tait's Flyping theorem Suppose that L' and L" are two reduced alternating diagrams on the sphere S2 of an alternating link L. Then we can change L' into L" by performing a finite number of flypes.
In the case of non-alternating KLs, in addition to the flype it is necessary to introduce a 2-pass : KL transformation where a string is simply passed over a tangle. The third Reidemeister move is a special case of a 2-pass. However, flypes and 2-passes are not sufficient to pass between all minimal diagrams of a non-alternating KL (Hoste, Thistlethwaite and Weeks, 1998).
After introducing signs of crossings we can also use signed link graphs : each edge takes a sign +1 or -1, of a vertex it passes through. In this way we have established one-to-one correspondence between such edge-weighted KL graphs and signed KL diagrams. Reidemeister moves can be represented as the local moves on signed KL graphs shown on the corresponding figure.
Two plane signed KL graphs G1 and G2 represent the same link L iff G1 can be transformed into G2 by some finite sequence of the moves I', II", III"' and their inverses. If G is any plane signed KL graph and G' is its plane dual with the signs of the edges multiplied by -1, then the links L(G) and L(G' ) are ambient isotopic.
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CC-MAIN-2020-16
| 2,511
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https://www.applefritter.com/content/another-apple-ii-original-ebay
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math
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This is the link:
I thought I might bid on this particular machine, since the price was right, but as I looked at the final picture showing the bottom pan and the Apple II label and Serial number, I noticed something odd.
There seems to be some sort of haze(?) around the label.
This makes me think that it was Photoshopped some how.
So I toss it out to the experts...
Am I wrong?
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s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590348492295.88/warc/CC-MAIN-20200604223445-20200605013445-00140.warc.gz
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https://www.doubtnut.com/question-answer/the-sides-of-a-triangular-plot-are-in-the-ratio-of-357and-its-perimeteris-300-m-find-its-area-571223052
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math
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Updated On: 10-2-2021
Loading DoubtNut Solution for you
|00:00 - 00:59||Hindi dubbed question size of a triangular plot are given in the ratio of 3 is to 5 is to 7 and its perimeter is 300 then we have to find the area so we consider a triangle ABC show the site are three are in ratio of 3 and 5 and 7 so first 3 lettuce assume the site the size of triangle are 3 x 5 and 7 x so we can see that AB can be we have just consider it to be X they are all in the proportion so we can consider a variable X so we know that the perimeter|
|01:00 - 01:59||that it perimeter is equals to 300 M so here we know that the perimeter is a some of the sites which are AB + BC a b + BC + AC is equals to 300 M so ab is 3x + BC is 5 x + 7 x is equals to 300 so here we get 15 x is equals to 300 so the value of x when we solve it we get 20 Sudhar the sides does the sides of triangle are size of angle h 60 in ratio 5 into|
|02:00 - 02:59||20 and 7 and 2 20 so here it is 3 into 23 into 22 that become 60 and 101 14 or use the heroes formula so you say heroes formula first we have to find out the semi perimeter so semi perimeter is equal to sum of size upon to say that will be the 300 upon 2 is equals to 150 Now use the heroes formula show using heroines formula area of a triangle is equals to under root S into S minus a minus b minus|
|03:00 - 03:59||C A B C are the sides of the triangle A B C are site so you just put the value Dal is equals to which is area SF 150 into 150 - fourside 16 into 150 - 102 150 3rd size 140 is 142 simply solve it so area is equal to under root 150 into that will be the 9 into 50 into 10 show 13 40 only 2 will come out of square root so here we get the area|
|04:00 - 04:59||area is equals to 100 into 9 become 3 into 15 into 5 so on for the solving we can write it like 5 into 3 into 5 so these two these 5 will come out of the square root and then after multiplying we get 1500 into root 3 metre square find the area of triangular plot the unit is M so we can answer in metre square|
What we learned in previous classes.
Area and Perimeter of Rectangle; square and triangles
Area and Perimeter of all type of parallelogram and rhombus
Find the area of a triangle whose sides are `13 cm; 14 cm and 15 cm.`
Find the area of the quadrilateral ABCD; in which AB = 7 cm; BC =6 cm;CD =12 cm; DA= 15 cm and AC =9 cm
Radha made a picture of an aeroplane with coloured paper as shown in figure. Find the total area of the paper used.
SRMJEEE 2022: SRMIST has announced Exam Dates
The SRM IST has released the SRMJEEE exam dates 2022. The SRMJEEE 2022 will be held in three phases. Check SRMJEEE 2022 exam dates here.
Haryana Schools Reopening with 100 Per cent Capacity from Dec 1
The Haryana School Reopening from Dec 1. The Haryana Education Minister Kanwar Pal has ordered to reopen schools with 100% capacity from Dec 1.
UP Board Exam 2022: Pre Boards in January, Details here
UP board exams 2022 dates announced by the UPMSP. Uttar Pradesh pre-board exams would be conducted in January 2022 after UP assembly.
JKBOSE Class 11 Time Table 2021 Released, details here
JKBOSE class 11 time table 2021 released. JK board will conduct the class 11 board exams from 11th December to 1st January 2021 for all stream students.
JEE Advanced Revised Syllabus Released for 2023, Check here
JEE advanced revised syllabus released for 2023. The latest syllabus for the JEE Advanced 2023 is available on the official website of the JEE Advanced.
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https://explore.openaire.eu/search/publication?articleId=core_ac_uk__::4c2ea76fdd6a26279a20a6582222e01d
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math
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The Moduli of Reducible Vector Bundles
Ovrut, Burt A.
- Publisher: Institute of Physics
QC | High Energy Physics - Theory
arxiv: Mathematics::Algebraic Geometry | Mathematics::Symplectic Geometry
A procedure for computing the dimensions of the moduli spaces of reducible, holomorphic vector bundles on elliptically fibered Calabi-Yau threefolds X is presented. This procedure is applied to poly-stable rank n+m bundles of the form V + pi* M, where V is a stable vector bundle with structure group SU(n) on X and M is a stable vector bundle with structure group SU(m) on the base surface B of X. Such bundles arise from small instanton transitions involving five-branes wrapped on fibers of the elliptic fibration. The structure and physical meaning of these transitions are discussed.
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http://www.badgersmix.com/2008/11/uw-badgers-hockey-winning-streak-at-2.html
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math
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| UW Badgers Mix blog Write for UW Badger blog |
|Write about the Badgers||
We believe that you the avid fan, student journalist, and or freelance writer deserve to be heard. Avid fans have a strong desire to hear from the common (or not so common) "man" as well. You are always free to write about the material of your choice, in your own unique style, and on your own schedule. So vent,enlighten and share with us!
Contact us at: firstname.lastname@example.org
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Please help us spread the word on the Sports Mixed Network by letting friends, and family know about it. The more we grow our community of avid fans, the more features we can add. So please send a Tweet, Facebook message or better yet tell them in person.
The UW Badgers hockey team which started off the WCHA season 0-7 has won its second game in a row defeating Michigan Tech by a score of 3-2 Friday night. Last Saturday the Badgers broke there losing by defeating North Dakota. Badgers defensemen Ryan McDonagh scored the Badgers first goal 76 seconds after the opening faceoff from there the Badgers ran the score to 3-0. While coach Mike Eaves appreciated the offense he said the Badgers still need to play with more consistancy on defense. The Badgers will now try to push there winning streak to 3-0.
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https://www.reference.com/web?q=Triangle+Push+Ups&qo=relatedSearchExpand&o=600605&l=dir
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math
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The area of a triangle is found by multiplying one-half times its base times its height. According to Wolfram Mathworld, Beyer and Baker there are 110 formulas for the area of a triangle.
When the lengths of all sides of a triangle are added, the result is called the perimeter of the triangle. In general, a perimeter is the distance of the curve that borders a lamina or a two-dimensional closed planar surface. Half of a triangle's perimeter is called the...
In geometry, the triangle is a polygon that has three sides. There can be different types of triangles, but the sum of the three angles in this polygon is equal to 180 degrees. In the context of religion, alchemy and occultism, the triangle has a variety of meanings, in...
A triangle has three angle that total 180 degrees. In an acute triangle, all three angles are less than 90 degrees. A right triangle has one angle that is 90 degrees, and an obtuse triangle has one angle that is greater than 90 degrees.
There is more than one way to do a push-up. If you are going to do 100 push-ups, then doing them correctly is of vital importance. Form and positioning of your body are key to performing 100 push-ups.
No matter what type of triangle is in question, there are always three angles in a triangle. The angle sizes vary on the type of triangle, but there are always three that add up to 180 degrees.
The fire triangle is composed of oxygen, heat and fuel. It is sometimes called the fire tetrahedron because of a fourth component, chemical reactions. Fires start with just the first three elements, but they cannot remain burning without the heat produced through chemic...
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| 1,641
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http://www.horseforum.com/horse-tack-equipment/circle-y-model-s-148837/
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math
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I am trying to find out info on my Circle Y saddle. The model number on my saddle is: 3676 1604 0504
Can anyone help me out on the specs of the saddle? I am mainly wanting to know if the saddle is a semi-qh or a full-qh.
Also: I am looking at another Circle Y, and here is the model #: 1251155101192
If you can help me out with the gullet info that would be great! Much thanks :)
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s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701146302.25/warc/CC-MAIN-20160205193906-00214-ip-10-236-182-209.ec2.internal.warc.gz
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| 379
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https://books.google.com/books/about/The_multisource_Weber_problem.html?id=l9wbAQAAMAAJ&hl=en
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math
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What people are saying - Write a review
We haven't found any reviews in the usual places.
The Crosscut Algorithm for Approximate Solutions
4 other sections not shown
active nodes algorithm of Section analysis approximate algorithm assigned to Source associated sink best solution branch-and-bound algorithm branching sink CALL Cartesian cc cc cc circle distances COBBON combinatorial computational experience contiguous United convergence Convex Hulls Cooper cost of optimally DIST Euclidean feasible solution global minimum IBRAN IFEAS Illustrative Example initial sources iteration KTOP Kuenne l2 Kuhn and Kuenne latitude and longitude map distance Mercator projection metric option metropolitan metric minimum solutions multisource Weber problem MULTIWEB nautical miles NODIB objective function values optimal solution optimally locating partitioned PHIN(I PHIO point sink-point source RETURN BW2 rhumb line distance single-source algorithm single-source Weber problem sink clusters SINK LOCATIONS sink weights sink-area source sinks assigned sinks to sources Solution to Date spatial subroutine subset Table tentatively located sources unassigned sink underestimate the cost Urban Area Centering Weber point problems WRITE WRITF XNOR
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s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027313747.38/warc/CC-MAIN-20190818083417-20190818105417-00539.warc.gz
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| 1,237
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https://calcitfast.com/inverse-tangent
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math
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Inverse Tangent Calculator
Trigonometric inverse tangent calculator
# What is inverse tangent?
Inverse tangent is the inverse of basic tan function. In the tan function, value of angle θ is taken to give the ratio opposite/adjacent. However, inverse tan function takes the ratio opposite/adjacent and gives angle θ.
tan-1 (opposite/adjacent) = θ
Inverse tangent symbol
Inverse tangent is represented as tan-1 or arctan.
# Inverse tangent rule
The inverse tan rule is given as:
y = tan-1 (x)
tan-1(-x) = -tan-1(x), where x ∈ R
Inverse tangent derivative
The derivative of inverse tangent function is first-order derivative. It is given as:
dy/dx = 1 / 1 + x2
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http://skepticfiles.org/evolut/somefact.htm
|
math
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Subject: Biology and creation
Organization: UTexas Mail-to-News Gateway
}Life is too complex to have happened by chance.
}Mutations are almost always harmful.
}Mutations rarely occur.
}3000 years was time enough for all languages, religions to develop.
}Complex organs couldn't have arisen from a single mutation
}Evolution doesn't explain the simultaneous origin of two traits
}Mendelian inheritance says that recessive characters reappear
}Hybrids are infertile, so a newly evolved individual couldn't breed.
}Evolution doesn't explain personality, emotion, reason, conscience, etc.
}"No people of English descent are more distantly related..."
}The animals couldn't have distributed themselves all over the globe.
}evolution doesn't make sense
}Evolution doesn't explain abiogenesis or how genes are expressed.
}half of the amino acids should be right-handed
}changes calling for numerous coordinated innovations
>The puzzle of how organs, once evolved, come to be lost (degeneration).
}The failure of some organisms to evolve at all.
}No new phyla, classes, or orders have appeared.
}The occurrence of parallel evolution, in which similiar structures evolve
}The existence of long-term trends (orthogenesis).
}Pre-adaptation: Organs appear before they are needed.
}"Overshoot" or evolutionary "momentum" occurs.
}How do organs, once evolved, come to be lost?
}Why did man lose his hair and tail?
}Over-specialization with no adaptive value.
}Can this all be just mutation and natural selection?
}mitochondrial DNA showes that mankind arose from *one* female.
}chaos theory & biology
}The fundamental principle of evolution contradictory to established laws
}There is no evidence of biological life anywhere else in the universe.
}vestigal organs are probably the results of mutational changes
}Embryology offers testimony to a great Designer
}Similiarities are explained as made by the hand of a common Designer.
}All the great phyla appear quite suddenly in the fossil record.
}what is known to be true about evolution?
}Why are men alone so murderous of their own species?
}Misc biblical wonderings...
}Geographic Distribuion of Quadrupeds
}we have never seen any natural processes which result in a complexity
}- Life is too complex to have happened by chance.
The theory of evolution doesn't say it did happen by chance. This argument
completely ignores natural selection.
Life in Darwin's Universe
G. Bylinsky, Omni Sept 79
The Evolution of Ecological Systems
May, Scientific American, Sept 1978
Chemical Evolution and the Origin of Life
Dickerson, Scientific American, Sept 1978
The Evolution of the Earliest Cells
Schopf, Scientific American, Sept 1978
The Evolution of Multicellular Plants and Animals
Valentine, Scientific American, Sept 1978
} Mutations are never benefical
The textbook example of the effects of radiation upon genes is the old
"carnation seeds exposed to radiocobalt". Clearly some of the flowers
produced are prettier than the originals. Therefore, the "never" is
}- Mutations are almost always harmful.
Note: "almost". A lot happen in a large population over long times.
}- Mutations rarely occur.
Note: "Rarely". A lot happen in a large population over long times.
} - 3000 years was time enough for all languages, religions to develop.
Actually the premise is false. The Sino-Tibetan family of languages is
distinct from the Indo-European family of languages, which English seems
to have been derived from. Considering how long ago the 50 arguments were
written (was it around 1930?), this ethnocentrism is not surprising.
}- Complex organs couldn't have arisen from a single mutation, and
} just part of the organ is useless. Favorite examples are eyes and
} insect wings.
there have fairly good descriptions, on the net, of how
eyes could have evolved, and of how bird lungs could have
evolved. These were nice rebuttals of the claim that
"it wasn't useful until finished, so it couldn't have got
And how many of these "numerous coordinated innovations" can be caused by
one change? Check out, for instance, the effect of changing the age at
which bone growth stops in human beings.
There *are* semi-venemous snakes, and in fact the
issue was discussed earlier how some snakes "drip" the venomous saliva
while ones with more developed systems "inject" the saliva via hollow
teeth. Whales have semi-legs (ok, so they're not fish). How about the
cooperating jawbones that have slowly become our hearing mechanisms,
seen to be incrementally represented from reptilian jawbones.
The complete developmental flowchart of the nematode worm--what cells
divide to form what other cells all the way from the 1-cell egg to
the thousand-cell adult--has been determined. It contains numerous
examples of repeated tricks that look very much like subroutines.
For example (this is from memory and may not be precise) there is
a patten of a cell dividing twice to form two muscle cells, one
neuron and one cell which dies that occurs dozens of times in the
worm's development, not always in exactly the same situation--
different kinds of nerve cells are produced--but with exactly the
same pattern (that is, it is the most posterior cell which dies,
and so forth).
People often assume that to evolve a new structure requires new
code. In this case at least, however, a new nerve with attendant
muscle fibers could be made (and there are mutants which do this)
just by triggering this subroutine in a cell which normally doesn't
} The instinct of Animals: proves wisdom of a "higher order".
Again, argument by design. The complexity and specialization of
characters is evidence of a designer, in this view.
Proves that it something stupid is wired in you don't get descendants.
}- Mendelian inheritance says that recessive characters reappear, and thus we
} should expect humans with characteristics of apes.
They do. Tails, for instance.
And other "ape" traits that happen to also be "human traits".
Like toes, body hair,...
This disregards the basic mechenisms of natural selection and
genetics. It makes the wrong assumption that ape-like
characters are recessive and that all of the traits in the
ancestor population are present but usually unexpressed in the
supposed descendant population. Neither idea is true.
}- Hybrids are infertile, so a newly evolved individual couldn't breed.
Hybrids are often not fertile or robust. They may be desirable to
man if man amde, but they may not succeed in an evolutionary
The premise is incorrect. First, what is meant by "hybrid" is unclear
in this context - is it a hybrid only if it is infertile? And even in
those cases in which the offspring is usually infertile, that is not
always the case. As witnessed the horse and the donkey.
It is not individuals that evolve but populations. A population
evolves by gradual changes in gene frequency until it becomes
a distinct species that is no longer capable of interbreeding
with similar populations that shared a common ancestor. All of
the individuals within the population can mate successfully with
each other so there is no problem with "hybrids". There are quite
a few examples of different populations of the same species which
have trouble interbreeding, in other words the hybrids are not
viable. These populations are evolving and may become separate
species. It is a common mistake to assume that a new species
begins when an individual "mutates" or "evolves" in a single
step - this is simply not how evolution works.
}- Evolution doesn't explain personality, emotions, abstract reason,
} conscience, etc.
The Evolution of Behavior
Smith, Scientific American, Sept 1978
R. A. Freitas, Analog Apr 81
Directly Interacting Extra-terrestrial Technological Communities
Viewing, JBIS, vol 28, pp 735-755, 1975
Computer Simulation of Cultural Drift: Limits on Interstellar Colonization
Bainbridge, JBIS, vol 37, pp 420-429, 1984
The Improbability of Bahavioural Convergence in Aliens - Behavioural
Implications of Morphology
Coffey, JBIS, vol 38, pp 515-520, 1985
The climatic background to the birth of civilization
Lamb, Advancement of Science vol 25 pp 103 - 120 1968
}- "No people of English descent are more distantly related than thirtieth
} cousin," which doesn't allow enough time for evolution.
Incorrect argument. The island population of Great Britian
might well have interbreeded more than is the case if it
were mixed with the rest of the world's human population, if
you are inclined to believe Davenport's claim at all.
}- The animals couldn't have distributed themselves all over the globe.
This is written at the time Wagener proposed Continebtal Drift
for the first time. He is rejected by the geologists of the day,
but now Plate Tectonics is well accpeted among geologists and
is used to construct paleobiogeography that explains fossil
The Supercontinent Cycle
Nance, Worsley, & Moody, Scientific American, July 1988
Alfred Wegener and the Hypothesis of Continental Drift
A. Hallam, Scientific American Feb 1975
And like horses (that man transported), camels, pandas, kangaroos,
marsupials,.. In fact, this supports the evolutionary postulates in that
the distribution matches transportation capabilities.
What is more interesting is why are not animals everywhere? If they all
got themselves originated from one place (did this twice, supposidely -
everyone was originally present in Eden for the naming and everything
was together again in the ark) why are not marsupials found everywhere?
Ibid old world vs. new world species.
} Geographic Distribuion of Quadrupeds
Since the creationists (from the biblical account) would have had EVERY animal
in the same place (twice, in fact. Once for the naming in Eden, once again
for the rescue in the arc.) why are the quadrupeds distributed so differently?
There are a number of large animals that are strictly on one continent, unless
somebody moved them (in fairly recent recorded history). They could NOT have
gotten there on their own RECENTLY (evolved there, yes), nor could a selective
extinction removed every individual of the opposite set. Please explain:
New World Only: Old World Only
Sapajous (Monkeys) Horse, zebra
sagoins (monkeys) sheep, goats, antelopes
Opossum wild boar
Cougar, jaguar panther, leopard
Coatis hyena, civet
Stinking weasels porcupine, hedgehog
Agoutis apes, baboons, true monkeys
Armadillos scaley lizard
detached species detached species
}- Vestigial organs: "If the perfect organ were better than the rudimentary
} organ, how can man be the 'survival of the fittest'?"
This is the appeal to progress and perfection that biases
alot of thinking about evolution, even by some biologists
of the past. The changes seen are just adaptations of
existing structures, not perfections or progress toward a goal.
Note: "fittest" is not "optimal".
} Embryology: "it is hard to see why the history of the species should
} be repeated by the embryo."
This is similar to the argument used by Bob Bales that it is hard
to see evolution in the fossil or living evidence. The problem
with this claim is that the understanding of what you would
look for comes from first looking at living things, fossils, and
in this case embryos. You must know how to describe these things
in some detail before you can decide if the claims that similar
structures indicate common ancestry, or that embryonic stages
mimic ancestrial forms. "It is hard ", means you haven't looked.
Present an objection based on what all agree is evidence.
That is more a function of his "hard to see" than why it does.
} A staggering speculation: essentially that evolution doesn't make
} sense given the lake of common animals between the major groups.
This doesn't make sense. The "major groups" are definied by human
classifications that often are there for ancestrial reasons that
support evolution (via the "family trees") or are fairly arbitrary
(for instance, by location or discoverer) and make perfect sense.
}- Evolution doesn't explain abiogenesis or how genes are expressed.
To the creationists. And it does explain how to study the unknown,
rather than bowing out.
}- If life arose by chance, half of the amino acids should be right-handed; in
} fact, all are left-handed.
Once the preference for one enantiomer over another gets started in nature,
it is relatively easy to see how this preference is perpetuated. Biological
reactions work much like machines having templates, stamping out the preferred,
and ONLY the preferred configuration generation after generation after
As to how one became initially started, there are many possibilities:
1. Luck. The first one to form just happened to be L, and then the rest
2. There may be some effect during formation due to coriolis force or the
(hemisphere dependent) magnetic fied (as lightening went DOWN, the effect
may be polarized)
3. Quantitative calculations indicate that the fundamentally left-handed
neutral-weak force with the electromagnetic force could introduce an
energy preference (very slight). Aside from any steric preferences, one
form could be energetically more stable than the other.
William C. McHarris
Professor of Chemistry and of Physics and of
Astronomy at Michigan State University
"Handedness in Nature"
January 1986 Analog
} Mathematical probability: "it is so improbable that one and only
} one species out of 3,0000,000 should develop into man, that it
} certainly was not the case".
Whence the 3,000,000 number, and how is the "improbability" assigned?
Some say inevitable...
If 500 developed into man, how would you tell?
Besides, given the way evolution works, one would dominate and 499 would
have (while developing) be suppressed, quite likely into extinction.
The "less successful" are extinct or in zoos.
}4) The repeated occurrence of changes calling for numerous coordinated
} innovations, both at the level of organs and of complete organisms.
First, how do you determine that "numerous coordinated innovations" are
required? That may merely be your evaluation. For instance, some of the
poisonous snakes - fangs & poison glands. A Gila monster has poison
glands with no fangs, and there are snakes with furrowed fangs with
no poison glands.
fish to land animal - legs and lungs. The mudpuppy is a fish without
lungs that goes on the land, and the ceoclanth (sp) has almost legs
with no lungs. And then there is the African Lungfish, the
floridian walking catfish,...
Coral snakes (southern US) don't have a very sophisticated delivery
system - they also chew on their victims to deliver the poison. I'm
not very familiar with the anatomy of a coral snake, but it does not
have the usual "fangs" associated in the popular mind with a poisonous
snake - as I recall there is just a small sac or pore at the base of
what look like ordinary reptilian teeth.
The last time I studied poisonous snakes (some years ago), it was thought
that poison delivery had evolved several times, independently, in snakes.
This was based on differences in toxins and in delivery systems, as well
as its occurance in otherwise distantly related snakes, all of which have
closely similar non-poisonous forms. The delivery systems cover the whole
range from the simple, rather typical, teeth of the coral snake to the
elaborate, retractile, tubular fangs of pit-vipers. Some have slightly
elongate "fangs" with simple grooves on one side, for instance. Thus,
we can see almost the entire range of intermediate anatomies in evolving
fangs purely in *living* species. Gap?? What gap? We do not even need
the fossils, which we also have.
And how many of these "numerous coordinated innovations" can be caused by
one change? Check out, for instance, the effect of changing the age at
which bone growth stops in human beings.
This needs to be elaborated. If a genome is being stressed to some
metastable level where its states can multiply, then rapid changes to more
than one structure in the organism can occur simutaneously.
>11) The puzzle of how organs, once evolved, come to be lost (degeneration).
Evolution operating on the amplification and dimminution of structures
is well known. The appearence of vestigal structures, at all, reflects on
the use of prexisting developmental pathways, rather than on the
purposefulnessor efficiency of the process.
}- The speed at which evolution occurred varies.
Why is that a problem? You change the mutation rate and the selection rate
and the change rate also alteres.
}12) The failure of some organisms to evolve at all.
There are no known examples of organisms that have not evolved
over a period of time and this includes cockroaches, lungfish,
lampreys, sharks, bacteria, and all other organisms that some
people claim are "frozen in time". Some of these species appear
to be morphologically similar to ancestors that lived in the
past but evolution is much more than external appearance. When
the structure of their genes and proteins are examined it becomes
obvious that they have evolved at the molecular level. In fact
the rate of evolution of these species is similar to that of
species whose external appearance has changed more drastically.
It is incorrect to claim that some organisms have not evolved
simply because their external morphology has not changed.
}- The existence of long-term trends (orthogenesis).
So? Study any climatology? The environment has some VERY long-term
}- Pre-adaptation: Organs appear before they are needed.
Now, how do you tell this???
}- "Overshoot" or evolutionary "momentum" occurs.
A not uncommon problem with non-linear search routines, and with systems
with very long delay times in the feebdack.
}- How do organs, once evolved, come to be lost?
"Use it or lose it" is a popular expression which may help the understanding.
Maintaining something is a drain on materials and energy. Selection would go
against a disadvantageous drain.
} Why did man lose his hair and tail?
Note that hair and tails ARE still present. The selection
process is a statistical phenomena.
There is a theory that sometime within Man's evolutionary past he had an
aquatic phase. This is upheld by:
a. The layer of fat beneith the skin is more characteristic of
b. The pattern described by the hair remaining on the body describes
fairly closely what would be a flow pattern. Also, the pattern of
denser hair (top of head, chin, pubic region) matches the marine
c. Humans have a diving reflex like that of the semi-aquatic mammals
that live in cold climates. When the face hits cold water, the
entire metabolism slows and the interior distribution of the blood
flows. This has been observed in numerous near-drownings in cold
water (it doesn't seem to cut in on warm water).
Thus, we have the same amount of hair (almost) as any other marine mammal.
And for the exact same reasons. We just didn't have a long enough marine
phase for further adaptions (lose arms & legs).
}- Over-specialization with no adaptive value.
How do you determine this?
Besides, most nonlinear search routines I am familiar with have a tendency
The process is not particularly efficient or purposeful.
}Can this all be just mutation and natural selection?
Two points: first, although Darwin invoked only variation and selection,
modern evolutionary theory also gives a very important role to genetic
drift, the occurance of changes due to chance fluctuations in small
populations. This force can work in the opposite direction than
selection, and can override selection if the population is small enough.
(Brown mice do better in the wild than white, but if I start with
only two of each in an area I will end up with only whites some of
Second, "mutation" can cover some things which are much more
powerful than single changes in genes--specifically duplication
of genes and merging of two genes into a new one. These mechanisms
can produce new yet highly non-random genes.
}the scientific discovery (not creationtific discovery) a few years
}back that mitochondrial DNA was identical in all people of various
}ancestory >and thus showed that mankind arose from *one* female.
First, mitochondrial DNA is NOT identical in all humans. However
the differences can be used to construct a family tree of sorts,
and the most reasonable interpretation of the data is that all
modern humans inherited their mitochondria from one woman, dubbed
Eve (possibly to bait creationists), who lived (I think) around
200 Kyears ago.
(The mutation rate observed for the mitochondrial DNA was used to establish
the times involved.)
Second, the fact that the mitochondria of all of us can be traced
to one woman does not mean we arose solely from her-- it just
means that she's one of our common ancestors.
The maternal inheritance of mitochondria is analogous to the
inheritance of last names in our paternalistic society.
The point is, there may have been many contemporaries of "Eve" who
are also common ancestors of ours-- she just happens to be at the
node of our common maternal line. If a consistant paternalistic
society had existed throughout human history, (and nobody ever
changed their names) we would probably all have the same last name;
this would not mean that the first man to have this name was solely
responsible for the human race, just that he would be at the node
of our common paternal line.
> As far as the brain obeying certain chaotic processes, the
> brain is too structured and controlled to allow anything
> like that to occur. Biological processes are very closely
> controlled in the body and in the brain. That is necessary
> for survival. Reflexes are something the brain cannot
> control. Your heart beats regularly and you breathe in your
> sleep. Your brain releases hormones at just the right moment
> to allow you to run away from a lion, or, when cornered,
> fight off an attacker with more strength than you thought you
> had. When you consider the mind as it is usually defined
> (the thinking, conscious part of the brain), it must also
> function properly at all times, or you would not be able
> to survive. Evolutionary pressures would not favor a mind
> which works on a process based on chaos theory.
The connection of chaos with complex real living systems is circumstancial,
but suggestive. I do not have a firm demonstration that full-blown living
processes are adeqately described by systems of nonlinear differential
equations. Two examples I have heard about, I do not have references, are
human brain waves can be modeled with a strange attractor, and a good
model of cardiac electrical function and sudden failure has been built
}The fundamental principle of evolution - the concept of development, with
}increasing organization and complexity - seems to be essentially
}contradictory to the impregnably established laws of energy conservation
huh? If by "development" he means adaption to the environment I have no
idea what "increasing organization and complexity" is fundamental for.
And maybe by "deterioration" he means "entrophy or enthalpy"?
}There is not the slightest genuine evidence of biological life as we
}understand it anywhere else in the universe.
There are a LOT of complex chemicals of extraterrestrial origins composed
of carbon, hydrogen, oxygen, and I think even a bit of sulfur. And the
Viking has found some odd reactions. And if you don't mind taking
environmental conditions more alien than mars as "elsewhere", I have seen
some dandy pictures of things that sure look like life in eternal
blackness, no oxygen, hotter than a pot of boiling water,...
}vestigal organs are probably the results of mutational changes which, as
}we have seen, are usually deteriorations.
Also know as "adaptions", right? Thanks. Whale legs are definitely an
adaption to their current environment. Thank-you.
}Embryology, instead of supporting evolution, actually
}offers abundant testimony to a great Designer and does not in any way
}give countenance to theories of materialistic origin and development.
How odd... Same data, different conclusion.
}Similiarities (embryology & comparative anatomy) are more reasonably
}explained in terms of origin at the hand of a common Designer.
An odd definition of "reasonable"...
}what is known to be true about evolution?
I am not sure what you mean by "KNOW". None of this is divine
revelation. But I am as sure about the statement "There is
plentiful genetic variation in natural populations", having
worked first-hand with the data supporting it, as I am of
just about anything else in the world. And I am as sure of
the statement "Selection can change the frequencies of variants",
since I've done computer simulation to test it. That's most
of evolutionary theory right there.
}Why are men alone so murderous of their own species?
We are not alone. Most social animals seem to have some similiar sorts
of behaviors. When a male baboon displaces the old dominant male, young
baboons must watch their ass, as the new dominant male will often attempt
to kill them.
The same thing happens with lions, I believe.
}we have never seen any natural processes which result in a complexity
This is easy. Are you familiar with a small creature called a "Volvox"?
This is a small spherical animal that lives in the water and is made up
of individual cells of algae.
Separate algae cells have been observed organizing into a Volvox, with
the advantage of being able to propel itself in a way similar to an
octopus, and capture food inside the sphere. The algae cells operate in
a unified manner, just as the cells in a larger organism do.
Here is a clear example of increased complexity for the sake of
survival. Since mutation is factual (i.e. we have observed mutation, so
it is not conjecture), why do you find it so hard to believe that
increasingly complex organizations of cells, combined with favorable
mutations, can result in a higher form of life?
I have a biological example. The cat in my house has a pair of extra toes
growing inward on both of its forepaws. This is not unknown, and I
have seen it before. Even more interesting, I have seen the cat use those
extra toes as a human would use a thumb to grip small objects, such as
a penny, in a manner that a cat with ordinary forepaws could not.
A new part, adapted from an old part that all others
of the species has. A new ability that others of the species doesn't have.
An increase in complexity in a biological context.
--- Squish v1.01
* Origin: Universal Electronics Inc [714 939-6401] HST/DS (1:103/208)
To: All Msg #307, Jun-23-93 08:13AM
Subject: The Flood and creation
Organization: UTexas Mail-to-News Gateway
}Subject: Noah's Ark - the construction problems
}What to leave behind
}Subject: the issue of marine animals being left behind
}The Noah's Ark Myths
}misc concerning the flood
} hydraulic sorting
} timing problems
} folded rocks show that it was done when they were soft
By Davis A. Young, a conservative evangelical writer who is also a
geologist. Autor of two books devoted to separating evangelical
theology from young-earth and creation-science theories.
"What is much more likely to undermine Christian fath is the dogmatic
and persistent effort of creationists to present their theory before the
public, Christian and non-Christian, as in accord with Scripture and
nature, especially when the evidence to the contrarty has been presented
again and again by competent Christian Scientists
(e.g. Davis A. Young, Creation and the Flood, D. E. Wonderly's God's
Time-Records in Ancient Sediments, and numerous articles published
over the years in Journal of the American Scientific Affiliation)
It is sad that so much Christian energy has to be wasted in proposing
and refuting the false theory of catastrophic Flood geology. But
Christians need to know the truth and to be warned of error."
"The faith of many Christian people could be hindered when they
ultimately realize that the teachings of the creationists are simply
not in accord with the facts."
"Furthermore, creationism and Flood geology have put a serious roadblock
in the way of unbelieving scientists. Although Christ has the power
to save unbelievers in spite of our foolishness and poor presentation
of the gospels, Christians should do all they can to avoid creating
unnecessary stumbling blocks to the reception of the gospel."
"We are all dealing with God's world and with God-created facts...We
must handle the data reverently and worshipfully, yet we should not
be afraid of where the facts may lead. God made those facts, and they
fit into His comprehensive plan for the world."
"Another possible danger is that in presenting the gospel to
the lost and in defending God's truth we ourselves will seem
to be false. It is time for Christian people to recognize
that the defense of this modern, young-Earth, Flood-geology
creationism is simply not truthful. It is simply not in
accord with the facts that God has given. Creationism must
be abandoned by Christians before harm is done. The
persistent attempt of the creationist movement to get their
points of view established in educational institutions can
only bring harm to the Christian cause. Can we seriously
expect non-Christian educational leaders to develop a
respect for Christianity if we insist on teaching the brand
of science that creationism brings with it? Will not the
forcing of modern creationism on the public simply lend
credence to the idea already entertained by so many
intellectual leaders that Christianity, at least in its
modern form, is sheer anti-intellectual obscurantism? I fear
that it will."
[_Christianitiy and the Age of the Earth_, by Davis Young,
Zondervan 1982. p. 163.]
This is from G.T. Bettany, _Encyclopedia of World Religions_, a reproduction
of an 1890 manuscript. My copy is (partially) copyright 1988, Dorset Press,
New York. This is all direct quotes, with my comments in square brackets.
Keep in mind that this predates many important discoveries, including,
I think, the Dead Sea Scrolls.
Book V., Egyptian and Semitic Religions
Ch. 2, The Babylonian, Assyrian, and Phoenician Religions
[discussing the find, in 1872, of a set of Chaldean cosmology tablets
by one George Smith. No dates attached, other than they represent
comparatively late versions of a very early set of legends]
But while there is great interest in finding a Chaldean legend
agreeing in some features with that of Genesis, there is no warrant
for saying that either of the accounts has given rise to the other;
but that they have some connection is very possible. They are of
special importance, however, in anthropology as examples of the ways
in which the human mind has explained creation...
Among other early Chaldean fragments is one which appears to describe
a parallel incident to the confusion of tongues at Babel...
In the great Epic of Izdubar or Gishubar, also discovered by Mr. Smith
in 1872, we have a Semitic translation of the exploits of an early
Accadian king or primitive Hercules, arranged on a solar plan
[reference to the format of the tablets? not sure], which accords with
the representation of the hero as sun-god. In many ways the events
recorded in the epic corespond to the twelve labours of Hercules; and
it may be that the Izdubar legend is one of the early forms from which
Phoenicia and then Greece derived the famous myth. The most perfect
tablet is that which describes a deluge, which has been very generally
identified with that of Noah. The character of Izdubar corresponds
exactly to that of Nimrod in Genesis; and it is not certain that the
names may not be identical, for Izdubar is but a provisional
The deluge, according to the Chaldean epic, was due to the judgment of
the gods Anu, Bel, and Ninip, and Ea told the "man of Surripak",
Samas-Napiati (the living sun), to build a ship to preserve plants and
living beings; it was to be 600 cubits long, and 60 broad and high.
Numerous details of the building and construction are given; and
Xisuthrus with his people, and animals, and plants, and food had
entered the ship, "the waters of dawn arose at daybreak, a black cloud
from the horizon of heaven. Rimmon in the midst of it thundered, and
Nebo and the wind-god went in front." The earth was covered, and all
living things destroyed. Even the gods were afraid at the
whirlwind,and took refuge in the heaven of Anu. After six days and
nights the storm abated, and the rain ceased, and the wind and deluge
ended. "I watched the sea making a noise, and the whole of mankind
were turned to clay, like reeds the corpses floated...In the country
of Nizir (east of Assyria) rested the ship; the mountain of Nizir
stopped the ship,and to pass over it it was not able...On the seventh
day I sent forth a dove, and it left. The dove went, it returned, and
a resting-place it did not find, and it came back." Later a raven was
sent forth, and it did not return. Then the ship was opened, the
animals came forth, sacrifice was offered to the gods, and Xisuthrus
became the father of Izdubar, himself being later translated to live
as a god. We cannot attempt a detailed comparison of the Chaldean and
Noachian floods, for which reference must be made to Professor Sayce's
edition of Mr. Smith's "Chaldean Account of Genesis"; but we may
remark that this deluge narrative, perhaps more than anything else,
shows how closely the narratives in Genesis are related to Chaldean
traditions or sources of information.
Book VI, The Jewish Religion
Ch. 1, Early History - Moses
...There are many indications in the Pentateuch that it was at least
extensively revised long after the date of Moses; and indeed, there is
nowhere in the Pentateuch any assertion that Moses wrote the books
which have generally been attributed to him, and which speak of him in
the third person...
A most conspicuous result of modern criticism of the Pentateuch, is
the discernment of at least two authors or documents, one describing
the supreme God as Elohim, "the Mighty", a plural title which well
understoof by the peoples surrounding the early Israelites, and among
whom the briefer El was a common designation for their own chief
deity; the other using the term Jehovah, or Jahveh, translated "the
Lord". A third variation is found when the names are coupled together.
The passage in Exodus vi.3...appears to fix all narratives in which
the name Jehovah is used as later than that revelation to Moses; but
this is by no means agreed upon by critics. We may, however, study the
religious development of the Jews in two periods -- that in which the
name of the Deity was some form of El or Elohim, and that in which it
[stuff of some interest on the Creation descriptions in Genesis, I
hope to get back to this later]
[The preface to the Pentateuch in my New Scofield Reference Edition,
1967, say in part:
Certain critics have denied that Moses wrote Genesis to Deuteronomy
despite the fact that they were attributed to Moses by the Lord Jesus
Christ (where did he say that? I'm curious and haven't been able to
find it). The arguments against Moses' authorship are chiefly based on
the variation of the names of God (Elohim and Jehovah), the
differences in style and vocabulray, and the presence of more than one
account of the same event, e.g. the creation of man Gen. 1:26 and 2:7.
These contentions have been adequately answered in that the variation
in divine names is for the purpose of revealing certain aspects of
God's character; the style is dependent on the subject matter; and the
so-called parallel accounts, well known in ancient Near Eastern
literature, are intended to add details to the first account.
[Pretty weak arguments, to me, remembering that authorship was
considered relatively unimportant until recent times. We now return
you to your regularly scheduled Bettany.]
In the history of Noah we come into closer contact with the traditions
of other nations, and especially with the Chaldean deluge story,
already referred to (p.494). Moral evil had risen to a great height,
owing, as the early Hebrews believed, to an intermixture of the
daughters of Adam with a powerful race, the sons of Elohim, or the
mighty ones, giving rise to "giants". [why haven't we seen fossils of
these giants?]...We need not follow the details of the Flood...The
conception of a plain only broken by comparatively low hills, covered
by water as far as the eye could see, suffices to adequately fulfill
the conditions really demanded. The "mountains of Ararat" are rendered
the "mountains of Armenia" by many, and it is nowhere said that the
highest mountains were meant...
[Weren't the other races supposed to have been descended from Adam's
other children? How did they survive the Flood?]
...The rainbow was to Noah the sign of this covenant, a fact by no
means implying, what so many have imagined, that the rainbow then
The next great cosmological conception in the Book of Genesis is in
the story by which the variety of languages was accounted for. It is
closely paralleled by some fragments of Babylonian tablets in which
are described the anger of Bel at the sin of the builders of the walls
of Babylon and the mound of the towerr or palace. The builders, whose
attempts were directed against the gods, were confounded on the mound,
as well as their speech...
[Bettany goes on to say that accurate historical accounts, in his
opinion, begin with Abraham, Isaac, and Jacob.]
Book III, Brahmanism
Ch. I, The Early Vedic Religion
In the Satapatha-Brahmana, perhaps the most interesting of all these
books, there is found an early tradition of a flood. Manu, a holy man,
was warned by a fish that a flood would sweep away all creatures, but
he would resce him. He was directed to build a ship and enter it when
the flood rose; he did so, and fastened the fish to the ship, and was
drawn by it beyond the northern mountains. When the flood subsided
Manu was the only man left; a daughter was mysteriously born to him by
virtue of religious rites, and ultimately the world was peopled with
the sons of Manu. In later times it was said that the fish was an
incarnation of Brahma, who assumed that form in order to preserve
[I seem to also recall, from my days as a Boy Scout learning Indian
history, that some American Indians (who are underrepresented in
Bettany's book, IMHO, getting only about eight pages total) (Iroquois,
perhaps? certainly eastern) had a legend of an Indian who survived a
great flood on a simple raft.
} - There is evidence of a catastrophic flood.
um, i think what you're describing here is not a global flood, but a global
wash, and i suspect that the forces necessary to push water 5+ miles up and
thousands of miles horizontally would certainly be enough to kill everything,
animal and vegetable. it would certainly smash a little boat to toothpicks.
btw, under either model, global flood or global wash, how was all the
vegetable matter retained, i.e. how come we still have trees?
} - seashells on mountains
Underwater land was raised by plate tectonics. In many places you can see
this process in action (though you need good measuring equipment).
Subject: Noah's Ark - the construction problems
Returning once again to the procedural difficulties involving Noah's Ark,
based on the work of Robert Moore in "Creation/Evolution", issue XI,
we have the assurance of Tim LaHaye and Henry Morris that Noah and his three
sons could have easily constructed the ark in only 81 years (it being a
good thing that the average lifespan at the time was several hundred
years). According to Moore, the construction "... includes not merely the
framing up a hull but: building docks, scaffolds, workshops; fitting
together the incredible maze of cages and crates; gathering provisions for
the coming voyage; harvesting the timber and producing all the various
types of lumber from bird cage bars to the huge keelson beams --
not to mention wrestling the very heavy, clumsy planks for the ship into
their exact location and fastening them. What's worse, by the time the
job was finished, the earlier phases would be rotting away -- a difficulty
often faced by builders of wooden ships, whose work took only four or five
For waterproofing, we are told that God instructed Noah to coat the
ark with pitch inside and out with the naturally-occurring hydrocarbon
pitch, which causes a bit of a problem since, according to Whitcomb and
Morris, all oil, tar and coal deposits were formed when organic matter
was buried DURING the flood.
In addition, the structural soundness of the ark was extremely questionable
since, according to ship-building authorities, there was an upper limit
of about 300 feet on the length of wooden ships, beyond which they were
subject to 'hogging' or 'sagging'. Moore again,
"The largest wooden ships ever built were the six-masted schooners,
nine of which were launched between 1900 and 1909. These ships were
so long that they required diagonal iron strapping for support;
they "snaked" or visibly undulated, as they passed through the waves,
they leaked so badly they had to be pumped constantly, and they were
only used on short coastal hauls because they were unsafe in deep water."
The longest six master, the U.S.S. Wyoming, was only 329 feet long,
yet we are presented with the image of an ark well over 100 feet longer
having to cope with the most severe conditions imaginable.
What to leave behind
---- -- ----- ------
Given the limited room on the ark and the vast number of species of
organisms, several creationists attempt to salvage the situation somewhat
by leaving various families of animals to fend for themselves -- the birds
who are left to fly until dry land reappears and the marine animals who
must must survive the silt-choked, turbulent waters of the great Deluge
until the Flood waters recede. Unfortunately, any attempt to save space
on the ark this way flies rather drastically in the face of Scripture,
since Genesis 7:4 states rather clearly, "For yet seven days, and I will
cause it to rain upon the earth forty days and forty nights, and
*every living substance that I have made* will I destroy from off the
face of the earth."
To ensure that there is no misunderstanding, Genesis 7:23 repeats
the same information, "And every living substance was destroyed which was
upon the face of the ground, both man, and cattle, and the creeping
things, and the fowl of the heaven; and they were destroyed from the
earth: and Noah only remained alive, and they that were with him in the ark."
One would think that the exact wording of these passages leaves very little
latitude for interpretation.
The exact number of kinds ("baramin") that were taken aboard the ark
depends upon which creationist is performing the calculations and when
these calculations were done -- LaHaye and Morris in 1976 arrive at the
figure of 50,000 "kinds", an upward revision from Whitcomb and Morris's
1961 figure of 35,000 but a far cry from the figure of 1,544 due to
Dr. Arthur Jones.
In spite of Scriptural contradiction, there remains a valiant attempt
to determine just who can be left to fend for themselves in the Flood
waters and still have a fair-to-middling chance of surviving. The
first obvious candidates are the marine animals but, as Robert Moore
points out, there are some immediate problems:
"Although creationists seem to think that once you're wet, it's all
the same, there are actually many aquatic regimes and many specialized
inhabitants in each. Some fish live only in cold, clear mountain lakes;
others in brackish swamps. Some depend on splashing, rocky, oxygen-rich
creeks, while others, such as a freshwater dolphin, a manatee and a
thirteen-foot catfish, live only in the sluggish Amazon ...
"The salinity of the oceans would have been substantially affected
by the flood; Whitcomb and Morris lamely address this concern by noting
that some saltwater fish can survive in freshwater and vice versa and that
"some individuals of each kind would be able to survive the gradual mixing
of the waters and gradual change in salinities during and after the flood."
It is left to the reader's imagination to ponder how "gradual" a worldwide,
mountain-covering deluge would be.
Subject: the issue of marine animals being left behind
Three issues back, we discussed the rather drastic changes in salinity levels
that would result as a consequence of a world-wide flood, but Robert Moore
goes on to point out that, given the rest of the environmental hazards that
would accompany the Noachian Deluge, the problem of the salinity level would
be "a fish's least concern."
In addition to making the water intolerably muddy (Moore calculates a ratio
of 2.06:1 water-to-rock), the accompanying volcanic and seismic activity
would be truly unimaginable, since,
"... most of the world's volcanic activity, sea-floor spreading,
mountain-building and continent-splitting was supposed to have occurred
at this time as well, filling the seas with additional huge volumes of
rock, ash, and noxious gases. Undersea volcanoes usually decimate all
life in the surrounding area, and their extent had to be global during
this terrible year. The earth's pre-diluvian surface would thus have
been scoured clean, and forests, multi-ton boulders and the debris of
civilization hurtled about like missiles. Finally, this tremendous
explosion of energy would have transformed the seas into a boiling
cauldron in which no life could possibly survive."
Moore calculates that the temperature of the oceans would have been
increased by at least 2700 C,
"Yet amidst all of this, creationist icthyologists aver that life went
on as usual, with a few minor adjustments to the "gradual" changes.
The salmon swam to their (long-vanished) riparian breeding grounds that
fall as they always had; sea anemones clung to their rocky perches,
which were on the beach one month and the abyssal plain the next;
blue whales continued to strain for krill even though their baleen
plates were choked with mud; corals, which grow in clear, shallow water,
continued to grow anyway; hapless bottom dwellers, their lives carefully
adjusted to certain conditions of pressure and temperature, suddenly
saw the former increase by more than 5000 pounds per square inch
and the latter fluctuate in who knows what directions."
Given the above, it seems fairly clear that there is no question
of leaving any species to fend for themselves, which brings us to
yet another creationist technique for conserving on valuable space --
bringing along only young specimens or, in extreme cases, eggs.
However, Moore quotes Wildred T. Neill ("The Geography of Life"), as stating
that "the mortality rate is usually very high among seedling plants
and young animals; but once the critical juvenile stage is passed,
the organism has a good chance of reaching old age."
Moore follows this up with, "Furthermore, the young of many species
cannot survive without parental care and feeding ... and even if they
can, the lack of a normal social environment often results in severe
behavioral disturbances... As for the dinosaur eggs, how did Noah know
whether one would yield a female, the other a male -- or even that both
were fertile? And since no eggs require a year's gestation, he soon
would have had a hoard of fragile hatchlings on his hands."
The Noah's Ark Myths
"Do you seriously suppose that we are unable to prove our point,
when even to this day the remains of Noah's Ark are shown in the
country of the Kurds?" [Bishop Epiphanius of Salamis (315 to 403 CE)]
Scholars have known that there are two interwoven creation myths in
Genesis for over 200 years . Current scholarship places the number
of authors for Genesis at no less than four (i.e. Moses is entirely
legendary). The older creation myth is generally referred to as the
"J" (for Jehovah or Yahveh) document while the younger myth is known as
the "P" (for Priestly) document. The "P" document is characterized by
its impersonality, heavy usage of statistics (numbers) and genealogies,
and reference to their chief diety as "Yahveh Elohim". The more
primative "J" document refers to their chief diety as simply "Yahveh".
Note that Elohim is really the plural form (gods). This is entirely
logical since the entire creation myth was actually "borrowed" (a
euphemism for stolen) from the Babylonians who in turn "borrowed" their
version from the Sumerians. Virtually all monotheistic religions
evolved from earlier polytheistic religions. [2,3,4]
In the "J" document, god shapes man out of clay, while in the "P"
document god creates man with just his spoken word. In the earlier
references to man, the Hebrew word "adam" is used. This is translated
as "mankind" (i.e. generic man); the Hebrew name for "a man" is "ish".
Adam as a proper name does not appear until Genesis 5:1 (the Jerusalem
Bible). The dozens of contradictions that appear in Genesis are due to
the different authors and the haphazard way that the various versions
were combined into one book (c.f. animals by "twos" in one place and
by "sevens" in another).
The Babylonian flood story has been known to Western scholars for
several centuries through Greek fragments of the records of the
Babylonian historian Berosus (nineteenth century discoveries have
allowed a complete recovery). Between 1848 and 1876 Austen Henry
Layard (British Museum archaeologist) discovered several thousand
tablets in excavations at Nineveh of the library of the Assyrian king
Ashurbanipal (668 to 626 BCE). Although many of the cuneiform tablets
were destroyed by flames, water, and ransacking hoodlums, laboriously
painstaking effort resulted in the reconstruction of the famous
Gilgamesh epic in twelve cantos. The eleventh tablet contains the
Babylonian version of the universal deluge. The twelve cantos seem to
represent the twelve signs of the zodiac. [5,6]
On December 3, 1872 George Smith (British Museum archaeologist)
presented this quite important discovery to the Society of Biblical
Archaeology. In 1876, he published "The Chaldean Account of Genesis"
which showed the close relationship with the opening chapter of
Genesis. The Mesopotamian creation myth was in use in the New Year
ritual at the shrine of Marduk in Babylon as early as the time of
Hammurabi (1723 to 1686 BCE).
[ Another comprehensive explanation of the origin of much of the Old
Testament is "Bible Myths", by T. W. Doane, in which the author
demonstrates the similarities between the OT and myths from older,
surrounding cultures, particularly Chaldean, Babylonian, Etruscan and
Mesopotamian. - Robert P. J. Day ]
The Turkish Government excavated a tablet at Abu-Habbah (ancient
city of Sippar) which contains a version of the flood story complete
with the great deluge and a large ship (built by Atrakhasis) by which
people are to be saved. The tablet was dated the twenty-eighth day of
the eleventh Babylonian month in the eleventh year of the king
Ammizaduga (about 1966 BCE). Professor H.V. Hilprecht (University of
Pennsylvania) discovered a tablet fragment in the excavations at Nippur
that is no more recent than 2100 BCE. In this tablet, Ea (a god) tells
Atrakhasis (alias Ut-napishtim) to build a great ship to save his
family and the beasts of the field and the birds of heaven since he
will cause a deluge which will kill all life on earth. The Babylonian
creation myth is about 1,200 years older than the Hebrew version and
the Sumerian (pre 3,000 BCE) creation myth predates the Babylonian
version by over one thousand years. The obvious civilization sequence,
according to Biblical scholars, is from the Sumerians down to the
Babylonians and then down to the Hebrews.
Note that according to Greek mythology King Ogyges reigned during a
great flood. There is absolutely no credible scientific evidence
supporting the existence of a world wide flood; there is evidence for
several large local floods.
There have been more than forty different organized expeditions to
search for Noah's Ark since World War II. Since 1970 at least eleven
books and three movies have been made about the search for this ever
elusive object. Despite their complete lack of success, "arkeologists"
continue to search for that large box anyway (ark means "box" or
"chest"). Mount Ararat (Agri Dagi) is the most recent of no less than
nine different "final" resting places for the ark (and the least likely
of all). [9,10]
The arkeologists' basic idea seems to be that if Noah's Ark is found
then evolution will somehow be proved totally wrong. They generally
ignore a number of rather important issues (i.e. where all that water
came from and where it went after the flood). In "Genesis vs.
Geology", Stephen Gould examines the plausibility of the Great Flood
and, in particular, the plausibility of the various proposals
creationists have dreamed up to explain where the water came from and
the even harder problem of where it went afterward. Gould uses this to
form the basis of a general discussion of "scientific creationism" and
the "scientific" creationists.
Some additional difficult problems include : how did Noah save all
the different human diseases and parasites? How did giant earthworms
and marsupials make the trip to Australia? Did Noah save any dinosaurs
or plants? One of the Biblical flood myths claims that the earth was
completely submerged for 365 days; long enough to kill off all of the
land plant life. There are an estimated 10,000,000 to 40,000,000
plant and animal species on earth (more than 15,000 different mammals,
250,000 different beetles, and 250,000 different plants). Try
calculating just how big of a box is required to hold all of the
species (including their food) that survived the "flood". Imagine the
few people aboard the ark dealing with several tons of animal waste
each day (according to the Biblical myth the ark's only opening was a
window). This is only a miniscule list of the more formidable problems
that creationists must overcome. Then they get to show why virtually
all of modern science is completely wrong. (Several creationists are
involved in completely redefining science!) Evolution forms the very
foundation of physical anthropology, cosmology, and biology, to name
but a few. Evolution is also a basic component of linguistics,
cultural anthropology, archaeology, and several other branches of
modern science as well. [12,13]
Some of the more visible arkeologists include Kelly Segraves, John
D. Morris, and James Irwin. (John D. Morris is the son of Henry
Morris.) Morris has written two wonderfully silly books titled
"Adventure on Ararat" and "The Ark on Ararat". Although the Morris
expedition claimed several "sightings" of the ark they returned with
exactly zero. The Institute for Creation Research (ICR) started these
expeditions in 1971 and has yet to show anything in the way of
scientific evidence. The ICR claims to have received "miraculous
protection" (presumably from themselves) on at least one of their
expeditions. A member of the ICR has rationalized the whole failure
with "the Lord will reveal the Ark at a time of His own choosing". The
search for the ark has become such an embarrassment that the ICR now
disavows any involvement despite the evidence of several of their own
books, films, and slides!
Former astronaut James Irwin's expedition was funded by an
evangelical religious group ("High Flight") based in Colorado Springs.
Like all arkeologists, Irwin is certain that the ark is up there
somewhere. On one expedition he suffered a serious fall and was forced
to donate three teeth to the current monument to creationist credulity
(Mount Ararat). After being released from the hospital, Irwin planned
to search the mountain with a helicopter to narrow down the location.
Why didn't he think of that before trying to cover the entire mountain
"The Anchor Bible" untangles the different documents in Genesis.
Eunice Riedel, Thomas Tracy, and Barbara Moskowitz, "The Book of
The Bible", Bantam Books Inc, New York, 1981, pp. 515-518. Riedel and
Moskowitz are anthropologists.
Isaac Asimov, "Asimov's Guide to The Bible", Avenel Books, New
York, 1981. This was originally published as a two volume set.
Alexander Heidel, "The Gilgamesh Epic and Old Testament Parallels",
University of Chicago Press, 1946. Heidel was on the research staff of
the Oriental Institute (University of Chicago) until his death in 1955.
James George Frazer, "Folklore in the Old Testament", Hart
Publishing Company Inc, New York City, 1975. "The Great Flood", pp.
46-143. This is an extraction about the Old Testament from Sir
Frazer's classic twenty volume work "The Golden Bough". Frazer is one
of the greatest names in anthropological literature.
LLoyd R. Bailey, "Where is Noah's Ark?", Abingdon, Nashville
Tennessee, 1978. Bailey is an associate professor of Old Testament
Studies at Duke Divinity School.
"The Skeptical Inquirer" Volume 3, #4, Summer 1979. A review of
LLoyd Bailey's book on Noah's Ark, pp. 61-63.
Stephen Jay Gould, "Genesis vs. Geology", "The Atlantic",
September 1982, pp. 10-17. Professor Gould teaches biology and
geology at Harvard University. Gould was awarded the 1981 American
Book Award for Science with "The Panda's Thumb". He is also a frequent
contributor to Natural History magazine.
"Creation/Evolution" Issue #9, Summer 1982, "Six `Flood' Arguments
Creationists Can't Answer" by Robert J. Schadewald, pp. 12-17.
"Creation/Evolution" Issue #11, Winter 1983, "The Impossible
Voyage of Noah's Ark" by Robert A. Moore, pp. 1-43. The entire issue
is about the ark. Moore lists over one hundred references.
"Creation/Evolution" Issue #6, Fall 1981, "A Survey of Creationist
Field Research" by Henry P. Zuidema (paleontologist), pp. 1-5. Also
see "Arkeology : A New Science in Support of Creation?" by Robert A.
Moore, pp. 6-15.
"Science 81", December 1981, "The Creationists", pp. 53-60.
(1) "Creationism as a Social Movement" by John Skow,
(2) "Creationism as Science" by Allen Hammond and Lynn Margulis,
(3) "The impact on education : an update", and
(4) "What do the creationists say?".
Isaac Asimov, "In The Beginning... Science Faces God in The Book
of Genesis", Stonesong Press, Inc, 1981, pp. 151-188. Asimov presents
a very even-handed comparison of the Biblical creation myths and the
modern scientific view of origins.
Martin Gardner, "Fads & Fallacies in the Name of Science", Dover
Publications, Inc, New York, 1957. "Geology verses Genesis", pp.
123-139. This was originally published under the title "In the Name of
Barbara C. Sproul, "Primal Myths Creating The World", Harper and
Row, 1979, pp. 91-135. Sproul is Director of Religion at Hunter
College of the City University of New York.
Free Inquiry "Science, the Bible, and Darwin". Summer 1982,
Volume 2, #3. "Creationism: 500 Years of Controversy" by Gerald Larue,
pp. 9-14. Professor Larue is emeritus professor of archaeology and
Biblical history (University of Southern California, Los Angeles). And
"Geology and the Bible" by Charles Cazeau, pp. 32-34. Charles Cazeau
is professor of geology (State University of New York at Buffalo).
Howard M. Teeple, "The Noah's Ark Nonsense", Religion and Ethics
Institute, Inc, Evanston, Illinois, 1978. Teeple is a member of the
association of professional Biblical scholars, "the Society of Biblical
Literature" and an ex-fundamentalist with a Ph.d in Bible.
Also see almost any contemporary encyclopedia under "Biblical
Criticism", "Exegesis", "Higher Criticism", "Lower Criticism", "Flood,
The", "Creation, The Story of", "Gilgamesh", and "Ut-Napishtim".
Gerald A. Larue, "Ancient Myth and Modern Man", Prentice-Hall,
Inc, Englewood Cliffs, New Jersey, 1975. Larue provides an extensive
bibliography. See for author information.
Howard M. Teeple, "The Historical Approach to the Bible", Religion
and Ethics Institute, Inc, Evanston, Illinois, 1982. Teeple provides a
very extensive bibliography. See for author information.
Robert Graves, Raphael Patai, "Hebrew Myths The Book of Genesis",
Greenwich House, New York, New York, 1983. Graves is world renowned as
a classicist and poet. Dr. Patai is an anthropologist, folklorist and
The less sophisticated creationists are usually unaware that there
are two creation myths in Genesis while the more sophisticated usually
insist that such claims are merely an unproven hypothesis. This is an
actual example of the latter : "Perhaps the `faith-like' reliance upon
the Graf-Wellhausen hypothesis of the 19th-century (re: Genesis JEPD
theory) reveals either a lack of knowledge of post-WWII theological
progress or an imbalanced diet of Bible literature." The same
individual also insisted that the ancient Hebrews knew that the earth
was spherical despite massive evidence to the contrary! (i.e. the
Bible is a flat-earth book from cover to cover.)
When I asked a local member of the American Scientific Affiliation
(ASA - a creationist organization) for the evidence supporting a global
flood he stated "the fact that all early civilizations had flood
stories proves the universal deluge recorded in the Bible historically
accurate." This typifies creationist thinking. Firstly, not all
ancient people had flood stories; only those located in regions where
floods naturally occur. Secondly, several thousand fables do not
somehow add up to a single fact.
This whimsical name was invented by skeptics.
}misc concerning the flood
Concerning the Flood, the Biblical tale is a copy of an old
Mesopotamian tale; the Tigris and Euphrates rivers sometimes flood,
and a flood can seem like one of "all the world" to someone living in
nearly level terrain. In the tale of Noah's Ark, we do not learn why
Noah did not take advantage of this wonderful opportunity to get rid
of all the "unclean" animals once and for all. In early modern times,
it was commonly thought that fossils were the remains of animals and
plants buried in the Flood; the Free Thinker Voltaire felt compelled
to discredit this seeming evidence for Noah's Flood -- he suggested
that fossils were fakes or were dropped by pilgrims. But closer
examination of fossils suggested too-neat layering for an all-at-once
flood, and Flood advocates retreated to some of the most recent
sediments (see Stephen Jay Gould's essay "The Freezing of Noah" in
_The Flamingo's Smile_). In the early nineteenth century, even that
seeming evidence was shown to be the work of glaciers (floods of solid
water), and only in the more northern parts of the globe. Gould even
reproduces the "recantation" of one of the last reputable "Flood
Geologists", concerning this subject.
} hydraulic sorting
Well, let's see. Let's look at the usual creationist Flood theory, i.e.
that the ordering of fossils is determined by hydraulic sorting (some shapes
will settle faster than others), differential mobility (some life forms
could flee the Flood longer than others), and differential habitat (some
animals live at higher elevations than others). Let's pick a nice case that
looks at one of these mechanisms and controls for the other two. There are
certain plants that often grow at sea level, near the shore. There are many
mollusks that only grow in shallow water near the shore, and attach
themselves to rocks. No differential mobility, no sorting since both types
of organism stay put. Unfortunately, the particular class of plants involved
(I'll have to check my notebook at home for the exact reference -- I think
it's the angiosperms) doesn't show up in the fossil record until mammals
appear and is never found in lower layers with mollusks that should have
} timing problems
let's look at the Biblical dates. I Kings 6:1 says that 480 years
passed from the start of the Exodus to the start of construction on the
first temple by Solomon. Gal 3:17 says that 430 years passed from the
cevenant with Abraham to the delivery of the Law to Moses. The chapters of
Genesis after the Flood accound give the periods in years that passed
between the births of various individuals from Noah to Abraham, giving a
period of 390 years from the Flood to the covenant with Abraham. Thus,
according to the Bible, the Flood took place 1300 years before Solomon began
construction of the first temple.
a) This is a clear, direct, falsifiable claim. These are clear,
unambiguous statements that a period of X years elapsed between
b) The event itself (a global Flood that wiped out all but 8
humans) would be pretty hard to miss or gloss over.
c) Because there were any number of literate cultures in the
near East, who recorded dynastic lists, raised monuments
giving dates and length of reigns, and sent ambassadors to each
others' courts, we can pretty reliably construct chronologies
for near Easter history, particularly for Egypt, and without
reference to (but supported by) dating methods such as carbon-14
with corrections from tree-ring sequences.
d) The upshot of which is that the building of the first temple
can be dated to 950 B.C. +- some small delta, placing the Flood
around 2250 B.C. Unfortunately, the Egytians (among others) have
written records dating well back before 2250 B.C. (the Great
Pyramid, for example dates to the 26th century B.C., 300 years
before the Biblical date for the Flood). No sign in Egyptian
inscriptions of this global flood around 2250 B.C.
e) Therefore, either we have to reject the historicity of the
Flood account; accept the historicity of the Flood account,
but explain away the clear Biblical dating of the event; or
accept the Biblical account and chronology, and reject the
massive amount of written and archaological evidence estab-
lishing the chronology of history in the near East.
} folded rocks show that it was done when they were soft
}He next stated that when you hit something that's hard, it breaks or
}shatters. These folds are smooth, so it must be that the rock (he
}showed and mentioned sandstone) was still forming from mud, and was
}still soft. This means that the layers formed very rapidly, to still
}be soft (down at the bottom layer) when the whole shebang got
}His (inevitable) conclusion: it all formed during Noah's flood.
>Rebuttal: nothing "hit" that rock. Conventional geology understands
>the strength and brittleness of these things: they can and have been
>measured in labs. Note, I'm not saying that rocks of a given type
>are identical. The point is that science has dealt with all this
>quantitatively. The rocks got folded by compression, not by sudden
>impact: and in fact some rocks do shatter. I've seen examples - for
>instance, hard black fragments embedded in a softer gray rock. The
>gray rock had flowed while the black shattered.
Folding can happen in a lot less than geological time. If you
go to the Roman dig at the Fort at Housesteads, in Northumbria,
you can see the remains of Roman barracks which now lie in definite
waves, because of the movement of the earth beneath them. The
mortar between the stones is still intact.
--- Squish v1.01
* Origin: Universal Electronics Inc [714 939-6401] HST/DS (1:103/208)
To: All Msg #308, Jun-23-93 08:13AM
Subject: Worlds in Collision/collusion/confusion
Organization: UTexas Mail-to-News Gateway
I would like to thank the various members of the INTERNET and BITNET
community of assisted me in proofing the document, providing numerous
suggestions along the way.
Permission is given for this article to be copied and printed for
non-profit use showing arguments concerning Velikovsky. Permission
must be given for other uses. If you have any items which you believe
should be included, please email me.
email@example.com - or - meritt%aplvm.BITNET
Since my expertise is not in history, I shall mainly address those
points made which have physical, astronomical, chemical, or general
scientific basis and are addressed in "Worlds in Collision" or in
Velikovsky's work which addresses his central thesis in that work.
An occasional item (primarily involving mythology) will be included
because I have been involved in the Latin mythology. (I lived in
Italy and have been involved in various Latin clubs over the years.)
Additionally, I am only going to be covering Immanuel Velikovsky's
work itself - not what someone said he said.
James W. Meritt
In Immanuel Velikovsky said:
}[moon count in the solar system]
No particular suprise that he missed the count. We find more quite often.
Not something to hold against him, but it does give a readily verifiable
example that what he thinks that is demonstrated not to be correct.
I find the defense of "he didn't know that in the 1950's to be odd,
considering that most of this book is supposidely conclusions of the same
type that wasn't known in the 1950's, either, but suppose to be
gospel by his followers...
Personally, I find it unlikely that using incorrect data (as clearly
demonstrated) for incorrect reasoning (as displayed below, and coupled
with his ZERO training in physics, astronomy, biology,...) will arrive
at correct conclusions.
}" it is assumed that mercury permanently shows the same face to the sun"
} [page 5]
It doesn't The days are weird, though, because the period of its day is
longer than the period of its year. (88 earth-day "year", 59 "earth-day" long
days. Venus has a period of rotation of 243.09 earth-days, and a year
of 224.70 earth days. Oh yes, this rotation is retrograde. Guess it
(it doesn't happen to be the only retrograde "planet", either. There is
also Tritan (retrograde revolution). Neptune is almost 90 degrees tilted)
didn't sync with earth like Velikovsky thinks mars did - in spite of a
lot (according to Velikovsky) more opportunity. It does have a tidal
lock with earth so that, in its present orbit, every time it is at close
approach with earth the same side is facing us. This tidal lock would
take a LONG time in its present position. If it had passed nearer earth
it would have acquired a radically different rotational momentum and would
not, after only a few thousand years, been able to do this.
As an aside, IF venus were have somehow matched rotation with earth
during a close pass, it would have been with the relative motion
of the planets AT THE TIME - which it clearly does not have now. Hence,
this "tidal lock" is proof that this close-approach lock did NOT happen.
} [birth of comets by being expelled from the sun - not his idea]
} [page 14]
Velikovsky is against this idea because "birth of a comet in this manner has
never been observed" (page 14), but that doesn't seem to bother him that
a comet has not been observed being expelled from a gas giant, either.
While Velikovsky doesn't mind using "myths" in support of his wild ideas,
other people must meet more stringent criteria.
Interestingly enough, the S2 molecule has been identified as existing
in comets. This is interesting because it is not stable. If you
warm it, the moleculs ceases to exist as S2. Therefore, however comets are
made, it cannot involve a lot of heat. Either from being ejected from the
sun, a gas giant, or anything else. Some take partial comfort that
volcanoes don't have to be molten silicate - as Io showed. But
this is STILL too hot for S2. Not to mention that the core of
Jupiter is itself too hot (and the core is the only place you will
find other than light gases), and this mythical ejection process,
unless it is 100% effecient production of kinetic energy, would
be too hot. Even the frictional heating of going out of the atmosphere
of a gas giant (think of it as reentry in reverse) would be too high.
Thus, comets CANNOT currently be ejected.
While looking through the journal Icarus, volume 86 Number 1, July
1990, I found the following article entitled "The Origin of
Short-Period Comets" by Mark Bailey and Chris Stagg. The first
paragraph reads as follows:
It has recently been shown (Stagg and Bailey 1989 Monthy
Notices of Royal Astronomical Society 241, p507) that the
observed number of short-peroid is consistent with a
spherically symmetrical Oort cloud source, provided that it
contains a moderately centrally condensed inner core
parameterized by an "inner edge" corresponding to orbits
with a minimum semimajor axis a_0 \approx 4000 AU and an
energy spectrum power law-index \gamma \geq -1. Although a
core of this general type is predicted on the basis of the
planetesimal theory of cometary origin (e.g., Opik, 1973,
Shoemaker and wolfe 1984, Fernandez 1985a, Duncan et. al.
1987), evolutionary arguments based on the disruption of the
Oort cloud (e.g., Bailey 1986) show that the inner core
probably has to be at least this centrally condensed (see
Bailey 1989 for an introductory review). The combination of
these independent constraints provides a stringent test of
the planetesimal theory of cometary formation.
(thanks to Greg Hennessy)
} "the presence of iron in the shell or the migration of heavy metals from the
}core to the shell has not been sufficiently explained. For these metals to
}have left the core, they must have been ejected by explosions, and in order
}to spread throughout the crust, the explosions must have been followed
}immediately by cooling."
Why must ALL the iron have EVER been in the core? In all the planetary
formation models I have read it started evenly distributed and migrated
to the core due to the density difference while the planet was molten.
Obviously not a 100% efficient method of separation. Especially since
the metals are so common - witness the primary constituents of meteorites,
for instance. And one of the methods of concentrating what will become
ores is biological. Bacteria, for instance, concentrate different elements.
The massive banded iron formations around the world, for another example,
were formed when the oxygen-releasing stromatolite-building microorganisms
released oxygen into the oceans. The oceans had iron dissolved in it.
The iron oxide precipitated out. Slow and easy. No explosion.
Heck, even meteoric bombardment leaves concentrations of iron on the
surface (theorized origins of lunar mascons, for instance).
} "... the presence of oxygen in the terrestrial atmosphere is unexplained."
} [page 16]
Perhaps the concept of "photosynthesis" (can you say 'plants'?) was foreign
to him. Most other people have no problem explaining it at all. In fact,
the time when this "pollution" occurred has been dated and is the first
really big extinction as the non-oxygen bacteria got wiped out by the
waste product of the plants. We are looking at around 1.4 to 1.5
billion years ago.
} "The deep strate of igneous rock contain no signs of fossil life."
} [page 17]
igneous: formed by solidification of molten magma. Webster's dictionary.
Don't you think that being in molten rock would probably do in any fossil,
not to mention that very few life forms live in lava? I find it interesting
here that the apologist decide that what he meant is not what he said.
} [mountains formed by pushing from below. He has no idea why]
} [page 18 - 19]
Collision of continental plates. Simple, really. A friend at one of
the laboratories made a program that models this process [using the
supercontinent cycle explained in scientific american] to produce very
realistic planetary "maps". And this plate relative movement has been
directly measured in a number of places: europe wrt north america, and
the plate junctions in california are CLOSELY monitored. For an even
more interesting view, check the midatlantic ridge - the activity there
(which is the "gap" from which they spread) is quite fascinating. The
magnetic reversals (which have occurred) show up as "stripes" on each
side of this band, demonstrating not only the spreading but the timing
and the magnetic fields at the times. (none recently. Sorry, Velikovsky)
This is an example of one of his wild ideas having a straightforward
} "That a comet may strike our planet is not very probable, but the idea
} is not absurd."
} [page 40]
It would have been nice if he were to work out the math. Fortunately, it
has been worked out elsewhere to come to about thirty thousand to one for a
millennium. Velikovsky [page 388] has 5-6 near collisions between Venus,
Mars, and Earth in a "brief" period. If these events were independent,
that is about a trillion quadrillion to one. As a lower limit.
S. F. Kogan's letter in Sept., 1980 Physics Today or article in KRONOS VI;3.
Using Sagan;s statistical approach and V's actual scenario (e.g., no grazing
encounter). Korgan shows that the chance for a collision is 1 in 12 per
1000 years, not 1 in 30,000 per 1000 years that Sagan derived.
Another interesting feature is that while there is a BIG object
wandering around (venus/comet and sometimes mars) and a lot of tiny
objects (meteorites that hit people) there does not seem to be a whole
lot in between. Where are the craters from asteroid/lunar size masses?
Grieve lists nine impact craters comparable to the arizona crater or
larger that have formed on land within the last 2.5 million years.
Where are all these hits that Velikovsky thinks are here?!?!?
And what was the moon doing during all of this?!?!? Why is it still
} [descriptions of comets and meteorites]
} [page 40-41]
He seems to be very confused and uses the terms as the mood hits. A comet
is mostly a snowball (we've sent probes). A meteor is a rock (either
iron-nickel or stoney) We have chunks. You can turn a comet into a
bunch of meteorites (we believe we have seen this occurring) by evaporating
away all the ice and leaving the pebbles. There have been meteor showers
when the earth passed through the "tail" of extinct comets. The
meteorites which make it to the ground, however, do not seem to be
associated with comets. The observed air drag on the shower meteors indicates
low-density material ( < 1 g/cm^3 ) compared to meteorites (typically 3 (stony)
to 7 (Ni-Fe) g/cm^3). The low density of the shower meteoroids suggests
fluffy aggregations of cometary dust & debris.
} [discussion on changing earth's angular momentum via a close encounter
} with a comet, problems heating the planet when it does ("since the world
}survived, there must have been a mechanism...", and some alteration of
}the direction of the rotational axis due to a strong magnetic field]
} [page 43 -44]
If it were fast, there have been plenty of delicate structures which would
have been destroyed (in Luray Caverns, for instance). If it were slow, the
temperature would have gone up an average 100 degrees K, and 240 degrees
K at lower latitudes. I think that would have been noticed. "Fast" and
"slow" seem almost as vague as "venus is hot", except that there are
measurables associated. But, just for estimating the problem, this
entire encounter could only have lasted hours because there could not
have been a low-velocity encounter between planetary-sized masses - they
would not have been able to separate afterwards! So the entire kinetic
energy of the earth HAD to be converted to heat in hours. Which should
have heated the planet (not the water - that is merely a convenient measure).
No accounts that I have seen of the ground heating up even more than
the boiling water. And if you wish to believe all the water was heated
as it must have if this theory is correct, why are there fish? They
ALL would have been killed. And plants do not survive real well
when their roots are cooked, nor the seeds baked (after being shaken
to the ground by the quakes. Oops, no quakes!)
Interestingly enough, since Velikovsky claims that indians "hid out"
in these caves, that would prove that whatever they were hiding
from was NOT a large-scale momentum alteration - they didn't cook.
Of this "strong magnetic field" there is no trace. I propose that
the search for any mechanism will fail, because the reason for it to exist is
BTW: How did earth get started back up? Velikovsky didn't seem to
notice this little problem in his discussions on how it stopped...
From a Velikovsite:
He doesn't say that the whole earth stopped rotating. On page 44 he
suggests that as one possibility to consider. He talks about the problems
that would ensue IF the world stopped rotating. On pages 44 and 385 he
suggests a tilting of the earth's axis as a way to produce the visual effect
of a retrogressing or arrested sun without stopping the rotation of the
earth about it's axis.
The problem here is that it introduces a tumbling. Nothing to stop
that is mentioned, either. We are not now rotating around more than
Other interesting item: The acoustic propagation time within the earth (the
time it takes the earth AS A WHOLE to respond) is 85 minutes. No way a
stop-start is going to take place in the Gideon account without ripping
the planet apart with the dissimilar motions.
Oh yes - the magnetic field around the earth has been dipolar for the past
1 million years, with the axis within 3 degrees possibly inclined to the
earth's rotational axis by 3 degrees. Obviously, another pole was NOT
nearby (i.e. a major magnet i.e. a highly-magnetized planet/comet).
} "The tails of comets are composed mainly of carbon and hydrogen gases.
} Lacking oxygen, they do not burn in flight, but the inflammable gases,
} passing through an atmosphere containing oxygen, will be set on fire"
} [page 53]
Not to mention that they lack the density. You are talking about a VERY
thin gas. It is also tough to make a carbon gas...
BTW: The volatiles in the tails of comets appear to be mostly water.
Water burns rather poorly...
} "binding all the oxygen available at the moment"
} [page 53]
And would kill off all life IF that were to occur. We breath oxygen. Yet,
Velikovsky seems to think that there were human witnesses to this in both
hemispheres. Wonder what the observers breathed?
to counter the Velikovsite dream of:
"...if the fire in the air is extinguished before new supplies of
oxygen arrive from other regions."
Consider how well a gas could be aimed at a specific local, such that
it would not cover the entire planet. From the distance we are talking
about (trans-lunar) you can't even focus a beam of light that well, let
alone a gas that would be diffusing as it traveled.
BTW: water does a rather poor job at binding oxygen...
} "All the countries whose traditions of fire-rain I have cited actually
} have deposits of oil"
} [pages 55-56]
Since even Velikovsky notices that it is a common geological feature in the
area, why must any other contortion be required? That is a perfectly
straightforward terrestrial explanation - that there is oil in the
ground of these regions.
} [people's time estimation accuracy bad] - [page 59]
} [people's clocks accuracy excellent] - [page 323]
See anything odd here?
} [ plagues kill "chosen", not "first borne"]
} [page 63]
OK. So the Old Testiment is wrong... If it doesn't agree with Velikovsky,
just make it up as he goes. For those who think that this Russian
psychiatrist showed some phenomenal linguistic insight in his "explanation"
instead of making it up as he goes, don't you think that this would have
come out/been confirmed in some of the many, many translations made of the
OT? There have been many linguistic and religious scholars who have
spent their lives on the work in question, and they don't seem to agree
with Velikovsky's spur of the moment rationalization. As Ted Holden
. . .I KNOW that nobody who claims any
expertise in Hebrew or biblical studies would ever claim that numerous
wholesale mistakes in translation were made by the committee of scholars
who created the King James Bible.
Which demonstrates the likelihood of this "error" creeping in (a funny
item - Ted is a Velikovsite himself.).
} [tides from Venus close approach at least miles high]
} [pages 70 and 71]
Since the tidal height is proportional to the mass of the tide producing
body and inversely proportional to the cube of the distance, the entire
planet would have been caught up in the tide. Seems that Egypt, for instance,
didn't notice as the tremendous wave went over on the eighth or fifteenth
century BC. Or Aztec, or Chinese,... Not a global "flood" but a global
"wash" that should have wiped it smooth quite a few times. Obviously,
} "... head of the comet. This head only shortly before had passed close
} to the sun and was in a state of candescence."
} [page 77]
Since there is no temperature prediction given, it is hard to see how a
prediction could have been matched. "candescence" and "incandescent state"
don't really cut it... Makes one wonder why the manna wasn't baked...
Perhaps the 6000 degrees K that the photosphere is? Guess the wanderers
got baked bread. And the oil burned, the flies were killed,......
Do Velikovsites know that the sungrazing comet of 1882 developed bright iron
lines in the spectroscope because it came so close to the sun that the
heat could vaporize refractory metals? The temperature of that one went
up to 3,000 degrees F.
}[changing funny shapes in the sky - comet tail]
}[pages 77, 264, 306, 310]
Apparently Velikovsky was never illuminated by the work of Rorschach, which
show that the same nondescript shape can be "seen" as many things by different
people. There is absolutely nothing which requires that the same object
change shape, or that it even BE the same object. That is a very
strange thing for a psychiatrist to be unaware of...
One other thing I find interesting is that both writing about the same
thing AND writing about different things are BOTH evidence to Velikovsky.
} "a tremendous spark flew between the earth and the globe of the comet"
} [page 77]
First, how is such an electrical potential suppose to be formed between the
Second, if there were, would not the tail have the same charge as the comet,
in fact it would be carrying the charge away as the potential would be
concentrated on the protrusions and then the particles electrostatically
repelled. IF the earth were immersed in the charged particles AND it had
a radically different potential, the particles would be attracted to the
earth and the two objects would rapidely reach an equipotential state.
The earth had been in the tail a LONG time.
Finally, objects from earth have travelled to comets. No large electrical
potential is observed. In fact, probes have gone to Venus and not found
any such indication. Heck again, EARTH has been inside of other comet
tails and no such thing occurred.
} " A phenomenon that has not been observed in modern times is an electrical
} discharge between a planet and a comet and also between the head of a comet
} and its trailing part"
} [page 78]
Interesting, in that earlier he uses this reason to discard someone's
theory, but not to discard his own. As he said - "not been observed in
modern times". Why set standards for others he himself does not match?
Again, even those these approaches HAVE been seen, his "hypothesized event"
did not occur. In fact, earth as passed near to/within Halley's comets
tail. No electrical discharge. No manna, flies,..... either.
And again, the tail should have the same electrical potential as the head,
since it came from there. You need a potential difference to have a
discharge. Doesn't Velikovsky understand this simple fact?
I can think of a good reason it has not been observed: it doesn't
happen. There have been opportunities...
} "The head of the comet did not crash into the earth, but exchanged
} major electrical discharges with it"
} [page 85]
Sort of like Halley's did in 1910? I've already gone into why this is absurd.
} [The collapsed sky]
} [page 89]
Nothing here to show any reason why these various stories referred to the
same time. I think Velikovsky uses "ancient" to mean "when I want it to".
} [volcanism and lava flows in Greek, Mexican and Biblican traditions]
} [page 91]
Nothing here to show that the quoted events are even approximately comparable
times, so no common exogenesis event should be implied. The only place
in which these events are simultaneous is within Velikovsky's mind. NO
separate support. You do not assume a time, then use your assumption to
support your assumption.
}"the celestial body.... sent close, made contact...,retreated, and
} approached again... about two months"
} [page 94]
I cannot come up with any pair of orbits in which two solar orbitting
objects come together in two months. Even Galileo which is carefully
aimed, left earth in October 1989 and will not be back until December
1990 after passing (gasp!) venus. And then it'll be back two years later.
And then on its way to (gasp! again) Jupiter.
Kepler's rules of orbital mechanics just don't let you do this. As
an obvious problem, it would take the planet going in the circle a year
to do the circle. That's too long. Now, lets put an ellipse intersecting
the circle at four points. Look at the different paths taken. Now,
picture the circular planet and the object in the ellipse being at the
SAME four points at the same time (i.e. transit the same angular
distance across paths with varying distances under different gravitational
accelerations). No way.
Something else neat - here we have close encounter after close encounter
after close...... Suddenly a circular orbit pops out, without ever
coming close again. As Ric Werme wrote:
The problem is that in a two body system, an orbit is invariant. That is,
its period is constant, its eccentricity is constant, its foci are
constant, its path is constant. Should something perturb the orbit, once
the perturbing force is removed, the perturbed body will be in a new orbit
and it will return to the spot where the perturbing force ended.
So, as you should see, if something perturbs the orbit, the two objects
should meet again - be it venus, mars, or earth. They are not.
} [all volcanoes active, all continents quake]
} [pages 96 and 97]
Volcanic flows can be easily dated. It is trivial to show that not all
volcanoes were active between 1500 and 600 BC. Not to mention the rest
of the devastation he alludes to.
} [a "pure" note making recognizable voices]
} [page 97 - 100]
Get real. People who played musical instruments would mistake a single
pitch ("same pitch throughout the world" - page 99) for voices? That
said different, clearly (and loudly) recognizable complicated speaches?
} [thunderbolt reverses the poles of a magnet]
} [page 114]
Huh? That's news to me. I know you can heat one past its curie point and
demagnetize it, but reverse it?
} [geomagnetic reversals are caused by comet near-approaches]
} [page 114-115]
The reversals are recorded in the ocean bed. As the ocean floor spreads
from the mid-atlantic ridge, the magnetism is recorded into the solidifying
lava. Thus, a continuous record of the earth's magnetic field is readily
available for the life of the atlantic ocean. You see a reversal about
every million years, though not in the last few thousand. He hinted that
lava could be used to verify his theory, but missed where. Unfortunately
for him, it disproves it.
} "We can at least maintain that the earth did not remain on the same orbit."
} [page 116]
I reckon he has no idea on the dimensions of the ecosphere around sol or he
would be MUCH more careful. For instance, to maintain a temperature
consistent with habitability, the low equatorial illumination should be
between 0.65 and 1.35 times that of earth.
Of course, since he has flies evolving on jupiter and then surviving after
being incandescent, his concept of "same orbit" must be MUCH broader than
mere liquid water! ("same" being "enough like the present one to allow it
to be livable".)
} [changes in the times and the seasons]
} [pages 120 - 125]
Cute, but coral beds faithfully record such events, as do tree rings.
We have records going WAY before a couple of millenium ago, and no
such changes are evident. (that is from now back to a few thousand
years ago, recording everything in between)
} "When the air is overcharged with vapor, dew, rain, hail, or snow falls.
} Most probably the atmosphere discharged its compounds, presumably of
} carbon and hydrogen, the same way.
} [page 134]
It will have to be REAL cold before it rains hydrogen!
} "Has any testimony been preserved that during the many years of gloom
} carbohydrates precipitated?"
} [page 134]
Wait one. Back around page 55 this stuff was hydrocarbons. Am I to
take it that Velikovsky cannot tell the difference between gasoline and
These must be the same "intelligent molecules" he discusses later
in reference to the problems associated with detecting hydrocarbons
in the atmosphere of venus. Somehow, the hydrocarbons hit the
ground but the carbohydrates hit the people. Neat trick!
} "... quantity which fell every day would have sufficed to nourish the
} people for two thousand years."
} [page 138]
Hmmmmm. With hundreds of thousands of Israelites (according to exodus) at
1/3 a kilogram a day falling (timed!) from the air for forty years we get
enough to cover the entire surface of the earth to about an inch.
Noplace else noticed?
Now, since all of it could not have hit the earth (timed and aimed release?)
we would get the release about 10000000000000000000000000000 grams in the
inner solar system, somewhat more massive than all of Venus. And that is just
the manna - not to mention the ice and rock that we KNOW is in a comet or the
rock and CO2 we KNOW is on venus. There is also the minor problem that visits
to comets and venus have not found any manna... In fact, the recent visit by
Kohoutek shows it contains large quantities of simple nitriles- bad
things like hydrogen cyanide and methyl cyanide. Not good components for
manna, but fine for gas chambers... And that the manna was baked after being
heated to "candescent" temperatures, ejected from venus at over 6.4 miles
per second, then surviving reentry. And this cooked manna still tasting like
"wafers made from honey" and so sensitive that sunlight evaporates it. Right.
For a nearby check, results from the Lunar Receiving Laboratory:
"A survey of organic constituents by a pyrolysis-flame ionization
detector method and by means of a very sensitive mass spectrometer,
provided an estimate of the indigenous organic content of the lunar
samples. The values published give the organic content as under 10 parts
per million.... No evidence of biological matter"
Does not look like evidence of either megatons of manna, nor of vermin,
descending from interplanetary space through the earth-moon system.
} "The Greeks as well as the Carians and other peoples on the shore of the
} Agean Sea told of a time when the sun was driven off its course and
} disappeared for an entire day, and the earth was burned and drowned."
} [page 143]
I just finished reading the book "End of Atlantis". It was written by an
archeologist. He compiled a lot of evidence, added some interpretation, and
concluded that around 1470 BC, an island in the southern Mediteranean, near
It was about 4 miles across. All that is left is some tiny islands around
the 'rim'. He compared it to a volcano in the south Pacific that erupted
around 1890 or so. If he is right, than the entirity of the Mediteranean
would have been hit by tidal waves. Also, the sun would have 'disappeared'
for several days, followed by several days of heavy rain.
Thanks to Ron Wigmore
} [first sighting of venus from earth]
} [page 158]
"This is not widely agreed with. Venus was known as the morning and evening
star certainly by 1900BC, and clearly discussed in connection with the rising
and setting sun at 3000BC.
According to sixteenth century BC records (-1580 to -1560) the observed motion
of venus was almost identical with todays orbit. Cuneiform writings of
the Babylonian astronomers were quite clear. There were even pre-
babylonian indications from Sumerian and Mesopotamian writings. I guess
"ancient" writings are only used if they support Velikovsky.
The sumerian version of "Inanna's descent to the neither world" that is
in copies made in the second millennium BC has "I am Inanna of the place
where the sun rises." (i.e. the morning star). One that refers to King
Iddindagan of Isin (ca. -1909 to -1889) identified her as both the
evening star and the morning star, which is an orbit INSIDE of earths.
The lowest known written documents on earth are excavated from
Uruk (Mesopotamia). The tablets at level III (next to lowest) refer
to Inanna associating her with the star of both the rising and setting
sun. This is around 3000 BC.
During the reign of Ammizxaduga, king of Babylon (between -1701 and
-1581) there were a series of observations of venus appearing and
disappearing with the rising and setting of the sun (it is either the
morning star or the evening star, but both never appear at the same
time. They apparently recognized this fact.) The text covered 21
consecutive years. It included periods of inferior and superior conjunction.
From this data, we can determine that the orbital data from this period
is compatible with modern orbital elements within the limits of
Babylonian observational accuracy.
The Venus Table in the Dresden Codex comes from twelfth-century AD
Yucatan. They not only observed the orbit, but had its period
and a close approximation to the complete cycle. There were five
iterations of ephemeris data, bringing the orbit of venus as indicated
to within two hours of the place/time modern orbital calculations would
And as for "unknown"
The Greeks called the evening star Hesperos.
The Greeks called the morning star Phosphorus.
the Romans called the evening star Vesper ("evening" in Latin)
The Romans called the morning star Lucifer ("light-bearer")
}"I assume also that in the third millenium only four planets could have
} been seen, and that in astronomical charts of this early period the
} Planet Venus cannot be found."
} [page 160-161]
He assumes wrong. When the facts do not support him (see above), he
substitutes his assumptions.
} "One of the Planets Is a Comet"
} [page 161]
We know what a comet is. Probes have gone to one. They are basically
big dirty snowballs. We know what Venus is. Probes have gone to it.
It is a BIG nasty ball of rock. A comet is ice cold. Venus is
molten-lead hot. They are very, very different. A few neat things have
been found- like Halley's comet (the 15 km comet itself, not the
corona and tail) is BLACK. Blacker than any black paint you can buy.
And small. And peanut shaped. And hot crust (100 degrees celsius from
the soviet on-site probe) with a cold interior (an aircraft monitored
jets out of it during the recent passage, find that they are ejected from a
32 degree source).
} [long discussion of comet tail of venus]
} [page 163-167]
Even if everything else was right, there is no way this stuff is going to
get up to escape velocity for a planetary size body. And the material
HAS to get off-planet to form a tail. It is easy on comets because the
head is very small with a trivial escape velocity. Simple warming will
accelerate the stuff to escape the head. Even heated to a dull red glow,
Venus's atmosphere is tightly held. Not to mention the tiny detail that
the atmosphere of Jupiter is mostly hydrogen and helium, the tail of
a comet is mostly water, and the atmosphere of venus is mostly carbon dioxide.
Yet Velikovsky thinks these are ALL the same gases (jupiter -> comet ->
}...page-long varying description of the appearance of venus...
} [page 164]
He quotes Kugler to prove that Venus had a beard (a cometary
tail). But he cuts off the quotation, so the reader won't notice that
"Venus has an axe" means "Venus is in the constellation `axe'" and
"Venus has a beard" means "Venus is the constellation `beard' (namely
the Pleiades)", just some Babylonian manner of speech.
On the same page V. says that Venus must have been a comet because it is
so bright, quotes Kugler, but omits Kugler's comment that Venus even
nowadays can sometimes be seen in daytime.
} [Pallas Athene]
} [chapter page 168-172]
Athena is not the goddess associated with Venus. The guy is now
making up his own mythology.
}Athena's counterpart in the Assyro-Babylonian patheon is Astarte...
}pictured with horns..."
} [pages 169 - 170]
Athena and Ishtar are both pictured with horns. Hence equal.
But V. doesn't tell his readers that *all* Babylonian gods are pictured
} "birth of Athena (planet Venus)"
} [page 173
Gummed up mythology again...
} [rain of cosmic flies, ants, and other critters]
} [page 183-187]
Really odd. This species, which is adapted to breath a nitrogen-oxygen
mixture as an adult evolved in an environment that had neither oxygen
nor liquid water? And would not it be the case that after reentry any
insect would greatly resemble an ash? And I find it unsubstantiated
that, on earth, flies are separated biologically from every other insect.
They seem to match proteins, DNA, general physical structure,...
} "The ability of many small insects... and to live in an atmosphere
} devoid of oxygen..."
} [page 187]
Not that I know of. Not to mention the minor detail that a metabolism
which obviously runs in an oxydizing atmosphere just would not make it
in a neutral (like Venus and Mars) or reducing (like Jupiter) atmosphere.
}Pliny says that Isis is the planet Venus
} [page 195]
Plinius (who lived 2000 years after the high point of Egyptian
civilization) is quoted for Isis=Venus. However, in the pictures that V.
quotes can be seen that Venus is associated with quite another god, namely
Osiris; the same source (Plutarchus) that identifies Isis with Athena,
says that Isis is associated with the star Sirius.
} "Venus moves Irregularly"
} [page 199-202]
Not for the last few thousand years it hasn't. Say, at least four
thousand. See above.
}The Vulgate translation.... The (Greek) translation...
} [page 202]
Velikovsky usually quotes `correct' but in a strange way. He quotes
the Bible (Job), by using the Vulgata-translation and the Septuagint-
translation both for the same passage, and ignores the Hebrew original.
} "Gaseous masses reaching the atmosphere could asphyxiate all breath in
} certain areas"
} [page 234]
Interesting. A density WAY above current comets (Halleys, for instance,
is known as a dirty one. One probe even flew through a jet. A cup of
tail has something like one chance in 25,000 of containing one dust
particle) somehow aims at parts of the earth.
I wonder if Velikovsky realizes that during the 1910 pass of Halley's comet
a lot of people stayed indoors because they were afraid of the "lethal gas"
in the cometary tail. Guess what? Nobody was killed.
} "I could not find the publication"
} [page 237]
We have here a common usage of defense between most Velikovsites and
} [Rotation of the earth stops and starts]
} [pages 236 and 385]
I am aware of tidal locks "freezing" the rotation of one body relative to
another, but not one body locking the revolution of a second body onto
yet a third, nor of any way to restart the spin to the same value it had
before. Please see above for the shock and thermal considerations.
}The Babylonian name of the planet Mars is Nergal...Nergal, the perfect
} [page 241-242]
Nergal would be the god of war (he isn't, he is the god of pestilence).
Why? because he is called "perfect warrior". V. doesn't tell his readers
that all Babylonian gods are called like that.
} "The planet Mars was feared for its violence"
} [page 242]
The GOD Mars was feared for his violence - remember, the God of War?
Mars was associated because it appeared (blood) red. Still does.
In fact, from the surface the sky appears pink.
} "the unpredictable planet" - page 242
} "retrograde motion of the planet" - page 243
That is why they were called "planets". They wandered.
The word "planet" is from the greek "wanderer", "to wander", or "to
rush around". Look it up.
This is a simple result of the orbits instead of the (relatively) fixed stars.
It is how we find asteroids and planets NOW. You take two pictures and look
for relative movement between blinks.
} "Mars did not arouse any fears in the hearts of the ancient astrologers"
} [page 244]
I thought he just got through (page 242+) telling us how much it was
} "A conflict between Venus and Mars, if it occurred, might well have
} been a spectacle observable from the earth"
} [page 245]
Even IF such were to occur (at the orbit of mars), I would be slow to
call it a "spectacle". You really have to look at the right place to
FIND mars. Two tiny dots would hardly constitute a "spectacle".
} [names of Gods and planets identical, Athena ejected from Jove]
} [page 247]
First, the planets were named after the gods.
Second, Aphrodite is the greek equivalent to Venus, not Athena.
} "Aphrodite, the Goddess of the Moon"
} [page 247]
Huh? Aphrodite is the goddes associated with Venus. Selene is the goddess
associated with the moon (hence "selenology - a branch of astronomy that
deals with the moon.).
}"But what might it mean, that the planet Mars destroys cities, or that
} the planet mars is ascending the sky in a darkened cloud, or that it
} engages Athena (the planet Venus) in battle?"
[ page 251]
How about "The God of War chieftain of valor, was inspiring the warriors"?
And again, Athena is NOT associated with Venus, except, of course, to
} "Lucian is unaware that Athena is the Goddess of the planet Venus"
} [page 251]
So is everyone else, since she isn't. Aphrodite is.
} "The Greeks chose Athena, the Goddess of the Plane Venus, as their
} protector, but the people of Troy looked to Ares-mars as their
} [page 253]
The Greeks did not associate Athena with the planet Venus.
Troy had a very warlike history. They chose the God of War.
}In an old textbook on Hindu astronomy, the Surya-Siddhanta
} [page 256]
He doesn't say that they date from about 400 AD.
}"Mars... was instrumental in bring Venus from an elliptical orbit
} to a nearly circular orbit."
} [page 259]
First, Venus has not been in a very elliptical orbit for at least four
thousand years (see above). Second, this circular orbit would not be
inside of the orbit of earth if it were done so. You don't circularize an
orbit someplace else.
}"the swordlike appearance of the atmosphere of Mars, elongated on its
} approach to earth.."
} [page 262]
First, people can't see a thin atmosphere. Maybe the clouds or suspended
dust? Second, to make the clouds "swordlike", the tidal stress would do
in the solid part of the planet. But there it sits.
} [mars changing shape to look like animals equated to "Egyptians worship
} [page 264]
The close approach was suppose to significantly distort the spherical shape
of a planetary body without destroying it? Perhaps a review of the tidal
destruction of bodies would have been a nice thing for him to know. Does
the name "Roche" ring a bell?
} "The Babylonians called the year of the close opposition of mars
}"the year of the fire god""
} [page 267]
And the Chinese have "the year of the rat" and "the year of the snake".
I am more inclined to believe the reverse - given that Velikovsky decided on
to have an close approach, he looked up a place/time/name that would fit.
}"But if for some reason the charge of the ionsphere, the electrified layer
} of the upper atmosphere, should be sufficiently increased, a discharge
}between the upper atmosphere and the ground, and a thunderbolt would
} crash from a cloudless sky."
} [page 268]
If, for some reason, the ionization level of the ionsphere were to be
increased it would become a better conductor. Period. The rest is
absurd. Does Velikovsky know what "ionized" means?
}The Greek term for the collision of planets is syndos, which, in the
}words of a modern interpreter, requires a meeting in space and also
a collision of planets.
} [page 271-272]
Velikovsky doesn't inderstand `conjunction' of planets. He thinks it means
}"These ever recurrent earthshocks in a country as rich in oil as
}Mesopotamia also caused eruptions of earth deposits: ":The earth threw
}oil and asphalt," observed the official astrologers, as the effect of
} [page 275]
Earlier this stuff was suppose to be oil descending from the comet.
His story changes to match what he wants it to say. Not to worry -
he has it swapping back and forth and coexisting (though not delivered
at the same time/place together) all thorough his works.
}"Mountain building is a process the causes of which have not been
} established; the migration of continents is but a hypothesis."
The mountain ranges are quite well constructed at the points of collision
between continental plates. That and volcanic building work quite well,
are very predictable, and easily modeled. See above.
}" Pull, torsion, and displacement were responsible for mountain building,
} too." [thinks mars & venus pulled mountains up}
} [pages 277-278]
First, that model does nothing to explain the distribution of the
mountain ranges along the lines where the continental plates collide.
Second, to have enough tidal pull to distort the rigid components of the
surface permanently by miles (i.e. so far that will not even settle
after miles of displacement) you would first strip the hydrosphere and
atmosphere off the planet.
Third: You cannot focus gravity from a planet onto a small point at a
distance. The entire earth would become oblate, and but not just select
points. In fact, this effect is observed on a number of moons, as they
have become tidally deformed while they were plastic.
Finally, we have a fairly simple, straightforeward, and displayable
explanation. That isn't it.
} "They rushed in front of and around mars (it's satellites); in the
} disturbance that took place, they probably snatched some of mars's
}atmosphere, dispersed as it was, and appeared with gleaming manes"
} [page 280]
Come on. The escape velocity for these moons is around 20 mph and they
are amongst the DARKEST objects in the solar system. Direct observation
of them from satellites around mars shown no atmosphere at all.
These little moons would have been flung away if there were such a near
encounter. That they are there at all is proof that no such event has
happened in their lifetimes.
} [independent books of Joel and Vedas]
} [pages 281 and 288]
If the books are independent, how can Mars and Marut be cogitates?
} [meteorites noisy reentry]
} [page 283]
Nonsense. They are generally observed to be silent. I've seen quite a
few, but haven't heard any. There is an electronic crackle often associated
with their ionized contrail... Of course, if you managed to get wacked by
} [Isiah predict time of return of mars]
} [page 307]
Very good. Isiah could solve the full three-body problem with electric
and magnetic forces added. Wish he had included the formulation in the
} [a lot of talk on summer solstice and shadows]
} [page 315]
Good point. And gives one cause to wonder why the sites at Stonhenge and
the Pyramids align with the sun on exactly where the sun would have been
using only slow, predictable, and current progression and absolutely
NOTHING about V's sillyness is evident. And so he left it out.
} either these tablets do not originate from Babylon or this city
} actually was situated far to the north
} [page 315, and footnote 16 same page]
Velikovsky never tells the reader that Kugler cleared up the
problem there (the incorrect length of day in ancient Babylonia) in a later
}"A gnomon...shows midday to within half a second.
} [page 315, footnote 15]
Now the shadow that determines the time has a width of 250 times half a second.
Or does V. mean that the sundial is very accurately pointed south? But
that does not imply that it shows the time correctly.
Also sundials can't be used to determine the length of the day, because
they don't work at night . . .
} [Babylon move south ] - [page 315 to 316]
} [Faijum moves south ] - [ page 321]
} [ Thebes moves north] - [ page 321]
Notice anything odd here about nearby cities moving hundreds to thousands
of miles in different directions?
}Of course, a sundial or shadow clock from before -687 can no longer serve
}the purpose for which it was devised, but it might well be of use in
}proving out assumption.
} [page 321]
Instability of axis of earth deduced from just one wrong sun dial.
Now sun dials were often transported from one place to another, many of
them are correct, but errors are not unknown.
} [mammoth stuff]
} [page 326-327]
The original article extracted here is cited as "Farrand, Wm. R.;
_Science_,133:729-735, March 17, 1961 (Copyright, 1961 American Association
for the Advancement of Science)" My comments are in ; the material in ()
is included in the article.
"...In contrast to scientific efforts, a number of popular and quasi-scien-
tific articles have appeared in recent years, in which fragnmentary knowledge,
folk tales, and science fiction are combined under the guise of veracity--
much to the chagrin of scientists and the confusion of the public. The most
recent of such articles is that of [Ivan] Sanderson, who comes to the
conclusion that the "frozen giants" must have become deep-frozen within only
a few hours time. Such a thesis, however, disregards the actual observations
of scientists and explorers. Adding insult to injury, Sanderson proceeds to
fashion a fantastic climatic catastrophe to explain his conclusions....
"...The cadavers are unusual only in that they have been preserved by freez-
ing; the demise of the animals, however, accords with uniformatitarian
concepts...The ratio of frozen specimens (around 39) to the probable total
population (more than 50,000) is of the order of magnitude expected
among terrestrial mammals on the basis of chance burials. Furthermore, the
occurance of whole carcasses is extremely rare (only four have been found)...
"...There is no direct evidence that any wooly mammoth froze to death.
In fact, the
healthy, robust condition of the cadavers and their full stomachs argue
against death by _slow_ freezing. [their emphasis] On the other hand, the
large size of their warm-blooded bodies is not compatable with _sudden_ freez-
ing. In addition, all the frozen specimens were rotten...only dogs showed
any appetite for [the flesh]...'the stench [of decay]...was unbearable.'
"Histological examination of the fat and flesh of the Berezovka mammoth show-
ed, "deep, penetrating chemical alteration as a result of the very slow
decay," and even the frozen ground surrounding a mammoth had the same putrid
odor, implying decay before freezing [actually, no--the ground could have
thawed after the mammoth was frozen and permitted decay, then refrozen. ERE]
Furthermore, the stories of a banquet on the flesh of the Berazovka mammoth
were, "a hundred per cent invention."
"...The only direct evidence of the mode of death indicates that at least
some of the frozen mammoths (and frozen wooly rhinoceroses as well) died of
asphyxia, either by drowning or by being buried alive by a cavein or mud-
flow...Asphyxia is indicated by the erection of the penis in the case of the
Berazovka mammoth and by the blood vessels of the head of a wooly rhinoceros
from the River Vilyui, which were still filled with red, coagulated blood.
"The specific nature of the deposits enclosing the mammoths is not known
well enough to be very helpful as an indicator of the mode of death or burial.
Most of the remains are associated with river valleys and with fluviatile
and terrestial sediments, but whether the mammoths bogged down in marshy
places or fell into 'riparian gulies' or were mired in and slowly buried by
sticky mudflows is not clear...in Siberia only mammoths and wooly rhinoceroses
have been found frozen and preserved...
"...so far no other members of the contemporary Eurasian fauna [except
mammoths and wooly rhinos]...have been found frozen and well preserved. That
only the bulky and awkward 'giants' of the fauna are so preserved points to
some pecularity in their physique as a contributing factor...the mammoth,
with his stiff-legged mode of locomotion would have difficulty on such
[Siberian] terrain and moreover would not be able to cross even small gullies.
It would be nearly impossible for him to extricate himself if he had fallen
into a snow filled gully or had been mired into boggy ground...
"The stomach contents of the frozen mammoths indicate that death occured in
the warm season...when melting and soluflication would have been at a maximum
and, accordingly, locomation would have been difficult.
"...Digby was impressed by 'countless riparian gullies' that would have been
ideal mammoth traps...Vollosovich...theorized that an animal so trapped
might fall on its side and act as a dam, being slowly buried and suffocated
by mud. The Berezovka mammoth is commonly regarded as having fallen as a
cliff slumped beneath it; its broken bones attest to such a fall...the Mam-
ontova mammoth perished in a bog...Quackenbush [wasn't he also Groucho Marx?]
believed that his specimen from Alaska perished on a floodplain and that most
of the flesh rotted away...
"...All of these theories are credible and can be accepted as possibilities.
There seems to be no need to assume the occurance of a catastrophe."
Thanks to firstname.lastname@example.org
}"A year of 360 days" an entire chapter (8)
} [page 330 - 359]
Not to mention that this would come as a complete shock to the Mayans,
whose astronomical observations go back to the time when you claim the year
was only 360 days. Not only did their calendar have 365 days, it matches our
current year with greater accuracy than our Julian calendar does! It would also
come as a complete shock to the builders of Stonehenge, which has been dated
again to the same period (by C-14, and there is NO sign of flooding at the
site!). Various structures of Stonehenge allows one to predict various events
in the year, such as Midsummer's Day and lunar eclipses with excellent
accuracy. This would not be possible if the year were longer now than it was
then. There are quite a few other ancient observatories throughout the world,
all of which match quite nicely with our current year.
The Egyptians actually had both types of calendar at the same time;
their lunar calendar had 365 1/4 days, and their civil calendar had 12
months of 30 days with 5 holidays tacked on. These two calendars
diverge by one year in each 1460, and coincide in 2773bc. That's well
before 700 BC. They did *not* change from one to the other, but used
each for the cases in which it was most convenient.
The Babylonians used a lunar calendar with alternating months of 29 and
30 days, leading to 354 days in 12 months, not 360. Then an extra
month was added each three years, leaving an error of three days.
Later, they used the Metonic cycle, based on the observation that 19
solar years equals 235 lunar months. This led to a calendar which had
seven years with thirteen months in each 19 year cycle. This was also
the basis of the Jewish calendar.
Instability of the length of the year deduced from calendar reforms.
Calendar reforms were often performed. Maybe according to V. the earth
rotated slower in pre-revolutionary Russia, that kept to the Julian
calendar until 1917. Maybe the sun doesn't shine at all in Islamic
countries, that use a purely lunar calendar.
Any "everyone" used 360 days at the time? Maybe,
Except for the Mayans, the builders of Stonehenge, one of the ancient
American Indian tribes, etc. etc. etc. The 360 day calendar is not
NEARLY as prevalent as you suppose. The ancient Hebrew calendar, for
instance, consists of 13 lunar months. This makes for a year LONGER
than 365 days.
The year 360 days. Copied from Whiston. Argument: according to
Diogenes Laertius the year was divided into 365 days by Thales.
Now D.L. was a copist, who lived 1000 years after Thales. Whiston didn't
know that, but V. was in the position to judge the reliability of Diogenes.
The Greeks had lots of cultural heroes to whom all kinds of inventions were
attributed. That the year had 365.25 days was known a long time before Thales
to the Egyptians.
}Repeated changes in the course of the sun across the firmament led the
}astronomers of Babylon to distinguish three paths of the sun: the Anu
}path, the Enlil path, and the Ea path.
} [page 351]
"the paths of Anu, Ea and Enlil" are according to V. different
eclipticas, but long since the books appeared that V. quotes, assyriologists
have discovered that they mean the three main zones in the sky (summer, winter
} [lunar craters from molten surface bubbles]
} [ pages 360 - 362]
1. Rock does not cool from molten to solid nearly fast enough to leave rings.
2. No combination of orbit and spin could have produced the current shape
from a molten body.
3. The Apollo astronauts would have noticed this trivial detail. They didn't.
4. The rocks have been solid for millions, even billions, of years.
5. You get craters with impact on solids. No "semiliquid mass" is needed.
In fact, you get very nice looking, and similar appearing, craters by
impacting projectiles onto solids FAST (rail-gun fast). You even get
that central peak.
From the Lunar Receiving Laboratory: seven rocks were dated using the
K-AR method. They yielded consistent dates of 3.0+/-0.7 X 10^9 years.
Radiation exposure ages varied from 10X10^6 to approximately
160X10^6 years. This surface was NOT molten recently and the rocks
were NOT "bubbled up" from beneath the surface.
As an aside and relating to his magnetic points, the rocks brought back
solidified in the presence of a magnetic field that was only a few
percent of the present terrestrial field. It was NOT molten in the
presence of a megagauss field.
} [spectacular catastrophies on mars since it is smaller]
} [page 363-265]
Mariner 9, for instance, showed the surface and it had no such thing. The
planet is, if anything, less active than the earth.
}"The atmosphere of mars is invisible"
Interesting, since it looked like a sword just a little while back...
(when it was "a comet approaching earth")
BTW: From the surface it looks pink. National Geographic ran a
rather interesting series on the Mars pictures a while ago.
}"The white precipitated masses on mars, which form the polar caps, are
}probably of the nature of carbon, .... keeps this "manna" from being
} permanently dissolved under the rays of the sun."
} [page 366]
Carbon is black. Maybe he means Carbon Dioxide? That would be true, in
part (the permanent part is water), but that would disagree with his
Carbohydrates have a strong 3.5 micron absorption feature. The martian
polar cap doesn't. Mariners 6,7, and 9 have found abundant evidence
for frozen water and carbon dioxide, though.
}"The main ingredients of the atmosphere of Mars must be present in
}the atmosphere of the earth" [gas exchange during encounter]
} [page 366]
CO2 is the main component at the atmosphere of mars. It is a very minor
component of the atmosphere of earth. Nitrogen is the main component
of the atmosphere of earth, with oxygen coming in second. These gases are
not major components of the atmosphere of mars.
}".... argon and neon...on mars... Mars should be submitted to the test.
} If analysis should reveal them in rich amounts, this would also answer
} the question: What contributions did mars make to the earth when the
} two planets came in contact."
}[ page 367]
Viking landers: 96% Carbon dioxide, 2.5% nitrogen, 1.5% argon. Very small
traces of oxygen, krypton, and xenon were found. So the answer is:
None at all.
BTW: The heavier noble gases (krypton and xenon among them) have yet to
be found associated with comets...
"Mars emits more heat than it receives from the sun."
} [pages 367]
Mars does NOT emit more heat than it receives from the sun. It has been
observed from earth, orbit, mars orbit, and by landers. This simply is
not so. As a result of the studies from Mariner 6, 7, and 9 mapping
mars in broad infrared bands near 10-20 microns, the thermal map of
mars is known almost as well as earth and the moon. All the temperatures
are consistent with thermal equilibrium conditions, there is no indication of
an internal heat source.
}[more destruction on mars during encounter than on earth]
Not where the landers have put down there isn't.
Nor on the pictures from orbit.
}"The planet (venus) is covered by clouds of dust."
} [page 368]
What kind of dust? This is a zero statement. It does have clouds of sulfuric
acid droplets, though... (between 75% and 85% concentration)
}"...I assume that Venus must be rich in petroleum gases."
It isn't. 'Nuff said.
Of the sulfuric acid, hydrofluoric acid, and hydrochloric acid we see nothing.
No hydrocarbons. No carbohydrates. ESPECIALLY not from Mariner 2.
Read the data, not the press release. The reporters made that "petroleum
found" up. Sagan was, BTW, one of the scientists directly associated with
this probe and that instrumentation in particular. What he finds funny
is that it was postulated to fill the greenhouse hole (filled by CO2 and HOH)
to support the temperature. Immmanuel used non-data that was used to support
a theory he disclaims. Double wrong!
}"If the petroleum that poured down..."
Again, this confusion between hydrocarbons (petroleum) and carbohydrates
("manna") appears. Velikovsky appears to add the lack of knowledge of
chemistry to his lack of knowledge of astrophysics.
}"The fact that methane has been discovered on Jupiter- the only known
}constituents of its atmosphere are the poisonous gases methane and
}ammonia - makes it rather probable that it has petroleum.
} [page 369]
Unfortunately, the major constituents of the atmosphere of Jupiter
are hydrogen and helium, neither of which appear too abundant on Venus.
And the presence of methane, a VERY simple molecule, says nothing about
the presence of petroleum extraterrestrially. What you do is take
whatever Carbon happened to be there and chemically combine it with
the hydrogen that is EVERYWHERE. Presto! Methane.
}"... Venus - and therefore Jupiter - is populated by vermin; this organic
}life can be the source of petroleum."
} [page 369]
First, Venus has been directly visited on the surface by landers, in the
air by balloons, and from low orbit. NO indication of such "vermin"
Just for fun, let's say "vermin" existed on Jupiter. Now, given that
Venus is ejected at over 60 km/sec (Jupiter's escape velocity) and
less than 67 km/sec (vector addition of 60 kps jupiter escape and 20 kps
solar escape), which is WAY above the speed at which meteorites land
on earth, and the atmosphere of Jupiter is THICK, what's keeping these
things from being baked off as it exits by "reentry" (going up instead
of down) heat?
BTW: What mystical mechanism ejects a planetary at 60-67 kilometers
per second from a very select site (in the plane of the elliptic, on
the "back side" of the orbit so it will spiral inward)? We are talking
10^41 ergs here. That is about 9 1/2 months worth of the sun's _entire_
energy output, which suddenly is released in one moment!
}"The night side of venus radiates heat because Venus is hot"
} [page 371]
No kidding! Enough to melt lead on most of the surface. How much
do you think an entire world would cool overnight, if it started at
molten lead temperatures, the atmosphere formed a blanket that
retained the IR, and there are STRONG winds that redistribute the heat?
}"The reflecting, absorbing, insulating, and conducting properties
}of the cloud layer of venus modify the heating effect of the sun
}upon the body of the planet..."
True, and apparently even more than he thought. The common label
fastened to this observation is "greenhouse effect" The same
should happen to any terrestrial world that receives that much sunlight.
The calculated trigger for a runaway greenhouse is about 1.4 times the
solar flux on earth.
}"Venus gives off heat."
Correct, but misleading. It gives off just as much energy as it receives.
The thermal flux ("gives off heat") matches the incoming sunlight.
This is why, for instance, microwave brilliance readings have stayed
constant for decades. Besides which, you can measure the flux directly.
Just for fun:
If venus was travelling 500 kilometers per second (not odd for outter
sol system origin), and the sun's radius is 7x10^10 cm, the transit time
is appox 3000 seconds, less than an hour. How hot could it get? The
solar source in the photosphere is 6000 degrees K. Now, using the
Stefan-Boltzman law of thermodynamics, if there were NO other heating,
by now it would be 79 degrees kelvin. Cold. Real, real cold.
Now, just what happens to rock when you heat it to 6000 degrees?
And the vermin, manna, oil,.....
}"The core of the planet venus must be hot."
} [page 371]
Big deal. The core of EVERY planet is hot compared to its crust. Even
the moons of of the outter planets. Remember that volcano of sulfur (dioxide?)
}"Astronomers will see the planets stop or slow down in their rotation,
}cushioned in the magnetic fields around them..." [pluto and neptune]
} [page 372]
The magnetic fields of neptune and pluto are nowhere NEAR strong enough
to do this. We have sent probes, and these little metallic items were
not influenced in the least. We have sent a couple of Voyagers
through the entire solar system, with a few close approaches (Neptune
included). In spite of coming REAL close, and in spite of having a
lot of iron in their construction, the force in their precision
navigation was gravity. A force that did not measurably influence
a chunk of steel smaller than a car does not seem likely to be able
to bounce planets.
Sagan did the calculations as to what field strength would be
required - about 10 megagauss. This is a BIG magnetic field! Since
earth is .5 gauss, Mars and Venus are about .01, and Jupiter is less than
10, and the interplanetary flux is about 10^-5, and NO rock shows sign of
solidifying in a 10 megagauss field, I would say this is totally
}"Comets may strike the earth, as Venus did when it was a comet"
} [page 373]
Astounding, isn't it. Direct physical contact that didn't destroy both.
Look at the hole in arizona a LITTLE object made. Look at the iridium
layer that may have come from a meteorite a bit larger that exterminated
(possibly) most life on earth. Think what a planetary mass would do.
I doubt if the crust would survive anywhere on either. And they would
STAY in one piece, not split off again.
For some more fun:
Total kinetic energy in the collision:
KE = 0.5 (M_e + M_v) v_rel^2 where v_rel is the relative velocity.
v_rel has to be _at_least_ 11.2 km/s (Earth's escape velocity),
and should be larger (gravitational focussing; difference in orbital
This gives KE = 7 x 10^39 ergs. Considering the binding energy
estimate obtained previously, the collision bids fair to disrupt
both planets. It would be astounding if Earth_after were anything
at all like Earth_before!
(thanks for this from Mr. Gaetz!)
}"Facing many problems"
No kidding. Nothing but, the way I see it.
To pick a couple from Yaron P. Sheffer:
After very close encounterS with Earth, which have involved such drastic
effects as tidal disruptions, a complete halt of our planet's
rotation, then a restart at exactly the previous rate, etc.,
one would expect lots of space debris to float around both planets,
maybe even around Mars. A formation of ring systems seems to be very
plausible under the circumstances, YET NONE IS OBSERVED AROUND THESE
THREE TERRESTRIAL PLANETS. In fact, Venus has no natural sats whatsoever,
which are expected after a launch from Jupiter plus the following
planetary encounters. (Not to mention that Venus has been refered to
as a COMET, just about 1,000,000,000 times heavier than any normal comet
we usually see.) NOTE: 4000 YEARS OR SO IS AN INSUFFICIENT TIME SPAN
TO HAVE PLANETARY RINGS COMPLETELY DECAYING.
Major effects should have involved our moon, YET ALL WE SEE ARE QUITE
LUNAR MARIA AND UPLANDS WHICH HAVE BEEN DATED TO HAVE BEEN METEORITICALLY
ACTIVE NO LATER THAT 3 BILLION YEARS AGO.
Has anyone noticed any other events in which one planet launches another
towards other regions of the solar system...?? UH-UH!!
Even given "plausible" trajectories which stabilize within 4000 years
into almost circular (and at the exact available slot) orbits,
people IGNORE the machanism by which Venus has been Jovianly launched.
There are careful Sumerian records of their skies from ca. 5000 years
ago... which give accounts of observing Venus in its ever-normal
orbit, AS IF NOTHING HAS EVER HAPPENED VELIKOVSKY-WISE! Just a reminder:
Earth has stopped its rotation (legend-wise of course) about
2000 years after the Sumerian observations of Venus...
As has been mentioned already: The chemical composition of Venus is very
different from that of Jupiter. Instead of dealing with this simple
(yet anti-Velikovsky) hard fact from Reality, people went on to "reconsider"
plausibilities of orbital mechanics. But if there is no way to launch
Venus in the first place....
The solar system (INCLUDING VENUS) is 4,600,000,000 years old.
Why do people still consider "scenarios" for "events" which supposedly
occured in the last 0.000001 part of the solar system's age
as "favorable"? Or are these only people who are not updated
with the latest knowledge about our solar system? Hmmmm...
}[venus changed into a comet]
We know what venus is. Landers have been there. We know what comets
are. Probes have been there. Venus is not a comet.
BTW: If Venus was/is a comet, where is the tail? It is closer to the sun
now than it "was" during this supposidely dashing around. So where is
the tail now? And, given that the escape velocity is 6.4 miles per second,
how did it EVER have a tail? And for the "it is its atmosphere" crowd,
why is it bound now and wasn't earlier? The mass of venus was HIGHER
back "when it was a comet", and so its gravity was higher, so the
atmosphere would have been bound even tighter. Velikovsky tries to
convince us (later works) that the tail got wrapped around the planet
and is now the atmosphere. Nice to know how this happened...
}"Magnetic poles of earth became reversed only a few thousand years ago."
Nope. There are reversals, but none that recently. There is NO evidence of
such a proposition.
One would think that there would be some indicator, say in corals or
tree rings, of such. Velikovsky presents none. His only dream is that
of people using simpler math using a different base recorded what he
wants and not what was.. As a minor note, "december", means "tenth month".
Are we really only using ten now? The earlier civilizations often didn't
even NAME the latter months. The were more interested in the growing season.
That did not mean it was never winter.
}[venus night side heat]
} [page 380]
Absurd. See above.
}"solved the problem of mountain building..."
Absurd. See above.
}"This could be caused by the earth's passing through a strong magnetic
} field at an angle to the earth's magnetic axis."
} [page 385]
One would think that some indication of this magnetism would be found in the
rocks. It has not. And the spacecraft that measure the field-strength
near Venus found it to be significantly less than even the earth's.
}[slowing of the earths rotation]
Lets say that it was NOT done suddenly, since we can see features in Luray
Cavern that are older than this that could not take the stress. BUT, with
the earth's specific heat taken into account, and the rotational energy,
the earth would warm an average of 100 degrees celsius, more than enough
to boil the oceans. At low altitudes near the surface (where the people
usually are) the temperature would go up by 240 degrees. Yet, the
inhabitants didn't notice.
} [more on the magnetic slowing]
} [page 386]
Absurd. See above. No evidence at all.
}[decides an atom is a good model of the solar system]
} [page 387-388]
This flies in the face of observed QM effects.
}[A nova the result of the collision of two stars]
}[ page 388]
A nit here. Bear in mind the distinction between novae and
supernovae. Novae are thought to result from thermonuclear
flashes on accreting white dwarfs. Type II supernovae (like
SN 1987A) are thought to result from core collapse of massive
stars upon exhaustion of nuclear fuel. (The detection of neutrinos
from SN 1987A was a welcome confirmation of the core-collapse
hypotheses. Modelling core collapse is extremely tricky because the
explosion itself is a minor perturbation on the dynamics. I don't
recall the exact figures, but I seem to remember that about
10^54 ergs is released in neutrinos, compared to only 10^51 ergs
in the explosion itself. It doesn't take much of an error in the
numerics to convert an explosion to a fizzle.)
(another from Mr. Gaetz.)
odd thought, indeed! Maybe "some" or "one" or "maybe oughta"?
references for direct quotes from Immanuel Velikovsky"
Worlds in Collision
Earth in Upheaval
The Editors of Pensee
(has a lot of his papers in it, along with other papers pro-V.)
counter-velikovsky references I found during this search:
Scientists Confront Velikovsky
Beyond Velikovsky: The History of a Public Controversy
Henry H. Bauer
references that I have sitting here and referred to:
Computer Simulation of the Formation of Planetary Systems by S. Dole in
Icarus 13, 494-508 (1970)
Calculations on the Composition of the terrestrial Planets
Reynolds & Summers, Journal of Geophysical Research vol 74, no 10
May 15, 1969 p 2494
The formation of the Earth from Planetesimals
Wetherill, Scientific American June 1981
Fractionation of Iron in the Solar System
Harris & Tozer, Nature vol 215, Sept 30, 1967
Formation of the Sun and Planets
A. G. W. Cameron, Icarus 1, 13-69 (1962)
The Supercontinent Cycle
Nance, Worsley, & Moody, Scientific American, July 1988
Alfred Wegener and the Hypothesis of Continental Drift
A. Hallam, Scientific American Feb 1975
Goldreich, Peter, and Stanton Peale, "Spin - Orbit Coupling in the
Solar System", Astron. J. 71, 6 (August 1966), pp 425- 438
Cloud, Preston E., Jr., "Atmospheric and Hydrospheric Evolution on
the Primitive Earth", Science 160, (17 May 1968), pp 729 - 736
Hart, Michael H, "Habitable Zones About Main-Sequence Stars",
Icarus 37 (1979), pp 351 - 357
Mart, Michael H, "The Effect of a Planet's Size on the Evolution of
its Atmosphere", published in some conference or another; I
got a copy from the author. (Dave Allen )
Planets for Man
Our Evolving Atmosphere
Is Anyone There? by Isacc Asimov
Second Planet, Second Earth
S. L. Gillett, Analog Dec 84
The Steady State of the Earth's crust, atmosphere and oceans
Siever, Scientific American, May 1974
The Evolution of the Atmosphere of the Earth
Hart, Icarus, 33, 23-39, 1978
Evolution of the Atmosphere and Oceans
Holland, Lazar & McCaffery, Nature vol 320, 6 mar 1986
The Atmosphere of Venus
Schubert & Covey, Scientific American, July 1981, p66
The Runaway Greenhouse and the Accumulation of CO2 in the Venus Atmosphere
Rasool & Bergh, Nature, vol 226, June 13 1970
The Volcanoes and Clouds of Venus
Prinn, Scientific American, Mar 1985
Venus, Near Neighbor of the Sun
Structure of the Lower Atmosphere of Venus
C. Sagan, Icarus 1, 151-169 (1962)
Astronomy of the Ancients
K. Brecher and M. Feirtag
The Mystery of Comets
Fred L. Whipple
Geochemical exploration of the Moon and Planets
I. Adler and J. I. Trombka
The Planet Uranus: a history of observation, theory, and discovery
A. F. O'D. Alexander
The Planetary System
Morrison & Owen
Werelden in Botsing (Dutch) 1963
references from Matt Briggs on venus's atmosphere:
Dickinson, R. E. (1986). "Venus mesosphere and thermosphere, pt. 1,
heat budget and thermal structure," Jounral of Geophysical
Reasearch: 91 (70-80).
Kasprzak, W. T. (1986). "Wavelike perturbations observed in the neutral
thermosphere of Venus," Jornal of Geophysical Research: 93 (11237-
Hou, A. Y. (1989). "Further studies of the circulation of the Venus
atmosphere," Journal of Atmospheric Science: 46 (991-1001).
Lacis, A. A. (1975). "Cloud structure and heating rates in the
atmosphere of Venus," Journal of Atmospheric Science: 32 (1107-1124).
Walker, J. C. G. (1975). "Evolution of the atmosphere of Venus,"
Journal of Atmospheric Science: 32 (1248-1255).
reference from Perry G. Ramsey:
There is an article in the Journal of Atmospheric Sciences, June 1975
(in fact, the entire issue is about the atmosphere of Venus) by James Pollack
and Richard Young describing a radiative-convective model of the Venusian
Articles relating to geomagnetism:
Evolution of Overlapping Spreading Centers: A Sea MARC II Investigation
MacDonald, K. C. ; Fox, P. J
Stratigraphic Aspect of Paleomagnetic Studies of Bottom Sediments in Seas
Tretyak, A. N. ; Vigilyanskaya, L. I. ; Dudkin, V. P.
Magnetic Anomalies and Sea-Floor Spreading in the Western North
Atlantic, and a Revised Calibration of the Keathley (M) Geomagnetic
Tucholke, p857-876 1979
Vogt, P. R. ; Einwich, A. M
An Analysis of Near-Bottom Magnetic Anomalies: Sea-Floor Spreading and
the Magnetized Layer
Geophysical Jnl. of The Royal Astronomical Society v43 p387-424 1975
Klitgord, K. D. ; Huestis, S. P. ; Mudie, J. D. ; Parker, R. L.
Magnetic Study of Basalts from the Mid-Atlantic Ridge, Latitude 37 N
Geological Society of America Bull. v88 n70503 p637-647 May 77.
Johnson, H. Paul ; Atwater, Tanya
Geochronology of the Neogene Paleomagnetic Polarity Epochs
Proceedings of the Congress (6th), International Union of
Geological Sciences, Bratislava (Czechoslovakia), 4-7 Sep 75, v1 p303-305
Theyer, F. ; Hammond, S. R.
A Revised Time Scale of Magnetic Reversals for the Early Cretaceous and
Jnl. of Geophysical Research, v80 n17 p2586-2594, 10 Jun 75.
Larson, Roger L. ; Hilde, Thomas W. C.
Magnetic Lineations Observed near the Ocean Floor and Possible
Implications on the Geomagnetic Chronology of the Gilbert Epoch
Geophysical Jnl. of the Royal Astronomical Society, v28 p35-48 1972
Klitgord, K. D. ; Mudie, J. D. ; Normark, W. R.
Evidence for the Opening of the South Atlantic in the Early Cretaceous
Nature, v246 n5430 p209-212 23 Nov 73.
Larson, Roger L. ; Ladd, John W.
Faunal Extinctions and Reversals of the Earth's Magnetic Field
Geological Society of America Bulletin, v82 p2433-2447 Sep 71.
Hays, James D.
Age of the North Atlantic Ocean from Magnetic Anomalies
Earth and Planetary Science Letters 11 p195-200 1971.
Pitman, III, W. C. ; Talwani, M. ; Heirtzler, J. R.
Magnetic Reversals and Sedimentation Rates in the Arctic Ocean
Geological Society of America Bulletin, v81 p3129-3134 Oct 70.
Clark, David L.
Palaeomagnetism of Deep-Sea Sediments
International Dictionary of Geophysics, v2 p1134-1141 1967
Harrison, C. G. A.
Magnetic Anomalies over the Mid-Atlantic Ridge Near 27 Degrees N
Science v157 n3791 p920-3 Aug 1967
Phillips, J. D.
Reference for volcanic activity:
The End of Atlantis
References for the tree-ring data:
Scientists Hope Tree Rings Will Answer Questions About Past
THE ASSOCIATED PRESS DATE: June 16, 1988 12:44EDT
(Chris Stassen provided these)
Scientists Confront Creationism_,
L. Godfrey, Ed.;
New York: Norton, 1983. p. 35
New York: Viking, 1983. pp. 28-29, 224, 271-273
Principles of Isotope Geology
New York: Wiley, 1986. pp. 390-39
Science and Earth History
A. N. Strahler;
New York: Prometheus, 1987. pp. 155-158
Radiometric Dating, Geologic Time, And The Age Of The Earth:
A Reply To "Scientific" Creationism
Dalrymple, G. B.;
USGS Open-File Report 86-110, 1986. pp. 39-41
The Unexplained: A Sourcebook of Strange Phenomina
Science,133:729-735, March 17, 1961
Farrand, Wm. R.
"No amount of experimentation can ever prove me right;
a single experiment can prove me wrong." - Albert Einstein
email@example.com - or - firstname.lastname@example.org - or - meritt%aplvm.BITNET
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CC-MAIN-2019-04
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| 2,406
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http://link.springer.com/article/10.1007%2FBF00897326
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math
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Classical confidence intervals and Bayesian probability estimates for ends of local taxon ranges
- Cite this article as:
- Strauss, D. & Sadler, P.M. Math Geol (1989) 21: 411. doi:10.1007/BF00897326
- 320 Downloads
The observed local range of a fossil taxon in a stratigraphic section is almost certainly a truncated version of the true local range. True endpoints are parameters that may be estimated using only the assumption that fossil finds are distributed randomly between them. If thickness is rescaled so that true endpoints lie at 0 and 1, the joint distribution of gap lengths between fossil finds is given by the Dirichlet distribution. Observed ends of the range are maximum likelihood estimators of true endpoints, but they are biased seriously. Extension of the observed range at each end by a distance equal to the average gap length yields unbiased point estimators. Classical statistics can generate confidence intervals for ends of the taxon range; but with Bayesian inference, the probability that true endpoints lie in a certain region can be stated. For a 95% confidence level (classical) or a 95% probability (Bayesian), the range extensions exceed the observed range if the range is established on less than six finds; if only two finds are used, such range extensions are an order of magnitude longer than the observed range. Evidently the standard biostratigraphic practice that identifies zonal boundaries as horizons rather than confidence intervals may not be justified at the resolution of typical fossiliferous sections.
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CC-MAIN-2017-22
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https://scholarsarchive.byu.edu/etd/1868/
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math
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We establish consistent definitions for divisors, principal divisors, and Jacobians of a tropical elliptic curve and show that for a tropical elliptic cubic C , the associated Jacobian (or zero divisor class group) is the group S^1(Q).
College and Department
Physical and Mathematical Sciences; Mathematics
BYU ScholarsArchive Citation
Wade, Darryl Gene, "The Tropical Jacobian of a Tropical Elliptic Curve Is S^1(Q)" (2008). Theses and Dissertations. 1868.
tropical, Jacobian, elliptic, divisor group, curve, cubic
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https://turbotax.community.intuit.ca/users/cc004a2f-e948-4521-8009-f56d70797aff
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math
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From the community
I have received a CRA revisions and my deductions are 3 859,79$ to 1 341,19$. Can you tel me what's wrong? I must now pay 2 573,70$ DT.
How do I get help?
- jmrichard22 has not answered any questions.
jmrichard22 has not provided any information.
jmrichard22 is not following any tags.
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https://askmycalculator.com/factorial-calculator
|
math
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Factorial Calculator: Definition, Formula, Examples, and Tips
- Formula for Calculating Factorials
- Examples of Factorial Calculations
- Explanation of Factorial Calculations
- FAQ: Frequently Asked Questions
- What is the factorial of 0?
- What is the largest factorial that can be calculated?
- Can decimals or negative numbers have factorials?
- How can I calculate factorials quickly?
- Historical Significance of Factorials
- Factorials in Number Theory and Sequences
- Application in Real-life Scenarios
- Factorials in Software and Algorithms
- The Gamma Function and Factorials
Factorial is a mathematical concept that refers to the product of all positive integers from 1 up to a given number. It is denoted by an exclamation mark (!) following the number. For instance, the factorial of 5 is written as 5!, which is equal to 5 x 4 x 3 x 2 x 1 = 120. The factorial function is used in a variety of mathematical applications, including probability, combinatorics, and statistics.
Formula for Calculating Factorials
The formula for calculating factorials is simple: multiply the number by every positive integer that comes before it. In other words:
n! = n x (n-1) x (n-2) x ... x 3 x 2 x 1
For example, to calculate the factorial of 6, you would perform the following calculation:
6! = 6 x 5 x 4 x 3 x 2 x 1 = 720
It's worth noting that the factorial function is only defined for non-negative integers. In other words, you cannot calculate the factorial of a decimal or a negative number.
Examples of Factorial Calculations
Factorials can be calculated for any non-negative integer. Here are a few examples:
- 2! = 2 x 1 = 2
- 3! = 3 x 2 x 1 = 6
- 4! = 4 x 3 x 2 x 1 = 24
- 5! = 5 x 4 x 3 x 2 x 1 = 120
- 6! = 6 x 5 x 4 x 3 x 2 x 1 = 720
Explanation of Factorial Calculations
The factorial function is often used in probability and combinatorics to calculate the number of possible outcomes in a given scenario. For example, if you are flipping a coin three times, you can use the factorial function to calculate the total number of possible outcomes:
3! = 3 x 2 x 1 = 6
This means that there are six possible outcomes when flipping a coin three times: HHH, HHT, HTH, THH, TTH, and THT (where H represents heads and T represents tails).
Factorials can also be used in statistics to calculate permutations and combinations. Permutations are the number of ways to arrange a set of objects in a particular order, while combinations are the number of ways to choose a subset of objects from a larger set, regardless of the order. Both permutations and combinations can be calculated using factorials.
FAQ: Frequently Asked Questions
What is the factorial of 0?
The factorial of 0 is defined as 1. In other words, 0! = 1.
What is the largest factorial that can be calculated?
The largest factorial that can be calculated depends on the computing power available. However, due to the rapid growth of factorials, even relatively small values can quickly become too large to calculate. For example, 20! is equal to 2,432,902,008,176,640,000, which is already a very large number.
Can decimals or negative numbers have factorials?
No, the factorial function is only defined for non-negative integers. Decimals and negative numbers do not have factorials.
How can I calculate factorials quickly?
Calculating factorials can become time-consuming for large numbers. One way to quickly calculate factorials is to use a factorial calculator, which can be found online. These calculators use algorithms to quickly and accurately calculate factorials.
Historical Significance of Factorials
Factorials, as mathematical concepts, trace their origins back to ancient civilizations. These unique numbers have been an area of interest and fascination for mathematicians throughout history. Their primary application in the beginning was in combinatorics, which is the study of counting and arranging objects in particular sequences or sets. Various cultures, from ancient India to the Greeks, explored the idea behind factorials, though they might not have termed it as such.
The true potential and the generalized understanding of factorials, however, took shape during the European mathematical renaissance. One of the pivotal figures in this journey was Leonhard Euler. Euler's brilliance lay not just in understanding the significance of factorials for integers but also in exploring their properties beyond whole numbers. He introduced the concept of extending the factorial function to values other than just non-negative integers. This innovative approach provided a foundation for the Gamma function, a continuous extension of the factorial function, which played a critical role in complex analysis and various other mathematical disciplines.
Furthermore, Euler's exploration of factorials and their properties paved the way for deeper research into combinatorics, number theory, and series expansions. His contributions, among others from his contemporaries and successors, firmly established factorials as an essential tool in both pure and applied mathematics.
Factorials in Number Theory and Sequences
Factorials, while primarily recognized for their role in combinatorics, have expansive applications across various branches of mathematics, particularly in number theory. Number theory is a branch of mathematics dedicated to the study of integers and more abstract objects built from them. Within this domain, factorials offer intriguing properties and relationships.
One of the interesting sequences where factorials play a role, albeit indirectly, is the famous Fibonacci series. While each term in the Fibonacci sequence is derived from the sum of its two predecessors (and not directly from factorials), the series intersects with factorial concepts in various mathematical explorations. For example, the number of ways to arrange the letters of the word "FIBONACCI", which has repeated letters, can be calculated using factorials. Additionally, combinatorial identities involving Fibonacci numbers and binomial coefficients, which are derived from factorials, have been the subject of extensive study.
Further delving into number theory, factorials have been used to explore and prove properties related to prime numbers. A classic illustration is Wilson's theorem, which states that an integer \( p \) is a prime number if and only if \((p-1)!\) is congruent to \(-1 \) modulo \( p \). This relationship between factorials and primes showcases the depth and versatility of factorials in mathematical proofs and explorations.
Factorials, with their multifaceted properties, continue to be a rich area of research, bridging gaps between seemingly unrelated mathematical areas and shedding light on profound mathematical truths.
Application in Real-life Scenarios
The concept of factorials, while deeply rooted in mathematical theories, extends its relevance to an array of real-world situations. These applications underscore the fact that mathematics is not just confined to abstract thought but has a tangible impact on our daily lives and various disciplines.
In the realm of card games, for instance, factorials are essential in calculating the total number of ways a deck of cards can be shuffled. Given a standard deck of 52 cards, there are 52! (52 factorial) different possible arrangements, leading to the unpredictability and excitement of the game. Whether one is trying to calculate the odds of getting a particular poker hand or the likelihood of drawing a specific card, factorials are crucial.
Turning our attention to the field of genetics, factorials assist scientists in determining the number of ways genes can be sequenced. This has important implications for understanding genetic diversity, evolution, and even in advanced genetic engineering endeavors where specific sequences are desired.
Furthermore, in the unpredictable world of stock markets, factorials can play a role in quantitative finance, particularly in the domain of combinatorial analysis. By analyzing potential combinations of market factors and their impacts, quantitative analysts often employ factorials to model different scenarios and derive probabilistic predictions. Though it's worth noting that stock markets are influenced by a myriad of factors, and while mathematics offers tools for prediction, it cannot account for every unpredictable event.
From games to genetics, to finance, factorials prove to be a foundational tool, offering insights and solutions in diverse fields. Their omnipresence across varied disciplines serves as a testament to the expansive and pragmatic utility of the factorial function.
Factorials in Software and Algorithms
The task of computing factorials is a recurrent challenge in the world of computer science and software engineering. The reason for this focus is rooted in both the mathematical significance of factorials and the computational complexity they introduce as numbers grow.
At a basic level, computing the factorial of a number can be approached using recursive algorithms. In a recursive approach, a function calls itself with a reduced value until a base case is reached. For instance, the factorial of a number n can be calculated by multiplying n with the factorial of n-1, continuing this until reaching the base case where the factorial of 1 is 1. However, while elegant, this approach can be computationally expensive for larger values of n due to the repetitive calculations involved.
Another common method is the iterative approach, where a loop is employed to multiply the numbers successively. This method, while straightforward, can also be resource-intensive for large numbers. But with the application of memoization techniques — a process of storing already calculated values to avoid redundant computations — the efficiency of both recursive and iterative algorithms can be greatly improved.
However, as we venture into the territory of computing factorials for extremely large numbers, the sheer magnitude of the results presents significant challenges. Traditional integer data types cannot hold these vast values, leading to the use of specialized data structures or software libraries tailored for large number arithmetic. This need to handle gigantic numbers also sparks continuous research and innovation, pushing computer scientists and engineers to devise more optimized methods and tools.
In summary, the challenge of calculating factorials is not just a mathematical puzzle but also a computational one, driving innovation and problem-solving in the realm of software and algorithm design.
The Gamma Function and Factorials
In the realm of mathematics, especially when diving into more advanced topics, there often arises a need to extend basic concepts beyond their original definitions. One such concept is the factorial function. Traditionally, factorials are well-defined only for non-negative integers. However, mathematicians, always driven by curiosity and the pursuit of broader applicability, sought ways to generalize this concept to cater to a wider range of numbers, including real and complex numbers.
This generalization led to the birth of the Gamma function (often denoted by \( \Gamma(z) \)). The Gamma function serves as an extension of the factorial concept and can be thought of as an interpolation of the factorial function. It bridges the gaps between the integers, producing a continuous function that mirrors the behavior of factorials over its domain.
The mathematical definition of the Gamma function is an integral that grows factorially at its poles, and it has the remarkable property that \( \Gamma(n) = (n-1)! \) for all positive integers \( n \). This means that for any positive integer, the Gamma function gives a value one less than its factorial.
But why is such a generalization important? The significance of the Gamma function goes beyond mere intellectual curiosity. It plays a pivotal role in various branches of advanced mathematics, especially in complex analysis, where functions of complex variables are studied. Moreover, its properties and characteristics make it instrumental in solving differential equations, analyzing patterns in prime numbers, and understanding certain aspects of quantum physics.
In conclusion, the Gamma function is a testament to the beauty and depth of mathematics. It showcases how foundational concepts, like factorials, can be extended and molded to fit broader contexts, further enriching our mathematical toolbox and enhancing our understanding of the intricate patterns that govern the universe.
The factorial function is a fundamental concept in mathematics, with applications in probability, combinatorics, and statistics. It is calculated by multiplying a number by every positive integer that comes before it. Factorials can be calculated for any non-negative integer, but become quickly unwieldy for large values. By using a factorial calculator, you can streamline your calculations and save valuable time in your work.
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s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00479.warc.gz
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CC-MAIN-2024-10
| 12,985
| 70
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https://english.stackexchange.com/questions/148849/what-is-the-difference-between-graduate-students-and-postgraduate-students
|
math
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I am reading about finding a good university for master studies and I am really confused if graduate students are the same as postgraduate students. Are the terms synonyms, or do they refer to different levels of studies?
There isn't an entirely agreed distinction between "graduate" programs and "post-graduate" programs -- the terms are frequently used interchangeably, especially in academia. "Graduate" is used as shorthand for "Postgraduate" in the academic setting.
If someone has finished a higher degree and is continuing their studies they would still generally claim to be a "graduate student," rather than a "postgraduate student"; the same term that someone with only an undergraduate degree would likely use - it's the course they're on at the time that matters.
Outside the academic setting, "graduate" tends to mean someone with either an undergraduate or higher degree (or both). "Postgraduate" suggests someone on a course of study (where typically you need to be a graduate student to apply).
Having looked at my Uni's website, it mixes the terms fairly interchangeably. The first and most obvious example of this is that if you click on "graduate courses" under the Admissions section of the home page (http://ox.ac.uk) the breadcrumb navigation trail shows "Home > Admissions > Postgraduate courses".
Cambridge is a lot more fussy, and delineates between graduate and postgraduate.: http://www.ice.cam.ac.uk/faqs/3-credit-faqs/140-what-do-undergraduate-and-postgraduate-mean
In New Zealand universities, a "post-graduate" student is one earning an advanced degree (masters, doctorate, diploma) in the subject of their undergraduate degree. A "graduate" student has also earned an undergraduate degree but is continuing study in a subject for which they have not explicitly earned a bachelor's degree.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00020.warc.gz
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CC-MAIN-2023-50
| 1,820
| 7
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https://www.jiskha.com/display.cgi?id=1363733413
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math
|
5th grade math
posted by Reece .
mrs jones wrote 8 personal letters and addressed 8 envelopes to 8 different people. she placed each letter in an envelope, but when she got to the last one for Judy Ogg she had an envelope for Sheri Ford. What is the minimum number of envelopes she would have to open to correct the mistake and what is the maximum number?
Minimum = 1
Maximum = 7
say that question agaian.
Divide. write each quotient in simplest form. 3/1-3
Mr. Shah bought 1.76m of wire and cut it into 8equal piece what wad the length of each piece
IF THE COST OF 17M cloth is Dhs824.50.find the cost of 14.25m cloth
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s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934809746.91/warc/CC-MAIN-20171125090503-20171125110503-00757.warc.gz
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CC-MAIN-2017-47
| 618
| 9
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https://cracku.in/26-in-the-following-question-select-the-missing-numbe-x-ssc-je-electrical-engineering-27th-jan-2018-shift-1
|
math
|
Get 210 SSC Mocks for just Rs. 299. Enroll here
In the following question, select the missing number from the given series.22, 105, 415, 1240, 2475, ?
Given series is 22, 105, 415, 1240, 2475, ?
The logic here is
$$\therefore\ $$The missing term in the series = 2470
Hence, the correct answer is Option B
Create a FREE account and get:
Ask doubts feature is currently unavailable for you. You can reach us at firstname.lastname@example.org for any further details/doubts.
Boost your Prep!
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s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991428.43/warc/CC-MAIN-20210514152803-20210514182803-00109.warc.gz
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CC-MAIN-2021-21
| 488
| 9
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https://www.bmj.com/rapid-response/2011/10/29/working-transformed-data
|
math
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Working with transformed data.
Kjaergard and Als-Nielsen [ ref 1] have carried out an interesting
study. They have chosen an important and original topic, used an
appropriate study design and chosen the correct method of analysis -
analysis of variance (ANOVA). ANOVA assumes that within each group the
data come from a normal distribution, with equal variance in each group.
In order to achieve this, the investigators say that they used a
logarithmic transformation of their dependent variable, a six point scale
of authors’ conclusions.
At this stage, it seems to me that something has gone badly wrong.
The results presented in this paper could not have been obtained from an
analysis of such a logarithmically transformed scale. It is not possible
to calculate standard errors, p-values or other inferential statistics for
the un-transformed original scale from the transformed scale. (If it were
possible, there would be no point in making the transformation!).
Statements such as: ‘the mean difference between groups was 0.48 (SE
0.13), p = 0.014’ are impossible to interpret in this context. The authors
have either made some kind of error in moving between the logarithmically
transformed scale and the un-transformed scale, or they did not use a
transformed scale after all.
The correct procedure when doing ANOVA on transformed data is to do
the analysis and calculate any inferential statistics using the
transformed data. The ANOVA can be presented by using one or more standard
analysis of variance tables, including F statistics, with appropriate
degrees of freedom, and p - values. Any contrasts can also be investigated
using the transformed scale. In this case, a multiple testing procedure is
used and this could be tabulated to show which contrasts were examined,
what their p-values were and how this compares with the Bonferroni value.
When the analysis is completed, it is possible to make more sense of
what it means by transforming certain points from the log scale back to
the original scale (by taking the exponential or anti-logarithm). For
example, means can be translated back to the original scale along with the
end points of the confidence intervals for the means. Typically, this will
give asymmetric confidence interval, with the mean value closer to one end
than the other. This is how I know that the figure showing means and
confidence intervals cannot be correct - the confidence intervals are much
At present, the results presented in this paper cannot be
interpreted. The authors need to consult a statistician and submit
corrections along the lines that I have suggested above.
1 Kjaergard L L and Als-Nielsen B. Association between competing
interests and authors’ conclusions: epidemiological study of randomised
clinical trials reported in the BMJ. BMJ 2002; 325: 249 (3 August)
Competing interests: No competing interests
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00232.warc.gz
|
CC-MAIN-2019-39
| 2,875
| 43
|
https://au.answers.yahoo.com/question/index?qid=20201029154443AAgABMC
|
math
|
Physics Soccer Ball?
Suppose a soccer player kicks the ball from a distance 27.0 m toward the goal. Find the initial speed of the ball if it just passes over the goal, 2.4 m above the ground, given the initial direction to be 38.0° above the horizontal.
- NCSLv 74 weeks agoFavourite answer
Easiest is the trajectory equation:
y = h + x*tanΘ - gx² / (2v²cos²Θ)
y = height at range of interest = 2.4 m
h = initial height = 0 m
x = range of interest = 27.0 m
v = launch velocity = ???
Θ = launch direction = 38.0º
2.4 = 0 + 27.0*tan38.0º - 9.81*27.0² / (2v²cos²38.0º)
v = 17.6 m/s
Hope this helps!Source(s): Please revisit this working: https://answers.yahoo.com/question/index?qid=20201...
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s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141189141.23/warc/CC-MAIN-20201127044624-20201127074624-00561.warc.gz
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CC-MAIN-2020-50
| 701
| 13
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https://itunes.apple.com/us/app/mathfuns/id1144065047?mt=8
|
math
|
Mathfuns is a new scientific computing app for all, support mathematical formula editing,programming,computing and geometric sketchpad, aim to simplify complex mathematical problems and let mathematics simple beyond imagination.
1.Support for all kinds of input
Keyboard input,Handwritten input,AI voice input
2.Powerful formula editing ability
Common functions,relational operation,bit operation,mathematical constants,complex number operation,polynomials,trigonometric function and inverse trigonometric function,hyperbolic function and inverse hyperbolic function,hpecial functions:Sum,Product
7.Probability and statistics
Segment,fixed length line,line,ray,vector,polyline
Perpendicular line,perpendicular bisector,parallel line,equal vector,angle bisector,tangent line,polar line
Circle,circular arc, sector
QQ Group: 557846722
Sina Weibo: Mathfuns
1. Support keyboard input
2. Support handwritten input, mathematical expression intelligent recognition
3. Support AI voice input
4. Support online computing
Ratings and Reviews
This is a great app for complex and algebraic calculations.
1. Allow the user to input negative values for the graphing range.
2. Is there a way to clear the history?
With Family Sharing set up, up to six family members can use this app.
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s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578689448.90/warc/CC-MAIN-20190425054210-20190425075231-00032.warc.gz
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CC-MAIN-2019-18
| 1,269
| 20
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https://omarcafini.info/relationship-between-and/relationship-between-conditional-statement-and-contrapositive.php
|
math
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Contraposition - Wikipedia
Conditional statements have special variations that are closely related to the conditional statement in some way. One of those variations is the contrapositive of a. Note: Many students find it helpful to diagram conditional statements, and we . This logically equivalent statement is sometimes called the contrapositive of the These are the two, and only two, definitive relationships that we can be sure of. Conditional statements are so important because they express a relationship between two events. There are several ways to describe the two events linked in a.
Conditional reasoning and logical equivalence (article) | Khan Academy
The converse is "If a polygon has four sides, then it is a quadrilateral. The negation is "There is at least one quadrilateral that does not have four sides.
Since the statement and the converse are both true, it is called a biconditionaland can be expressed as "A polygon is a quadrilateral if, and only if, it has four sides. That is, having four sides is both necessary to be a quadrilateral, and alone sufficient to deem it a quadrilateral. If a statement is true, then its contrapositive is true and vice versa.
If a statement is false, then its contrapositive is false and vice versa. If a statement's inverse is true, then its converse is true and vice versa. If a statement's inverse is false, then its converse is false and vice versa. If a statement's negation is false, then the statement is true and vice versa. If a statement or its contrapositive and the inverse or the converse are both true or both false, it is known as a logical biconditional.
Application[ edit ] Because the contrapositive of a statement always has the same truth value truth or falsity as the statement itself, it can be a powerful tool for proving mathematical theorems. A proof by contraposition contrapositive is a direct proof of the contrapositive of a statement. This statement is true because it is a restatement of a definition.Converse, Inverse, and Contrapositive: Lesson (Geometry Concepts)
All of the points within the inner circle match the premise A. Because the circles are nested, those same points are within circle B they possess the property associated with B.
If-then statement (Geometry, Proof) – Mathplanet
Notice that there are points in circle B that are not inside of circle A. Therefore, the converse statement, if B, then A, does not have to be true. If the converse were true, then circle B would need to be contained within A as well and the two circles would have to be identical. The same points that show that the converse might be false, also show that the inverse is suspect.
There might be examples which do not have property A, but which do have property B so if not A, then not B is not dependable.
- If-then statement
The Euler Diagram for "if A, then B" The Euler Diagram for "if a figure is a triangle, then it is a polygon" A third transformation of a conditional statement is the contrapositive, if not B, then not A. The contrapositive does have the same truth value as its source statement.
Conditional reasoning and logical equivalence
The Euler diagram illustrates why the contrapositive is equivalent to the original statement. Because circle A is wholly within circle B, points outside of circle B not B must be outside of circle A not A as well. So not B implies not A. The equivalence of a statement and its contrapositive is at the heart of the method of proof by contradictionwhich proves that the contrapositive of a conjecture is true and, therefore, that the original conjecture is true.
Freeman has a thorough discussion of these ideas with many good exercises.
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CC-MAIN-2019-47
| 3,673
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