...determine the stresses exerted on a small element of wall with sides respectively parallel and perpendicular to the axis of the cylinder. Because of axis symmetry of the vessel and its contents, it is clear that no shearing stress is exerted on the element. It can be seen that all strains are used to calculate stress. As it is not possible to measure all strains, these have to be computed on the basis of marginal conditions. With this experiment it is not possible to measure in particular longitudinal strain in the body and radian strain perpendicular to the surface. Initial stress at the surface must be zero, longitudinal stress is constant over the radius are the marginal conditions to obtain the solution. The average E value we obtain from graph was 64 GN/m2. with the help of the computer, the Poisson’s ratio, v =0.35 and the principal strains for the thin cylinder were also calculated using formulas and the Mohr’s circle. For open ends conditions. The lower principal strains, εL1 = -191 με, which the upper principal strains, εH1 = principal strains, εL = 98.55 579.71 με. For closed ends conditions, the lower 484.05 με, which the upper principal strains εH = με. We also noted that there was errors occur during the experiment. The percentage error between the experiment result and...
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...electric potential at locations on a conducting surface resulting from various distributions of electric charge. We had to use Microsoft Excel spreadsheet and the electric potential data to generate 2-D and 3-D maps of electric equipotential. We had to analyze the maps of electric potential to sketch lines representing the electric field produced by electric charge. Finally, we had to describe how the field from lines of charge differs from that produced by point sources. The electric field is identified by a capital E and at a certain point it equals the force on a test charge divided by the amount of the charge (E=F/g). In other words, the electric field is the surrounding charges which create an electric field around a given point. Theory: Equipotential lines provide a quantitative way of viewing the electric potential in two dimensions. Every point on a given line is at the same potential. An equipotential region of a scalar potential in three-dimensional space is often an equipotential surface, but it can also be a three-dimensional region in space. The gradient of the scalar potential (and hence also its opposite, as in the case of a vector field with an associated potential field) is everywhere perpendicular to the equipotential surface, and zero inside a three-dimensional equipotential region. Electrical conductors offer an intuitive example. If a and b are any two points within or at the surface of a given conductor, and given there is no flow of charge being exchanged...
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...in a readily understandable form, but many people have no taste for figures. They would prefer a way of representation where figures could be avoided. This purpose is achieved by the presentation of statistical data in a visual form. The visual display of statistical data in the form of points, lines, areas and other geometrical forms and symbols, is the most general terms known as Graphical Representation. Statistical data can be studied with this method without going through figures, presented in the form of tables. Such visual representation can be described in the sections that follow. The basic difference between a graph and a diagram is that a graph is a representation of data by a continuous curve, usually shown on a graph paper while a diagram is any other one, two or three-dimensional form of visual representation Types of Diagrams I. Simple bar chart II. Multiple bar chart III. Component bar chart IV. Rectangles and Sub divided Rectangles V. Pictograms VI. Pie Diagrams Simple Bar Chart A simple bar chart is used to represents data involving only one variable classified on spatial, quantitative or temporal basis. In simple bar chart, we make bars of equal width but variable length, i.e. the magnitude of a quantity is represented by the height or length of the bars. Uses of Simple Bar Chart: 1. Vertical bar chart is an effective way for presenting a time series. 2. Vertical bar chart is also an effective way for presenting qualitative...
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...RUNNING HEAD: THE CONCEPT OF KNOWLEDGE IN KM The concept of knowledge in KM: A dimensional model Forthcoming in the Journal of Knowledge Management, Volume 10, No 6, 2006 Bertolt Meyer1 and Kozo Sugiyama2 1 Department of Organizational and Social Psychology, Institute of Psychology, Humboldt University Berlin Unter den Linden 6, 10099 Berlin, Germany bmeyer@psychologie.hu-berlin.de 2 School of Knowledge Science, Japan Advanced Institute of Science and Technology 1-1 Asahidai, Nomi, Ishikawa 923-1292, Japan sugi@jaist.ac.jp Abstract Purpose: To sharpen the concepts of tacit, implicit and explicit knowledge by linking them to findings from cognitive psychology and memory science and thus finding a possibility for measuring non-explicit knowledge. Methodology/Approach: A review of KM and cognitive science literature leads to a dimensional model of knowledge types that links the concepts from KM to more specific concepts from psychology. One central assumption of the model was empirically tested and put into practice in one small-scale KM project. Findings: The concepts in KM can be linked to concepts from psychology and thus receive theoretical support. The developed model enables psychometric access to a part of non-explicit knowledge through structural assessment techniques. Furthermore, the model has proven to be of value in a practical application in KM. Research limitations: The experiment and the practical application are too small in scope to provide full...
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...besa44438_ch03.qxd 10/12/04 5:45 PM Page 68 3 3.1 3.2 C H A P T E R CONSUMER PREFERENCES AND THE CONCEPT OF UTILITY R E P R E S E N TAT I O N S OF PREFERENCES UTILITY FUNCTIONS APPLICATION 3.1 APPLICATION 3.2 APPLICATION 3.3 APPLICATION 3.4 Influencing Your Preferences How People Buy Cars: The Importance of Attributes Taste Tests Hula Hoops and Pet Rocks Why Do You Like What You Like? If you are thinking about buying a car, your choices can be overwhelming: Should you buy or lease? New car or used? A sport utility vehicle, a sedan, a sports car, or a minivan? Should you get a sunroof or four-wheel drive? How much extra would you pay for a vehicle that will have a high resale value in the future? What are the expected operating expenses for each model—insurance, repairs, gasoline, and so on? Finally, what opportunities will you forgo if you buy a car? How else could you spend your money, either today or in the future? Making decisions about a product with many options is not easy. Before buying a car, for example, you might draw on the experiences of friends and family, read advertisements, visit dealers, and test-drive vehicles. You might also research different models and financing options on the Web, read Consumer Reports, price insurance rates for favorite models, or even visit chat rooms frequented by car buffs. As a consumer, you make choices every day of your life. Besides choosing among automobiles, you must decide what kind of housing to rent or...
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...this same number, is it really “random”? No, it isn’t. Computers are (in principle) deterministic machines and should not exhibit random behavior. If your computer doesn’t access some external device, like a gamma ray counter or a clock, then it must really be computing pseudorandom numbers. Our favorite definition was given in 1951 by Berkeley professor D. H. Lehmer, a pioneer in computing and, especially, computational number theory: A random sequence is a vague notion . . . in which each term is unpredictable to the uninitiated and whose digits pass a certain number of tests traditional with statisticians . . . 9.2 Uniform Distribution Lehmer also invented the multiplicative congruential algorithm, which is the basis for many of the random number generators in use today. Lehmer’s generators involve three integer parameters, a, c, and m, and an initial value, x0 , called the seed. A September 16, 2013 1 2 sequence of integers is defined by xk+1 = axk + c mod m. Chapter 9. Random Numbers The operation “mod m” means take the remainder after division by m. For example, with a = 13, c = 0, m = 31, and x0 = 1, the sequence begins with 1, 13, 14, 27, 10, 6, 16, 22, 7, 29, 5, 3, . . . . What’s the next value? Well, it looks pretty unpredictable, but you’ve been initiated. So you can compute (13 · 3) mod 31, which is 8. The first 30 terms in the sequence are a permutation of the integers...
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...regression, and residual assessment. SUMMARY: Researchers are often faced with the need to describe quantitatively the relationships between outcomes andpre d i c t o r s , with the objective of ex p l a i n i n g trends, testing hypotheses, or developing models for forecasting. Regression models are able to incorporate complex mathematical functions and operands (the variables that are manipulated) to best describe the associations between sets of variables. Unlike many other statistical techniques, regression allows for the inclusion of variables that may control for confounding phenomena or risk factors. For robust analyses to be conducted, however, the assumptions of regression must be understood and researchers must be aware of diagnostic tests and the appropriate procedures that may be used to correct for violations in model assumptions. CONCLUSION: Despite the complexities and intricacies that can exist in re gre s s i o n , this statistical technique may be applied to a wide range of studies in managed care settings. Given the increased availability of data in administrative databases, the application of these procedures to pharmacoeconomics and outc o m e s assessments may result in more varied and useful scientific investigationsand provide a more solid foundation for health care decision making. KEYWORDS: Claims database analysis, Pharmacoeconomics, Outcomes assessment, Regression analysis J Manag Care Pharm. 2005;11(3):240-51 R esearchers from a wide range of disciplines...
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...serial numbers or metadata attached to the stored files. Any of these things could potentially compromise collaborators. Another possibility is to instead execute file transfers between portable machines in a way that uses no physical media and does not rely on any telecom network or exchange of addresses. Smart phones are natural candidates, being portable and increasingly ubiquitous, so for this project, we attempted to leverage common built-in functionality to create a secure channel with the desired properties. We note that many smart phones can communicate via IR ports, but there is always the possibility the that IR transmissions may be intercepted since they are one dimensional and monochromatic. A remaining feasible possibility is to use camera to screen communication, which is the approach we adopt. 2. Design Considerations and Challenges A few other design requirements present themselves immediately. Namely, • Synchronizing two devices in a precise fashion using a visual channel is difficult to do, so simplicity...
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...MATH 275: Calculus III Lecture Notes by Angel V. Kumchev Contents Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lecture 1. Lecture 2. Lecture 3. Lecture 4. Lecture 5. Lecture 6. Lecture 7. Lecture 8. Lecture 9. Lecture 10. Lecture 11. Lecture 12. Lecture 13. Lecture 14. Lecture 15. Lecture 16. Lecture 17. Lecture 18. Lecture 19. Lecture 20. Lecture 21. Lecture 22. Lecture 23. Three-Dimensional Coordinate Systems . . . . . . . . . . . . . . . . . . . . . iii 1 Vectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Lines and Planes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Vector Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Space Curves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Multivariable Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Surfaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Partial Derivatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Directional Derivatives and Gradients . . . . . . . . . . . . . . . . . . . . . . . 77 Tangent Planes and Normal Vectors . . . . . . . . . . . . . . . . . . . . . . . 81 Extremal Values of Multivariable Functions . . . . . . . . . . . . . . . . . . . 91 Lagrange Multipliers* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Double Integrals...
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...Research Methodology Unit IV Editing:- The raw data is likely to contain a no. of errors during the process of recording the information in surveys. By means of editing one tries to eliminate the errors or remove the points of confusion, if any. For proper analysis & interpretation, it is necessary that the collected data are present, readable & accurate in the desired form i.e., data collected has no missing values, all entries are readable or all information is accurate. This introduces errors in collected information, which are to rectified before further analysis. Editing comprises inspecting, correcting & mo0difying the raw data to ensure that information available is correctly, adequately & relevantly. Stages of Editing:- The editing may be done in two stages: Field Editing:- The field editing is done immediately after collection of data because the interviewer then have a fresh memory about the lapses & wrong statements of answers. The preliminary editing should be done by a field supervisor. Office Editing:- The office editing is done after the field editing. This implies a complete & thorough scrutiny of questionnaire. There should be expert editors in the office to evaluate & examine the completed returns of the respondents. The incorrect answers may also be verified by observation. When the answers are given in an ambiguous manner, serious efforts are made to rectify & complete them by consulting another questionnaire. Factors to be considered while Editing:- ...
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...x^2 表示 x 的平方，=！表示不等于。pi 表示圆周率 类型 1： 20. The least integer of a set of consecutive integers is -25. If the sum of these integers is 26, how many integers are in this set? (A) 25 (B) 26 (C) 50 (D) 51 (E) 52 14. Exactly 4 actors try out for the 4 parts in a play. If each actor can perform any one part and no one will perform more than one part, how many different assignments of actors are possible? 16. Set X has x members and set Y has y members. Set Z consists of all members that are in either set X or set Y with the exception of the k common members (k > 0). Which of the following represents the number of members in set Z ? (A) x + y + k (B) x + y - k (C) x + y + 2k (D) x + y - 2k (E) 2x + 2y - 2k 20. There are 75 more women than men enrolled in Linden College. If there are n men enrolled, then, in terms of n, what percent of those enrolled are men? 1 / 18 17. A merchant sells three types of clocks that chime as indicated by the check marks in the table above. What is the total number of chimes of the inventory of clocks in the 90-minute period from 7:15 to 8:45 ? 18. If the 5 cards shown above are placed in a row so is never at eithe end, how many different arrangements are possible? 20. When 15 is divided by the positive integer k, the remainder is 3. For how many different values of k is this true? (A) One (B) Two (C) Three (D) Four (E) Five 17. On the number line above, there are 9 equal intervals between 0 and 1. What is the value of...
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... The language purpose statements allow the students to show their knowledge of the content by speaking or writing using the concepts and vocabulary acquired from the lesson. The language purpose statements identify student oral and written language needs for the day’s lesson. The language purpose is focused on the specialized or technical vocabulary students need to learn, on the structure of the content language, such as grammar/syntax, signal words and sentence frames, or on function of the academic language. The content and language purpose statements are the result of unpacking the benchmarks concentrating on what is essential to master each benchmark. The Instructional Focus Calendars also include information from the FCAT/EOC Test...
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...Review Notes for IB Standard Level Math © 2015-2016, Steve Muench steve.muench@gmail.com @stevemuench Please feel free to share the link to these notes http://bit.ly/ib-sl-maths-review-notes or my worked solutions to the November 2014 exam http://bit.ly/ib-sl-maths-nov-2014 or my worked solutions to the May 2015 (Timezone 2) exam http://bit.ly/ib-sl-maths-may-2015-tz2 or my worked solutions to the November 2015 exam https://bit.ly/ib-sl-maths-nov-2015 with any student you believe might benefit from them. If you downloaded these notes from a source other than the bit.ly link above, please check there to make sure you are reading the latest version. It may contain additional content and important corrections! April 8, 2016 1 Contents 1 Algebra 1.1 Rules of Basic Operations . . . . . . . . . . . . . . . . . . . . . 1.2 Rules of Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.3 Rules of Exponents . . . . . . . . . . . . . . . . . . . . . . . . . 1.4 Allowed and Disallowed Calculator Functions During the Exam 1.5 Sequences and Series . . . . . . . . . . . . . . . . . . . . . . . . 1.6 Arithmetic Sequences and Series . . . . . . . . . . . . . . . . . 1.7 Sum of Finite Arithmetic Series (u1 + · · · + un ) . . . . . . . . . 1.8 Partial Sum of Finite Arithmetic Series (uj + · · · + un ) . . . . . 1.9 Geometric Sequences and Series . . . . . . . . . . . . . . . . . . 1.10 Sum of Finite Geometric Series . . . . . . . . . . . . . . . . . . ...
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...WOMEN’S HIGH HEEL DISCOMFORT ANALYSIS AND PROTOTYPE SOLUTION A Senior Project submitted In Partial Fulfillment of the Requirements for the Degree of Bachelor of Science in General Engineering And Bachelor of Science in Industrial Engineering California Polytechnic State University, San Luis Obispo by Kevin Blakley and Annamarie Kepple February 2013 Graded by: ______________ Date of Submission__________________________ Checked by: _____________ Approved by: _____________________________ Page 1 of 76 ABSTRACT WOMEN’S HIGH HEEL DISCOMFORT ANALYSIS AND SOLUTION Kevin Blakley and Annamarie Kepple Women love high heeled shoes, but this love comes at the cost of comfort. Wearing high heels causes a lot of pain and, in the long term, health complications. This project tries to overcome the problem by ultimately making high heels more comfortable. In order to do this, one must first understand the reasons that high heels are uncomfortable, such as arch angle, heel height, and the changes in walking motion. Once there is a true understanding of the factors that contribute to high heel discomfort, the design stage can begin. The design selected for this project was a wedge heel that contained compressive material. This design would improve user comfort in four different criteria. These criteria were arch angle, compression of the shoe, foot rotation, and ground contact surface area of the heel. After the working prototype was created, it was performance...
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...Pyxplot Users’ Guide A Scientific Scripting Language, Graph Plotting Suite and Vector Graphics Toolkit. Version 0.9.2 d sin θ = nλ ∇ · D = ρfree ¨ ∇ × E = − ∂B q(t) = − RR ∂t ˙ R2 ds2 = 1 − 2GM rc2 ∇·B =0 dL = dt2 xa + Γa xb xc = 0 ¨ bc ˙ ˙ ∇ × H =1 Jfree − ∂D ∂t L 4πF 2 H(t) = ˙ R R h ¯ 2 ∂2ψ 2m ∂x2 + V ψ = Eψ ∆φ Lead Developer: Dominic Ford Lead Tester: Ross Church Email: coders@pyxplot.org.uk This manual is also available in HTML, at http://www.pyxplot.org.uk/0.9/doc/html/ September 2012 Contents I 1 Introduction to Pyxplot Introduction 1.1 What is Pyxplot? . . . . . . 1.2 Compatibility with gnuplot . 1.3 The structure of this manual 1.4 An introductory tour . . . . 1.5 License . . . . . . . . . . . . 1.6 Spelling conventions . . . . . 1.7 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 3 3 4 4 4 9 10 10 11 11 11 12 13 13 14 15 15 16 18 20 20 22 23 24 25 27 27 28 28 29 30 30 31 34 2 Installation 2.1 Installation within Linux distributions . . . . 2.2 System requirements . . . . . . . . . . . . . . 2.2.1 Dependencies in Debian and Ubuntu 2.2.2 Dependencies in MacOS . . . . . . . 2.3 Installation from source archive . . . . . . . . 2.3.1 System-wide installation . . ...
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