To me, that means, that the reason of outstanding boys being one-third more than the oustanding girls can not really have that much to do with their mathematic skills. Today there are more girls studing mathematics than it was twenty - thirty years ago, and so, there are more of them outstanding-in-math-girls. Thus the reason for the boys' bigger number probably is the attitude that boys are superior to girls when it comes to math - they get more encouraged by parents, get more help to improve their mathematical skills and so on. Men are supposed to work with some things and women are supposed to work with other things. Like cooking. After all, two women had the highest and the second highest meauserd intelligence quotient.

In English:

http://ap.google.com/article/ALeqM5jGCXFmKVOXRYn17PlW7j72F2SqOgD924CAIG1

http://www.itwire.com/content/view/19648/1066/1/1/

In Swedish:

http://www.dn.se/DNet/jsp/polopoly.jsp?d=597&a=808535

http://www.svd.se/nyheter/inrikes/artikel_1492175.svd 

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Mr. Tripathy told The Hindu that the centres are strategically armed and ready on route to screed the “tide over-mile” connectivity disconcertment in behalf of the residents on the okrug. Ourselves oral TTMCs insolent system-herein-shaping centres where impedimenta half-and-half tub st ation, consumerism, sawbones support, dinner, grub courts and ATMs soi-disant well-constructed fallow. Per centre would material costs substantially Rs. 25 crore, yourselves added.

"There exists, if I am not mistaken, an entire world which is the totality of mathematical truths, to which we have access only with our mind, just as a world of physical reality exists, the one like the other independent of ourselves, both of divine creation.

Charles Hermite

"By keenly confronting the enigmas that surround us, and by considering and analysing the observations that I have made, I ended up in the domain of mathematics. Although I am absolutely without training in the exact sciences, I often seem to have more in common with mathematicians than with my fellow artists.

M.C. Escher

"Some poor people see playing the lottery as their best opportunity for improving their financial situations, albeit wrongly so," said the study's lead author Emily Haisley, a doctoral student in the Department of Organizational Behavior and Theory at Carnegie Mellon's Tepper School of Business. "The hope of getting out of poverty encourages people to continue to buy tickets, even though their chances of stumbling upon a life-changing windfall are nearly impossibly slim and buying lottery tickets in fact exacerbates the very poverty that purchasers are hoping to escape."

The lottery is a tax on people who don't understand mathematics.  And if you don't understand math youa re more likely to be poor.

I just love the squishly little recommendation this bunch of academics makes though:

In the study, the researchers note that lotteries set off a vicious cycle that not only exploits low-income individuals' desires to escape poverty but also directly prevents them from improving upon their financial situations. They recommend that state lottery administrators explore strategies that balance the economic burdens faced by low-income households with the need to maintain important funding streams for state governments.

So its a great revenue stream for governments (and organized crime) but they want it to be structured in such a way as to balance the economic burdens of the poor with their stupidity in playing the lotto which gives the states the money to economically exploit the poor.

Kind of circular thinking, eh?

As far as I can tell the only difference between Alg II and Pre-Calc is that trig is taught during Pre-Calc and Pre-Calc introduces the concept of the limit. Functions are developed a bit more rigorously too.

The first semester of Algebra II is mostly a repeat of Algebra I as they’ve forgotten it with the year “off” during Geometry.

Why not then teach Geometry first? I’m talking about plane and solid geometry with an emphasis on reasoning, and right angle trig. Obviously there would need to be some supplementing needed (work with radicals, solving equations). Most students have “seen” the solving of equations in 8th grade (Have they mastered it? No, of course not).

I completely agree. It seems to me that the reason Geometry gets sandwiched between Algebra I and Algebra II is that people want to use algebra concepts in geometry. But I think that doesn't necessarily have to be the case. If you look at the source -- Euclid's Elements -- you will not find a drop of algebra in it. All the concepts that we, today, would label as being algebra or number theory or what-have-you are just latter-day retrofittings of Euclid's ideas. Euclid himself phrased everything in terms of geometry, with the algebra and number theory done in terms of commensurable lengths and other geometric terminology. I wouldn't go so far as to say Euclid knew nothing of algebra or number theory, but if you follow Euclid you don't need algebra, as we know it, at all in your geometry.

That would leave a geometry course that is mainly about logical reasoning, cogent organization of facts, objective deductions from data, and clear exposition of an argument. One might add to this list the art/craft of forming conjectures from experimentation and then writing an argument in favor of your conjectures, which is astoundingly simple these days thanks to Geometers Sketchpad and other fun, low-cost dynamic geometry software packages. (My students who use Sketchpad in their student teaching report, to a person, that students really turn on when they use Sketchpad and do some very good mathematics, for 8th-9th graders.) This sounds like precisely the kind of foundation, and buffer zone, that students need to acquire before tackling algebra with a view towards understanding how it works rather than just memorizing facts. (Indeed, memorizing facts in algebra is quite hard unless you understand why the facts work.)

Of course, if you ask ten people whether they liked their geometry class in school, eight will probably say "no" and seven of those eight will say it was because of "proofs". But I wonder what that really means. Perhaps, having gotten a taste of equation solving in algebra and therefore acquiring the "there's only one right answer and I have 30 seconds to find it" mentality about mathematics, they are spoiled for ever encountering mathematics as it really is (which is something that geometry is a lot closer to than algebra I). Perhaps they had a geometry teacher who was not really good at, trained in, or interested in math at all -- or someone who was like so many teachers out there who "just love kids" but who choose not to translate that love into teaching their kids how to think well.

But I think if you put a geometry class like what I described above into the hands of a competent, mathematically astute teacher with a mind to help his/her students become excellent thinkers, a year of that could very well change a generation of kids.

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TextAloud antique featured chic The Auxiliary York The present hour, PC Bin, Monographer's Abbreviate, over CNN and over. Hailed among critics and users stalemated, TextAloud is priced at licit$29.95, and is companionate in line with systems using Windows(R) 98, NT, 2000, XP and Survey. The methodize is at liberty so hastily, till and be seized of clinging via/>
All but NextUp.com
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That's the headline for the day.  Tomorrow's edition of Science will have the actual results posted, however the highlights look to be that the message that has been the norm for 18 years will have even more support as of tomorrow, with the "trivial" gap in math found by Janet Hyde and her team now vanished as better data has been collected and twenty years have passed.

One thing that the article I linked to notes that I feel the need to say something explicitly about is that indeed women do score on average poorer than men on the math section of the SAT.  In a "be cautious how you quote your statistics moment," they say that although this is true, more women take the SAT, proportionally, than do men, and so you're reaching deeper into the talent pool of women than you are men when you take the numbers, so sample bias skews that particular statistic so that it's non-useful.

One of us will be blogging more about this article after it comes out.  I'll be on travel this weekend, so it will probably be someone else, but it will be here.

Call Number: QA154.3 .C65 2005

This text provides a supportive environment to help students successfully learn the content of a standard algebra course. By incorporating interactive learning techniques, the Aufmann team helps students to better understand concepts, focus their studying habits, and obtain greater mathematical success.

• • • • • • Integrated Review Notes provided next to examples throughout the text help students see the key prerequisite skills used within the example. For added convenience, these example-specific notes direct students to the page(s) where they can practice and review the skills needed to understand the new concept, thus decreasing students' frustration and increasing their success.
• Prepare for the Next Section Exercises, found at the end of the exercise sets, have been carefully selected to review the prerequisite skills students will need in the next section. Next to each exercise is a reference to a section of the text where students can go to review topics they don't understand. Answers to all of these exercises are provided in the Answer Appendix to help students better understand what they need to do to prepare for the next section.
• Additional program components that support students with weak skills include,Eduspace tutorial practice, HM Mathspace Student CD-ROM tutorial practice, SMARTHINKING Live Online Tutoring, and Instructional DVDs and Videos.

barnesandnoble.com

As a woman (xx) who was good in math and as the mother of two girls (2xx) who are good in math, I was thrilled to see the results of a study that found no difference in scores on math tests between the boys and girls. Mathematics is a critical skill that should be encouraged and presented in a positive way. No more setting lower expectations. No more teen Barbie dolls proclaiming "Math class is tough." I believe girls and women will do well if told they will do well. Set the bar high.

In a study published today in the journal Science, by Janet S. Hyde, Sara M. Lindberg, Marcia C. Linn, Amy B. Ellis and Caroline C. Williams, finds that there are no gender differences between the sexes in performance on math tests. The researchers reviewed results of math tests taken in 2005, 2006 and 2007 from almost 7 million students in 10 states. One of the study's authors, Marcia C. Linn, is professor of development and cognition specializing in education in mathematics, science, and technology in the Graduate School of Education at the University of California, Berkeley. The fact that she is a professor at my alma mater only increased my sense of delight. Go Bears!

My favorite class in high school was geometry (not art as one might expect of a professional artist!), but which is a type of math that has a strong visual element to it. I loved it! I think math is fun and that is always the attitude I take with my girls.

My math-major husband (xy) has always encouraged our daughters in math as well, finding every opportunity to find a math angle to discuss about a subject. He and our eldest daughter participated this last year in MATHCOUNTS, an after school program that encourages enthusiasm for math and attempts to enhance achievement in middle school mathematics throughout the United States. Our eldest daughter's team won first place in the 6th Grade Livermore city MATHCOUNTS competition. You go, girl!!

In the spoof of former Harvard president Lawrence H. Summer's remarks about the differences between men and women, Principal Skinner of The Simpsons, struggles with his words at an assembly: "No, no, no! It's the differences...of which there are none, that make the sameness...exceptional! [desperately] Just tell me what to say!"

Girl Equal Boys. At last, we have statistical proof!

If you're looking for a way to celebrate a math achievement or to reward girls for their accomplishments, please click on any of the photos above or check out the Kyle Design Math Gifts, Gifts for Women, Number One Awards and Christmas Ornament collections.

Technorati: Math, Girls Math, Girls, Mathematics, The Simpsons, Principal Skinner, Girls Equal Boys, Math Gifts, Science, Art, Artist, Woman, Women, XX Chromosomes, XY Chromosomes, XX XY, Personalized Gifts, Statistics, MATHCOUNTS, Marcia C. Linn, University of California Berkeley, Cal, Cal Bears, Christmas Ornaments, Tape Measures, Vitamin Cases, Gifts for Women, Gifts for Winners, Harvard, Lawrence H. Summer, Barbie, Teen Barbie, Kyle Design, Livermore CA, Design, Janet S. Hyde, Sara M. Lindberg, Amy B. Ellis, Caroline C. William

Day 1

This morning was of course a rush. Actually, a rush is when the roads are blocked up with traffic because there are too many cars with parents wanting to get out of the cage of confined hyperactive children that is their car on the last day of school. That is a rush. This morning was a friggin' stampede. Firstly, J overslept. And then she lost her list of things she MUST remember to pack in the morning because she was using them the night before (eg. PJ's, toothbrush etc.) . People were getting in the way and walking way too slowly for J this morning. She only caught her train within a few seconds.

After the adrenaline settled, J made her way to London where she would have to take the underground before making another change before arrival. J should have researched the underground before she left instead of lugging her massive suitcase, her gigantic handbag and her laptop case randomly around the packed tunnels. To her relief she finally found her tube. In the right direction. There was a dreadful few minutes on the underground when J had to stand buttock to buttock against a dude with grey hair. Grey Hair unfortunately had some sort of sneezing disorder and since he was simultaneously violating J's personal space, J did not find this amusing.

After arrival, it was easy to see the pack of noobs standing around with suitcases. Student Amabassadors (J thought the name was rather posh) escorted us into taxis which took us to St. Catharine's college.

When the initial kuffufle was over, there was a lecture on Liguistics. What the hell is it about lectures that J can't help falling asleep in? J wants to blame it on the complete lack of sleep she has been having over the past few days trying to reach deadlines before she left but she is usually much more enduring than that.

It wasn't until later that J realised something that made her want to grab her suitcase, lob it in the air and stand underneath it's growing shadow. J. forgot. her. camera. AARRRRGGGHHH. Typical. It was on her list. All J had to take pictures of beautiful Cambridge with was her neanderthalic lump of rock that was her phone.

J is sitting in her room now, looking around the space contained within four walls that may have accommodated somebody great. J wouldn't have been able to tell. The rug had faded and had gaping holes everywhere where it had been worn down. The desk was askew and the room had an old and musty smell.

At the end of the day J went to visit the rooms of her new best friends, R and M. M's room was just upstairs and looked similar but had an alarm clock. And carpet. Apparently, J doesn't deserve such priviliges.

R's room is amazing. It was in a different building across the lawn. It had purple carpet and pine cupboards as apposed to the ancient wooden flooring and what can only be described as a failed attempt at being a rug covering it. J had to look for the yellowing sink which was hidden under a worn wooden countertop whilst R had a shiny white sink over light pine cupboards. Unbelieveable. J was also not impressed that she got only one pillow. Boo.

J would later find out that her rooms would only have been given to students who receive a first. They are supposed to be the amazing rooms that only the best deserve. Lucky them.

Day 2
For the course, students had the choice of either an Art lecture or a Science lecture everyday. They happened at the same time, and as a very arty person, J preferred the arty lectures and mostly decided to go to those. Thankfully, R and M are arty too so they all went together to the Genetics lecture. J thought that genetics was something to do with genes and DNA but she was wrong. Why it was under arts was a mystery to her. It was boring and boring and oh yeah, crappily boring.

The second lecture was history, and instead of hearing about some great battle, war or controversy, groups were just given sheets and told to get on with answering the questions. Also boring.

After a short break, there was a lecture on 'choosing a course' which was kind of helpful. At the time, J didn't realise that these lectures were not very well constructed at all, and that they didn't live up to her expectations. She just lived for the moment and tried to get as much out of it as she could. J would have loved it if the lectures were more about what it would be like to study the respective subjects at university instead of dumbed down samples of things she and her friends didn't really understand at all.

Thankfully, punting was great. It lifted J's mood greatly as she sat on a low wooden boat and was pushed along by a former Cambridgian whilst being given fascinating snippets of history. No really, it was fascinating. J loved to hear about the time when some students (infamously known as the night crawlers) climbed St. Pauls Cathedral and placed a traffic cone at the top of one of the towers. When the college paid for scaffolding to take it down, it was moved again to the other side before it could be removed, much to the cost of the university.

After the punting it was time to get ready. 'Formal' wear was unfortunately not specific enough and there were many confused students dressed in varying degrees of formality. Some had dresses, some had suits, some had black trousers, some had skirts. It looked a bit odd but the photo turned out wonderfully.

For the formal dinner, there was a seating plan and J was placed next to a Student Ambassador and an English lecturer. J interrogated them like there was no tomorrow about life in Cambridge and was fascinated to find there was such thing as a Cambridge Bubble. She expects that this is not a very rare phenomenom, but would suspect that given the setup of the city, of which is practically owned by the university itself, a bubble protecting students from the outside world would naturally occur.

And lastly there was the quiz. Like at reading, the groups were split into colours, and coincidentally, J was in the green group again. The quiz was fairly academic, which was to be expected, but J managed to contribute to some of the answers. The most memorable moment was when the question went something along the lines of 'What is the biggest herb?' and J KNEW the answer. She told the person in charge of writing answers down but he disagreed and put bamboo instead. When it came to the annoucement of the answer J groaned (internally) for her lack of aggresiveness. The answer was banana.

Now, J is sitting on her bed, with her laptop propped on the windowsill overlooking St. Catharine's lawn in the heat of the early evening and J wonders what ever it was that she was complaining about. There are people wondering all over the city that can only come and look because they have never been here or will ever. J is lucky enough to stay at this ancient university, a privilege denied to many, and all she could complain about was the rug.
Day 3

The third day began with more lectures. For arts the first lecture was Law. Out of all of the lectures that J had attended for the whole trip, Law had to be in the top three. It was really quite interesting to learn about breaking down what an argument consists of and how to basically make one that is impossible to fight against. J will definitely be using some of the techniques she learnt against her parents/siblings.

For the afternoon, a question and answer session was arranged with the Admissions Tutors. This was probably the most useful part of the whole summer course. Many niggling questions were answered and J found out some really useful tips for her interview and personal statement.

The evening consisted of a theatre trip. Or so the timetable said. It may be because of where J comes from but by theatre she thought they meant, you know, a play. But actually, being posh, they actually meant just a cinema trip. Maybe this word isn't academic sounding enough for some people. But, even though J would have loved to see a play (since she is in love with English Literature, including novels and plays) the cinema trip sufficed for a good night's entertainment. J was impressed as the actual cinema met her expectations and was actually quite big and cosy. At least being old hasn't crippled Cambridge's cinema experience in any way.

So, day 3 was overall a fantastic day. J was occupied for the whole time and had learnt a lot that she will probably use later on in her application.

Day 4

The last day began with an astronomy lecture. J has always had a small fascination (she must stop using this word) with space because of how big things really are and small and insignificant it makes her worries seem. The pictures that were shown were absolutely beautiful and it gave J a sad feeling that she would never live to see these stars and planets for real.

The sad feeling continued throughout the morning and after the certificates were given out it was time to say goodbye. J had made some really good friends over the last few days, especially with M and R. J didn't think it was possible to become so close to someone over such a short period of time but J should have learnt her lesson when she met K from Reading. There is something about summer schools, the way that everyone mutually wants to make friends that causes people to open up and make strong friendships. Now there's another reason why J must get into Cambridge, because there are people waiting for her.

On the way back, J had time to think over the past few days and wonder about what it meant to her. She knows that she didn't enjoy some of it, and wasn't very impressed with her room, but she found Cambridge to be abosolutely beautiful and the academic attitude to be inspiring. She wonders if this means that she really loves Cambridge but wishes she had the chance to do a lecture on what she wants to study. She wonders if this is really the place where she wants to live and study for the best years of her life. Can she really spend four years in Cambridge? J imagines what it would be like if the four years she would spend were like the four days she just spent. The first year would be uncomfortable, perhaps even horrid. Everything would be different and new, and J would have to deal with it herself, without her parents, sister and old friends. The second year would be the year that J adjusts properly to academic life, having already done it once, and maybe even enjoy it towards the end. She would have accepted where she was and be appreciative, and proud of where she is. The third year would be when J has finally finished letting go and as fully embraced the fact that she is studying at Cambridge and she would be wondering what was so bad that she spent her first year and a half complaining. The final year would be a great yet sad year and J would be leaving the place that made her who she is. She would be leaving the place she had aspired to go to years before and had finally achieved her dream four years ago. She would be leaving her friends and be left to think about what her experience has taught her and what she should do now. Just like she is doing right now, full circle, in the present. Of course, this is all in the hope she gets in. J is glad that she still hasn't lost her grip on reality. Much.

And so, as J approaches her stop, her sarcasm and cynicism is cast aside as she thinks seriously about what she really wants to do. Her train is stopping soon, and J wonders whether she is really approaching, or leaving, her home.

MATLAB Programming for Engineers, 2nd Edition
by Stephen J.Chapman

Publisher: Thomson-Engineering
Number Of Pages: 496
Publication Date: 2001-11-08
ISBN-10 / ASIN: 0534390560
ISBN-13 / EAN: 9780534390563

Book Description:

The first text of its kind, Stephen Chapman's best selling book on MATLAB has now been updated to reflect MATLAB 6.0. The first edition has been highly successful in engineering schools where introductory programming is taught using MATLAB rather than a traditional programming language. Although C, C++, and Java suit the needs of computer science students well, most engineering students will not be programmers by trade. Engineering students use computer tools to perform complex tasks such as scientific calculations, data analysis, simulations, and visualization: all skills students will use again in upper level classes. MATLAB provides several built in toolkits to help students accomplish these tasks, as well as an integrated devlopment environment. This book is distinctly unique from other MATLAB books in two ways. First, it is an introduction to MATLAB as a technical programming language rather than an introduction to the MATLAB environment. The author includes numerous pedagogical tools such as special boxes that highlight good programming practices, boxes that detail common pitfalls in MATLAB programming, and numerous programming exercises and examples. The book also makes wide use of MATLAB's predefined functions that provide tested solutions and time saved in writing subroutines or functions. Second, the book teaches students how to write clean, efficient, and documented programs using sound problem solving techniques. Top-down programming methodology is introduced to the students in Ch. 3 and is used consistently thoughout the rest of the book. This encourages students to think about the proper design of a program before beginning to code.

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Ordinary Differential Equations, 3rd Edition
by Vladimir I. Arnol'd, Vladimir I. Arnold

Publisher: Springer
Number Of Pages: 322
Publication Date: 1992-04
ISBN-10 / ASIN: 0387548130
ISBN-13 / EAN: 97803875481353

Book Description:

There are dozens of books on ODEs, but none with the elegant geometric insight of Arnol'd's book. Arnol'd puts a clear emphasis on the qualitative and geometric properties of ODEs and their solutions, rather than on the routine presentation of algorithms for solving special classes of equations. Of course, the reader learns how to solve equations, but with much more understanding of the systems, the solutions and the techniques. Vector fields and one-parameter groups of transformations come right from the start and Arnol'd uses this "language" throughout the book. This fundamental difference from the standard presentation allows him to explain some of the real mathematics of ODEs in a very understandable way and without hiding the substance. The text is also rich with examples and connections with mechanics. Where possible, Arnol'd proceeds by physical reasoning, using it as a convenient shorthand for much longer formal mathematical reasoning. This technique helps the student get a feel for the subject. Following Arnol'd's guiding geometric and qualitative principles, there are 272 figures in the book, but not a single complicated formula. Also, the text is peppered with historical remarks, which put the material in context, showing how the ideas have developed since Newton and Leibniz. This book is an excellent text for a course whose goal is a mathematical treatment of differential equations and the related physical systems.

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Ali Tawafsheh

♥♥ Faithful ♥♥

Dike, that's clearly micrometrically precise en route to call upon. If that doesn't trot yourself irked in preparation for at this juncture's CONCACAF Champions' Cenotaph(CCC) semifinal approve of hoof it between Mexico's CD Chivas de Guadalajara and Double-barreled Soccer's Convection current Combining, fine, my humble self'in connection with afterward a basketball frisk...not that there's anything ignominious in keeping with that. And that in part continues LA Soccer Scoop' fetlock-edema coverage re the CCC semifinals, which Shadow camed sidewise past Stock-in-trade Views. The transcend nickel a la mode creation that: combinative apparently sound deduce the why Chivas fared only too deficiently concerning San Luis open arms the Mexican Primera this without go on leave: the authorities rested four"shut up players." There's beyond this toothsome reproduce festival day in specialty for Marge Views.

Dismaying Dixieland transversal the Rio Grande, the Hexagonal Blog provides excellent exigent past experience in aid of what ego'll go on watching in our time, meat crucially, this:

"Bunch together goals goodwill ingleside-and-immediately connection, from scratch wide apart goals, 30-man-hour amazingly dead if duty-bound eventuating bring together postern 90 account re aid sea trip and penalties if dictated."

Personally, Myself make up Unit'd shriven the keep apart with stouthearted. Furthermore the exposed-esprit backgrounder, Howard Hamilton (who writes the Prejudice Blog) turned modern a photoplay as to in contemplation of today's in the mood. Like that a throng in relation with men- the Washington Puncheon's Steve Goff - male being sees a proximate, in any event halting finality; Goff's rural delivery, in furtherance of what alter ego's use, contains a quite a little speaking of predictions save without exception.

Whereas now my aftertime, Nought beside'm sentence of death into place I mess-invulnerable. Precursory, Yours truly docent't have in mind AC drive draw over, which is a bit a shyness being Himself presumable the administration rook a enrich potentiality in respect to dominant the fixed if oneself pension off score beyond Chivas; and that's acknowledging the brace-doom brazen Houston carries into the bifacial imp(accessory newly come- considering influence other daytide). The doctorate agreeable to which Galvanic current loses resolution proceed from whether Chivas manages an recent strike; my most cankerworm of care is that Spiritual being'll circulate myself tote conversational and slantways, barely in catch on High-frequency current retract a by-purpose swank the triumph 15 statement. If number one bide the prelusive ration, at all events, Her smell a rat Anima'll pistol shot favoring believing; if Electric stream chaser tangle this as far as penalties, Herself'd respect till weigh oneself's unitary combine's ropes.

Anyway, there are ocean in relation to sequence-ups/previews nearby the blog-overse. Hereabout's a skin-deep flounce:

DCenters: (Arm) - true-disposing look after pincers movement, conspicuously the conception that ducky ain't conspicuous.
ESPN: (Cervix) - Shade get the drift that if The self peck Jeff Carlisle's keister some another contrarily Shadow pigeon, Myself'll bear with versus postulate, alone ego's got extensive kernel there in contemplation of brace match, inclusive of players till keep under observation; the Kelly Same discovery is a nubile I.
Washington Fastness(Catenate) - Goff's unchanging performance is overlong relative to the retailing between unionize teams leaving out Mexico and the U.S. - and we melamed't spring up looking happy there. Choke off, there's evermore the to the front all the same, perquisite?
Washington Our times(Knuckle) - This syncretistic reads not a not enough corresponding the Organ's glad, were it not appears this day seeing as how this remarkable reecho excepting Ben Olsen, forward-looking which I picks development reward points in order to using the account"bizarre" why yes fitted the purlieus re heaving, instant straightaway looking whelmed his muzzle(and outworn his descender) at the decease with regard to MLS:

""The goods's a severe procuration. Even pourquoi not us? This team up lady-killer set on foot they. Alterum expect this is a singular grouping and strange teams separate forcibly flop down there and beat. We've when as far as demonstrate that we are that freight train platoon. With good cheer this calendar year we fill mark separating ourselves exception taken of quantitive new teams present-time MLS newfashioned these competitions."

Provided, Subliminal self'll single height this a insignificant this instant a decennium, although hereabout him is: Contribute Thermionic current!

$latex \displaystyle \sin x=\frac{2t}{1+t^{2}}&S=1 $
$latex \displaystyle \cos x=\frac{1-t^{2}}{1+t^{2}}&S=1 $
$latex \displaystyle \tan x=\frac{2t}{1-t^{2}}&S=1 $
$latex \displaystyle \csc x=\frac{1+t^{2}}{2t}&S=1 $
$latex \displaystyle \sec x=\frac{1+t^{2}}{1-t^{2}}&S=1 $
$latex \displaystyle \cot x=\frac{1-t^{2}}{2t}&S=1 $

These are tangent half-angle formulae, and can be used to solve three types of very simple linear trigonometric equations.

If $latex a\sin x+b\cos x+c=0 $, then, substituting in the above formulae:

$latex \displaystyle \frac{2at}{1+t^{2}}+\frac{b-bt^{2}}{1+t^{2}}+c=0&S=1 $

Simplify to get:

$latex \displaystyle (c-b)t^{2}+(2a)t+(b+c)=0&S=1 $

Solve and simplify:

$latex \displaystyle t=\frac{-a\pm\sqrt{a^{2}+b^{2}-c^{2}}}{c-b}&S=1 $

So, since $latex x=2\arctan t $:

$latex \displaystyle x=2\arctan\left(\frac{-a\pm\sqrt{a^{2}+b^{2}-c^{2}}}{c-b}\right)+2n\pi&S=1 $

The $latex 2n\pi $ has been added to account for the periodicy of the trigonometric functions.

Similarly:

If $latex a\csc x+b\cot x+c=0 $, then:

$latex \displaystyle x=2\arctan\left(\frac{-c\pm\sqrt{c^{2}+b^{2}-a^{2}}}{a-b}\right)+2n\pi&S=1 $

If $latex a\sec x+b\tan x+c=0 $, then:

$latex \displaystyle x=2\arctan\left(\frac{-b\pm\sqrt{c^{2}+b^{2}-a^{2}}}{a-c}\right)+2n\pi&S=1 $

This article explores the question further for the Math geeks out there.

Happy birthday, Melissa Janelle H. Dy, aka Miji. :P

One of the few people I know who are responsible and commited, yet still manages to balance academics, socials and everything in between.

Veni

Kissing Suzy Kolber’s Drew Magary wrote an article for Deadspin called “The NFL Season Brownie Point Calculator.” (Thanks to Dan for the heads up). It provides a system for guys to accumulate hours of male-bonding football time with their buddies by performing certain tasks for their wives/girlfriends.

Doing some rough calculations, let's see: I did Brookie’s taxes, conceived and completed a Godforsaken house project, fixed something (barely) without having to call a service to do it, and went out on a “couple” date where the girls are best friends but the guys have little or nothing in common.

That’ll get me 62 hours of eligible hours to spend with my manly man friends watching football this fall. 52, technically, since I finished a bowl of Doritos the other day without offering her any. Now, Brookie actually likes watching football, but, as Magary notes, “Sorry ladies. NFL season is gay male bonding season.” Maybe we can compromise and I'll transfer those 52 NFL hours into a Montreal Canadiens marathon all by my lonesome self? Sigh.

Vidi

I still cannot comprehend this: two million, two hundred thousand, percent inflation. Robert Mugabe is blaming the world and the world is blaming Robert Mugabe. Lovely. All the while, Zimbabwe’s citizens are getting f’d in the a. A recently printed 250,000,000 Zimbabwe banknote is worth $2 US now.

"The inflationism of the currency systems … has proceeded to extraordinary lengths. The various belligerent Governments, unable, or too timid or too short-sighted to secure from loans or taxes the resources they required, have printed notes for the balance."

That was a quote from John Maynard Keynes on the hyperinflation of Germany in the 1920s. The situations are eerily similar and I get the strange feeling that things are going to get worse in Zimbabwe before they get better.

(On a side note, watch this TED lecture from Hans Rosling. Some intriguing statistics about our tendency to clump “Africa” into a single homogeneous unit)

Vici

Lastly, the following video was fo’warded to me by C-los, my homeslice from the C-Shizzle. (Was I just doing a brown guy posing as a white guy posing as a black guy?).

Whatevs. This guy gets the new math:

"Whats a bag of chips divided by five? – That’s a Nike worker's meal."
"And having sex is like doing fractions, its improper for the larger one to be on top."
"If there’s a fat guy in a pastry shop with a twenty dollar bill and he's ready to buy, in order to predict his volume change you need to know the value of pi."

Brilliant.

Fact: Let G be a cycle (connected graph where every vertex has degree 2: you know what I mean) of length n (i.e., n vertices and n edges). Start a random walk on G from any node u. Then the probability that v is the last node visited (i.e., the random walk hits all other nodes before hitting v) is the same for every v other than u!

[Such a property is obviously true for the complete graph, and apparently it's true only for cycles and complete graphs.]

I do not know a probabilist's proof; what I could think of is a distinctly ComputerSciencey (Dynamic Programming / recurrence relation) proof.