obtained by solving the equation1s$$ - y n2 sin(s ) ? 0 , (1)In general, the conditions at the starting time, t = ts, are given by 2t ? t s ,s (t s ) » s s ,s$ (t s ) » s$s . (1a)In these equations, the dots represent differentiation with respect to time t and thequantity n , which has units of rad/s, is related to the natural frequency of the system.As an example, for a compound pendulum swinging in the vertical plane about ahorizontal axis that goes through point O, mtotal gdyn » , (1b) J0where, mtotal is the total mass of the pendulum; g is the
Page 12.1256.2sequences (stretches) of the same digit(s), say, 1, the overall sequence might be random though.Long sequences of the same digits, even though generated by a random process would reduce thelocal randomness of a sample. That is, a sample could only be globally random for sequences of,say, 100,000 digits while it might not appear at all random when a sequence of less than 500digits is considered. Usually in a statistical environment, the numeric sequence need to be a large one (30 or moreentries) before we could talk about whether the sequence is random or not. For example, in atossing of a coin denoting a head by 1 and a tail by 0, if we get 15 0’s successively, can we saythat the coin is biased statistically? The answer is no
hardlims(x) = 4 5+1, x 2 0Thus the input of the single neuron is an R x 1 matrix p, and its final output is a scalar a =hardlims(Wp + b), depending upon whether the result n = Wp + b is positive or negative.A neural network can contain multiple neurons. Each neuron receives the same input vector, p,but produces a separate output. A network of S neurons has S outputs and can be represented ina manner similar to the single neuron network shown in figure 1. However, the weights are nowthe rows of a weight matrix W of size S x R. Accordingly, b, n, and a become column vectors oflength S, or S x 1 matrices. Thus, for an S neuron neural network with input p, we obtain Soutputs, which are contained in the S x 1 matrix
twigs and leaves. Hence, thesmaller parts of a tree appear to have the same structure as the whole. Until Benoit Mandelbrot3,Gaston Julia11 and Pierre Fatou12 discovered self-similar structures in iterative mappings, suchstructures had gone largely unnoticed. Beginning in the late 1910's and into the 1920's, Julia11and Fatou12 led the study of these self-similar structures. At that time, there were no computersto produce the images that we see today. Consequently, interest in fractals was restricted to thosevery few individuals who could in some sense understand the mathematics behind the picturesthat are drawn today.Although Mandelbrot3 invented the word fractal, many of the objects featured in The FractalGeometry of Nature had been previously
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condensed matter. Positrons can be obtained from β+-decayof radioactive isotopes or from nuclear reactions. For the investigation of the electronicstructure of defects in solids they are implanted into the sample and move through themedium until they reach thermal equilibrium. As the antimatter counterpart to the electron,the positron remains only a short time (10-10 s) in the sample before annihilating with anelectron under emission of annihilation gamma rays that escape the system without anyinteraction. The spectrum of these gamma quanta holds information about the electronicenvironment around the annihilation site 9. The principle of the method lies in the analysis ofthe positron annihilation line shape, which directly corresponds to the
m (x) from statics due to P = 1 m (x) couple, m (x)Virtual moment, m(x) m(x) from statics due to P = 1 m(x)Slope angle, (x) L Mm s (x) (x) = Ð EI dx due to P = 1 0Deflection, y(x) L Mm
Conference4. N. A. Pendergrass, Robert E. Kowalczyk, John P. Dowd, Raymond N. Laoulache, William Nelles, James AGolen and Emily Fowler (1999), Improving First-year Engineering Education, Proceedings of the 1999 Frontiers inEducation conference, San Juan, Puerto Rico5. N. Fisher, S. Rankin, B. Saunders, and K. Millett (2006), Excellence in Undergraduate Mathematics:Confronting Diverse Student Interests, A Final Report, Retrieved January 16, 2007, fromhttp://www.math.uic.edu/~mer/pages/Excellencepage/Final_report-_EUM_proj..pdf. Page 12.914.6
paths, but it is just as valuable for students who enter “traditional” graduate programs andgo into academic careers in that it broadens their perspectives on the uses of mathematics (A. C.Heinricher and S. L. Weekes12, B. Vernescu and A.C. Heinricher19)Here are some sample REU projects from past research summers (more are available on theCIMS web at www.wpi.edu/+CIMS ): Optimal Cession Strategies – Sponsor: Premier Insurance Co.; Faculty advisor: Arthur Heinricher; Industrial advisors: Richard Welch, CEO, and Martin Couture. In the state of Massachusetts, the automobile insurance industry is highly regulated. Not only are insurance rates fixed by the state, but no company can refuse insurance to anyone who
schedule for the math club, and some ofthe soft skills learned by students. It also provides information on variouscompetitions that are available to students in Washington State and ranks themaccording to the level of difficulty. Finally it discusses the lessons learned in thepast seven years which may be helpful to those who are considering starting onein their own neighborhoods.MathClub - Inception through Current StatusThe math club was started in mid 1990’s with one parent volunteer and a fewstudents. It was a before school 50-minute, unstructured, enrichment program,where students from 2nd through 4th graders came in to play math related gamesand puzzles. Each session typically had about 20 students. However, after a fewmonths the organizer
40problems. Because of the nature and speed of the course, and problems, students areencouraged to work together on the homework assignments, both during class time and inthe evening.Each day the previous day’s assignment is turned in by 8:05 AM, the start of class. Thecounselors grade the assignment during the morning, and return the assignments to thestudents at 1:30 PM each afternoon, at the problem session. The assignments are gradedas E for excellent above 90% correct; S for satisfactory, above 80% correct; and U forunsatisfactory for below 80% correct. Any student who receives a U on an assignmentmust redo all the problems the student missed and resubmit the assignment. Theassignment is not considered passed until all missed problems are done
of this task has been a stepin the right direction toward engaging students in mathematics used to help solve criticalproblems in applications of interest. Additional tasks are currently under development.For additional information on the Greater Birmingham Mathematics Partnership, please visit:http://www.math.uab.edu/GBMP/.For additional information on the Mathematics Education Collaborative (MEC), please visit:http://mec-math.org/.References[1] Greater Birmingham Mathematics Partnership, Five-Year Strategic Plan. July 2006.[2] Blue, C. E., Blevins, L. G., Carriere, P., Gabriele, G., Kemnitzer, S. (Group Leader), Rao, V., and Ulsoy, G., “The Engineering Workforce: Current State, Issues, and Recommendations”. Final Report to the