Differential & Integral Calculus, Lec 23, Math 31A, UCLA
Course Description:
Math 31A is a course that provides insight into differential calculus and applications as well as an introduction to integration.
About the Professor:
Steve Butler is a NSF Postdoctoral Scholar and Assistant Adjunct Professor of the UCLA Department of Mathematics. He received his Ph. D. from UCSD in June of 2008 and has been at UCLA since the Fall of 2008 (where he will be staying for a total of three years). His area of research consists of Combinatorics as well as particul
Differential & Integral Calculus, Lec 24, Math 31A, UCLA
Course Description:
Math 31A is a course that provides insight into differential calculus and applications as well as an introduction to integration.
About the Professor:
Steve Butler is a NSF Postdoctoral Scholar and Assistant Adjunct Professor of the UCLA Department of Mathematics. He received his Ph. D. from UCSD in June of 2008 and has been at UCLA since the Fall of 2008 (where he will be staying for a total of three years). His area of research consists of Combinatorics as well as particul
Differential & Integral Calculus, Lec 25, Math 31A, UCLA [Finished]
Course Description:
Math 31A is a course that provides insight into differential calculus and applications as well as an introduction to integration.
About the Professor:
Steve Butler is a NSF Postdoctoral Scholar and Assistant Adjunct Professor of the UCLA Department of Mathematics. He received his Ph. D. from UCSD in June of 2008 and has been at UCLA since the Fall of 2008 (where he will be staying for a total of three years). His area of research consists of Combinatorics as well as particul
8.8 Hinduism as ‘a world religion’: a more recent understanding Traditionally, as we have seen, a Hindu was someone born to Hindu parents and into a caste with its appropriate dharma. The link between religious
8.3 Worship in temples and street shrines Apart from being intensely visible, participation in devotional practice at temples and festivals is extremely widespread within popular Hinduism. If we make allowance for regional and sectarian variations, we can gain some truly representative insights into a central preoccupation of living Hinduism. As in Section 6, I would like you to look for examples of Smart's seven dimensions and again I will prompt you in the text from time to
7.3 ‘Insiders’ and ‘outsiders’ The claim that it is possible to study religion adequately from a disinterested position has been hotly debated. Can the understanding of the observer achieve the same level of insight and authority as the participant in a religion? No serious student of religion can avoid confronting this question. The ‘outsider’ cannot escape depending to an extent upon insights from ‘insiders’ when studying a particular religion. An ‘outsider’ who has never been through a p
6.3 Setting things apart The tendency within religious behaviour to set things apart from the everyday does not just apply to time and place but also to ideas of authority (leaders and texts), to beliefs more generally, to institutions and to aspects of behaviour as, for example, in dress and diet. In fact, the concept of ‘religion/religious’ is often set over and against the concept of the ‘temporal’ and the ‘secular’, which both suggest an outlook that is concerned solely with this world,
5.2 The ‘answer’ in your dictionary Please now look at the definition of ‘religion’ given in your dictionary. Do you think that the definition is going to help you when deciding what is or is not religion Science　International Lectures on Frontier Physics 1　Syllabus Paul Grabowsky: The complete musician, at ANU 6.172 Performance Engineering of Software Systems (MIT) Citing Your Sources: APA and MLA Citation Styles 6 Rhyme Now listen to Track 4, on which Jackie Kay and Paul Muldoon talk about rhyme. Click below to listen to track 4. 4.3 Verbs 4.2 Unravelling sentences 4.1 More about sentences and their meaning 3.4 Some common conjunctions 3.2.4 Conjunctions 3.2.2 Pronouns 3.2.1 Adverbs
Exercise 9
Overview of Lectures
We will learn modern mathematical methods in physics.
We will focus on uses of geometric concepts.
For a tentative plan of the course, check out this link.
[About Course]
https://sites.google.com/site/caltechtodai/
[Tentative Schedule]
https://sites.google.com/site/caltechtodai/home/plan-of-the-course
10/01　1. Exterior Product, Fermions
10/08　2. Tangent Space, Differential Forms, Metric
10/15　3. Cohomology, Curvatures
10/22　4. Complex Manifolds, Kaehler Manifolds
10
Mr Paul Grabowsky, founder of the Australian Art Orchestra gives this lecture entitled 'the complete musician' at The Australian National Univerisity on the 14 October 2010.
Mr Paul Grabowsky challenges tertiary music educators to reflect on their current practice and consider how effective it is in actually preparing students for the careers they will now enter on graduation.
Recognised as Australia's pre-eminent jazz pianist with over 26 recordings to his name, Mr Grabowsky is regarded as on
Modern computing platforms provide unprecedented amounts of raw computational power. But significant complexity comes along with this power, to the point that making useful computations exploit even a fraction of the potential of the computing platform is a substantial challenge. Indeed, obtaining good performance requires a comprehensive understanding of all layers of the underlying platform, deep insight into the computation at hand, and the ingenuity and creativity required to obtain an effec
This flash tutorial teaches students how to compose basic bibliographic citations in MLA and APA formats. The explanation includes a rollover feature which provides additional information about the various parts of a citation (i.e. title, author). Students practice creating citations using a drag and drop format and click feature which gives immediate feedback on whether or not the citation was completed correctly.
Activity 17
The aim of this unit is to enable you to get started in Classical Greek. It has been developed in response to requests from students who had had no contact with Greek before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Greek and will offer you the opportunity to put in some early practice.
The aim of this unit is to enable you to get started in Classical Greek. It has been developed in response to requests from students who had had no contact with Greek before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Greek and will offer you the opportunity to put in some early practice.
The aim of this unit is to enable you to get started in Classical Greek. It has been developed in response to requests from students who had had no contact with Greek before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Greek and will offer you the opportunity to put in some early practice.
The aim of this unit is to enable you to get started in Classical Greek. It has been developed in response to requests from students who had had no contact with Greek before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Greek and will offer you the opportunity to put in some early practice.
The aim of this unit is to enable you to get started in Classical Greek. It has been developed in response to requests from students who had had no contact with Greek before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Greek and will offer you the opportunity to put in some early practice.
The aim of this unit is to enable you to get started in Classical Greek. It has been developed in response to requests from students who had had no contact with Greek before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Greek and will offer you the opportunity to put in some early practice.
The aim of this unit is to enable you to get started in Classical Greek. It has been developed in response to requests from students who had had no contact with Greek before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Greek and will offer you the opportunity to put in some early practice.
