Mathematics - Science topic

If we integrate STEM in learning, do all aspects of Science, Technology, Engineering and Mathematics have to be present in every activity? Or may only 2 or 3 aspects appear?

Simplex method in linear programming.

I want to publish my paper very fast for my PG project.

I am working on Mathematical Modelling project and looking to using some mathematical tools that they are widely used in cancer models.

Please share your Opinion.

Mathematics is the queen of Sciences. It deals with the scientific approach of getting useful solutions in multifarious fields. It is the back bone of modern science. Ever since its inception it is going into manifold directions. Now in these days of advanced development, it is interlinked with every important branch of technical and modern science. Pure mathematics and Applied mathematics are two eyes of Mathematics. Both are having and playing an equal and significant role in the field of research.

What is the best way to teach mathematics?

How tolerance factor in ABO3 ceramics is related to spontaneous polarization? Is there any mathematical relation between them?

In the python library Scipy, the optimization.minimize() API has several algorithms which we can use to optimize our objective functions. But in my case, when I use this API with those algorithms it doesn't give me an expected optimal value. I just want to know whether that API has the ability to converge into a global minimum.

I wish to understand the mathematical relationship between the land surface temperature and air temperature.

I wanted to know if it is possible to generate random numbers using GAN and what mathematical background is necessary.

One remembers, first, that all matter used in anything is constructed of atoms, where atoms are made of particles, where quantum mechanics (QM) physically works.

Any physics, chemistry, engineering, computer science, even mathematics -- where the electrons, light, wave, and number behaviors are determining these fields by Nature -- will obey quantum rules, such as NO "law of the excluded middle" and NO "axiom of choice", and where QM principles play main roles.

One reads, for example, at Stanford U. that: the concepts and techniques of quantum mechanics are essential in many areas of engineering and science such as materials science, nanotechnology, electronic devices, and photonics.

Nominations by participants here (in order of appearance) include:

What is your reasoned opinion? What is your best example of QM having visible effects on microscopic and macroscopic scales?

Interested in looking at aviation-centred training and use of latest ideas in neuroscience and maths/science education for improving learning outcomes.

It all started with the Normalized Difference Vegetation Index (NDVI). I am curious to know how a researcher gets to derive or modify such mathematical (sometimes complicated equations) equations by making use of two bands (absorbing and reflecting bands)? Is it by trial and error method?

For example, NDVI seems to be a simple normalization of NIR and RED bands. MSAVI has NIR and red bands along with mathematical operations both in numerator and denominator. How do we come to such a relatively complex formula?

Thank you very much in advance.

Dear All,

Greetings. I am looking for reader-friendly books that explain tensors analysis for Fluid Mechanics. The objective to be comfortable dealing with tensors.

Thanks in advance.

As The First Generation of Infinite Set Theory is based on present classical infinite theory system, contradictory concepts of "potential infinite” and “actual infinite" make people unable to understand at all what the mathematical things being quantitative cognized in set theory are-------- are they "potential infinite things” or “actual infinite things " or the mixtures of both or none of both? People have been unable to understand at all what kind of relationship between the quantitative cognizing theory and the unavoidable concepts of "potential infinite, actual infinite" in set theory: If the mathematical things being quantitative cognized are "potential infinite”, what kind of "potential infinite” cognizing idea, operations and results should people have; if the mathematical things being quantitative cognized are "actual infinite”, what kind of "actual infinite” cognizing idea, operations and results should people have; if the mathematical things being quantitative cognized are the mixtures of both or none of both "potential infinite” and "actual infinite”, what kind of mixing cognizing idea, operations and results should people have? Are there "one to one correspondence" theories and operations for "potential infinite elements” or “actual infinite elements" or the mixtures of both or none of both? Why?

Therefore, it is very free and arbitrary for people to conduct quantitative cognitions to any infinite related mathematical things in The First Generation of Infinite Set Theory: It can either be proved that there are as many elements in Rational Number Set as there are in Natural Number Set or that there are more elements in Rational Number Set than that in Natural Number Set; the T = {x|x📷x}theory can either be used to create Russell’s Paradox or to create "Power Set Theorem", make up the story of “the Hilbert Hotel forever with available rooms” ------- strictly make all the family members of the Russell's Paradox mathematicization and turn all the family members of Russell's Paradox into all kinds of Russell's Theorems; ...

However, because it has a little to do with applied mathematics; it is impossible to verify the scientificity of many practical quantitative cognitive operations and results in set theory. So, there are far more unscientific contents (more arbitrary quantitative cognizing behaviors) in the quantitative cognitive process of present classical infinite set theory than in present classical mathematical analysis.

Does it make sense to discuss this?

Learning through and with art?

Can an imaginative teaching model be the solution to multiple forms of learning and divergent production?

In my doctoral thesis, I assigned students the task of imagining a text math assignment and trying to draw it or present and solve it using instruments / sounds. Mathematical musical and visual representation of mathematical textual tasks and vice versa ..

From sound to image / icon / symbol.

The results are impressive ... What do you think about it ..

(1) In mathematics, among the various "infinite related number forms with cognizable quantitative properties (such as infinitesimal variables and monads in present classical mathematical analysis)", some are with Half Archimedean Property, while others are not ------- this determines that people need to carry out various necessary qualitative cognitions and studies on them [14-28].

(2) In mathematics, certain infinite related Half Archimedean number forms (such as infinitesimal variables and monads in present classical mathematical analysis) sometimes can join any quantitative calculation process (formula) with “mathematical contents with Archimedean property (such as finite number forms)”, but sometimes can not --------- this determines that during the necessary qualitative cognizing process to them, people sometimes need to put this kind of "Half Archimedean number forms" together with "mathematical contents with Archimedean property (finite number forms)" on the same quantity calculation process (formula), and carry out many calculations of “mathematical contents with Archimedean property” but sometimes need to use certain "scientific reasons" suddenly to drive such quantitative forms out of the exactly same quantitative calculation process (formula) to terminate the very calculation for the "differential" operation results (unfortunately, the fatal defects in the basic theory has been preventing mankind from finding this "scientific reason" for more than 2,500 years). Otherwise, there would be no the subject mathematical analysis in our science.

Hai.. im curently doing study on mathematical resilience among success student. i am thinking to use survey to select the participant that has gain success from failure and in depth interview to the selcted student that obligate the criteria. But im confuse either this research is called a qualitative or mixed method study?

We have understood from the studies of infinite related mathematics’ history that present classical infinite theory system is based on the concepts of "potential infinite and actual infinite", which cannot be defined scientifically and contradict each other. This fatal flaw in the basic theory deeply affects the scientific nature of mathematical behavior of mathematical workers in the field related to the concept of "infinite". So, one cannot escape the constraint of the two false concepts of "potential infinite and actual infinite", and one cannot stop the emergence of various infinite related paradoxes. In addition, these paradoxes must exist in the form of "family (infinite paradox syndrome)". In different historical periods, the constantly emerging paradox family members repeatedly reveal the fundamental defects in the classical infinite theory system from different perspectives and call on people to solve these very defects. The fatal fundamental defects in present classical infinite theory system are the source of the second and the third mathematical crisis: more than 2500 years, no one can get rid of a kind of disease in the infinite related fields of mathematics --------- a diseases produced by the confusion of "potential infinite and actual infinite" concepts in set theory diagnosed clearly by Poincare, Frege, and Weyl more than 100 years ago. Studies have proved that this is the common "disease" existing in many infinite related mathematical disciplines with the foundation of present classical infinite theory system: the various "number and non--number mathematical things” -------- “variables of not only potential infinite but also actual infinite (the ‘ghost’ disappearing and reappearing at any time?)" for all the family members of Zeno's Paradox and Berkeley's Paradox in mathematical analysis [1-6]; the mathematical things with the property of "elements belonging and not belonging to a set ---------- T = {x|x📷x} (variable elements of not only potential infinite but also actual infinite: the ‘ghost’ disappearing and reappearing at any time?) " for all the family members of Russell paradox in set theory；…

This is why we are so sure to say that the Third Mathematical Crisis in present scientific theory system is unsolvable and the Third Mathematical Crisis is another manifestation of the Second Mathematical Crisis in set theory. They are "twins".

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I know we use CPA in maths (concrete, pictorial and abstract) but I feel visualisation needs some attention as it may be a bridge from pictorial to abstract. Does anyone know of any research with regards to enhancing children’s visualisation in their minds eye in maths? Thanks

Hi

I am translating an early mathematics Inventories from English to Persian and was having trouble with the word "co-normed" in the following sentence:

The TEMI-O was co-normed with the TEMI-PM.

"Early Mathematics Inventories - Progress Monitoring" and "Early Mathematics Inventories Outcome"

Please help me understand the meaning of this concept.

Thanks!

I am looking for compact formula for approximation of Mittag Lefller function.

I want to calculate properties of metal foam by a mathematical formula without destruction of material and without use of any software is it possible

To integrate a mathematical function from -inf to inf in MATLAB, I am using from trapz but i am finding it difficult as the variable like d(X), X has to be like ( -1000,1000,2000), but since i have to integrate it from -inf to +inf, if you have any suggestions to look into please let me know

33, is a number surrounded by a special mystique. For many years, 33 has fascinated the mathematical community by starring in one of the apparently simpler cases of a diophantine equation, but which is nevertheless pending resolution.

Diophantine equations are defined as “polynomial equations that involve only sums, products and powers and in which both the coefficients and the only valid solutions are whole numbers.” In short, nothing less than the ABCs of mathematics.

It might seem easy to express the number 33 as the sum of the cubes of three whole numbers – that is, to find a solution for the equation a3 + b3+ c3= 33 – but no one had yet succeeded since 1955 when mathematicians set out to solve this mathematical mystery.

This challenge has been on the table since the 3rd century AD, when the equations were enunciated by the Greek mathematician Diofante of Alexandria.

mathematical solution , please find attached file

computer vision , linear algebra , mathematics , grey level co-occurrence matrix

The article is in French with the title "essai sur le probleme des trois corps".

Mathematics is crucial in many fields.

What are the latest trends in Maths?

Which recent topics and advances in Maths? Why are they important?

Please share your valuable knowledge and expertise.

this is axiomatic set theory . these axioms are needed for set theory and not for mathematics. so can we avoid them since the involve use of predicate and property. will experts guide in detail. can the use be restricted by using a mapping rather than property or predicate notion ? 

As "the first generation of infinite set theory" is based on present classical infinite theory system, contradictory concepts of "potential infinite” and “actual infinite" make people unable to understand at all what the mathematical things being quantitative cognized in set theory are-------- are they "potential infinite things” or “actual infinite things " or the mixtures of both or none of both? People have been unable to understand at all what kind of relationship between the quantitative cognizing theory and the unavoidable concepts of "potential infinite, actual infinite" in set theory: If the mathematical things being quantitative cognized are "potential infinite”, what kind of "potential infinite” cognizing idea, operations and results should people have; if the mathematical things being quantitative cognized are "actual infinite”, what kind of "actual infinite” cognizing idea, operations and results should people have; if the mathematical things being quantitative cognized are the mixtures of both or none of both "potential infinite” and "actual infinite”, what kind of mixing cognizing idea, operations and results should people have? Is there "one to one correspondence" theories and operations for "potential infinite elements” or “actual infinite elements" or the mixtures of both or none of both? Why?

As it turns out, the quantitative cognizing theories and operations (including the theory and operations of one to one correspondence and limit theory) for those infinite related mathematical things in "the first generation of infinite set theory" are lack of scientific foundations: It is impossible to know at all what the relationship among all the quantitative cognizing behaviors in infinite set theory and the concepts of "potential infinite” and “actual infinite" is and how to carry out scientific and effective operations specifically to different kinds of infinite related mathematical things. Therefore, it is very free and arbitrary for people to conduct quantitative cognitions to any infinite related mathematical things in "the first generation of infinite set theory" : It can either be proved that there are as many elements in Rational Number Set as there are in Natural Number Set or that there are more elements in Rational Number Set than there are in Natural Number Set; the T = {x|x📷x}theory can either be used to create the Russell’s Paradox or to create "Power Set Theorem", make up the story of “the Hilbert Hotel forever with available rooms” ------- strictly make all the family members of the Russell's Paradox mathematicization and turn all the family members of Russell's Paradox into all kinds of Russell's Theorem; ... However, because it has nothing to do with applied mathematics, it is impossible to verify the scientificity of many practical quantitative cognitive operations and results in set theory. Therefore, there are far more unscientific contents in the quantitative cognitive process of present classical infinite set theory than in present classical mathematical analysis, because it can be more arbitrary！

What is the most accurate way of calculating wind direction (2D NESW), wind speed and vertical wind movement using 3D Ultrasonic Anemometer data in the form of uX-uY-uZ m/s (or U-V-W vector) data? I am looking for calculations, methods and/or sources for these approaches.

I am planning to do research in text classification but , how can I improve the performance of the chosen machine learning algorithm by enhancing classification through derivation of mathematical equation.

I am not perfect in mathematics , can anybody suggest me, what i have to do to, what study i need to do in order to derive a new mathematical equation which improves the performance of a chosen ML algorithm .

Please help me out!!!!!!!!!!!

How to estimate the resonating modes by looking surface current in CST Microwave studeo ? I am attaching a surface current Image. I am not able to determine the higher order modes here at 40 G Hz. The fundamental mode is at 6.8 G Hz i.e. TM₁₀ and matching to mathematical calculations.

Please give a mathematical description

Chaos exists not only in the mathematical world, but also in real life. From the quote: "All creativity begins in chaos, progresses in chaos and ends in chaos" ( Ralph Abraham), it follows that creating starts from chaos. Since the connection between imagination and creativity is obvious, can a direct connection be made between chaos and imagination?

I have a signals of force over a contraction period. I hoping to fit my signal to a mathematical function. I have been exploring models of the muscle. Does anyone have pointers, suggestions or advice?

Perron's paradox, emphasizes the danger of assuming a solution to a mathematical problem exists, if the solution is actually nonexistent.

For example, if we assume the largest natural number exists and it is N, therefore if N>1, then N^2>N, and this contradicts our hypothesis that N is the largest natural number, hence the largest natural number is N=1, and this is illogical, hence it emphasizes the danger of assuming a solution exists while it is actually nonexistent.

I think there is a glitch under its underpinning. Let's ponder it again:

If you do not know what is the largest natural number, or you do not know the largest natural number does not exist, then you have no basis for your mathematical operations, and you have no insight on anything in the naïve mathematics. You would not also understand the sign lesser or greater (< or >), hence you cannot conclude N^2>N, is a paradox (contradiction), because you have no insight on foundation of mathematics, it means you do not know natural numbers (alphabet of mathematics) and the sign > or < is meaningless to you and you cannot conclude N^2>N, is a contradiction because you cannot interpret the inequality N^2>N when you do not understand the comparison sign (> or <) and hence you are helpless!

Hence, Perron's paradox will tell you nothing about the largest natural number, it means Perron's paradox cannot lead you to contradiction and to get the result that N=1. It only makes you dizzy about your assumption, and can one by one rebuff all your assumptions and make you assume another assumption. You assume N=2, and again reach contradiction, and hence N=3, and so on, until you fathom the answer reaches infinity, or probably conclude it does not exist. Also using mathematical induction, you can move from N=1 to N=2 and hence forth from N to N+1, and conclude (limit N) goes to infinity hence the largest Natural number in infinity or actually does not exist.

Perron's paradox does not underline the danger of assuming a solution exists to a math problem, while it is actually nonexistent. It actually highlights the danger of not having any information, insight and realistic idea about a math problem. Consider you've assumed the solution to a differential equation is twice continuously differentiable (it means it is C2), whereas actually it is not C2, but it is probably C1. Then there is no danger to hinder your assumption, except you would probably face a contradictory conclusion. But this is no danger, only this contradiction would tell that you should modify your assumption and narrower your hypothesis, it means you should again assume another solution or hypothesis, probably you should revamp your hypothesis to C1 continuity of the solution to the differential equation under investigation. If this again led you to contradiction, you should assume the solution is discrete or else.

Hence, I think Perron's paradox is not resourceful, whilst it is only a sophistry, while too many mathematicians believe the proof for existence of a solution to a math problem is only mathematical detail, nothing helpful, as any problem would have some type of solution: continuous/discrete/smooth/jagged or so on…

Let me know your viewpoints on this discussion.

Hi!

I'm a math teacher.

I think and I believe that starting with kindergarten math and music must be almost a whole for the student.

In fact, the education without the culture, and the culture without the education are nonsenses.

So, the mathematics without the music and the music without the mathematics (in sense that the last is the music of the knowledge) are nonsenses too.

I believe in a future world which will understand such trues.

In short, I am very curious about this project.

Sincerely yours,

BNN

I'm interested in digging deeper about the question : What are the affordances of video to research and practice in education?

Please feel free to suggest a good paper on this theme. If it is connected to mathematics education, it would be even better...

Thank you for your consideration.

A reasonable method of defining an integral that includes the HK integral is to say a Schwartz distribution $f$ is integrable if it is the distributional derivative of a continuous function $F$. Then the integral $(D)\int^b_a f=F(b)-F(a)$. The resulting space of integrable distributions is a Banach space that includes the space of HK integrable functions and is isometrically isomorphic (with Alexiewicz norm) to the continuous functions vanishing at $a$ (with uniform norm).

If $F=C$ is the Cantor(the Devil's staircase) function and $\langle C'\rangle$ (we use notation $\langle C'\rangle$ to avoid confusion and in some situation $C'$) is the distributional derivative of $C$, then

$(D)\int^0_1 \langle C'\rangle=C(1)-C(0)=1-0=1$. Note that $\langle C'\rangle$ is a measure.

If here $C'$ denotes derivative in classical sense then $C'=0$ a.e. and $(HK)\int^0_1 C'=0$.

Suppose $F$ is continuous on $[a,b]$. Also suppose $f(t)=F'(t)$ exists except on a countable set $Q=(c_k)$; define $f$ arbitrarily on $Q$. Then

Then $\int_a^t f(x) dx $ exists and equals $F(t)-F(a)$.

See for example

1) See https://math.vanderbilt.edu/schectex/ccc/gauge/letter/

"An Open Letter to Authors of Calculus Books". Retrieved 27 February 2014.

2) https://www.fsb.unizg.hr/matematika/sikic

NEWTON–LEIBNIZ FORMULA AND HENSTOCK–KURZWEIL INTEGRAL ZVONIMIR \v SIKI\'C, ZAGREB

I need a definition for a search.

I have searched TIMSS high and low but cannot find out what they base their questions for students' engagement and attitudes in Maths on...is it the Self-Description Questionnaire? If so, is it Marsh's SDQ III (1990)

Many thanks

What would be the logical mistake if indicial equation roots are actually different by an integer, but still mathematically one solves the equation following the route of non-integer difference, still evaluated at ordinary singular point? Suppose,the ODE is of second order. Would doing so might result in two linearly independent solutions whose one particular linear combination in a terminating series? I am following textbook on Ordinary and Partial differential equations by Dr. M.D. Raisinghania, but logic behind the method is not mentioned in the book.

While reading FEM by J .N Reddy I have notice that the shear strain term is taken as sum of (dw/dx) and Ф for mathematical convenience. I didn't understand why we should take slope in negative instead of positive. Cant we solve the problem in other way round?

I was wondering if there is a connection between exponential function and reciprocal function, because if we look at the graph of reciprocal function, horizontal and vertical asymptote looks like exponential function.

I am looking for the mathematical formula for calculating the sample size.

what is the important factors that affects in student achievement in (TIMMS) in Eighth Grade Science in (Alain - Abu Dhabi )

Which Factors are more influential on student achievement in international study (TIMMS)ز

Will these factors for mathematics differ from the factors for science on the one hand and will they differ for the fourth grade from the eighth grade on the other hand ?

Nowadays, so many people are concerned with converting CGPA to Percentage on a 4.0 scale. There is a common method in which they multiply the CGPA by 25 since one CGPA is equivalent to 25 in Percentage system but this is clearly not scientific and accurate since the CGPA is calculated in a range base. So, I would be grateful if anyone can come up with a statistical or mathematical equation to convert CGPA to Percentage?

Is it possible to patent a mathematical (with algorithm ) model used for variables calculation of a chemical process, knowing that there are different models patented for the same chemical process ?

and what if my model is based on another model but with major equations modifications and improvements, can I still patent it ? (of course, while citing the prevuous work).

Thank you.

I’m trying to make a 4:1 ratio of two solutions. One solution is a 5mL soln. at 20% (w/v) and the other is a 100mL soln at 10% (w/v), respectively. Normally this is easy when both concentrations are the same, but how do I do the ratio with different concentrations? A mentor is recommending diluting the 20% solution to 10%, but this would defeat the purpose right? I’m sure there is a mathematical formula that would make things easier to understand. Thanks all.

I am looking for mathematical framework to calculate the co-ordination number of any element in a given compound.

Every common source avoids the derivation, saying it to be too difficult. Where can i fiend volterra's original derivation? Knowing which mathematics would be necessary?

In the inhomogeneous viscid Burgers' equation:

u_t+m u_x+λg(u)=νu_xx,

what is the significance of λ(coefficient of source term)?

what is the significance of m(associated to flux function)

Which of the following statements is mathematically correct?

1.When λ=0 the Burgers' equation becomes homogeneous

or

2. When g(u) tends to zero then the Burgers'equation becomes homogeneous

3.Both statement 1. and 2 can be used

We know that mathematicians study different mathematical spaces such as Hilbert space, Banach space, Sobolev space, etc...

but as engineers, is it necessary for us to understand the definition of these spaces?

In field theory, a primitive element of a finite field GF(q) is a generator of the multiplicative group of the field. In other words, α ∈ GF(q) is called a primitive element if it is a primitive (q − 1)th root of unity in GF(q); this means that each non-zero element of GF(q) can be written as αi for some integer i.

For example, 2 is a primitive element of the field GF(3) and GF(5), but not of GF(7) since it generates the cyclic subgroup {2, 4, 1} of order 3; however, 3 is a primitive element of GF(7).

Where can I find validated protocols of teaching mathematics to healthy elderly and to elderly with moderate dementia as an independent variable in a longitudinal research study testing the synergy of cognitive training and physical exercise in preventing dementia or slowing the onset of dementia?

"PSNR of image increase an the entropy of image increase (in watermarking)". How one can prove this statement mathematically.

Not established at all ! who is the first founder of algebra in mathematical history ? Websites below are very interesting but not satisfactory !

https://www.mathtutordvd.com/public/Who-Invented-Algebra.cfm

https://www.thoughtco.com/the-history-of-algebra-1788145

Brain signals Analysis for fMRI images.

Respected Researchers,

Is it right to submit a mathematical paper on arXiv before it is submitted to any journals? Please help.

The musical melody is a structure consisting of a series of two types of entities: tones and pauses. Each tone has two properties: pitch and duration; each pause has one property - duration. According to these properties, they can compare to each other. The result of a comparison can be identity or difference.

Hypothesis: some combination of tones and pauses give us a sense of beauty, others don’t. Let us assume that beauty is proportional to the quantity and variety of the identity relations that the melody structure contains.[1]

Question: how can we determine the quantity and variety of identity relations in a given melody structure if we know that there are:

1. identity relations between individual tones and pauses;

2. identity relations between relations. (example: A and B are different in the same (identical) way as B and C; duration of A is half of the duration of B just like (identically) the duration of C is half of the duration of D; etc.)[2]

3. between groups of tones (and pauses)

And a second question: by which method can we create structures that contain maximum quantity and variety of identity relations?

*********

[1] About the reasons behind this hypothesis seePreprint , part 3.

[2] The structure must be observed throw time. If we play the tones and pauses of a beautiful melody in random time order the beauty will be lost. These types of relations allow us that.

I am just wondering why bachelor degree programme in Statistics is run in the department of Mathematics in some universities. Mathematics is a major tool in Physics, just like in Statistics, but I have never heard or seen any Mathematics Department running a bachelor degree in Physics. Is this practice doing more harm than good to the training of statisticians?

Is a physical basis that necessarily requires constancy of the speed of light a logical impossibility, or is the constancy of the speed of light the result of ideas not yet found or applied?

Does isotropy require constancy of the speed of light?

Jensen’s inequality for concave and convex functions, implies for a logarithmic function maximal value when the base of the log is the system’s mean. Mathematically, this implies that the speed of light must be uniform in all directions to optimize distribution of energy. This idea has a flaw. Creation of the universe happened considerably before mathematics and before Jensen’s inequality in 1906. Invert the conceptual reference frame and suppose that Jensen’s inequality is mathematically provable in our universe because it is exactly the type of universe that makes Jensen’s inequality mathematically true in it. A mathematical argument based on Jensen’s inequality goes around in a circle. Are there reasons, leaving aside Jensen’s inequality (or even including Jensen’s inequality), that require constancy of the speed of light?

I wanna calculate the value of Magnetic susceptibility and magnetic permeability form my characterization graph in origin. Is there any related video can you suggest??

If we have: z = f (x,y) and z = f (t), could you please answer to my below questions:

1) Can I say: x = f (t) and y = f (t)?

2) How can I analyze dz/ dt?

Thanks in advance for your help.

Best Regards

Gholamreza Soleiman

I have found that some mathematicians disagree with meta-heuristic and heuristic algorithms. However, from a pragmatic point of view such algorithms often can find high-quality solutions (better than traditional algorithms) when tackling an optimization problem but the success of such algorithms usually depend on tuning the algorithms' parameters. Why some mathematicians are against these algorithms? is it because they don't posses a convergence theory?

I am looking for different arguments on the situation.

Thank You!

I'm trying to design a wavelet. I extracted signal from transient for my wavelet. How to calculate coefficients of low-pass and high-pass filters for wavelet transform filter bank?

Maybe you can recommend some literature. I have read many literature about wavelet (Mallat, Daubechies and other mathematical books) but it's require deep knowledge in mathematics.

Many are saying that statistics is not a branch of mathematics. They say that statistics is just partly using mathematics while the other parts are on language skills especially in the interpretation of results.

Thanks.

Preferably conference scheduled for early 2020.

It would seem that the answer should be negative. However, if you think about it, the answer is not so obvious. Indeed, it is enough to take the vector field of accelerations (velocities) of particles as ether and we will get a mathematical definition of moving matter. Another question is where and how it moves this matter and why we do not see it, but this question may already have an answer¹. Matter moves on the surface of the seven-dimensional sphere, and it is invisible because we move with it.

1)

Hello everyone,

I am thinking how the function should look like in order to generate this kind of curve shown below.

I am guessing the variables should be :

Can anyone shed some light on this?

In quasicrystal, a different set of tilling can form the quasicrystal. However, most of the mathematical theory is trying to explain the quasicrystal tilling from one starting point and not from a different setpoint ( 2 or 3 points with some specific distance) to explain the tilling pattern, which these set points can expand at the same time. This will bring a question of what is the best tilling, packing density, the maximum area of QC tilling, ...

My question is how we can explain this by the relation between the degree of packing and tilling pattern?

Regards,

Let us have Minkowski space-time, which must be curved so that its metric does not change, and the coordinates cease to be straight lines. How can I do that? In this matter, a hint can be found in the mathematical apparatus of quantum mechanics. Indeed, if we take the Pauli matrices and the Pauli matrices multiplied by the imaginary unit as the basis of the Lie algebra sl₂(C), then the four generators of this algebra can be associated with the coordinates of Minkowski space-time not only algebraically, but also geometrically through the correspondence of the elements of the algebra sl₂(C) and linear vector fields of the 4-dimensional space. Then the current lines of the vector fields of space-time become entangled in a ball, which, when untangled, surprisingly turns into Minkowski space-time.

Visuals are commonly used to help the low level students understand maths but who's to say it can't benefit everyone.

If we have a fourth order polynomial as follows:

f(X)=a*X^4+b*X^3+c*X^2+d*X+e