Sources:
Visual - various maths sites (credits to original creator)
Questions - Dong Zong's Textbook
suitable for SUEC (Maths), SPM (Maths and Add Maths) too
Sources:
Visual - various maths sites (credits to original creator)
Questions - Dong Zong's Textbook
suitable for SUEC (Maths), SPM (Maths and Add Maths) too
The results offer methods for identifying types of structurally significant people in on-line applications, and suggest a potential expansion of existing theories of tie strength.
Theory of Relativity
Maybe travelling in time is an interesting topic. Also the idea of the flow of time at high speeds is a difficult idea to understand. But did you know that in 1905, someone dared to think differently. He is Albert Einstein. Questions such as, what will you see if you are moving at the speed of light? Well, it is argued that light speed is the maximum speed that is available in the entire universe. The speed of light was calculated by Maxwell using the equations of Electromagnetic wave.
c=√(1/(ε_o μ_o ))
We were able to understand that anything that has speed travels a certain distance in space in amount of time.
Einstein argued that measurements done on physically observable quantity must be uniform in all inertial reference frame. The problem is there is no such as universal reference frame. This gives rise to the assumption that everyone is moving relative to one another. This would give rise to another claim that is, “measurements taken from one reference frame, will be different from measurements taken from other frame of reference”. This argument is absurd because it will mean that laws of physics were different for different reference frames. The theory of relativity holds to the fact that the laws of physics were the same for all inertial reference frames.
This will be eminent when we apply the concept of the Doppler Effect to sound. We know that whenever the source of the sound moves with a velocity V_s, with respect to the observer there will be a change in the measured frequency. Furthermore there will be more measurements that can be made depending on the observer. So how do we determine the real frequency of the sound emitted by the source?
Another instance is when we are on board a plane with some velocity Vplane and we fire a bullet the relative velocity of the bullet on an stationary observer will be;
V=Vbullet+Vplane
Which is correct in Galilean transformation. Now what if we turn on the headlight of a plane? Would it mean that the speed of light will be the velocity of the plane + the speed of light? (v=c) ?. Absolutely not, because this will violate the premise that, “the speed of light is constant in a vacuum”.
Clearly from the two instances there must be a different formula that will unify measurements made on different reference frame. This method is called transformation.
So let us create two equation that will unify measurements in these two instances. The first instance is at the plane, the observer at the plane will have (x,y,z,t). and the observer from the earth will us the coordinates (x^',y^',z^',t^'). So which is it the spaceship is moving away from the earth or the earth is moving away from the spaceship. To fix this, we assume that the origin O and O^'coincide and are parallel to one another at all times. Further more we let t and t^' be equal that is t= t^'.
and more....
1) Enzymes: Definition, Isozymes, Oligomeric enzymes, Multi-enzyme Complexes; Components of Enzymes
2) Classification & Nomenclature of Enzymes
3) Theories of action of enzymes: Collision Theory, Transition State Theory
Mpc 006 - 02-01 product moment coefficient of correlationVasant Kothari
1.2 Correlation: Meaning and Interpretation
1.2.1 Scatter Diagram: Graphical Presentation of Relationship
1.2.2 Correlation: Linear and Non-Linear Relationship
1.2.3 Direction of Correlation: Positive and Negative
1.2.4 Correlation: The Strength of Relationship
1.2.5 Measurements of Correlation
1.2.6 Correlation and Causality
1.3 Pearson’s Product Moment Coefficient of Correlation
1.3.1 Variance and Covariance: Building Blocks of Correlations
1.3.2 Equations for Pearson’s Product Moment Coefficient of Correlation
1.3.3 Numerical Example
1.3.4 Significance Testing of Pearson’s Correlation Coefficient
1.3.5 Adjusted r
1.3.6 Assumptions for Significance Testing
1.3.7 Ramifications in the Interpretation of Pearson’s r
1.3.8 Restricted Range
1.4 Unreliability of Measurement
1.4.1 Outliers
1.4.2 Curvilinearity
1.5 Using Raw Score Method for Calculating r
1.5.1 Formulas for Raw Score
1.5.2 Solved Numerical for Raw Score Formula
Sources:
Visual - various maths sites (credits to original creator)
Questions - Dong Zong's Textbook
suitable for SUEC (Maths), SPM (Maths and Add Maths) too
Sources:
Visual - various maths sites (credits to original creator)
Questions - Dong Zong's Textbook
suitable for SUEC (Maths), SPM (Maths and Add Maths) too
Sources:
Visual - various maths sites (credits to original creator)
Questions - Dong Zong's Textbook
suitable for SUEC (Maths), SPM (Maths and Add Maths) too
Sources:
Visual - various maths sites (credits to original creator)
Questions - Dong Zong's Textbook
suitable for SUEC (Maths), SPM (Maths and Add Maths) too
Sources:
Visual - various maths sites (credits to original creator)
Questions - Dong Zong's Textbook
suitable for SUEC (Maths), SPM (Maths and Add Maths) too
2.2 Special types of Correlation
2.3 Point Biserial Correlation rPB
2.3.1 Calculation of rPB
2.3.2 Significance Testing of rPB
2.4 Phi Coefficient (φ )
2.4.1 Significance Testing of phi (φ )
2.5 Biserial Correlation
2.6 Tetrachoric Correlation
2.7 Rank Order Correlations
2.7.1 Rank-order Data
2.7.2 Assumptions Underlying Pearson’s Correlation not Satisfied
2.8 Spearman’s Rank Order Correlation or Spearman’s rho (rs)
2.8.1 Null and Alternate Hypothesis
2.8.2 Numerical Example: for Untied and Tied Ranks
2.8.3 Spearman’s Rho with Tied Ranks
2.8.4 Steps for rS with Tied Ranks
2.8.5 Significance Testing of Spearman’s rho
2.9 Kendall’s Tau (ô)
2.9.1 Null and Alternative Hypothesis
2.9.2 Logic of Kendall’s Tau and Computation
2.9.3 Computational Alternative for Kendall’s Tau
2.9.4 Significance Testing for Kendall’s Tau
Mpc 006 - 02-03 partial and multiple correlationVasant Kothari
3.2 Partial Correlation (rp)
3.2.1 Formula and Example
3.2.2 Alternative Use of Partial Correlation
3.3 Linear Regression
3.4 Part Correlation (Semipartial correlation) rsp
3.4.1 Semipartial Correlation: Alternative Understanding
3.5 Multiple Correlation Coefficient (R)
Sources:
Visual - various maths sites (credits to original creator)
Questions - Dong Zong's Textbook
suitable for SUEC (Maths), SPM (Maths and Add Maths) too
The results offer methods for identifying types of structurally significant people in on-line applications, and suggest a potential expansion of existing theories of tie strength.
Theory of Relativity
Maybe travelling in time is an interesting topic. Also the idea of the flow of time at high speeds is a difficult idea to understand. But did you know that in 1905, someone dared to think differently. He is Albert Einstein. Questions such as, what will you see if you are moving at the speed of light? Well, it is argued that light speed is the maximum speed that is available in the entire universe. The speed of light was calculated by Maxwell using the equations of Electromagnetic wave.
c=√(1/(ε_o μ_o ))
We were able to understand that anything that has speed travels a certain distance in space in amount of time.
Einstein argued that measurements done on physically observable quantity must be uniform in all inertial reference frame. The problem is there is no such as universal reference frame. This gives rise to the assumption that everyone is moving relative to one another. This would give rise to another claim that is, “measurements taken from one reference frame, will be different from measurements taken from other frame of reference”. This argument is absurd because it will mean that laws of physics were different for different reference frames. The theory of relativity holds to the fact that the laws of physics were the same for all inertial reference frames.
This will be eminent when we apply the concept of the Doppler Effect to sound. We know that whenever the source of the sound moves with a velocity V_s, with respect to the observer there will be a change in the measured frequency. Furthermore there will be more measurements that can be made depending on the observer. So how do we determine the real frequency of the sound emitted by the source?
Another instance is when we are on board a plane with some velocity Vplane and we fire a bullet the relative velocity of the bullet on an stationary observer will be;
V=Vbullet+Vplane
Which is correct in Galilean transformation. Now what if we turn on the headlight of a plane? Would it mean that the speed of light will be the velocity of the plane + the speed of light? (v=c) ?. Absolutely not, because this will violate the premise that, “the speed of light is constant in a vacuum”.
Clearly from the two instances there must be a different formula that will unify measurements made on different reference frame. This method is called transformation.
So let us create two equation that will unify measurements in these two instances. The first instance is at the plane, the observer at the plane will have (x,y,z,t). and the observer from the earth will us the coordinates (x^',y^',z^',t^'). So which is it the spaceship is moving away from the earth or the earth is moving away from the spaceship. To fix this, we assume that the origin O and O^'coincide and are parallel to one another at all times. Further more we let t and t^' be equal that is t= t^'.
and more....
1) Enzymes: Definition, Isozymes, Oligomeric enzymes, Multi-enzyme Complexes; Components of Enzymes
2) Classification & Nomenclature of Enzymes
3) Theories of action of enzymes: Collision Theory, Transition State Theory
Mpc 006 - 02-01 product moment coefficient of correlationVasant Kothari
1.2 Correlation: Meaning and Interpretation
1.2.1 Scatter Diagram: Graphical Presentation of Relationship
1.2.2 Correlation: Linear and Non-Linear Relationship
1.2.3 Direction of Correlation: Positive and Negative
1.2.4 Correlation: The Strength of Relationship
1.2.5 Measurements of Correlation
1.2.6 Correlation and Causality
1.3 Pearson’s Product Moment Coefficient of Correlation
1.3.1 Variance and Covariance: Building Blocks of Correlations
1.3.2 Equations for Pearson’s Product Moment Coefficient of Correlation
1.3.3 Numerical Example
1.3.4 Significance Testing of Pearson’s Correlation Coefficient
1.3.5 Adjusted r
1.3.6 Assumptions for Significance Testing
1.3.7 Ramifications in the Interpretation of Pearson’s r
1.3.8 Restricted Range
1.4 Unreliability of Measurement
1.4.1 Outliers
1.4.2 Curvilinearity
1.5 Using Raw Score Method for Calculating r
1.5.1 Formulas for Raw Score
1.5.2 Solved Numerical for Raw Score Formula
Sources:
Visual - various maths sites (credits to original creator)
Questions - Dong Zong's Textbook
suitable for SUEC (Maths), SPM (Maths and Add Maths) too
Sources:
Visual - various maths sites (credits to original creator)
Questions - Dong Zong's Textbook
suitable for SUEC (Maths), SPM (Maths and Add Maths) too
Sources:
Visual - various maths sites (credits to original creator)
Questions - Dong Zong's Textbook
suitable for SUEC (Maths), SPM (Maths and Add Maths) too
Sources:
Visual - various maths sites (credits to original creator)
Questions - Dong Zong's Textbook
suitable for SUEC (Maths), SPM (Maths and Add Maths) too
Sources:
Visual - various maths sites (credits to original creator)
Questions - Dong Zong's Textbook
suitable for SUEC (Maths), SPM (Maths and Add Maths) too
2.2 Special types of Correlation
2.3 Point Biserial Correlation rPB
2.3.1 Calculation of rPB
2.3.2 Significance Testing of rPB
2.4 Phi Coefficient (φ )
2.4.1 Significance Testing of phi (φ )
2.5 Biserial Correlation
2.6 Tetrachoric Correlation
2.7 Rank Order Correlations
2.7.1 Rank-order Data
2.7.2 Assumptions Underlying Pearson’s Correlation not Satisfied
2.8 Spearman’s Rank Order Correlation or Spearman’s rho (rs)
2.8.1 Null and Alternate Hypothesis
2.8.2 Numerical Example: for Untied and Tied Ranks
2.8.3 Spearman’s Rho with Tied Ranks
2.8.4 Steps for rS with Tied Ranks
2.8.5 Significance Testing of Spearman’s rho
2.9 Kendall’s Tau (ô)
2.9.1 Null and Alternative Hypothesis
2.9.2 Logic of Kendall’s Tau and Computation
2.9.3 Computational Alternative for Kendall’s Tau
2.9.4 Significance Testing for Kendall’s Tau
Mpc 006 - 02-03 partial and multiple correlationVasant Kothari
3.2 Partial Correlation (rp)
3.2.1 Formula and Example
3.2.2 Alternative Use of Partial Correlation
3.3 Linear Regression
3.4 Part Correlation (Semipartial correlation) rsp
3.4.1 Semipartial Correlation: Alternative Understanding
3.5 Multiple Correlation Coefficient (R)
Sources:
Visual - various maths sites (credits to original creator)
Questions - Dong Zong's Textbook
suitable for SUEC (Maths), SPM (Maths and Add Maths) too
Basic Mathematics (non-calculus) for k-12 students in B.C. Canada. Intended as a guide for teaching basic math to young learners, and uploaded as a personal favor to my friend Oliver Cougur. This is a supplement teaching/learning material, and functions as a 'cheat sheet' for instructors and/or students.
This is not intended as curriculum material. I guarantee nothing. I claim no ownership or discovery of any of the material in this document, however I reserve my right of creative expression for materials contained. This document may not be sold, copied or altered in anyway by anyone.
Please report any errors to s.grantwilliam@ieee.org
How do you calculate the particular integral of linear differential equations?
Learn this and much more by watching this video. Here, we learn how the inverse differential operator is used to find the particular integral of trigonometric, exponential, polynomial and inverse hyperbolic functions. Problems are explained with the relevant formulae.
This is useful for graduate students and engineering students learning Mathematics. For more videos, visit my page
https://www.mathmadeeasy.co/about-4
Subscribe to my channel for more videos.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
