mm-5519 === Subject: video lectures hello. I could really need some videolectures covering complex analysis, such as cauchys integral theorem, talyor and laurent series, and singularities and such. anyone know where I can find it.. I tried to find it on mit, but did not find it there, but I am blind too.. please help:) === Subject: Re: video lectures > hello. I could really need some videolectures covering complex > analysis, such as cauchys integral theorem, talyor and laurent series, > and singularities and such. anyone know where I can find it.. > I tried to find it on mit, but did not find it there, but I am blind > too.. please help:) > Then wouldn't audio lectures be sufficient? xizar who is ducking and covering. === Subject: Re: video lectures hello. I could really need some videolectures covering complex > analysis, such as cauchys integral theorem, talyor and laurent series, > and singularities and such. anyone know where I can find it.. > I tried to find it on mit, but did not find it there, but I am blind > too.. please help:) Then wouldn't audio lectures be sufficient? xizar > who is ducking and covering. omg...so funny !! haha === Subject: Re: [] finding derivative without chain rule >> However, in the high schools where I work (since you'd rather not call >> it teaching), there's this lovely thing called standardized testing >> that dumbs down what you can hope to teach students. > Have standardized taught students been called school products like they > have been in Portland? > I'm afraid I don't understand how you've phrased your question. (I'm not from Portland. I have an aunt who teaches elementary school there (the one in Oregon); I'll ask her about it. It's just been my experience in teaching (West Texas) that administrators constantly shove terms like Annual Yearly Progress and Test Results around and demand that all students meet some minimal level, rather than realize that student performance is a bell curve, not single point at 70%. If I have to spend all hour trying to get the screw-offs to bring a pencil and paper to class, all I have time for, for the rest of the class, is to gasp out look at the table on page xxx. I *detest* that I'm reduced to that. Back in the good ol' days, I used to pester the student, then contact the parents, and then sit the kid in the back of the class with some drawing paper and tell him You can fail if you really want to... just don't bother the rest of the class. You can't *make* a student do anything, and they know it. If I am unable to convince the kid to work, and if the parents are unwilling/able to convince the kid to work, he should be allowed to flunk out and contribute to the low end of the economy. Bleh. Icky thoughts. This stuff depresses me. I *hate* seeing kids that don't care about educating themselves. I don't understand how they can not want to be educated. > [] is used to mark off topic. Cool! I didn't know about that. (I just read the threads, generally, without poking my nose in.) xizar who knows that the proper word is lurks === Subject: Re: [] finding derivative without chain rule However, in the high schools where I work (since you'd rather not call >> it teaching), there's this lovely thing called standardized testing >> that dumbs down what you can hope to teach students. > Have standardized taught students been called school products like > they have been in Portland? > Does not standardized teaching go along with standardized testing? > I'm afraid I don't understand how you've phrased your question. (I'm > not from Portland. I have an aunt who teaches elementary school there > (the one in Oregon); I'll ask her about it. > Do. I hope it hasn't become common usage, to refer to students as products. It was done by, IIRC a school board director when discussing school budget perhaps. Whatever or whoever, it was shocking to hear students being refer to as products. As products of what? A brain factory? > It's just been my experience in teaching (West Texas) that > administrators constantly shove terms like Annual Yearly Progress and > Test Results around and demand that all students meet some minimal > level, rather than realize that student performance is a bell curve, not > single point at 70%. > When are you teachers going to start shoving around terms like failure of Annual Yearly Progress Test Results to maintain adequate Quality Control of school Productivity? > If I have to spend all hour trying to get the screw-offs to bring a > pencil and paper to class, all I have time for, for the rest of the > class, is to gasp out look at the table on page xxx. I *detest* that I'm reduced to that. > Why live a miserable life? Quit! Quit in disgust. Write a book: School Failures and Teacher Drop Outs How America is Losing the Technological Brain Race > Back in the good ol' days, I used to pester the student, then contact > the parents, and then sit the kid in the back of the class with some > drawing paper and tell him You can fail if you really want to... just > don't bother the rest of the class. You can't *make* a student do > anything, and they know it. If I am unable to convince the kid to work, > and if the parents are unwilling/able to convince the kid to work, he > should be allowed to flunk out and contribute to the low end of the > economy. > Then pull aside those who want to learn and leave the jerks to themselves. > Bleh. Icky thoughts. This stuff depresses me. I *hate* seeing kids > that don't care about educating themselves. I don't understand how they > can not want to be educated. > Hyper-commercialized, media tutored, product consumer brats who's only care is entertainment. > who knows that the proper word is lurks When money is the measure of all things human and divine, we live in a culturally and spiritually bankrupt society. ---- === Subject: Re: [] finding derivative without chain rule > Whatever or whoever, it was shocking to hear > students being refer to as products. As products of what? A brain > factory? It calls to mind Dogbert's School of Management. (probably mangled the name, but people who've read the strip will remember the machine that reshapes the hair, I think.) > Why live a miserable life? Quit! Quit in disgust. > Write a book: School Failures and Teacher Drop Outs > How America is Losing the Technological Brain Race > [Or p]ull aside those who want to learn and leave the jerks to themselves. (I hope the sniping didn't get too creative.) I'm not so miserable. I love teaching the ones that do want to be there. And I do ignore the kids that don't do anything. And I catch from administrators every time they find out. Disgust, I do have plenty of. >> Bleh. Icky thoughts. This stuff depresses me. I *hate* seeing kids >> that don't care about educating themselves. I don't understand how they >> can not want to be educated. > Hyper-commercialized, media tutored, product consumer brats > who's only care is entertainment. Yes. (I thought we were disagreeing when we started this tangent.) > When money is the measure of all things human and divine, > we live in a culturally and spiritually bankrupt society. Bread and circuses keep the people happy. xizar who believes that our society is in deep moral decline === Subject: Re: [] finding derivative without chain rule Why live a miserable life? Quit! Quit in disgust. > Write a book: School Failures and Teacher Drop Outs > How America is Losing the Technological Brain Race [Or p]ull aside those who want to learn and leave the jerks to themselves. (I hope the sniping didn't get too creative.) > Don't be so snippy ;-) that I miss your point. > I'm not so miserable. I love teaching the ones that do want to be > there. And I do ignore the kids that don't do anything. And I catch > from administrators every time they find out. Disgust, I do have plenty of. > As you are over supplied, be a good capitalist, dump your surplus inventory. In your largess, be sure to see the administrators have an amply luxurious supply. Since there's a shortage of qualified teachers, you have an opportunity to learn them that. Lesson one: kiss my ass when you give me . >> Bleh. Icky thoughts. This stuff depresses me. I *hate* seeing kids >> that don't care about educating themselves. I don't understand how >> they can not want to be educated. > Hyper-commercialized, media tutored, product consumer brats > who's only care is entertainment. Yes. (I thought we were disagreeing when we started this tangent.) > Have you considered teaching in a private school or tutoring program? > When money is the measure of all things human and divine, > we live in a culturally and spiritually bankrupt society. Bread and circuses keep the people happy. > Processed synthetic food and media mush? Yuck! > xizar > who believes that our society is in deep moral decline > Spending like there's no tomorrow is moral decline. === Subject: algebra ETAsAhRhB734uo7u6pZ97diOHfDQ7n/tuAIUSySe5dswVoNNz3Hi5hrb7FRQAX0= express x in terms of y: X/Y + Y/X = 7 === Subject: Re: algebra > express x in terms of y: > X/Y + Y/X = 7 Where exactly are you having difficulty? -- Stan Brown, Oak Road Systems, Tompkins County, New York, USA http://OakRoadSystems.com/ If there's one thing I know, it's men. I ought to: it's been my life work. -- Marie Dressler, in /Dinner at Eight/ === Subject: Re: algebra express x in terms of y: > X/Y + Y/X = 7 > The above expression doesn't contain x or y. Note that in mathematics case counts. -- He that giveth to the poor lendeth to the Lord, and shall be repaid, said Mrs Fairchild, hastily slipping a shilling into the poor woman's hand. === Subject: Re: algebra express x in terms of y: > X/Y + Y/X = 7 > > call X/Y = p, then you have p + 1/p -7 = 0, and after multiplying by p: p^2 - 7p + 1 = 0, solve for p and then x(i)=y*p(i) (i=1,2) === Subject: Re: algebra express x in terms of y: > X/Y + Y/X = 7 > > What happens if you multiply through by X and then solve for zero? xizar who would then use the quadratic formula === Subject: Re: algebra express x in terms of y: > X/Y + Y/X = 7 > What happens if you multiply through by X and then solve for zero? How does one solve for zero? Even more to the point, since solving for zero would imply that one does not know what zero is, WHY does one solve for zero? . === Subject: Re: algebra express x in terms of y: > X/Y + Y/X = 7 > > What happens if you multiply through by X and then solve for zero? How does one solve for zero? > Determine what zero is equal to. In the example above, were one to solve for zero, you would get x/y + y/x - 7 = 0 Perhaps there is a difference in the vocabulary I was taught. I was taught that solving for X meant find out what X is equal to, as opposed to X is an unknown quantity; find out what X is equal to. My facility with English may not be on the same level as yours, but I do not see where solve implies unknown. To the original poster, note that I omitted the multiply through by X problem. (I have a feeling this is going to open me up to a snide remark along the lines of nothing you've said is helpful, but I'm willing to take that chance.) xizar who hopes that the language difficulties have been taken care of === Subject: Re: algebra >> express x in terms of y: >> X/Y + Y/X = 7 > What happens if you multiply through by X and then solve for zero? >> How does one solve for zero? >> Determine what zero is equal to. In the example above, were one to solve for zero, you would get x/y + y/x - 7 = 0 Perhaps there is a difference in the vocabulary I was taught. I was > taught that solving for X meant find out what X is equal to, as > opposed to X is an unknown quantity; find out what X is equal to. My facility with English may not be on the same level as yours, but I do > not see where solve implies unknown. To the original poster, note that I omitted the multiply through by X > problem. (I have a feeling this is going to open me up to a snide > remark along the lines of nothing you've said is helpful, but I'm > willing to take that chance.) xizar > who hopes that the language difficulties have been taken care of My dear Xizar, Explaining a very sloppy or wrong formulation, makes it even worse. === Subject: Re: algebra > My dear Xizar, > Explaining a very sloppy or wrong formulation, makes it even worse. > I'm unclear on how (other than the change of variable) your offered solution is different than mine. We both get the same line with a point deleted at the origin. xizar who appreciates the lack of snideness. :) === Subject: Re: algebra >> My dear Xizar, >> Explaining a very sloppy or wrong formulation, makes it even worse. I'm unclear on how (other than the change of variable) your offered > solution is different than mine. We both get the same line with a point deleted at the origin. xizar > who appreciates the lack of snideness. :) You gave no solution. Neither did I. I gave a method to solve this problem, you gave a rule, with a very foggy solve for 0 hint. Of course there was a poster who did not understand what you meant and then you came with a second posting to explain. In that you use other incomprehensible phrases like Multiply through by X and I was taught that solving for X meant find out what X is equal to, as opposed to X is an unknown quantity; find out what X is equal to. It were those sentences, that lead to my remark. H-D === Subject: Re: algebra express x in terms of y: > X/Y + Y/X = 7 > > What happens if you multiply through by X and then solve for zero? How does one solve for zero? > Determine what zero is equal to. Zero had better be equal to zero, and not to anything else. In the example above, were one to solve for zero, you would get x/y + y/x - 7 = 0 Perhaps there is a difference in the vocabulary I was taught. I was > taught that solving for X meant find out what X is equal to, as > opposed to X is an unknown quantity; find out what X is equal to. So solving for zero would be finding out that zero is equal to zero? My facility with English may not be on the same level as yours, but I do > not see where solve implies unknown. When one says solve for in English, the thing being solved for is usually something whose value is not already known, but one always knows, or at least should know, the value of zero, so there is no point is solving for zero. To the original poster, note that I omitted the multiply through by X > problem. (I have a feeling this is going to open me up to a snide > remark along the lines of nothing you've said is helpful, but I'm > willing to take that chance.) xizar > who hopes that the language difficulties have been taken care of An appropriate request for an equation of form X/Y + Y/X = 7 would be Solve for X or perhaps Solve for Y. === Subject: list of solution manuals List of Solution manuals: Engineering Circuit Analysis 6Ed - Hayt Solutions Manual Norbury - Solutions manual for mechanics and thermodynamics Physics For Scientists And Engineers - Solution Manual RC Hibbeler statistics 11th edition DigitalSignal Processing; A Computer Based Approach 1st ed intro to C++ Dietel and diitel solution manual Openheims discrete time soln manual Computer Networks solutions andrew s tanenbaum Coulson & Richardson's Chemical Engineering, Volume 5, Solutions to the Problems in Chemical Engineering Volume 2 & 3.pdf Solutions Manual] [Instructors] Introduction to Linear Algebra--3rd Edition - Gilbert Strang.pdf Introduction to VLSI Circuits and Systems (2001 draft) - John P Uyemura - Solutions Manual.pdf PAPOULIS & PILLAI, PROB. 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Incropera - David P.DeWitt] ANOTHER EDITION Halliday, Resnick- Fundamentals Of Physics (7Th Ed)- Solutions DigitalComm Fundamentals App Solution Manual.pdf u can email and tell me which u want at epictheman@yahoo.com .All payments are via paypal only and one solution manual will cost you US $10 if u email the name of the book whose solutions u want i will reply bak to u === Subject: taylor hello...anyone know of a website or something with lots of eksamples on how to find talyer and raurent series? or can you give me an overview?? you can use substitution..but why exacly? maybe the derivatives change sometimes, so it does not work? (or what?) and sometimes you intergrate the series, and so on...but anyway...need to understand this better, that is: methods for finding the taylor series.. thank you === Subject: Re: taylor > hello...anyone know of a website or something with lots of eksamples examples > on how to find talyer Taylor > and raurent series? Laurent > or can you give me an > overview?? you can use substitution..but why exacly? maybe the > derivatives change sometimes, so it does not work? (or what?) and > sometimes you intergrate integrate > the series, and so on...but anyway...need to > understand this better, that is: methods for finding the taylor > series.. thank you === Subject: Re: taylor On 11 Nov, 05:58, The World Wide Wade hello...anyone know of a website or something with lots of eksamples examples on how to find talyer Taylor and raurent series? Laurent or can you give me an > overview?? you can use substitution..but why exacly? maybe the > derivatives change sometimes, so it does not work? (or what?) and > sometimes you intergrate integrate the series, and so on...but anyway...need to > understand this better, that is: methods for finding the taylor > series.. thank you- Skjul sitert tekst - - Vis sitert tekst - wow.. you can write correct english.. you must be some kind of mathgenious === Subject: Re: taylor On 11 Nov, 05:58, The World Wide Wade hello...anyone know of a website or something with lots of eksamples examples on how to find talyer Taylor and raurent series? Laurent or can you give me an > overview?? you can use substitution..but why exacly? maybe the > derivatives change sometimes, so it does not work? (or what?) and > sometimes you intergrate integrate the series, and so on...but anyway...need to > understand this better, that is: methods for finding the taylor > series.. thank you- Skjul sitert tekst - - Vis sitert tekst - wow.. you can write correct english.. you must be some kind of > mathgenious Is English your mother tongue? -- He that giveth to the poor lendeth to the Lord, and shall be repaid, said Mrs Fairchild, hastily slipping a shilling into the poor woman's hand. === Subject: Re: taylor > On 11 Nov, 05:58, The World Wide Wade > examples > on how to find talyer >> Taylor > and raurent series? >> Laurent > or can you give me an > overview?? you can use substitution..but why exacly? maybe the > derivatives change sometimes, so it does not work? (or what?) and > sometimes you intergrate >> integrate > the series, and so on...but anyway...need to > understand this better, that is: methods for finding the taylor > series.. thank you- Skjul sitert tekst - >> - Vis sitert tekst - wow.. you can write correct english.. you must be some kind of > mathgenious > You can't, you must be just a genius. H-D. === Subject: Re: taylor > hello...anyone know of a website or something with lots of eksamples > on how to find talyer and raurent series? or can you give me an > overview?? you can use substitution..but why exacly? maybe the > derivatives change sometimes, so it does not work? (or what?) and > sometimes you intergrate the series, and so on...but anyway...need to > understand this better, that is: methods for finding the taylor > series.. thank you > What about http://www.sosmath.com/calculus/tayser/tayser01/tayser01.html or one of these: http://mathworld.wolfram.com/TaylorSeries.html http://www.efunda.com/math/math_home/math.cfm H-D (eliminate x's to mail me) === Subject: Re: Solution manual of textbooks in ebook format! Get it in hour <25072386.1178970034064.JavaMail.jakarta@nitrogen.mathforum.org> If it's possible could you send me Mary Boas' Solutions to Selected Problems of the Mathematical Methods in the Physical Sciences any edition, preferably 3rd, second is good. Please send to ccoassin(at)gmail.com please replace at with @ === Subject: Conservative Vector Field?? I am encountering a problem in line integral.. I dont know how to relate this to a conservative vector field.. It is good that some hints will be given to solve this question.. Consider a closed polygon with vertices,v_1,v_2,...,v_n,v_(n+1)=v_1, arranged in the positive direction (anticlockwise) and let v be a point inside the polygon. Show that sum( w_j*v_j, j=2..n) v= -------------------------------------- sum( w_j, j=2..n) where tan[ (alpha_(j-1)/2 ] + tan [ alpha(j)/2 ] wj= ------------------------------------------------------------ ||vj- v|| j=2,3,...n +1 and alpha_ j is the angle at v with |alpha(j)|=4). whats the probability p that X^2-Y^2 mod 3 = 0 ? === Subject: Re: Probability.. > Two numbers X and Y chosen randomly with replacement from the set {1,2,...,n} (n>=4). > whats the probability p that X^2-Y^2 mod 3 = 0 ? > There are only two possibilities for the value of X^2 (mod 3), and similarly for Y^2 (mod 3). Given n, it is easy to get the probabilities that X^2 (or Y^2) give each of these values. You then need to use these probabilities to find the probability that X^2 and Y^2 each give the *same* value (mod 3)... Mike. === Subject: Re: Probability.. > Two numbers X and Y chosen randomly with replacement from the set > {1,2,...,n} (n>=4). > whats the probability p that X^2-Y^2 mod 3 = 0 ? > There are only two possibilities for the value of X^2 (mod 3), and similarly > for Y^2 (mod 3). Given n, it is easy to get the probabilities that X^2 (or > Y^2) give each of these values. You then need to use these probabilities to > find the probability that X^2 and Y^2 each give the *same* value (mod 3)... Mike. But note that those 2 values for X^2 mod 3 have different probabilities. A simpler approach is to realise that (1) X^2 mod 3 = (X mod 3)^2 mod 3, and (2) if X is uniformly distributed then the 3 possible values of X mod 3 are equally probable. So you have 9 equally-probable cases for the pair X mod 3 with Y mod 3. Calculate to see what fraction of those 9 have X^2 mod 3 = Y^2 mod 3. -- --------------------------- | BBB b Barbara at LivingHistory stop co stop uk | B B aa rrr b | | BBB a a r bbb | Quidquid latine dictum sit, | B B a a r b b | altum viditur. | BBB aa a r bbb | ----------------------------- === Subject: Re: Probability.. Two numbers X and Y chosen randomly with replacement from the set > {1,2,...,n} (n>=4). > whats the probability p that X^2-Y^2 mod 3 = 0 ? > There are only two possibilities for the value of X^2 (mod 3), and similarly > for Y^2 (mod 3). Given n, it is easy to get the probabilities that X^2 (or > Y^2) give each of these values. You then need to use these probabilities to > find the probability that X^2 and Y^2 each give the *same* value (mod 3)... Mike. > But note that those 2 values for X^2 mod 3 have different probabilities. > A simpler approach is to realise that (1) X^2 mod 3 = (X mod 3)^2 mod 3, > and (2) if X is uniformly distributed then the 3 possible values of X > mod 3 are equally probable. So you have 9 equally-probable cases for > the pair X mod 3 with Y mod 3. Calculate to see what fraction of those > 9 have X^2 mod 3 = Y^2 mod 3. > It's not the case that X being uniformly distributed means (X mod 3) is uniformly distributed! Mike. === Subject: Re: Probability.. Two numbers X and Y chosen randomly with replacement from the set > {1,2,...,n} (n>=4). > whats the probability p that X^2-Y^2 mod 3 = 0 ? > There are only two possibilities for the value of X^2 (mod 3), and > similarly > for Y^2 (mod 3). Given n, it is easy to get the probabilities that X^2 > (or > Y^2) give each of these values. You then need to use these > probabilities to > find the probability that X^2 and Y^2 each give the *same* value (mod > 3)... Mike. > But note that those 2 values for X^2 mod 3 have different probabilities. > A simpler approach is to realise that (1) X^2 mod 3 = (X mod 3)^2 mod 3, > and (2) if X is uniformly distributed then the 3 possible values of X > mod 3 are equally probable. So you have 9 equally-probable cases for > the pair X mod 3 with Y mod 3. Calculate to see what fraction of those > 9 have X^2 mod 3 = Y^2 mod 3. > It's not the case that X being uniformly distributed means (X mod 3) is > uniformly distributed! You're right, but for large n it's close. My bad for not reading the problem thoroughly enough. -- --------------------------- | BBB b Barbara at LivingHistory stop co stop uk | B B aa rrr b | | BBB a a r bbb | Quidquid latine dictum sit, | B B a a r b b | altum viditur. | BBB aa a r bbb | ----------------------------- === Subject: Re: Probability.. Sorry, but I didnt understand a single thing :P. === Subject: Re: Probability.. > Sorry, but I didnt understand a single thing :P. The first bit that might be confusing is the two possibilities. All integers can be written in one of three forms: 3n+0 3n+1 3n+2 So, if we let X be represented by one of those three (whichever one works), we have that X^2 is one of 9n^2 9n^2+6n+1 9n^2+12n+4 When you take X^2 mod 3 from the above, you'll get either 0 (in the first case) or 1 (in the other two cases). I hope that you are familiar enough with modular arithmetic to pick it up from there. xizar who didn't remember that bit about X^2 and multiples of three, either === Subject: Re: Many Solutions Manuals and Ebooks in Electronic (PDF)Format! I need the solutions for: Introduction To Algorithms,2nd,by Thomas H.Cormen === Subject: MATLAB hi everyone, Can I ask if anybody on here can help with MATLAB coding. === Subject: Re: MATLAB >hi everyone, Can I ask if anybody on here can help with MATLAB coding. Better try comp.soft-sys.matlab under http://mathforum.org/kb/forum.jspa?forumID=80 Best wishes Torsten. === Subject: Matrices C=AtBA (t-indicates transpose) Prove or disprove (by means of a counter example): C is invertible if B is intertible. Anyone have any ideas of the process to do this? HELP! === Subject: Re: Matrices <21957312.1194881209359.JavaMail.jakarta@nitrogen.mathforum.org>, > C=AtBA (t-indicates transpose) > Prove or disprove (by means of a counter example): C is invertible if B is > intertible. Anyone have any ideas of the process to do this? > HELP! It's not even true for numbers, ie, 1 x 1 matrices. === Subject: Re: Matrices > C=AtBA (t-indicates transpose) > Prove or disprove (by means of a counter example): C > is invertible if B is intertible. Anyone have any ideas of the process to do this? > HELP! Not without some conditions on A! If A can be any matrix, it is not true. For a counter example take B to be any invertible matrix and A= 0, the zero-matrix. === Subject: Re: solutions needed === Subject: Re: solutions needed On Nov 8, 6:28 pm, Frederick Williams He that giveth to the poor lendeth to the Lord, and shall be repaid, > said Mrs Fairchild, hastily slipping a shilling into the poor woman's > hand.- Hide quoted text - - Show quoted text - But I did not find it in my dam3t_al7ashy@hotmail .com email I think it was a space problem. So pleas send it over again to majed.aba@gmail.com === Subject: Re: solutions needed On Nov 8, 6:28 pm, Frederick Williams to you. -- > He that giveth to the poor lendeth to the Lord, and shall be repaid, > said Mrs Fairchild, hastily slipping a shilling into the poor woman's > hand.- Hide quoted text - - Show quoted text - But I did not find it in my dam3t_al7ashy@hotmail .com email > I think it was a space problem. So pleas send it over again to majed.aba@gmail.com > Will do. -- He that giveth to the poor lendeth to the Lord, and shall be repaid, said Mrs Fairchild, hastily slipping a shilling into the poor woman's hand.