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Here's a good article about the British Disability Discrimination Act as it applies to web sites.
And here's a bunch of articles on Web Accessibility. Those validator errors make it look like the site uses deprecated HTML, which is bad, both from a design/maintainance standpoint and an accessibility standpoint...
The site's still great, though.
I've decided to dust off this applet (and my Java skills) and see what I can make it do.
I want to add a few things to it:
-Threaded rendering
-A marquee zoomer
-Suess mode
-Set fractal resolution
-A few interface refinements
-(maybe) Render high-res images and let the user save them
If you have no idea what I'm talking about, see this thread.
Here's a shot of the applet, unmodified from the one I turned in for the Intro to Computer Programming class I took in 2001.
You know, that system looks about as solved as it's ever going to get. I suppose you could take the square roots if you really wanted to, giving values for all 5 terms.
To get the velocity and displacement functions, you just integrate twice.
∫ π/8 * cos(π/4 * t) dt = 1/2 sin(π/4 * t)
∫ 1/2 sin(π/4 * t) dt = -2/π cos(π/4 * t)
How can you describe the motion with a sketch? Well, that train oscillates, so that's a start.
You enclose latex in [ math ] latex goes here [ /math ] (sans spaces) tags.
Hey Ricky, the three reasons you cite are the same reasons I think Java is good to learn on.
I learned on C, not ++, and got quite frustrated with it. I was young at the time (13), so that may have had something to do with it. But also, I was frustrated when trying to go beyond simple stdin/stdout. The leap of knowledge required is tremendous, and the means was not available to me at the time to make it.
It wasn't until I learned Java that programming started to make sense to me. When forced to adhere to the structure, it became ingrained and I realized the sense of it (especially when learning PHP, which tries hard to be accommodating). Perhaps nobody'd ever explained the finer arts of memory allocation, but it always seemed like voodoo; Java garbage collection was a breath of fresh air. And the extensive, well-documented, platform-neutral library let me experiment with things (like gui programming) that I never could have dreamed of doing in C without, well, going to college.
But, maybe my experience fits into one who was "not learning," since I understood pointers and how to make a linked list. :
(Yes, I just used a dunno. It is jU week, after all.)
As far as math goes, you'll probably be better off waiting, since you'll have to learn it all anyway when you get to college.
However, a little programming sk1lz should come in handy, to jump start your courses. I would recommend against C++ as a starter language, not because it can't be done, but because it's hard to do anything useful without knowing a lot. (And I hate that language, as I've said before.)
Java makes a good intro to OOP. It's fairly intuitive, strict enough to make you learn the rules, and it makes a nice environment to play around in.
You may also take a look at Ruby (I've been meaning to). It's all the rage these days, eh?
Yeah, I saw that! It looks amazing. It looks time consuming. It looks like I'll stay the heck away if I know what's good for me.
Nice pages! I only found one mistake. The comma in this sentence, is superfluous:
The "Laws of Exponents" (also called "Rules of Exponents"), all come from three ideas:
I still don't know what a sudoku is.
Edit to say something valuable: Mathsy, are you talking about "magic squares"? The ones where you have to make all the rows, columns, and diagonals add up to a certain number? We did some of those in elementary school...
Yeah, our calendar drags. It is said that the Mayans had a calendar that required no leap years. I'm sure if we put our minds to it, we could come up with one too.
What would it take to transition our globe to a sane time structure? Would it even be possible/worth the effort?
Well, countries have switched weights and measures before. But time is more integral. Besides reprogramming _everything_, we'd have to reprogram ourselves. Not gonna happen.
"Vicinal" hydrogens are separated by three bonds. So, in this structure: H3--C--C--H3 (ethane), 3 hydrogens are vicinal to three others.
So yes, they're close together, but not so much in space as in bonds (though it usually means in space, too).
This is what happens when you invent a temperature scale before you understand what heat is.
As for your question, I'm not entirely sure I understand. The formula is to multiply by 5/9 and add 32, or 9/5 and subtract, something like that (I can never remember either ). I'm not sure why it's so hoaky, but if there were an easier way we'd all be using it. Right? Right? Oh, forget it.
So, I'm sitting (lying, actually) peacefully, studying H NMR spectroscopy for my Organic Chemistry class, when I come to the topic of splitting. Basically, NMR spectrometers apply a magnetic field to the substance under study, and different hydrogens emit peaks of RF radiations at slightly different frequencies based on the structure of the molecule; this lets us infer a lot of information about the a molecule's structure.
Anyway, hydrogens that are vicinal to each other split the peaks of their neighbors. The "mini-peaks" are not the same height as each other, but rather are governed by a ratio of heights. Here are the height ratios listed in a table of my book for multiplets from a doublet to a septet:
1:1
1:2:1
1:3:3:1
1:4:6:4:1
1:5:10:10:5:1
1:6:15:20:15:6:1
Does that look familiar to anyone else? Score one for Pascal!
That game sounds pretty cool. I'm sure Rod would be glad to host it when you're done writing it. j/k
"Want proof? Well, YOU try solving it!"
I have nothing of value to add, just my lame sense of humor.
I would just say "5 to the fourth."
And yeah, when they first taught me of exponents, they called them powers. Except when they used the pneumonic, "Please Excuse My Dear Aunt Sally," to help us remember the order of operations. (That's Parenthesis Exponent Multiplication Division Addition Subtraction, for the uninitiated.)
I've never heard them called indexes.
Look at it this way, affirmation. The degree of the denominator is less than that of the numerator. As n-> infinity, the top gets much larger than the bottom, such that the division becomes insignificant, and the sum goes to infinity.
Look, I'll show you. You can do polynomial division on that function to simplify it, and it comes out as:
x² + 5x + 6 + 1/(x² + x)
...Where you see that the fractional bit goes to 0 as n-> inifinity, but there is still a quadratic, with nothing taking away from it, adding to the sum.
Some things really do go on forever, however unprepared our finite minds are to deal with that.
Lol, I got a 4/10. Not my thing I guess.
Given that 1/∞ = 0, it's not that surprising at all...
You can find the angle between point B, the center, and point A with the inverse sin function: arcsin 1/2. In radians, this comes out to π/6. This is the amount of the circle that rolls to one side before the point hits the top. You can convert this from radians to distance by dividing by the total number of radians in a circle (2π) and multiplying by the circumference of the circle (2π8). This comes out to 4π/3, which is the horizontal distance the semicircle travels.
The diameter of the semicircle is 16 cm. 4π/3 cm are cut out of one side, and 4π/3 are cut out of the other. So, you can find the distance between the two points thusly:
16 - 2(4π/3) = 7.6224.
If you need more explanation I can post diagrams and such; this was kind of a hurried post.
This looks like a chemistry problem! It's tricky. I'll have to look at it...later...