Free algebra worksheets

Usually algebra textbooks provide lots of problems to practice the algebraic concepts and techniques, but some of you may still benefit from resources for free (or mostly so) printable algebra worksheets. Please see the list below, which I've originally compiled for my HomeschoolMath.net site.

Algebra worksheets

Worksheet Builder
Great and free worksheet maker software with nearly 7,000 built-in algebra and geometry questions.
www.jmap.org/JMAP_WORKSHEET_BUILDER_INSTALLATION_FILES.htm

Free Algebra Worksheets from KUTA Software
Free worksheets (PDF) for equations, exponents, inequalities, polynomials, radical & rational expressions and more.
www.kutasoftware.com/free.html

AlgebraHelp.com worksheets
Interactive worksheets that are checked online for most algebra 1 topics.
www.algebrahelp.com/worksheets/

Math.Com algebra worksheets generator
Generate worksheets for: linear equations, systems of equations, and quadratic equations.
www.math.com/students/worksheet/algebra_sp.htm

LessonCorner worksheets
These free worksheets include a few topics such as calculations with polynomials, factoring, and graphing lines.
www.lessoncorner.com/worksheets/

Algebra Fun Sheets
Worksheets that integrate algebra skills with fun activities including sudoku, word finds, riddles, color patterns, crosswords, games, matching cards, etc. A subscription is required.
www.algebrafunsheets.com

About.com Algebra Worksheets
An assorted collection of free algebra worksheets and answers. These pages are not very well organized, but they have lots of worksheets.
math.about.com/od/algebraworksheets/Algebra_Worksheets.htm

Algebra Worksheets from MathWorksheetCenter
Lots of worksheets for over 100 algebra topics. A few are free; most are accessible only by one-year a subscription.
www.mathworksheetscenter.com/mathskills/algebra/

A few fun algebra worksheets
These are for graphing linear equations and linear inequalities.

Online Math Work
Free multiple-choice worksheets for pre-algebra and algebra 1 topics. You can do them online, or copy to a word processor to print.
www.mathonlinework.com

Lastly... my own algebra worksheet collections, which aren't free but there are many free samples:

Math Mammoth Algebra 1 Worksheets Collection
A two-part collection (A and B) of 137 quality algebra worksheets covering all the topics in a typical algebra 1 curriculum. These worksheets are hand-crafted and contain lots of word problems and other variable problems. Free samples available. $11.50.
www.mathmammoth.com/worksheets/algebra_1.php

algebra 1 help free

Reading, writing and chewing gum

From the NY Post:

When does 2 + 2 = 5?

When you're taking the state math test.

Despite promises that the exams -- which determine whether students advance to the next grade -- would not be dumbed down this year, students got "partial credit" for wrong answers after failing to correctly add, subtract, multiply and divide. Some got credit for no answer at all.

"They were giving credit for blatantly ! wrong things," said an outraged Brooklyn teacher who was among those hired to score the fourth-grade test.

State education officials had vowed to "strengthen" and "increase the rigor" of both the questions and the scoring when about 1.2 million kids in grades 3 to 8 -- including 450,000 in New York City -- took English exams in April and math exams last month.

But scoring guides obtained by The Post reveal that kids get half-credit or more for showing fragments of work related to the problem -- even if they screw up the calculations or leave the answer blank.

Scorers joked about giving points to kids who wrote their names, brought a pencil or shared gum.

10th grade math formula chart

Numbers do not “count” much in reality ‘n Budo

I was never talented in mathematics. In fact I am not good with the numbers. So whatever follows is subjective.. as always. It’s true though that somehow I feel better to sense than to count. I mean it works to me when I sense a situation than to put down and count the positive and the negative aspects.

As some Japanese masters say.. “so much thinking, that you block your own self”.

What about reality? Do the maths really count in real life or they matter only in scientific research? I remember one paediatrician wh! om I was asking how much adrenaline I should inject if a child of x weight and y age comes under allergic shock. His answer was “Are you going to calculate while the child is dying? At that moment you don’t need a number. You need enough adrenaline. So just shoot, until you bring him back!” Can life be measured, weighed, estimated, calculated or anything else which contains numbers? I know that in science numbers rule, but in life, I think that they just assist.

By the way, how much money, cars, mobile phones, clothes etc are defining who we are? Who we really are?

I think that the history of mathematics, at least in a first scientific way, started in ancient Mesopotamia. Then ancient Greeks used them with a philosophical way also. Egypt and Roman empire didn’t go further than just calculating and measuring. So the numbers became the spinal cord of all sciences and without numbers we cannot study or search anything in any kind o! f scientific field. So numbers and mathematics are about provi! ng. Ther e is no science without research and proving.

From one moment and then, human history is ruled by science. We are trying to prove everything in scientific terms. Everything... “Prove me that you love me. Prove me that God Exists etc”. Many times, truth is out there ‘n we just need to sense it, but no, we need proofs. So most of us cease to try to perceive and we are waiting somebody else or we are trying on our own to prove something in order to accept it. It seems that we have forgotten how to believe. It seems that we don’t trust our selves anymore, meaning that we don’t give much attention to what our inner world “tells” us.

Sometimes we think in a mathematical way. Our thoughts are becoming a mathematical activity. We call it logic. We put thoughts one next to the other and finally we conclude. In the mid time we don’t perceive and we are just calculating who loves us, who cares about us, whom we reall! y love etc. In fact we are trying to calculate spirituality, forgetting that in life there are things that are not composed of material and so they cannot be calculated. The result is that we count wrongly the reality and the numbers are betraying us. Then we are trying to find out what did we calculate wrong. Well, maybe the mistake was from the beginning the action of calculation itself.

Logic counts like this: “We become husband or wife of somebody beautiful, successful and rich. We have money and social status, but we are not happy. Why? Because we don’t have love.” In a real calculation, we cannot count love, because love is not material and it cannot be counted. In other words, some things in life cannot be predicted or counted from before. “Then we are starting to cheat our husband/wife with someone who we really love. And then.. we are in a great mesh and we ask our self, our friends or our God why?”. The problem was not that! we didn’t count something well. The problem is that we ! counted and we didn’t “feel”.

Can “1” be equal and maybe more than infinity? Think of your child, your lover, your mother. Can it be that “1” is equal or more than 4? In science no way, but what about real life? Can you think that in life it can be proven? No? No way? Think of randori (multiple attackers). Martial arts rooted many ages ago and they have been created for real life. So we may explain the techniques according to physic, but do you think that these techniques were created because of it? Do you think that the Shaolin monks or the Japanese samurai were aware of physic and calculations? And if they were, did they care so much to put their own life or honour on the numbers? What about these 300 of Greek Spartans against the thousands of Persians? They didn’t know Maths? They were crazy? Or numbers couldn’t count the value of their own cause?

I believe that those people were just meditating, traini! ng, surviving or dying. In other words, the were seeking deep inside themselves- spiritually and physically- and based on this total self-knowledge, they were following the nature and life. Physics is just the part of nature that humanity has understood plus speculate, and I say speculate ‘cos some theories are failing during time.

The most obvious example is Ki and Chi. Many theories have been developed the recent years concerning them. Inevitably, these theories end up in psychology and in psychiatry or religion. Well this is not entirely true since many great psychotherapists have used the theories of Ki or Chi masters. It’s my thesis, that trying to explain first in order to understand and then to do it better, is a way with limitations. In this way we are getting only up to the point that we understand and the scientific idea of “understanding” as a procedure attached to proof, creates a narrow mind. Do you think that Ueshiba Morihei,! Takeuchi Hisayoshi, Yagyu Munenori, Tsukahara Bokuden, Nobuts! una Kami zumi, Itto Kagehisha or Ieano Chosai etc did care to explain or prove the things that were coming out of them? It was just that “Tengu-Demon or the spirit of some God” that showed them the correct way and that’s it, “end of story... let’s try it and here you are done”.

Today, we are trying to prove scientifically that what we do is correct and we are trying to explain and teach our techniques in a such manner. We wish to prove a truth first and then to try it. This procedure seems to block our way for something more and unfortunately for us, the truth is proven after we have tried something. Our minds stop to the point that science and proofs stop, but reality goes on. It seems that in martial arts, we need released minds and no calculations and I think that this is so in real life too. In other words in mathematics, zero is nothing. On the contrary, in life nothing is still something. That’s why in Aikido we say “! ;Do Nothing”. Or if you want, in maths 1+1=2, but in life 1+1=11.

In self defense, there is this saying: “The best defense is the attack”. This is clearly excellent strategic maths, 1(Defence)=1(Attack) => 1-1=0, and zero means that someone is gonna die. And then humanity defends its self against zero (death) with the religion, preaching about some kind of after life existence. But again the question is what we do in this life. What is zero during this life?

Sometimes the number zero seems to me the most interesting number. It’s symbolizes something which is defined as “something which doesn’t exist”. But then it is something. It reminds me the concept of Mushin (the empty mind) of Japanese budo. Such concepts cannot be proven and they cannot be described. In other words we cannot use numbers and science in order to approach them with our brain. I suspect, that the only way is to perceive them with our body.! And it’ s true that many things in life cannot be count! ed. The only think that we can do is to live them. And numbers themselves are telling us this truth...”we, the numbers, cannot be counted, because we are innumerable and because we never say all the truth”.

words with numbers in them

Earth's Magnetic Field

EARTH’s Magnetic Field

by Ellie Crystal

Earth's magnetic field (and the surface magnetic field) is approximately a magnetic dipole, with one pole near the north pole and the other near the geographic south pole. An imaginary line joining the magnetic poles would be inclined by approximately 11.3° from the planet's axis of rotation. The cause of the field is probably explained by dynamo theory. The magnetic field extends several tens of thousands of kilometres into space as the magnetosphere.

Magnetic poles

Magnetic declination from true north in 2000.The locations of the magnetic poles are not static but wander as much as 15km every year (Dr. David P. Stern, emeritus Goddard Space Flight Center, NASA). The pole position is usually not that indicated on many charts and many magnetic ! pole marking brings a confusion as to what is being located at the given positions.

The Geomagnetic Pole positions are usually not close to the position that commercial cartographers place "Magnetic Poles." "Geomagnetic Dipole Poles", "IGRF Model Dip Poles", and "Magnetic Dip Poles" are variously used to denote the magnetic poles.

The Earth's field is changing in size and position. The two poles wander independently of each other and are not at directly opposite positions on the globe. Currently the south magnetic pole is farther from the geographic south pole than the north magnetic pole is from the north geographic pole.

Field characteristics

The field is similar to that of a bar magnet, but this similarity is superficial. The magnetic field of a bar magnet, or any other type of permanent magnet, is created by the coordinated motions of electrons (negatively charged particles) within iron atoms. The Earth's core, however, is hotter than! 1043 K, the Curie point temperature at which the orientations! of elec tron orbits within iron become randomized. Such randomization tends to cause the substance to lose its magnetic field. Therefore the Earth's magnetic field is caused not by magnetised iron deposits, but mostly by electric currents in the liquid outer core.

Another feature that distinguishes the Earth magnetically from a bar magnet is its magnetosphere. At large distances from the planet, this dominates the surface magnetic field. Electric currents induced in the ionosphere also generate magnetic fields. Such a field is always generated near where the atmosphere is closest to the Sun, causing daily alterations which can deflect surface magnetic fields by as much as one degree.

Magnetic field variations

The strength of the field at the Earth's surface ranges from less than 30 microteslas (0.3 gauss) in an area including most of South America and South Africa to over 60 microteslas (0.6 gauss) around the magnetic poles in northern Canada and south of ! Australia, and in part of Siberia.

Magnetometers detect minute deviations in the Earth's magnetic field caused by iron artifacts, kilns, some types of stone structures, and even ditches and middens in geophysical survey. Using the magnetic instruments adapted from airborne devices developed during World War II to detect submarines, the magnetic variations across the ocean floor have been mapped. The basalt - the iron-rich, volcanic rock making up the ocean floor - contains a strongly magnetic mineral (magnetite) and can locally distort compass readings. The distortion was recognized by Icelandic mariners as early as the late 18th century. More important, because the presence of magnetite gives the basalt measurable magnetic properties, these magnetic variations have provided another means to study the deep ocean floor. When newly formed rock cools, such magnetic materials record the Earth's magnetic field.

In October 2003, the Earth's magnetosphere was hit! by a solar flare causing a brief but intense geomagnetic stor! m, provo king unusual displays of aurorae.

Geomagnetic Reversal - Pole Shifts

A geomagnetic reversal is a change in the orientation of Earth's magnetic field such that the positions of magnetic north and magnetic south become interchanged. These events, which typically last a few hundred to a few thousands years, often involve an extended decline in field strength followed by a rapid recovery after the new orientation has been established.

Over very long periods, geomagnetic reversals seems to have occurred with a frequency of 1 to 5 events per million years; however, this duration is highly variable. During some periods of geologic time (e.g. Cretaceous long normal), the Earth's magnetic field is observed to maintain a single orientation for tens of millions of years. Other events seem to have occurred very rapidly, with! more than one reversal in 50,000 years. The last reversal was the Brunhes-Matuyama reversal approximately 780,000 years ago.

Based upon the study of lava formations in Hawaii, it has been deduced that the Earth's magnetic field reverses at intervals, ranging from tens of thousands to many millions of years, with an average interval of approximately 250,000 years. The last such event, called the Brunhes-Matuyama reversal, occurred some 780,000 years ago.

The mechanism responsible for geomagnetic reversals is not well understood. Some scientists have produced models for the core of the Earth wherein the magnetic field is only quasi-stable and the poles can spontaneously migrate from one orientation to the other over the course of a few hundred to a few thousand years. Other scientists propose that the geodynamo first turns itself off, either spontaneously or through some external action like a comet impact, and ! then restarts itself with the magnetic "North" pole pointing e! ither No rth or South. External events are not likely to be routine causes of magnetic field reversals due to the lack of a correlation between the age of impact craters and the timing of reversals. Regardless of the cause, when magnetic "North" reappears in the opposite direction this is a reversal, whereas turning off and returning in the same direction is called a geomagnetic excursion.

Using a magnetic detector (a variant of a compass), scientists have measured the historical direction of the Earth's magnetic field, by studying the layered iron-rich lava rocks. This is possible as each layer has been found to maintain the original magnetic field at its time of cooling. They have found that the poles have shifted a number of times throughout the past.

Magnetic Field Decay

The earth's magnetic field strength was measured by Carl Friedrich Gauss in 1835 and has been repeatedly measured since then, showing an exponential decay with a half-life of about 1400! years. This could also be stated as a relative decay of about 10% to 15% over the last 150 years.

Magnetic Field Electrogenerators

Some free-energy enthusiasts claim that the Earth's magnetic field could be used to generate power[4], but such claims are regarded as pseudoscience by many skeptics. Many designs for using the Earth's electromagnetic field and atmospheric electricity have been researched, but have failed to gain any widespread acknowledgement in the scientific community. There is also some energy stored in the form of separated electrical charges, which can provide low direct currents at high voltages. However, ordinary electric motors cannot use this energy directly as a prime mover. Benjamin Franklin developed several motors that used the Earth's fields. Oleg D. Jefimenko has researched several machine designs for tapping the Earth's electromagnetic field.

The Earth's magnetic field can be used as the starting field for a self-exci! ted electric generator. Cromwell Varley discovered in 1867 tha! t an ele ctric generator did not need to be started with a conventional prime mover. He used the Earth's magnetic field to induce enough field strength in the stator windings to get a generator running.

Electrodynamic tethers can induce a current by moving through the planet's magnetic field. When the conductive tether is trailed in a planetary or solar magnetosphere (magnetic field), the tether cuts the field, generates a current, and thereby slows the spacecraft into a lower orbit. The tether's end can be left bare, and this is sufficient to make contact with the ionosphere and allow a current to flow through a phantom loop. A cathode tube may also be placed at the end of the tether. The cathode tube will interact with the planet's magnetic field in the vacuum of space. A double-ended cathode tube tether will allow alternating currents.

what is the magnetic field strength at point 1?

CCNA 3 Modul 4 Ver 4

For Complete Answer Download Here

1.

When running NAT, what is the purpose of address overloading?

limit the number of hosts that can connect to the WAN

allow multiple inside addresses to share a single global address

force hosts to wait for an available address

allow an outside host to share inside global addresses

what is the function of a physical topology map?

Get Help or Give Help at Free Student Tutoring, Adult Literacy, Special Needs Programs Starting at TLE

By: Alas Zerbino - TLE Official Blogger

When he was in middle school, my son was stymied by math courses taught in classrooms packed by 25-30 kids and only one teacher. It wasn't until he began to work with a tutor that some of the mysteries of math began to reveal themselves - enough that he could pass the classes.

It's a given in the world of education that the best way to learn something is through one-on-one tutoring. But because of the lack of resources, very few students - from grade-school-age through adult - are fortunate enough to get that kind of tutoring. For every student like my son who was lucky to get tutoring, there are thousands more who need it but don't have access to it.

That's one big reason why the TLE Educational Network is launching a free tutoring program at its virtual education center in Second Life!

The tutoring program is one of three new educational initiatives TLE has designed and is announcing during this week's Grand Opening events (see list at end of this post), and is extending a warm invitation to anyone interested in tutoring or mentoring to join in.

Students Improve through Tutoring

This virtual education tutoring program will use two! methods to provide assistance:

• One-on-One Tutoring: TLE will link those wanting assistance in a particular area of study with a tutor who can help them. Language arts, sciences, and math are the major focuses, but other subjects may be available, too. Any student and any tutor from anywhere in the world can sign up to give or receive tutoring through the TLE Educational Network in SL, and the student and tutor will work together at times and in ways convenient for them.
  
• Study Hall: TLE is setting up blocks of time when tutors are available at TLE in Second Life, and anyone can come to get remedial assistance. Students can bring their homework, assignments, and questions and work with a tutor in a group setting. The mentors will not do the work for the students, but will help them to better understand the subject.

Learning Challenge! s Support

People with dyslexia, autism, and other special needs often face major obstacles in getting educational assistance. The Internet, and particularly a virtual world like TLE inhabits, is a perfect learning and support environment for people dealing with special needs and those who support/help them.

Through its Learning Challenges Support group, TLE will offer special tutoring, mentoring, and sharing/support programs that will help those with learning challenges master their studies - and will also establish a network for sharing ideas, support, and group programs for people who have special needs and for those who are their support system.

Adult Literacy

The third educational service TLE is launching in Second Life will be an in-depth program to help adults who want to lear! n to read English, or to read it better. With both t! he U.S. adult illiteracy rate and illiteracy rates around the world being so high, there's a strong need for more help - especially assistance that is free to the receiver.

"At TLE we know if you are Illiterate you live in a very scary world and TLE would love to help you in any way possible." ~ TLE Board Sponsor of the Adult Literary program

The Adult Literacy Program will start at the bare minimum with skills such as letter recognition, phonics, and work towards reading at a first-grade level. After some time, students will move on to more advanced reading.

Tutors in the Adult Literary program will also help people with job applications, legal for! ms, etc.

How to Participate in These Programs

1) Those who wish to participate as students or tutors in any of these programs are encouraged to join any or all of the new TLE groups for these programs.

There are several ways to join the groups (which are not Second Life groups, so they do not take up an SL group slots):

• In Second Life, go to the tutoring corner of the TLE Educational Network Student Lounge, where you'll find signs for the three groups, as well as additional information. Click the sign(s) for the groups you wish to join.
• Or go to the TLE Groups Room, which displays signs for all of its special-interest groups, as well as the general group. Click the sign(s) to join the group(s).
• Or access the TLE Groups Web page, where you can type in your SL avatar name and select the groups you wish to join.

(You can learn more about how TLE's groups function and how you receive information from them by checking out this post.)

2) Let us know how you'd like to participate - as either a learner or a tutor.

1. Go to the TLE Student Lounge tutoring corner (shown in above photo).
2. Click the purple sign to receive a notecard.
3. Fill in the notecard.
4. Drop it into the black mailbox in that same corner of the lounge.

3) TLE will follow up with you based on what you've indicated.

Tutoring/mentoring programs such as these are incredibly rewarding for everyone involved - and can make a huge difference in the lives of the individuals, their communities, and the entire world. I look forward to hearing the success stories that I know will come from these virtual education support programs at TLE.

Grand Opening Week at TLE Educational Network January 13-17, 2010 Special Events Each Day:
Wednesday, Jan. 13 12:30 p.m. SLT	WAR MEMORIAL DEDICATION at TLE War Memorial Complex: Dedication of Memorial Fountain with comments by fountain designer Aelwyn Fields Comments by Holocaust survivor Fela "Fanny" Starr Bagpipe music by The PipeDreams Group
Thursd! ay, Jan. 14, two times: 12-2 p.m. AND 6-8 p.m. SLT	JOB FAIR at TLE Publishing House Building Information about teaching & other positions available at TLE
Friday, Jan. 15: 12 noon to 2 p.m. SLT 2-4 p.m. SLT	STUDENTS' DAY at TLE Creative Arts Building Games Tournament '50s Sock Hop Dance with dance music provided by DJ Peris Ashton
Saturday, Jan. 15 11 a.m. to 12:30 p.m. SLT	GARDEN PARTY DANCE & AMERICAN CANCER SOCIETY FUNDRAISER at TLE Getrost Magic Gardens Welcome by Eagle Himmel, TLE teacher Dancing for fun & fundraising Live music by Idella Quandry (Alicia Morgan), keyboard player/singer/songwriter
Sunday, Jan. 17 11 a.m. to 12:30 p.m. SLT	GALA GRAND OPENING BALL at TLE Publishing House Building Introduction of Adult Literacy and Special Challenges Groups Ballroom dancing Music provided by O! nlyHalfCrazy Gumbo

tutor help

DIY Growth Stick ( Chart)

This week on 24/7 MOMS LIVE I shared with you about our family Growth stick/chart that we have been using to chart our growing kids for the past 20 years. Because YOU Moms asked us how to make your own, I went out searching for the how to DIY ( Do It Yourself) and found a great article over at Chica and Jo www.chicaandjo.com and they gave us permission to share ! it with our 24/7 MOMS.



How To Make Your Own Hand Painted Growth Chart

By : Chica

When my friend’s little girl became a toddler and started growing like a weed, we knew it was time to track her growth, and we brainstormed to figure out how best to do it. Most of us have the fond memory of marking our height on a door frame in the house where we grew up, and it’s quite nostalgic to look back at it over the years (I have such a chart in my garage from the family who lived here before and I refuse to paint over it). But these days people don’t stay in one house their whole lives and you can’t really take a door frame with you, so we need a portable — y! et sturdy — solution. I solved my friend’s problem! by surp rising her with a hand-painted wooden growth chart that she could mount on the wall.

Sure, you can just buy a growth chart. They sell them everywhere. My problem with the ones that I see in stores are that they are either too short, too flimsy, or just plain ugly! In addition, it’s nice to have them personalized with the child’s name. Plus I prefer homemade over store-bought crafts almost all of the time, so I just had to make this for that sweet little girl.

I started with a trip to the local home improvement store where I picked up a simple piece of wood that was 6 feet long, 6 inches wide, and 1 inch thick. Look in the “nice” wood section (not the construction lumber) and you can easily find a nice piece of pine for just a few dollars.

I took the wood home and decided how I would mark it. I knew I didn’t want my friend to have to put the board all the way on the floor b! ecause the baseboard would make that hard to do. I decided the! board s hould be mounted one foot above the floor. That means that my first mark at the bottom of the board would be at 1 foot, and I had enough room to take it all the way to a 6 foot mark at the top. I decided I wanted an inch or two of blank space above the 6 and below the 1, so that means my entire board needed to be 5 feet, 4 inches long. I took it to the garage and made a quick cut and I was all set. (I certainly could have kept the entire 6 feet of length, but I decided to trim it a bit.)

After a quick light sanding, I painted the entire board white on both sides, using some leftover trim paint I had. I then marked all my measurements with a ruler and a pencil. I put the “1″ mark 2 ! inches from the bottom and marked every inch and foot from there on up to the top, where I finished with the “6″. I then painted over the pencil lines with acrylic paint.

Next was the fun part — painting the design! I started with large block letters that spelled out Emily’s name which I outlined in blue and then filled in with pink. I then decorated the top and bottom with lots of tiny flowers and leaves. For simple flowers, just make 5 round petals and put a dot in the middle. For the leaves, just a quick swish with a paintbrush will do it.

The finished growth chart now hangs in Emily’s r! oom and has lots of markings on it, measuring what a big girl ! she̵ 7;s turning out to be… she’s up to 38 inches so far!

Toolbox ( what you need)

• long piece of smooth wood (6' x 6" x 1")
• wall / trim paint
• acrylic paint
• brushes

times table chart up to 100

Hello, web!

One thing that surprises many people when they come to Factor, is that a lot of the Factor infrastructure (main site, planet, pastebin, documentation, and wiki) is written in Factor, and runs on a Factor web server.

The Factor web server is very capable, supporting static files, CGI scripts, SSL authentication, session management, and dynamic web pages. Some of the vocabularies that are involved:

• http.server, the web server
• furnace, the web framework
• db, the database support
• html.templates (both chloe and fhtml)
• html.forms and form validators

Hello, world!

This is a simple application that returns a plain text page that says "Hello, world!". Our web application is structured into a dispatcher (our "main responder"), an action, and words to create and run the web server.

USING: accessors formatting furnace.actions html.forms http http.server http.server.dispatchers http.server.responses namespaces urls ;  IN: webapps.hello  TUPLE: hello < dispatcher ;  : <hello-action> ( -- action )     <page-action>         [ "Hello, world!" "text/plain" <content> ] >>display ;  : <hello> ( -- dispatcher )     hello new-dispatcher         <hello-action> "" add-responder ;  : run-hello ( -- )     <hello>         main-responder set-global     8080 httpd ;  MAIN: run-hello

Run the code by calling run-hello, then navigate to http://localhost:8080 and you will see the response.

Templates

To begin experimenting with templates, lets change the logic to include a form where a name can be provided. We will create a Chloe template file. Let's create a hello.xml file in the same location as the webapps.hello vocabulary:

<?xml version='1.0' ?>  <t:chloe xmlns:t="http://factorcode.org/chloe/1.0">      <t:form t:action="$hello">         <label>What is your name?</label>         <t:field t:name="name" />         <input type="submit" />     </t:form>  </t:chloe>

Now, modify the hello-action to load the template. The default form submission is via POST and can be supported using the submit slot of the action. We respond to a form submission by returning a plain text response saying "Hello, $name!":

: <hello-action> ( -- action )     <page-action>         { hello "hello" } >>template         [             "name" param "Hello, %s!" sprintf             "text/plain" <content>         ] >>submit ;

When you navigate to http://localhost:8080, you will see a simple form prompting you to type in a name. After submitting the form, you will see a customized response depending on the name provided.

Form Validation

It is frequently useful to validate parameters that are submitted via forms (e.g., for numbers, e-mail addresses, ranges, required or optional, etc.). To support this, we need to add validation logic for every parameter desired (using words from the validators vocabulary). In this case, the name should be a required parameter:

USE: validators  : <hello-action> ( -- action )     <page-action>         [             { { "name" [ v-required ] } } validate-params         ] >>validate         { hello "hello" } >>template         [             "name" value "Hello, %s!" sprintf             "text/plain" <content>         ] >>submit ;

Next, wrap the dispatcher in an <alloy>, which provides support for session-persistence, form validation, and database persistence.

USE: furnace.alloy USE: db.sqlite  : <hello> ( -- dispatcher )     hello new-dispatcher         <hello-action> "" add-responder      "resource:hello.db" <sqlite-db> <alloy> ;

If you navigate to the website now, and don't provide a name, you'll be redirected back to the form with the validation error specified.

Other tips

There is a development? symbol that can be set to t to make sure the web server is running the latest code from your application and that errors generate nice stack traces.

Malu has a nice tutorial on Github about building a blog application in Factor.

All of the Factor websites (as well as some nice examples like a "counter", "todo list", "tiny url", and "ip address") are in resource:extra/webapps.

sum of squares calculator

substitution calculator

Today let me hlep you on substitution calculator. when we study on substitution .... it plays am importance steps towards it. Keep reading let me help you with the following example..

Determine the following system of the linear equations using the method of substitution calculator.

x - y = -5 --------------------(1)

3x+8y = -48-----------------(2)

Sol:

Step 1: Rearrange the first equation,

x - y = -5

y = x + 5---------------------(3)

Step 2: Substitution this value in for y =x + 5 into the second equation;

3x + 8(x + 5) = -48 This could also help us on factoring polynomial calculator

Step 3:Expand and simplify the equation:

3x + 8x + 40 = -48

11x = -88

x = -8-----------------------(4)

Step 4:Substitution of the value x back into the one of that original equations;

-8 - y = -5

! y = -3----------------------------(5)

The required answer are x = -8, y = -3

Keep reading may be in the next session let me help you on math word problems

substitution method calculator

hw: 4/23

hw: ws 11.1

subtracting polynomials calculator

Publicly Traded Cord Blood Banking Companies

As promised, here's a special spotlight on publicly traded cord blood banking companies. The business consists of storing the umbilical cords of new born babies. There are quite a few companies that offer these services in the United States, but only about 30 have met the strict FDA requirements to be considered private or family cord blood banks. Only four are publicly traded companies. Most traders/investors are familiar with names like Cord Blood America Inc. (CBAI.OB) and the slightly lesser known Cyro-Cell Intl (CCEL). However, a lot of people are surprised to find the third and fourth companies happen to be biophrama behemoth Celegene Corp. (CELG) and diagnostic instrument maker Perkin Elmer (PKI).

Cord Blood America Inc. (CBAI) has ! been one of the hottest Stem Cell stocks on the market. It is a holding company that owns subsidiary bank Cord Partners and CorCell
- Share price = $0.014 (as of 2/13/09)
- Received $4 million in funding in July 2008
- $3.3 million in revenues and $1.8 million in gross profits first 9 months of 2008
- Has established infrastructure so low burn rate
- Approximately 310 million shares outstanding; EPS (0.02)
- Approx. 10,000 customers in cord blood business

Cyro-Cell Intl (CCEL) is one of the oldest and largest private cord blood banks. It's been publicly traded since 1991, but shares are very thinly traded.
- Share price = $0.65 (as of 2/13/09)
- Partnership with National Institutes of Health (NIH) Clinical Center for study on Endometrial Stem Cells (working with NIH means a good chance at getting money from Obama's stimulus package)
- $13.1 millio! n in revenue and $8.4 million in gross profits for the first 9! month o f 2008;
- 11.7 million shares outstanding; EPS (.06)
- Approx. 175,000 customers in cord blood business

Celgene Corp (CELG) is the parent company of LifeBankUSA, the subsidary that runs the cord blood bank unit. They are the only company that offers the option of banking placental stem cells for family use.
- Share price = $52.31 (as of 2/13/09)
- LifeBankUSA was bought for approx. $60 million
- Approx. 20,000 customers in cord blood business

Perkin Elmer (PKI) is the parent company of Viacord, a cord blood banking business. Viacord was bought in 2007
- Share price = $14.46 (as of 2/13/09)
- Approx. 110,000 customers in cord blood business
- $60-$65 million in revenue form cord blood business
- Viacord was bought for $300 million


Although I did! not include Neostem (NBS) in list of companies, it is often lumped into the group of cord blood banking companies. The difference is that Neostem specializes in storing adult stem cells. This is a completely different field with its own set of challenges.

stem and leaf plot maker

Jimmy Moore Interview: Is saturated fat the villain we thought?

Enter "weight loss" or "low carb" in your web search and you can't help but stumble across the prolific and widely-connected Jimmy Moore.

On his Blog, Livin' la Vida Lo Carb , Jimmy conducts a wide-ranging and informative discussion of the benefits of a low carbohydrate diet, a la Atkins. Though his initial claim to fame was the 180 lbs he lost in his first year of dieting on this approach, Jimmy has extended the conversation and built a considerable community of like-minded individuals, all of whom are participating in this grand "experiment."

Anybody who looks at lipoproteins and associated factors in health will quickly come to the conclusion that processed carbohydrates are the culprits in much of heart disease, diabetes, and heart disease. But I have had a hard time dismissing the ill-effects of saturated fat. After all, we've all been taught--drilled--! with the idea that saturated fats cause LDL cholesterol to go higher, cause arterial constriction, growth of atherosclerotic plaque, inflammation, even cancer.

But there does indeed seem to be a growing sentinment that this long-held dogma may not be true. So I went to the ever-entertaining and informative Jimmy Moore, an able spokesman for these concepts.




TYP: It's certainly impossible to argue with the success you had in weight loss and the health you've regained on your program.

I think that the approach we use in diet in the Track Your Plaque program and the nutrition approach you advocate overlap to a great extent. We both emphasize plenty of vegetables, fruits, healthy oils, nuts, etc. The major point of difference seems to lie in saturated fat: We say restrict it, you say don't restrict it. Could you elaborate?





JM: Thank you for inviting me to your blog today, Dr. Davis. I have nothing but deep respect and admiration for the work you are doing to help educate others about how to keep their heart health in tip-top shape. Keep fighting the good fight, my friend.

While we do agree on probably 99% of the basic tenets of what I describe as
"livin' la vida low-carb," the issue of saturated fat to me is one where we
indeed do not. It's not a deal breaker regarding my support for what you do
just as I'm sure you would say the same regarding your backing of what I do. If
we all agreed on everything, then what a boring world this would be!

My thinking on saturated fat has evolved since I started eating this way nearly
four years ago. Like most people, I was terrified to eat ANY fat at all because
of the abject fear that people like Dr. Dean Ornish and other so-called health
"experts" instilled in me about how dangerously unhealthy it is to consume it.
This fat phobia is arguably the single biggest contributor to the ongoing
obesity crisis our world faces today.

With that said, you and I both know fat consumption is a part of a healthy
lifestyle. There are just too many benefits to the body that come from the
consumption of fats and even saturated fats such as coconut oil, butter, lard,
nuts, seeds, and animal fat when it is combined with a restricted carbohydrate
intake.

An intriguing study was presented at a scientific conference in November 2006 by two highly-respected researchers--Dr. Stephen Phinney from the University of ! California at Davis and Dr. Jeff Volek from the University of ! Connecti cut--who conducted a side-by-side comparison of the amount of saturated fat in the blood of people on a low-carb diet with those following those highly-touted low-fat diets. What they found was the low-carb study participants had "significantly less" saturated fat in their blood than the low-fatties did.

Here are the actual numbers from the study:

- LOW-FAT/HIGH-CARB DIETERS: lowered saturated fat by 24%
- LOW-CARB/HIGH-FAT DIETERS: lowered saturated fat by 57%
- Eating 3X the saturated fat cut the amount in the blood in half

In an interview I conducted at my blog with Dr. Volek last year (here's the
link: http://livinlavidalocarb.blogspot.com/2006/09/volek-high-carb-low-fat-diet-useless-to.html),
he said the conventional wisdom regarding fat, especially saturate fat, is dead
wrong while the significance of car! bs is all but ignored by those who claim to
understand the metabolic response mechanism.

Here's what Dr. Volek said in my interview:

"Eating fat does not make you fat, storing fat makes you fat. And carbohydrates play a major role in storing fat. So the level of dietary carbohydrate is really the most important factor to control because it dictates what happens to fat. Carbs are dominant and fat is passive. When carbohydrates are low, fat tends to be burned, and when carbohydrates are high dietary fat tends to be stored. The same holds true for the atherogenic effects of saturated fat. The body handles saturated fat better when carbohydrates are low."

Long-time low-carb practitioner and current President of the American Society of Bariatric Physicians (ASBP) Dr. Mary C. Vernon from Lawrence, Kansas confirms the findings of Dr. Volek and Dr. Phinney in a succinct recap of what their research showed.

Here's what she said:

"Eating fat (whatever kind) does not make you fat. It ! does not increase blood
stream saturated fat. Eating carbs does make you fat. Eating carbs does put
saturated fat in your blood stream."

To me, as a simple layperson with no medical background, it's all a matter of who you believe. Do we continue to buy into the low-fat propaganda machine and assume that what they are telling us about saturated fat is true? Or do we instead start paying closer attention to the latest research that is coming out about saturated fat that doesn't exactly line up with the edicts of the last three decades? The choice for me is a simple one.

And if you haven't read the brand new Gary Taubes book entitled GOOD CALORIES, BAD CALORIES yet, then it is REQUIRED reading to arm yourself with the research studies about fat. After you read that book, it will be almost impossible for ANYONE to believe fat, including saturated fat, is unhealthy.



TYP: In our program, we ad! vocate a wheat-free approach for many people, because of the addictive potential of wheat products, as well as the flagrant creation of the small LDL pattern that wheat products create, thereby adding to atherosclerotic plaque growth. However, many people express a concern over a lack of fiber in their diets if they eliminate whole wheat bread, pasta, Fiber One, Raisin Bran cereal, etc.

Have you encountered any phenomena of low-fiber on your approach?

JM: What an excellent question and I even wrote a humorous blog post about the importance of fiber intake called "Allow Your Bowel To Shake, Rattle, And Roll" (http://livinlavidalocarb.blogspot.com/2006/06/allow-your-bowel-to-shake-rattle-and.html).

Fiber consumption is another one of those issues that not everyone who advocates
a controlled-car! b approach agrees is necessary. I'm on the side that it IS a h! ealthy p art of your diet and should be consumed in high enough quantities to keep you regular...something many people think is impossible on a low-carb diet.
Not true! I take a fiber supplement like FiberCon, eat plenty of high-fiber vegetables, drink lots of water, and even consume high-fiber, low-carb products that help me maintain high levels of fiber in my diet (see my favorite ones in this post: http://livinlavidalocarb.blogspot.com/2007/04/there-are-plenty-of-low-carb-fiber.html).

As for consuming the highly-touted "healthy whole grain" cereals that you
mentioned, what a travesty that would be for people trying to manage their
weight and health. While the cereal manufacturers have had a heyday in their
marketing efforts promoting their whole grain content, it's all just a big fat
ruse on the public trying to convince them that these cere! als are somehow healthy for their bodies. Sure, they're better than the sugary cereals, but all those grains are metabolized as sugar inside the body, so you might as well be eating Lucky Charms and Fruit Loops!

Many of these "healthy" cereals contain as many carbohydrates in a single bowl
without the milk as I would eat in an entire day. Raisin Bran, for example, which used to be my favorite cereal before my low-carb lifestye, has a whopping 47 grams of carbohydrates. Needless to say, I don't touch that with a ten-foot pole nowadays because I would surely gain weight and get back on the blood sugar rollercoaster ride that I was on prior to beginning the Atkins diet on January 1, 2004. Plus, all those carbs just make you hungrier sooner, so it's better just to eat some delicious eggs cooked in butter, a couple of slices of sausage, and tomato slices to start your day off right. You'll get enough fiber in your body the rest of your day.


TYP: 180 lbs of wei! ght loss in your first year is absolutely astounding.

I take it that you've continued this trend and have lost more weight since your early success. What role did exercise play during your first year and subsequently?
How are your food choices today different from that first year?

JM: Yes, that weight loss was indeed one of the greatest accomplishments I have ever experienced in my life. It was a hard-fought battle that even included a 10-week period where I was stalled with no weight loss. But I knew my chosen diet was the right one for me because I felt better than I ever had on a diet, was never hungry because I ate every 2-3 hours, and could see myself doing this for the rest of my life. So far, so good!

It has been close to four years since I began this journey and I am indeed continuing this pathway to better health. My low weight in 2004 was 230 pounds and I currently weigh 225 pounds. As ! long as I keep my carbs reduced, I am able to maintain my weight right where it is. I've had minor fluctuations in both directions where I got down to as low as 215 pounds at one point (but didn't feel good at that weight) and as high as 252 pounds (when I was allowing myself one too many high-carb foods here and there).

There's a balance that people need to find for themselves and it's different for
all of us. I am one of the unlucky people who has to keep his carbohydrate
intake below 50g daily or I gain. It's just a fact of life that I've come to
grips with and realize is a necessity in order to manage my weight for the rest
of my life. But I wouldn't have it any other way!

Exercise was indeed a part of my low-carb weight loss success in 2004 as I
forced myself to do cardio every single day as a commitment to this journey. In
hindsight, that was probably not the best thing for me to do since the body has
a! rather peculiar way of telling you it needs to wiggle and mov! e sponta neously
on its own rather than forcing the issue. But I consider the exercise I did to
be such an integral part of my success that I dedicated an entire chapter of my
book to the subject.

Today, my daily cardio routine is out the window and I choose instead to engage
in activities outside the gym that let me burn calories and have some fun in the
process. I regularly play volleyball, basketball, and referee flag football at
my church which all give me quite a workout. I'm very physically active and fit
on my 6'3" body and just enjoy burning off all this excess energy that I have
been given since losing nearly have my weight! I do want to get into a little
more organized resistance training routine soon to try to shape and tone some
areas of my body that still show signs of that 410-pound man I used to be
(although the loose, hanging skin in my abdomen and inner thighs isn't going to
get any b! etter with exercise since the elasticity has been ruined from being
stretched out so far). Here is a link to some posts and pictures I have written
about this subject:
http://lowcarblinks.blogspot.com/2007/04/theme-based-low-carb-links-loose-skin.html

As for my food choices today compared to my weight loss year in 2004, they
haven't really changed a whole lot. This was a lifestyle change in every sense
of the phrase and I've learned to implement this way of eating into a permanent
and healthy diet that I can and will gladly live with forever and ever amen. I
probably eat more berries, melons, and nuts today than I did then, but otherwise
it's the identical diet.



TYP: I'm sure that you are as impressed as I am that much of the wisdom in healthy eating doesn! 't always come from doctors or clinical studies, but from the ! collecti ve wisdom that emerges from this national experiment (inadvertent, for the most part) in eating. Your Livin' La Vida Low-Carb is, in my view, a perfect example of the sort of wisdom that is helping all of us understand what happened to our health over the last 20 years.

Does the approach you advocate today differ in any substantial way from the diet as originally articulated by Dr. Atkins?

JM: Actually, my personal diet is precisely based on the teaching of the late great Dr. Robert C. Atkins in his classic bestseller DR. ATKINS' NEW DIET REVOLUTION (DANDR) book. But most people are surprised when they learn I do not necessarily advocate the Atkins diet as the nutritional approach for everyone.

Nope, I sure don't!

Instead, my philosophy is simple: Find the diet plan that will work for YOU, read and research everything you can about that chosen plan, follow that plan exactly as prescribed b! y the author of that book, and then KEEP doing that plan for the rest of your life. If you do that, then there's no reason why you can't succeed just like I did.

Anyone interested in doing the low-carb lifestyle and needs help finding which
plan is right for them, let me HIGHLY encourage you to pick up a copy of Dr. Jonny Bowden's LIVING THE LOW-CARB LIFE (read my review: http://livinlavidalocarb.blogspot.com/2005/05/must-have-book-for-everybody-doing-low.html).
It's the perfect overview of low-carb living with a comparison and recap of the
major plans.

THANK YOU again for allowing me to share my story with you and your readers, Dr.
Davis!

TYP: And thanks to you, Jimmy!



For more on Jimmy Moore's lively and informative discussion of these issues, go to

Livin' la Vida Lo Carb

Also, watch "Livin' La Vida Low-Carb on YouTube"

Join the conversation at Jimmy's new low-carb forum called "Livin' La Vida
Low-Carb Discussion" at LowCarbDiscussion.com


Also, Jimmy's 2005 book on his weight loss experience:
"Livin' La Vida Low-Carb: My Journey From Flabby Fat To
Sensationally Skinny In One Year"

scan valid interval

Desktop Calculator up to 50 Decimal Precisions - SpeedCrunch

SpeedCrunch is an OpenSource fast, usable,  high precision and powerful desktop calculator. SpeedCrucnh is available for Linux, Windows, and Mac OS.

Features:

    * User-friendly GUI
    * unlimited variable storage
    * history and results on a scrollable display
    * up to 50 decimal precisions
    * intelligent automatic completion
    * fully usable from the keyboard
    * more than 50 built-in math functions
    * optional virtual keypad to be used with a mouse
    * on-the-fly and selection calculation
    * customizable appearance
    * syntax highlighting and parentheses matching
    * Keyboard-friendly
    * Smart correction
    * History repeats itself
    * 50 decimals at your disposal

Others:

color the expression:  SpeedCrunch can always color the expression according to the syntax. You can easily distinguish numbers from variables. You can also see the matched parentheses.

automatic completion: Type the letter c only and in less than a second you will be automagically given with choices of cos, cosh or your variables whose name start with c.

50 decimals at your disposal: With its unique calculation routines, you can get up to 50 decimals of precision. Normally, all the important digits are shown, but you can also ask SpeedCrunch to round it to several digits.

precision: When your calculation is quite complex and involving a chain of operations, this high precision ensures that you would get less rounding error in the end.

Calculation history: Just press up and down arrow to access the expression which you typed before.  Expression history of maximum last 100 expressions is saved between sessions.

Smart correction: SpeedCrunch can still understand an incomplete expression. For example, just typing sin followed by Enter – likely means taking the sine of last value – is automatically translated as sin(ans).

parentheses: Closing parenthesis can be left to SpeedCrunch, e.g. cos(pi/4 is automatically corrected to cos(pi/4).

Installation:

For Ubuntu, Debian, Kubuntu: sudo apt-get install speedcrunch
Gentoo :  sudo emerge speedcrunch
Fedora :  sudo yum install speedcrunch
OpenSUSE : sudo yast -i speedcrunch

For other Linux distributions, you can install SpeedCrunch by compiling it from source code.  See the instructions below :
Download the tarball from here :
    * Download the tarball: speedcrunch-0.10.1.tar.gz (1.6 MB)
    * Extract the package to a temporary directory
    * Run cmake . from the src subfolder, followed by make
    * To install it, run make install (Need administration privileges)

rounding decimals calculator

C++ Calculator Prog Mod 5 with input checking for valid number

// kalk-05.cpp
//
// Calculator program that runs in console.
// Type M for menu.
//
// This is the original from PSW book Using C++
// I have used it as a basis to learn C++
//
// I have kept is at the following modifications will
// be easier to understand as the program becomes more sophisticated.
//
// Mods
//   01 Change command short cuts to alpha characters so that they are simple to
//      key. Trivial change.
//   02 Add extra functions again trivial.
//   03 Add Memory functions
//      MEM IN .. loads memory with current value
//      MEM PLUS .. adds current value to memory
//           Note: Mem Minus achieved by typing n (negative) to make current
//           value negative and MEM PLUS. If required redo n to make current
//           value positive.
//      MEM SWITCH switches current value!   and memory.
//   03a Added code to change negative current value to positive when
//      Power function AND exponent is less than 1 (e.g. 0.5 for square root)
//      as even roots of negative numbers are imaginary
//   04 Add capability to use mem value in function, e.g. to subtract value in
//      in memory from current value, but keep memory value.
//      This was a bit complicated and required writing function to replace CIN
//      and use of STRING to DOUBLE function
//   05 Improve by checking that values entered are numbers and not garbage.
//
// Planned mods
//   06 Capability to undo up to last 5 commands. Code with Vector?
//   07 Log comands to file so that they can be audited.
//      Have default log KALKLOG.DAT in C:|MyDATA   which is backed up to
//      KALKLOG.BAK start of new program, overwriting previous version.
//   08 Allow user to change log file name and locaton.
// !    09 Take data file in LOG format and run as batch program.//
//  Also plan to use as test for compiling in Linux and with other systems.
//  May try to convert to Java and Ruby??
//  When I have learned widows programming may try to convert to windows type.
//
//  I know it is all old hat but it helps me to learn and may even help others.
//

#include <iostream>
#include <iomanip>
#include <cmath>
#include <cctype>
#include <string>
using namespace std;

void display_menu();
// int is_menu_choice(char choice);
void process_choice (char choice,     // IN
                    double& num,     // IN-OUT
                    double& mem);    // IN-OUT
void cin_number(double& num,    // IN-OUT
               double& mem);   // IN-OUT
char RT_Num_Check(string& digit);

int main()
{
  char choice;     // menu choice
  double curr_val; // current value of calculator
  dou!  ble mem;      // Calculator Mem function

  display_menu();
  cout << setprecision(15);
  curr_val = 0;
  mem = 0;

  do {
     cin >> choice;
     choice = toupper(choice);
     process_choice (choice, curr_val, mem);
      }
  while (choice != 'Q');
  return 0;
}

void display_menu()
{
  cout << "Calculator functions:\n"
       << "  (A)add, (S)ubtract X(mult), (D)ivide , (N)egative,\n"
       << "  (R)eciprocal, (I)nitialize, (P)ower [positive only], Q)uit,\n"
       << "  (M)em in, mem p(L)us, mem (O)ut, mem s(W)itch \n"
       << "  use mem to refer to memory in calculations"
       << "  (H)elp show this menu again.\n\n";
}

void process_choice (char choice,      // IN
                    double& curr_val, // IN-OUT
                    double& mem)      // IN-OUT

{
//  double mem;
  double work;    // required for memor!  y sWitch  function
  double num;     // numeric value entered by user
  num = 0;
//   mem=0;
  switch (choice)
     {
     case 'A': cin_number(num, mem);
               curr_val += num;
               break;
     case 'D': cin_number(num, mem);
               curr_val = curr_val/num;
               break;
     case 'H': break;
     case 'I': cin_number(num, mem);
               curr_val = num;
               break;
     case 'L': mem += curr_val;
               break;
     case 'M': mem = curr_val;
               break;
     case 'N': curr_val *= (-1);
               break;
     case 'O': curr_val = mem;
               break;
     case 'P': cin_number(num, mem);
               if (num < 1) curr_val = fabs(curr_val);
                    //stops possibilty roots of negative values causing errors
               curr_val = pow(curr_val, num);
   !              break;
     case 'Q': break;
     case 'R': curr_val = 1/curr_val;
               break;
     case 'S': cin_number(num, mem);
               curr_val -= num;
               break;
     case 'W': work = curr_val;
               curr_val = mem;
               mem = work;
               break;
     case 'X': cin_number(num, mem);
               curr_val *= num;
               break;
     default:  cout << "\tInvalid operation!\n";
     } // end switch
  if (choice=='H') display_menu();
  if (choice != ('Q' || 'H' ))
     cout << setw(16) << ' ' << curr_val
          << endl;
}

void cin_number(double& num,
               double& mem)      // IN-OUT
{
 string input;
 char ValidNumber = 'N';
 while (ValidNumber == 'N')
 {     
   cin >> input;
   if (input == "mem")
      {        num = mem;
        ValidNumber = 'Y';
  !      }
   else
      {
        ValidNumber=RT_Num_Check(input);
        if (ValidNumber=='Y')
           num = strtod(input.c_str(), NULL);
        else 
         {
          cout << input <<" Not a proper number\n Re-enter number\n";
         }
      } 
   }   
 return;

}
char RT_Num_Check(string& digit)
{
  char NumOK;               // result
  int p;                    // digit position  
  char decimal = 'N';       // used to make sure not more than 1 decimal point
  string sign = "0";        // used to check for negative
//    cout << "The length of str is " << digit.length() << " characters.\n"; 
if (digit.substr(0,1) == "-") // sign -1
 {
   digit=digit.substr (1,(digit.length()-1));  // strip sign
   sign= "-";                                  // to check so that neg restored at end
 }                             
for (p=0;p<digit.length();p++)
  {
  
      if ((digit.substr(p,1) >="0") && (digit.substr(p,1) <="9"))
          NumOK='Y';
      else
        {
           if ((digit.substr(p,1) ==".") && (decimal=='N'))
             {
               NumOK='Y';
               decimal='Y';               // so that later positions checked for erraneous 2nd decimal point
             }
           else                     
             {
               NumOK='N';                 // if we reach here must be an incorrect number
               break;
             }
        }    
//         cout <<"p is " <<p<< " number is "<< digit.substr(p,1)<<endl;            
  }  

     if (sign == "-")
         digit = sign+digit;             // put back negative if necessary
     return (NumOK);
  
}


/*A typical run:
Calculator functions:\n"
 (A)add, (S)ubtract X(!  mult), ( D)ivide , (N)egative,\n"
 (R)eciprocal, (I)nitialize, (P)ower, Q)uit,\n"
 (H)elp show this menu again.\n\n";

I 2.5
               2.5
P 3
            15.625
R
             0.064
x 100
               6.4
n
              -6.4
a 10
               3.6
s 1.12
              2.48
H
Calculator functions:\n"
 (A)add, (S)ubtract X(mult), (D)ivide , (N)egative,\n"
 (R)eciprocal, (I)nitialize, (P)ower, Q)uit,\n"
 (H)elp show this menu again.\n\n";

              2.48
d 2.5
             0.992
i 4
                 4
p 0.5
                 2
n
                -2
p 0.5
   1.4142135623731
i10
              10
m
              10
r
             0.1
w
              10
o
             0.1
x1000
             100
l
             100
l
             100o
           200.1
i 2
               2
m
               2
i5
               5
amem
               7
p mem
              49
d mem
            24.5
a 5..2
5..2 Not a proper number
Re-enter number
5.2
             29.7            
q

------------------------

Note you do not need to leave space,
e.g. you can enter "d 2.5" or "d2.5"

*/

q function calculator

Help!

Here's the deal:  I'm working on curriculum for my school and Algebra 2 is making my eyes cross.  I think the major problem is the state of Virginia is in a transition year between "old" Standards of Learning (SOLs), and "new" ones.  This year is supposed to be the year that we're still teaching and assessing the old SOLs, but we're supposed to teach the new ones, too.  Those of you that teach Algebra 2 already know that there's an enormous amount of information to cover in a short period of time.  To give you context, our school teaches it as a semester-long block course.  There's only so much a brain can handle in one day, though! 

Here's the first draft of my skills list and structure...I'm not sure what to do about the old vs. new SOLs (my skills list is based on the old SOLs because that is what will be assessed).

Note:  Gray items are not included in old or new SOLs but might be necessary for student understanding
          Blue items are being taken out of the SOLs starting next year
          Red items are new to the SOLs starting this year

Unit 1 Algebra 1 Review/Solving Equations


1 Solve multi-step equations and inequalities
2 Matrix +/-
3 Solve compound inequalities
4 Solve absolute value equations
5 Solve absolute value inequalities

Unit 2 Polynomial Review/Add Depth

6 Factor trinomial a = 1
7 Factor trinomial a > 1
8 Factor special cases (sum/diff of cubes, diff of squares, perfect square trinomials)
9 Factor out GCF first (factor completely)
10 Exponent rules
11 +/- polynomials
12 Multiply polynomials
13 Divide polynomials

Unit 3 Rational Expressions

14 Identify undefined values
15 Simplify rational expressions by factoring and canceling out common factors
16 Multiply and divide fractions
17 Multiply and divide rational expressions
18 Add and subtract fractions
19 Add and subtract rational expressions
20 Simplify complex fractions
21 Solve rational equations

Unit 4 Radicals, Radical Equations and Complex Numbers

22 Simplify numbers under radical
23 Simplify monomials under radical
24 Multiply and divide radicals
25 Add and subtract radicals
26 Nth roots to rational exponents and vice versa
27 Simplify expressions with nth roots and rational exponents
28 Solve radical equations
29 Simplify square roots with negative terms inside radical using i
30 Add and subtract complex numbers
31 Powers of i
32 Multiply complex numbers

Unit 5 Functions (intro)

33 Domain and range of relations (from ordered pairs, mapping, graph, table)
34 Identify relations that are functions and one-to-one
35 Given graph and a value k, find f(k)
36 Given graph, find zeros
37 Given graph and a value k, find where f(x)=k

Unit 6 Linear Functions


38 Slope from graph, equation, points
39 Graph from equation
40 Equation from graph
41 x- and y- intercepts
42 Determine whether lines are parallel, perpendicular, or neither from equation or graph
43 Write equations for parallel and perpendicular lines given line and point off the line
44 Graph linear inequalities

Unit 7 Systems


45 Solve systems of equations by graphing
46 Multiply Matrices using a graphing calculator
47 Inverse matrix method of systems
48 Systems of equations word problems
49 Graph systems of linear inequalities
50 Linear programming max/min problems

Unit 8 Functions (reprise)

51 Function math (addition, subtraction, multiplication, division)
52 Function composition, find a value i.e. f(g(3))
53 Function composition, find the function i.e. f(g(x))
54 Find an inverse function by switching variables

Unit 9 Quadratics

55 Graph from vertex form, identify max/min and zeros
56 Solve by factoring
57 Solve by Quadratic Formula (including complex solutions)
58 Determine roots using the discriminant
59 Write equation for quadratic given roots
60 Quadratic systems
61 Polynomials: relating x-intercept, zeroes and factors
62 End behavior for polynomials

Unit 10 Exponential/Logarithmic functions

63 Exponential growth or decay from function
64 Sketch base graph of exponential/log functions
65 Exponential to log and vice versa
66 Data analysis/curve of best fit for linear, quadratic, exponential and log

Unit 11 Transformations and Parent Functions

67 Graph absolute value functions
68 Horizontal and vertical translations of linear, quadratic, cubic, abs value, exponential and log
69 Reflections and stretching of linear, quadratic, cubic, abs value, exponential and log
70 Combinations of transformations on parent functions
71 Identify parent graphs of parent functions
72 Identify equations of parent functions

Unit 12 Conics

73 Identify a conic from graph
74 Identify a conic from equation

Unit 13 Variations

75 Write equation for direct, inverse and joint variation problems
76 Find the constant of variation

Unit 14 Sequences/Series

77 Write n terms of an arithmetic sequence
78 Find the sum of a finite arithmetic series
79 Write n terms of geometric sequence
80 Find sum of geometric series
81 Use formulas to find nth term
82 Identify sequence/series as arithmetic, geometric or neither

Unit 15  Statistics

83 Determine probabilities associated with areas under the normal crve
84  Compute permutations and combinations

 
If you made it this far, here's my call for help:  Anyone have advice/suggestions for how to make this work and/or a better way to organize the information into cohesive units that seem to occur in a somewhat logical order?  There is and will continue to be an emphasis on function families and transformations (as there should be).  I find it difficult to express on paper how each function category needs to be a resting place, but they are all connected in the ways that transformations apply.  Any ideas?
 
...oh...and I'm going to be teaching one section of deaf students and one section of blind students...in case that makes a difference

**edit:  I've added links to the old and new Virgina SOLs for Algebra 2 if anyone's interested**

point slope calculator