...a number from 1 to 26. E.g. a=1, b=2, c=3 etc then “put out the cat” becomes 16 21 20 15 21 20 20 8 5 3 1 20. If we use the following randomly chosen matrix A= 1483852321 ------------------------------------------------- as a multiplier for each of these then ‘put’ = B = 16 21 20 becomes 452 273 110 1. Verify this and ascertain the code for “out”, “the”, and “cat”. How can this message be coded by one matrix calculation? PUT = 16 21 20 x 1483852321 = 16 x 14+21 x 8+20 x 316 x 8+21 x 5+20 x 2(16 x 3+21 x 2+20 x 1) = 224+168+60 128+105+40 (48+42+20) ------------------------------------------------- = 452 273 110 OUT = 15 21 20 x 1483852321 = 15 x 14+21 x 8+20 x 315 x 8+21 x 5+20 x 2(15 x 3+21 x 2+20 x 1) = 210+168+60 120+105+40 (45+42+20) ------------------------------------------------- = 438 265 107 THE = 20 8 5 x 1483852321 = 20 x 14+8 x 8+5 x 320 x 8+8 x 5+5 x 2(20x 3+8 x 2+5 x 1) = 280+64+15 160+40+10 (60+16+5) ------------------------------------------------- = 359 210 81 CAT = 3 1 20 x 1483852321 = 3 x 14+1 x 8+20 x 33 x 8+1 x 5+20 x 2(3x 3+1 x 2+20 x 1) = 42+8+60 24+5+40 (9+2+20) = 110 69 31 This message can be coded by one matrix calculation by putting it vertically in a 3 x 4 matrix and then multiplying it by the randomly chosen matrix like so: C A T T H E O U T P U T 161520 321218 120155 20 1483852321 X 161520 321218 120155 20 = 452438359 ...
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... |14 | |9 |Applications of LCDs |16 | |10 |Discussions |19 | |11 |Conclusions |20 | |12 |References |21 | Abstract: Today we see items containing an LCD (liquid crystal display) everywhere. They are all around us -- in laptop computers, digital clocks and watches, microwave ovens, CD players and many other electronic devices. From the wrist watch and pocket calculator to an advanced VGA computer screen, the liquid crystal display has evolved into an important and versatile interface. A liquid crystal display consists of an array of tiny segments (called pixels) that can be manipulated to present information. This basic idea is common to all displays,...
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...Effects of Technology on Education Airricka Carruthers AIU-Online Effect of Technology on Education The rise of technology and the fall of the human mind, where will earth stand? The rise of technology has changed the way the children in today’s society are educated, and not in a good way. They are no longer required to use their brains, instead they are taught to memorize things and/or use an alternate source such as: computers and calculators. They don’t do their own work anymore, soon mankind as we know it will be replacing our thoughts to even breath for ourselves, as well as think for us, hence a “Matrix” way of life. Computers, today more than often parents and teachers are allowing children to use the internet, cutting and pasting their little lives away. I read where there were studies conducted and it revealed that when a person reads information from a web site or other net-based resource, they are more susceptible to believing even things that are not factual and or valid, as appose to someone who is a skilled reader reading from hard copy sources who are more likely to be able to determine the validity of the information read. Children who spend less time in front of a computer and more time in books, newspapers, and magazines seem to have higher IQs than those computer Geeks. Children of none technology upbringing are skilled in critical reading and thinking and those “Geeks” aren’t. They the “Geeks “tend to be more technical and least likely to be critical...
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...Mathematics HL First examinations 2008 b DIPLOMA PROGRAMME MATHEMATICS HL First examinations 2008 International Baccalaureate Organization Buenos Aires Cardiff Geneva New York Singapore Diploma Programme Mathematics HL First published in September 2006 International Baccalaureate Organization Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales GB CF23 8GL United Kingdom Phone: + 44 29 2054 7777 Fax: + 44 29 2054 7778 Web site: www.ibo.org c International Baccalaureate Organization 2006 The International Baccalaureate Organization (IBO) was established in 1968 and is a non-profit, international educational foundation registered in Switzerland. The IBO is grateful for permission to reproduce and/or translate any copyright material used in this publication. Acknowledgments are included, where appropriate, and, if notified, the IBO will be pleased to rectify any errors or omissions at the earliest opportunity. IBO merchandise and publications in its official and working languages can be purchased through the IB store at http://store.ibo.org. General ordering queries should be directed to the sales and marketing department in Cardiff. Phone: +44 29 2054 7746 Fax: +44 29 2054 7779 E-mail: sales@ibo.org Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire. 5007 CONTENTS INTRODUCTION 1 NATURE OF THE SUBJECT 3 AIMS 6 OBJECTIVES 7 SYLLABUS OUTLINE 8 SYLLABUS DETAILS 9 ASSESSMENT OUTLINE 53 ASSESSMENT DETAILS ...
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...3) Another method of calculating the sum of squares was frequently used during the era that preceded computers when students would work with calculating machines, [pic] (2.4) Regardless whether one uses Equation (2.3) or Equation (2.4), the amount of deviation that exists around the mean in a set of scores can be averaged using the standard deviation, or its square, the variance. The variance is just [pic] with s being the positive square root of s2. We can take the deviation scores and standardize them, creating, well; standardized scores: [pic]. (2.5) Next, we define a very important concept, that of the covariance of two variables, in this case x and y. The covariance between x and y may be written Cov(x, y). We have [pic] [pic] (2.6) where the[pic]are the deviation scores for the x variable, and the [pic]are defined analogously for y. Note that with a little semantic gamesmanship, we can say that the variance is the covariance of a variable with itself. The product[pic]is usually called a cross product. 2.2 Matrix Expressions for Descriptive Statistics In this section we will return to our data matrix, X, with n observations and m variables, [pic] We now define the mean vector[pic], such...
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...Study | 2 | 1.4 Methodology of the Study | 3 | 1.5 Scope and Limitation of the Study | 3 | Chapter-02: Theoretical Overview | 4-8 | 2.1 Definition of Matrix | 4 | 2.2 Matrix Notation | 4 | 2.3 History of Matrix | 5 | 2.4 Types of Matrix | 6 | 2.4.1 Row Matrix | 6 | 2.4.2 Column Matrix | 6 | 2.4.3 Rectangular Matrix | 6 | 2.4.4 Square Matrix | 6 | 2.4.5 Zero Matrix | 7 | 2.4.6 Upper Triangular Matrix | 7 | 2.4.7 Lower Triangular Matrix | 7 | 2.4.8 Diagonal Matrix | 7 | 2.4.9 Scalar Matrix | 7 | 2.4.10 Identity Matrix | 8 | 2.4.11 Transpose Matrix | 8 | 2.4.12 Regular Matrix | 8 | 2.4.13 Singular Matrix | 8 | Chapter-03: Matrices Operation | 9-15 | 3.1. Properties of matrix operation | 9 | 3.1.1 Properties of subtraction | 9 | 3. 1.2 Properties of Addition | 9 | 3.1.3 Properties of Matrix Multiplication | 10 | 3.1.4 Properties of Scalar Multiplication | 10 | 3.1.5 Properties of the Transpose of a Matrix | 10 | 3.2 Matrix Operation | 11 | 3.2.1 Matrix Equality | 12 | 3.2.2 Matrix Addition | 12 | 3.2.3 Matrix Subtraction | 12 | 3.2.4 Matrix Multiplication | 12 | 3.2.5 Multiplication of Vectors | 14 | 3.3 Inverse of Matrix | 15 | 3.4 Elementary Operations | 15 | Chapter-04: Application of Matrix | 16-21 | 4.1 Application of Matrix | 16 | 4.1.1 Solving Linear Equations | 16 | 4.1.2 Electronics | 16 | 4.1.3 Symmetries and transformations in physics | 17 | 4.1.4 Analysis and geometry...
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...There are 5 components extracted. The values in the matrix range from -1 to 1, with values closer to 1 indicating a stronger correlation. This suggests that Component 1 is related to overall organization climate and culture. This suggests that Component 2 is related to social interaction. This suggests that Component 3 is related to content, policy, rules, and modules. This suggests that Component 4 is related to information gathering and analysis. This suggests that Component 5 is related to employee satisfaction. These components can be used to further explore the relationships between the variables and to develop strategies for improving organizational performance. Rotated Component...
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...the second branch of the said store. Chilyn’s Pharmacy and Convenience Store is owned by Mrs. Micheline Ong and the management of such business is given to Ms. Jaydellyne T. Ong. Chilyn’s Pharmacy and Convenience Store here in Zamboanga commenced its business last Nov. 5, 2011 while the one located in Jolo, Sulu has been in the business for two years already. System Background The store uses a manual inventory system and sales system in monitoring its inventory and sales level. The systems used on both branches do not differ so much. Both branches has a manual inventory system wherein they personally and manually check the remaining inventory in their store room and uses only a calculator in computing for the total costs of the products bought by customers Problem Statement Matrix |PROJECT: point of sale inventory management system/electronic cash |PROJECT MANAGER: SUV2D | |register | | |CREATED BY: SUV2D/SAUSVAVIDA |LAST UPDATED BY: Saipudin, Ivy Rose C. | |DATE CREATED: July 25, 2012 |DATE LAST UPDATED: July 31, 2012 | |CAUSE-AND-EFFECT ANALYSIS |SYSTEM IMPROVEMENT OBJECTIVES ...
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...demand. ii) Xt <s Xt+1=S-Dt+1 Xt≥s Xt+1= Xt -Dt+1 iii) Xt=i Xt+1=j So; i<s j=S-Dt+1 Dt+1=S-j i≥s j= i -Dt+1 Dt+1=i-j Due to the reason that the demand function is distributed with poisson distribution. We use the probability function of Poisson which is; P(X=a)= λa*eλ/a! Therefore, we use adjust this equation according to our demand function. P(Dt+1=S-j)= λ(S-j) *e-λ ÷ (S-j)! P(Dt+1=i-j)= λ(i-j) *e-λ ÷ (i-j)! Let X0=4, λ=2,m=6, s=2 and S=5 iv) According to the probability functions that are stated above we calculated the probabilities of state transitions and inserted these values in to the matrix cells which is given below. Table 1. case a first probability matrix. The we realized that sum of the...
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...CARIBBEAN EXAMINATIONS COUNCIL Caribbean Secondary Education Certificate CSEC MATHEMATICS SYLLABUS Effective for examinations from May/June 2010 CXC 05/G/SYLL 08 Published in Jamaica © 2010, Caribbean Examinations Council All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W.I. Telephone: (876) 630-5200 Facsimile Number: (876) 967-4972 E-mail address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2008, by Caribbean Examinations Council The Garrison, St Michael BB11158, Barbados CXC 05/OSYLL 00 Contents RATIONALE. .......................................................................................................................................... 1 AIMS. ....................................................................................................................................................... 1 ORGANISATION OF THE SYLLABUS. ............................................................................................. 2 FORMAT OF THE EXAMINATIONS ................................................................................................ 2 CERTIFICATION AND PROFILE DIMENSIONS .....
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...of This study. We are highly thankful to Miss NEETI WALIA for her active support, valuable time and advice, whole-hearted guidance, sincere cooperation and pains-taking involvement during the study and in completing the assignment of preparing the said project within the time stipulated. Lastly, We are thankful to all those, particularly the various friends , who have been instrumental in creating proper, healthy and conductive environment and including new and fresh innovative ideas for us during the project, their help, it would have been extremely difficult for us to prepare the project in a time bound framework. TABLE OF CONTENTS:- INTRODUCTION WHAT IS LCD THEORY OF LCD TYPES OF LCD PASSIVE-MATRIX ADDRESSED LCD ACTIVE-MATRIX ADDRESED LCD ADVANTAGE N DISADVANTAGE COLOUR DISPLAY APPLICATIONS OF LCD BIBLIOGRAPHY LIQUID CRYSTAL DISPLAY INTRODUCTION:- LCDs are super-thin displays that are used in laptop computer screens and flat panel monitors. Smaller LCDs are used in handheld TVs, PDAs, and portable video game devices. The image on an LCD screen is created by sandwiching an electrically reactive substance between two electrodes. This colour a type of display used in digital watches and many portable computers. LCD displays utilize two sheets of polarizing material with a liquid...
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...INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education 0580/04, 0581/04 MATHEMATICS May/June 2007 Paper 4 (Extended) 2 hours 30 minutes Additional Materials: *5128615949* Answer Booklet/Paper Electronic calculator Geometrical instruments Graph paper (2 sheets) Mathematical tables (optional) Tracing paper (optional) READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a pencil for any diagrams or graphs. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer all questions. All working must be clearly shown. It should be done on the same sheet as the rest of the answer. Marks will be given for working which shows that you know how to solve the problem even if you get the answer wrong. Electronic calculators should be used. If the degree of accuracy is not specified in the question, and if the answer is not exact, give the answer to three significant figures. Give answers in degrees to one decimal place. For π use either your calculator value or 3.142. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. The total of the marks for this paper is 130. This document consists...
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...ECOLOGICAL FOOTPRINT Mohammad Khanbashi Managing for Sustainability In 2007, the Earth’s people used about 50% more natural resources than the planet could regenerate.1 A measure of the impact humans have on the environment is called an ecological footprint. A country’s ecological footprint is the sum of all the cropland, grazing land, forest and fishing grounds required to produce the food, fiber and timber it consumes, to absorb the wastes emitted when it uses energy and to provide space for infrastructure. WWF’s Living Planet Report 2010 found that in 2007 the global ecological footprint was 18 billion hectares. This means that the Earth’s people needed 18 billion hectares of productive land in order to provide each and every person with the resources they required to support their lifestyle 1 . Living Planet Report, WWF, GFN and ZSL, 2010 and to absorb the wastes they produced. The bad news is that there were only 11.9 billion global hectares available. In Australia, we’re consuming more than three times our fair share of the planet’s natural resources. If we continue these consumption patterns, we will face an ecological overshoot that will have far-reaching future consequences for people and nature. Australians have one of the largest environmental footprints per capita in the world, requiring 6.8 global hectares per person. If all people consumed the Earth’s resources the way that we do in Australia, it would take the resources of more...
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...PSYCH 625 Entire Course For more classes visit www.snaptutorial.com PSYCH 625 Week 1 Individual Assignment Basic Concepts in Statistics Worksheet PSYCH 625 Week 1 Individual Assignment Reliability and Validity Matrix PSYCH 625 Week 1 Individual Assignment Time to Practice – Week One PSYCH 625 Week 2 Individual Assignment Time to Practice – Week Two PSYCH 625 Week 2 Learning Team Assignment Statistics Project Import Data Into IBM ® SPSS ® Software PSYCH 625 Week 3 Individual Assignment Time to Practice – Week Three PSYCH 625 Week 3 Learning Team Assignment Hypothesis Testing Problem Worksheet PSYCH 625 Week 3 Learning Team Assignment Statistics Project Descriptive Statistics PSYCH 625 Week 4 Individual Assignment Time to Practice – Week Four PSYCH 625 Week 4 Learning Team Assignment Statistics Project Comparing Means PSYCH 625 Week 5 Individual Assignment Programmatic Assessment Time to Practice – Week Five PSYCH 625 Week 5 Learning Team Assignment Statistics Project Correlations PSYCH 625 Week 6 Individual Assignment Overview of Important Statistical Tests PSYCH 625 Week 6 Learning Team Assignment Statistics Project Presentation ----------------------------------------- PSYCH 625 Week 1 Individual Assignment Basic Concepts in Statistics Worksheet For more classes visit www.snaptutorial.com Complete the following questions. Be specific and provide examples when relevant. Cite any sources consistent with APA guidelines. What are statistics and how are they...
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...Perhaps the earliest device for working out sums was the abacus. This began as a clay tablet into which grooves were cut. Pebbles were then placed or taken away from grooves to perform addition and subtraction. (Our word calculation comes from the Latin word calculus meaning 'pebble'). Because the pebbles were likely to become mislaid, they were later replaced by beads threaded on to wires and mounted in a frame. By moving the beads backwards and forwards, addition, subtraction, division and multiplication could be done. In 1614 John Napier, an astronomer, invented a ready-reckoned, known as Napier's bones, to help him make complex calculations accurately. From this was developed in 1621 the earliest form of the slide rule. The first real mechanical calculating machine, working with wheels, gears and dials, was made by a Frenchmen, Blaise Pascal, in 1642. This machine used a number of wheels mounted parallel to each other, with 10 teeth mounted round the circumference of each. A carry-over mechanism was incorporated so that when one wheel made a complete revolution, the wheel to its immediate left was turned through one segment-representing one ' 10'. The machine was operated by turning the wheels backwards and forwards, thus performing addition and subtraction. The design for the first real computer was drawn up by an Englishman, Charles Babbage, in 1832. This was another mechanical machine but, like today's computers, it was designed to work automatically from a series...
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