Math Prize for Girls 2012 Awards Ceremony - 2011 Math Prize Olympiad Medalists

Announcer: Dr. Mary O'Keefe


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USC GLOBAL CONVERSATION in London, October 9, 2012
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Why Study Atheism with Conor Cunningham
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国境なき数学-ことばを越えて社会とともに(学術俯瞰講義)第8回増田直
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学際情報学-情報と諸学問の融合(学術俯瞰講義)第8回佐倉統の講義映像
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Reuters Today: S&P cuts Spain to just above junk
Oct. 11 - S&P cuts Spain's credit rating to near junk. Plus the IMF prods the world's rich economies for swifter action to boost global growth.
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New watchdog must promote banking competition - UK minister
Oct. 16 - The priority of Britain's new financial conduct watchdog should be to promote competition in the sector to give customers more choice, according to the Financial Secretary to the Treasury Greg Clark.
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MAS.630 Affective Computing (MIT)
This class explores computing that relates to, arises from, or deliberately influences emotion. Topics include the interaction of emotion with cognition and perception; the role of emotion in human-computer interaction; the communication of human emotion via face, voice, physiology, and behavior; construction of computers that have skills of emotional intelligence; the development of computers that "have" emotion; affective technologies for autism; and other areas of current research i
Author(s): Picard, Rosalind W.

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23.10.2012 – Langsam gesprochene Nachrichten
Trainiere dein Hörverstehen mit den Nachrichten der Deutschen Welle von Dienstag – als Text und als verständlich gesprochene Audio-Datei. *** Zwei Wochen vor der Präsidentschaftswahl in den USA haben sich Amtsinhaber Barack Obama und der republikanische Herausforderer Mitt Romney in ihrem dritten und letzten Fernseh-Duell vor allem mit Themen der Außenpolitik befasst. Zum Auftakt der Übertragung aus Florida gratulierte Romney zur Tötung von Al-Kaida-Chef Bin Laden, sprach aber zugleic
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In this course, we will discuss the microbial physiology and genetics of stress responses in aquatic ecosystems, astrobiology, bacterial pathogenesis and other environments. We will learn about classical and novel methods utilized by researchers to uncover bacterial mechanisms induced under both general and environment-specific stresses. Finally, we will compare and contrast models for bacterial stress responses to gain an understanding of distinct mechanisms of survival and of why there are dif
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Building Climate Resilient Communities through Community Based Adaptation Planning and Action: Empir
By: UP Los Baños Presentation by Dr. Dharam Uprety, Forestry and Climate Change Manager, Multi Stakeholders Forestry Programme, Nepal. Delivered during the International Conference on Climate Change Impacts and Adaptation for Food and Environmental Security, November 21-22, 2012 at SEARCA, UPLB, College, Laguna, Philippines.
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4.5 More about covalent bonding

So far, the valencies in Table 1 have just been numbers that we use to predict the formulae of compounds. But in the case of covalent substances they can tell us more. In particular, they can tell us how the atoms are linked together in the molecule. This information is obtained from a two-dimensional drawing of the structural form
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1.9 Further reading

Doblhofer, Ernst, Voices in Stone (Paladin, 1973; orig. edn. 1957). Not especially mathematical, but a good account of the decipherment of hieroglyphs and cuneiform texts if you want to follow that up.

Flegg, Graham, Numbers (Penguin, 1984; orig. edn. 1983). A book packed with much more information about numbers and their history than we have time for during the course.

Friberg, Jöran, ‘Methods and Traditions of Babylonian Mathematics’, Historia Mathematics
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1.8 Conclusion

In conclusion, what is Babylonian mathematics about? Although it is not easy to answer this question precisely, because of the difficulties of interpretation such as you saw with Plimpton 322, the overwhelming impression is of the study and use of numbers, and various techniques for solving problems involving numbers. Where the numbers arise from—whether land measurement, economic questions, idealised geometrical objects (cubes, triangles and so on), or just fairly abstractly—seems
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2.1 Before the recording

Now you have the opportunity to listen to the recordings of Sorley MacLean. I hope you will find that it brings to life the poetry that you have looked at on the page, and that it helps you to grasp some of the differences between Gaelic and English that affect MacLean's translation of his own work, as well as elucidating particular references that may have puzzled you. Perhaps the best plan, if you have time, will be to listen to each section once, and then go through them again, stopping an
Author(s): The Open University

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3.7.1 Technical considerations

Handwriting

Nowadays most people use a word processing package to write essays while some people may use a typewriter. However, if you don't have access to either of these you will need to hand-write your essay. Should this be the case, the ease of reading depends on the quality of your handwriting . It is only fair to your tutor to try to make your writing as legible as possible. This will take time and care. But when you have spent a long time putting an essay togeth
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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

The content acknowledged below is Proprietary and is used under licence.

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3.3 Case study 1

For much of the last century, many children who would today be regarded as being in need were caught up in the long-running child migration scheme. This scheme had been running throughout the 19th century and into the 20th century and its role was to export children to the outposts of the Empire. In all, it is estimated that 150,000 children were exported in this way (Bean and Melville, 1989). The scheme continued to run throughout the post-war years, which saw a rapid expansion of children's
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Learning outcomes

On completion of this unit you will have:

  • examined the place play has in the curriculum framework/guidance or documents most relevant to your setting;

  • considered various definitions of play;

  • explored ideas about the value of play and adults' attitudes towards play;

  • considered play in your setting and attempted to access children's perceptions of play;

  • explored issues such as gender and play and children's right to play.
    Author(s): The Open University

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