Here is a Python function to calculate the solution to the interrupted game problem:
```python
import math
def interrupted_game_solution(p, r):
n = p + r - 1
numerator = math.factorial(n)
denominator = math.factorial(p-1) * math.factorial(r-1) * math.factorial(n-p-r+1)
probability = numerator / denominator
return probability
```
To use it:
```python
p = 3 # player 1 needs 3 more wins
r = 5 # player 2 needs 5 more wins
probability = interrupted_game_solution(p, r)
print(probability)
```
Some Basic concepts of Probability along with advanced concepts on Medical probability & Probability in Gambling. A lot of Sample Questions and Practice Questions will help you understand and apply the concepts in real life.
JEE Mathematics/ Lakshmikanta Satapathy/ Questions and answers part 7 involving probability distribution and determination of mean and variance of a random variable
Slides for a lecture by Todd Davies on "Probability", prepared as background material for the Minds and Machines course (SYMSYS 1/PSYCH 35/LINGUIST 35/PHIL 99) at Stanford University. From a video recorded July 30, 2019, as part of a series of lectures funded by a Vice Provost for Teaching and Learning Innovation and Implementation Grant to the Symbolic Systems Program at Stanford, with post-production work by Eva Wallack. Topics include Basic Probability Theory, Conditional Probability, Independence, Philosophical Foundations, Subjective Probability Elicitation, and Heuristics and Biases in Human Probability Judgment.
LECTURE VIDEO: https://youtu.be/tqLluc36oD8
EDITED AND ENHANCED TRANSCRIPT: https://ssrn.com/abstract=3649241
Probability - Question Bank for Class/Grade 10 maths.Let's Tute
Probability - Question Bank for Class/Grade 10 maths.
Watch videos on our youtube channel -
www.youtube.com/letstute.
And find related study material on our website -
www.letstute.com.
Some Basic concepts of Probability along with advanced concepts on Medical probability & Probability in Gambling. A lot of Sample Questions and Practice Questions will help you understand and apply the concepts in real life.
JEE Mathematics/ Lakshmikanta Satapathy/ Questions and answers part 7 involving probability distribution and determination of mean and variance of a random variable
Slides for a lecture by Todd Davies on "Probability", prepared as background material for the Minds and Machines course (SYMSYS 1/PSYCH 35/LINGUIST 35/PHIL 99) at Stanford University. From a video recorded July 30, 2019, as part of a series of lectures funded by a Vice Provost for Teaching and Learning Innovation and Implementation Grant to the Symbolic Systems Program at Stanford, with post-production work by Eva Wallack. Topics include Basic Probability Theory, Conditional Probability, Independence, Philosophical Foundations, Subjective Probability Elicitation, and Heuristics and Biases in Human Probability Judgment.
LECTURE VIDEO: https://youtu.be/tqLluc36oD8
EDITED AND ENHANCED TRANSCRIPT: https://ssrn.com/abstract=3649241
Probability - Question Bank for Class/Grade 10 maths.Let's Tute
Probability - Question Bank for Class/Grade 10 maths.
Watch videos on our youtube channel -
www.youtube.com/letstute.
And find related study material on our website -
www.letstute.com.
Experiment
Event
Sample Space
Unions and Intersections
Mutually Exclusive Events
Rule of Multiplication
Rule of Permutation
Rule of Combination
PROBABILITY
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Experiment
Event
Sample Space
Unions and Intersections
Mutually Exclusive Events
Rule of Multiplication
Rule of Permutation
Rule of Combination
PROBABILITY
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
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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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Probability
1. Dr. Carlos Rodríguez Contreras
UNAM
Probability - The Science of
Uncertainty and Data
2. The Science of Probability
Probability is that arm of science which deals with the
understanding of uncertainty from a mathematical
perspective.
The foundations of probability are about three centuries
old and can be traced back to the works of Laplace,
Bernoulli, et al.
However, the formal acceptance of probability as a
legitimate science stream is just a century old.
Kolmogorov (1933) firmly laid the foundations of
probability in a pure mathematical framework.
3. History of Probability
The mathematical idea of randomness and probability are
relatively new concepts, in ancient times people didn't
believe in chance, everything was the work of the Gods.
They also believed future could be divined by using lucky
charms or rolling dice, the first dice were made of bones.
The astragalus or talus bone, the
ankle bone, usually taken from
goats or sheep. Were used in
games of chance and skill since at
least 3500 BC.
When tossed in the air, they will
land with one of four sides face up,
sometimes referred to as Camel,
Goat, Horse and Sheep.
5. Nature of Probability
The world is full of uncertainty: accidents, storms, unruly financial
markets, noisy communications. The world is also full of data.
Probabilistic modeling and the related field of statistical inference
are the keys to analyzing data and making scientifically sound
predictions.
“one mathematical and the other philosophical,
reveal the double root of the mathematical
theory of probability”
Blaise Pascal
6. de Mere’s Paradox
When throwing one dice [sic], there is a 1-in-6 chance of a
‘one’ Appearing.
In four rolls, therefore, there is a 4-in-6 chance to get at least
one ‘one’ value.
If a pair of dice is rolled, there is a 1-in-36 chance of two
‘ones’ resulting.
In 24 rolls, the chance of at least one pair of ‘ones’ is thus 24-
in-36.
Both equal 2/3.
When throwing one dice [sic], there is a 1-in-6 chance of a
‘one’ Appearing.
In four rolls, therefore, there is a 4-in-6 chance to get at least
one ‘one’ value.
If a pair of dice is rolled, there is a 1-in-36 chance of two
‘ones’ resulting.
In 24 rolls, the chance of at least one pair of ‘ones’ is thus 24-
in-36.
Both equal 2/3.
The apparent difference between probability theory and reality is referred to as
the Paradox of Chevalier de Mere.
8. The Origins
In July of 1654 Blaise Pascal wrote to Pierre Fermat about a gambling
problem which came to be known as the Problem of Points: Two
players are interrupted in the midst of a game of chance, with the
score uneven at that point. How should the stake be divided? The
ensuing correspondence between the two French mathematicians
counts as the founding document in mathematical probability, even
though it was not the first attempt to treat games of chance
mathematically.
Photographic reproduction of Philippe de
Champaigne’s painting of Blaise Pascal
(1623–1662)
Photographic reproduction of painting
of Pierre de Fermat
(1601–1665)
Antoine Gombaud a.k.a.
Chevalier de Mere
(1607–1684)
12. Counting Rule for Combinations
A combination is an outcome of an experiment where x
objects are selected from a group of n objects and where
order does not matter
Where:
nCk = number of combinations of x objects selected from n objects
n! =n(n - 1)(n - 2) . . . (2)(1)
k! = k(k - 1)(k - 2) . . . (2)(1)
0! = 1 (by definition)
!
!( )!n k
n n
C
k n kk
13. Counting Rule for Permutations
• A permutation is an outcome of an experiment where x
objects are selected from a group of n objects and
where order matter
where:
nPk = number of permutations of x objects selected from n
objects
n! =n(n - 1)(n - 2) . . . (2)(1)
k! = k(k - 1)(k - 2) . . . (2)(1)
0! = 1 (by definition)
!
( )!n kP
n
n k
14. The Unfinished Game Solution
n=p+r-1
p = number of trials the advantaged player needs to win
r = number of trials the disadvantaged player needs to win
1
0 2
r
n k
n
k
C
1
0 2
r
n k
n
k
C
15. Briagoberto needs to win 3 more rounds to win the game and
Catarrín needs to win 5 more rounds. Briagoberto’s probability of
winning is:
99/128
If pot is $25.00
Briagoberto’s share of the pot is then
99/128 ($25) =$19.34
1
0 2
r
n k
n
k
C
n=p+r-1
The case of
Briagoberto
vs
Catarrín
16. Important Terms
Probability – the chance that an uncertain event will
occur (always between 0 and 1)
Experiment – a process of obtaining outcomes for
uncertain events
Experimental Outcome – the most basic outcome
possible from a simple experiment
Sample Space – the collection of all possible
experimental outcomes
17. Sample Space
The Sample Space is the collection of all
possible outcomes
e.g., All 6 faces of a die:
e.g., All 52 cards of a bridge deck:
18. Events
Experimental outcome – An outcome from
a sample space with one characteristic
Example: A red card from a deck of cards
Event – May involve two or more outcomes
simultaneously
Example: An ace that is also red from a deck of cards
19. Visualizing Events
Contingency Tables
Tree Diagrams
Full Deck
of 52 Cards
Red Card
Black Card
Not an Ace
Ace
Ace
Not an Ace
Sample
Space
2
24
2
24
Red 2 24 26
Black 2 24 26
Total 4 48 52
Ace Not Ace Total
Sample
Space
20. Experimental Outcomes
A automobile consultant records fuel type and vehicle type for a sample of
vehicles
2 Fuel types: Gasoline, Diesel
3 Vehicle types: Truck, Car, SUV
6 possible experimental outcomes:
e1 Gasoline, Truck
e2 Gasoline, Car
e3 Gasoline, SUV
e4 Diesel, Truck
e5 Diesel, Car
e6 Diesel, SUV
Car
Truck
Truck
Car
SUV
SUV
e1
e2
e3
e4
e5
e6
Diesel
Gasoline
21. Probability Concepts
• Mutually Exclusive Events
– If E1 occurs, then E2 cannot occur
– E1 and E2 have no common elements
Black
Cards
Red
Cards
A card cannot be
Black and Red at
the same time.
E1 E2
Black
Cards
Red
Cards
22. Independent Events
E1 = heads on one flip of fair coin
E2 = heads on second flip of same coin
Result of second flip does not depend on the result of the first
flip.
Dependent Events
E1 = rain forecasted on the news
E2 = take umbrella to work
Probability of the second event is affected by the occurrence of
the first event
Independent vs. Dependent Events
23. Rules of Probability
0 ≤ P(Ei) ≤ 1
For any event Ei
where:
k = Number of individual outcomes
in the sample space
ei = ith individual outcome
Rule 1 Rule 2
1)P(e
k
1i
i
Rules for
Possible Values
and Sum
Individual Values Sum of All Values
24. • The probability of an event Ei is equal to
the sum of the probabilities of the
individual outcomes forming Ei.
• That is, if:
Ei = {e1, e2, e3}
then:
P(Ei) = P(e1) + P(e2) + P(e3)
Addition Rule for elementary events
Rule 3
25. Complement Rule
• The complement of an event E is the collection of
all possible elementary events not contained in
event E. The complement of event E is
represented by E.
• Complement Rule:
Or,
P(E)1)EP(
1)EP(P(E)
E
E
26. E1 E2 E1 E2+ =
2
6
Addition Rule for Two Events
P(E1 or E2) = P(E1) + P(E2) - P(E1 and E2)
Addition Rule:
Rule 4
P(E1 or E2) = P(E1) + P(E2) - P(E1 and E2)
Don’t count common
elements twice!
27. P(Red or Ace) = P(Red) +P(Ace) - P(Red and Ace)
Addition Rule Example
= 26/52 + 4/52 - 2/52 = 28/52
Don’t count
the two red
aces twice!
Black
Color
Type Red Total
Ace 2 2 4
Non-Ace 24 24 48
Total 26 26 52
28. Addition Rule for Mutually Exclusive Events
• If E1 and E2 are mutually exclusive, then
P(E1 and E2) = 0
P(E1 or E2) = P(E1) + P(E2) - P(E1 and
E2)
P(E1 or E2) = P(E1) + P(E2)
= 0
if mutually
exclusive
Rule 5
E1 E2
29. • Conditional probability for any
two events E1 , E2:
Conditional Probability
Rule 6)P(E
)EandP(E
)E|P(E
2
21
21
0)P(Ewhere 2
30. • What is the probability that a car has a CD player,
given that it has AC ?
i.e., we want to find P(CD | AC)
Conditional Probability Example
Of the cars on a used car lot, 70% have air
conditioning (AC) and 40% have a CD player (CD).
20% of the cars have both.
31. Conditional Probability Example
No CDCD Total
AC .2 .5 .7
No AC .2 .1 .3
Total .4 .6 1.0
Of the cars on a used car lot, 70% have air conditioning
(AC) and 40% have a CD player (CD).
20% of the cars have both.
.2857
.7
.2
P(AC)
AC)andP(CD
AC)|P(CD
32. For Independent Events:
• Conditional probability for
independent events E1 , E2:
Rule 7
)P(E)E|P(E 121 0)P(Ewhere 2
)P(E)E|P(E 212 0)P(Ewhere 1
33. Multiplication Rules
• Multiplication rule for two events E1 and E2:
If E1 and E2 are independent, then
and the multiplication rule simplifies to
Rule 8
Rule 9
)E|P(E)P(E)EandP(E 12121
)P(E)E|P(E 212
)P(E)P(E)EandP(E 2121
34. Tree Diagram Example
Diesel
P(E2) = 0.2
Gasoline
P(E1) = 0.8
Truck: P(E3|E1) = 0.2
Car: P(E4|E1) = 0.5
SUV: P(E5|E1) = 0.3
P(E1 and E3) = 0.8 x 0.2 = 0.16
P(E1 and E4) = 0.8 x 0.5 = 0.40
P(E1 and E5) = 0.8 x 0.3 = 0.24
P(E2 and E3) = 0.2 x 0.6 = 0.12
P(E2 and E4) = 0.2 x 0.1 = 0.02
P(E3 and E4) = 0.2 x 0.3 = 0.06
Truck: P(E3|E2) = 0.6
Car: P(E4|E2) = 0.1
SUV: P(E5|E2) = 0.3