Bibliographies thématiques / Calculatoare

Littérature scientifique sur le sujet « Calculatoare »

Auteur : Grafiati
Publié le 25 juillet 2024
Mis à jour le 26 juillet 2024

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Articles de revues sur le sujet "Calculatoare"

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BĂDESCU, Carmen-Maria. « Solutions for Securing Computer Networks ». International Journal of Information Security and Cybercrime 1, no 1 (21 juin 2012) : 26–34. http://dx.doi.org/10.19107/ijisc.2012.01.03.

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PAVEL, Dorin. « The methodology of using specialized software in the process of studying computer networks ». Acta et commentationes : Științe ale Educației 32, no 2 (juin 2023) : 35–45. http://dx.doi.org/10.36120/2587-3636.v32i2.35-45.

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The article proposes didactic and technical tools for studying the Computer Networks course, taught at university computer science majors. The Computer Networks course is essential for future computer science majors, but has a strong practical aspect and requires specialized network simulation software and hardware, often inaccessible to students.
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Sfetcu, Nicolae. « Megadatele (Big Data) pe Internet ». IT & ; C 1, no 1 (septembre 2022) : 23–27. http://dx.doi.org/10.58679/it47091.

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Termenul Big Data se referă la extragerea, manipularea și analiza unor seturi de date care sunt prea mari pentru a fi tratate în mod obișnuit. Din această cauză se utilizează software special și, în multe cazuri, și calculatoare și echipamente hardware special dedicate. În general la aceste date analiza se face statistic. Pe baza analizei datelor respective se fac de obicei predicții ale unor grupuri de persoane sau alte entități, pe baza comportamentului acestora în diverse situații și folosind tehnici analitice avansate. Se pot identifica astfel tendințe, necesități și evoluții comportamentale ale acestor entități.
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Kummer, Benjamin, Lubaina Shakir, Rachel Kwon, Joseph Habboushe et Nathalie Jetté. « Usage Patterns of Web-Based Stroke Calculators in Clinical Decision Support : Retrospective Analysis ». JMIR Medical Informatics 9, no 8 (2 août 2021) : e28266. http://dx.doi.org/10.2196/28266.

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Background Clinical scores are frequently used in the diagnosis and management of stroke. While medical calculators are increasingly important support tools for clinical decisions, the uptake and use of common medical calculators for stroke remain poorly characterized. Objective We aimed to describe use patterns in frequently used stroke-related medical calculators for clinical decisions from a web-based support system. Methods We conducted a retrospective study of calculators from MDCalc, a web-based and mobile app–based medical calculator platform based in the United States. We analyzed metadata tags from MDCalc’s calculator use data to identify all calculators related to stroke. Using relative page views as a measure of calculator use, we determined the 5 most frequently used stroke-related calculators between January 2016 and December 2018. For all 5 calculators, we determined cumulative and quarterly use, mode of access (eg, app or web browser), and both US and international distributions of use. We compared cumulative use in the 2016-2018 period with use from January 2011 to December 2015. Results Over the study period, we identified 454 MDCalc calculators, of which 48 (10.6%) were related to stroke. Of these, the 5 most frequently used calculators were the CHA2DS2-VASc score for atrial fibrillation stroke risk calculator (5.5% of total and 32% of stroke-related page views), the Mean Arterial Pressure calculator (2.4% of total and 14.0% of stroke-related page views), the HAS-BLED score for major bleeding risk (1.9% of total and 11.4% of stroke-related page views), the National Institutes of Health Stroke Scale (NIHSS) score calculator (1.7% of total and 10.1% of stroke-related page views), and the CHADS2 score for atrial fibrillation stroke risk calculator (1.4% of total and 8.1% of stroke-related page views). Web browser was the most common mode of access, accounting for 82.7%-91.2% of individual stroke calculator page views. Access originated most frequently from the most populated regions within the United States. Internationally, use originated mostly from English-language countries. The NIHSS score calculator demonstrated the greatest increase in page views (238.1% increase) between the first and last quarters of the study period. Conclusions The most frequently used stroke calculators were the CHA2DS2-VASc, Mean Arterial Pressure, HAS-BLED, NIHSS, and CHADS2. These were mainly accessed by web browser, from English-speaking countries, and from highly populated areas. Further studies should investigate barriers to stroke calculator adoption and the effect of calculator use on the application of best practices in cerebrovascular disease.
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Gilliland, Kay. « Families Ask : Calculators in the Classroom ». Mathematics Teaching in the Middle School 8, no 3 (novembre 2002) : 150–51. http://dx.doi.org/10.5951/mtms.8.3.0150.

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Middle school teachers often hear similar questions about calculators: “Should I allow my child to have a calculator?” “Are calculators just a crutch?” “Is using a calculator for homework acceptable?”
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Hove, Netsai, et Emmanuel Chinamasa. « CALCULATOR PREVALENCE IN MATHEMATICS CLASSROOMS : CASE OF EKUDIBENG CIRCUIT IN SOUTH AFRICA ». International Journal of Education Humanities and Social Science 06, no 01 (2023) : 36–54. http://dx.doi.org/10.54922/ijehss.2023.0471.

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This study influenced by the Technology adoption theory, explored the prevalence of calculators in Ekudibeng circuit mathematics classrooms in South Africa. Pragmatism guided assessment of technology adoption by allowing application of both quantitative and qualitative data analysis to portray reality. A sequential design of document analysis, a survey, lesson observations, focus group discussions and in-depth interviews was used. Empirical data was collected from a purposive sample of 154 participants, composed of 41 teachers of mathematics and 113 learners from grade 8 to 12 in Ekurhuleni South district secondary schools. A sample of 26 teachers’ schemes and mathematics school syllabuses was analysed. The study found (71%) prevalence for calculator use in both public and private schools mathematics classrooms. A hypothesis test at 5% level of significance confirmed an association between gender and calculator use preference. Although all teachers reported willing to use the calculator, 54 (35%) reported, not possessing a personal calculator. Study found five calculator models in use. The majority used the SHARP model. National examinations disallowed the graphic FX-CG50 because of its perceived complexity. Calculators were used for computation of ( r2) regression coefficient correlation and evaluation for logarithms and trigonometry ratios for transformation functions such f(x) = 2Sin θ. Factors retarding calculator adoption include; lack of financial resources for high density public school learners, limited teacher commitment for calculator use and low teacher technical knowhow of using calculator for instruction.. National examinations not emphasising use of calculators, mathematics text books do not show how calculators can be used for instruction. Study recommends use of a single calculator model as a district policy. Authoring of a teachers’ handbook for the use of calculators for instruction is called for. Mathematics teachers’ staff development workshop on the application of calculators is long overdue.
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Gay, Susan, et Sharon Stenglein. « Projects ». Mathematics Teacher 89, no 4 (avril 1996) : 362a—364. http://dx.doi.org/10.5951/mt.89.4.362a.

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Graphing calculators are still not widely used in some classrooms, and classroom sets of graphing calculators are still far from common in many schools. As everyone who has taught a class of students working with graphing calculators can testify, this powerful technology is a significant aid to students' learning. One alternative to the classroom set has been the overhead graphing calculator used for demonstrations. With support for training and donations of overhead graphing calculators. the Oklahoma Graphing Calculator Project, over several phases, has made these calculators available in the classrooms in Oklahoma schools.
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Sosianika, Adila, Euis Sartika et Fatya Alty Amalia. « THE ROLE OF SCIENTIFIC CALCULATORS IN IMPROVING STATISTICS LEARNING ». Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika 4, no 2 (30 août 2023) : 764–75. http://dx.doi.org/10.46306/lb.v4i2.282.

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In its development, Business Statistics has used several types of technology to facilitate the learning process for students, such as statistical software, spreadsheets, calculators, multimedia materials, and data repositories. The calculator includes computer technology with a simple version but allows students to experience an active learning process. Thus, the calculator media was chosen as the main learning media in business statistics courses, including in evaluating student abilities. Therefore, this study aims to determine the effectiveness of using calculators in Business Statistics courses. The research was conducted using a mix method, namely qualitative (questionnaire) and quantitative (experimental). The results showed that there was an increase in the average value of Simple Linear Regression for groups of students who used statistical applications on calculators compared to groups who did not use calculators. Based on the results of the questionnaire and suggestions, it was found that 87.7% of students considered it easy to understand the Business Statistics application questions, when using the statistical application on a calculator. Suggestions made by students were the availability of guidelines for using statistical calculator applications for practice, and the availability of calculators in the research laboratory that students could use for practice
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Harvey, John G. « Teaching Mathematics With Technology : Using Calculators in Mathematics Changes Testing ». Arithmetic Teacher 38, no 7 (mars 1991) : 52–54. http://dx.doi.org/10.5951/at.38.7.0052.

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No matter the level at which we teach mathematics, we are being asked to incorporate calculators into our instruction, to teach students both calculator facility and effective ways of using calculators, and to encourage and expect those students to use calculators appropriately. As early as 1975, just three years after the introduction of Texas Instruments's Data Math calculator, the National Advisory Committee on Mathematical Education (NACOME) urged that calculators be used in mathematics instruction (NACOME 1975, 40–43). Five years later the National Council of Teachers of Mathematics recommended that “mathematics programs [should] take full advantage of calculators … at all grade levels” (NCTM 1980, 1).
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Lutsic, Sarah, et Mingyuan Zhang. « Driving Assessment Scores with Effective Calculator Implementation ». International Journal of Social Learning (IJSL) 3, no 3 (27 août 2023) : 361–77. http://dx.doi.org/10.47134/ijsl.v3i3.216.

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This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The paper examined the impact of calculator exposures on eighth-grade students' 2019 NAEP mathematics assessment scores. To better understand the impact of calculator use on the mathematics achievement of eighth-grade students, this study used a quantitative descriptive research design to analyze secondary data extracted from the 2019 NAEP data set. The findings are: (1) the frequency of calculator use does not impact assessment scores during math lessons. (2) Students who practice using calculators on math tests and quizzes have higher math assessment scores. (3) Frequent primary calculator use can impact math assessment scores. (4) Students who use graphing calculators frequently score higher on math assessments. In conclusion, these findings indicate that using calculators in mathematics is impactful; however, teachers must be trained to implement them effectively.
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Thèses sur le sujet "Calculatoare"

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Gosse, Paul W. « Future mathematics in a TI-83 graphing calculator environment ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ42385.pdf.

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Vanier, Pascal. « Pavages : périodicité et complexité calculatoire ». Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM4813/document.

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Cette thèse est dédiée à l'étude des pavages : des ensembles de coloriages du plan discret respectant des contraintes locales données par un jeu de tuiles. Nous nous penchons en particulier sur les liens qui unissent les pavages et la calculabilité. Les pavages étant des ensembles effectivement clos particuliers, nous étudions dans un premier temps la structure des ensembles de degrés Turing des pavages, la comparant à celle des ensembles effectivement clos en général : pour tout ensemble effectivement clos il existe un pavage qui a les même degrés Turing à 0 près, le degré des ensembles récursifs. De plus les pavages ne contenant pas de membre récursif ont une structure particulière : ils contiennent toujours un cône de degrés Turing, un degré Turing et tous les degrés qui lui sont supérieurs. Dans un second temps, nous étudions les ensembles de périodes des pavages, pour diverses notions de périodicité, parvenant à des caractérisations à l'aide de classes de complexité ou de calculabilité pour chaque notion étudiée. Enfin nous nous intéressons à la difficulté calculatoire des problèmes de la factorisation et de la conjugaison, des notions de simulation et d'équivalence adaptées aux spécificités des pavages
This thesis is dedicated to the study of subshifts of finite type (SFTs) : sets of colorings of the discrete plane which respect some local constraints given by a set of forbidden patterns. We study the links between SFTs and computation. SFTs being specific effectively closed classes, we fist study their Turing degree structure, comparing it to the one of effectively closed classes in general: for any effectively closed class, there exist an SFT having the same Turing degrees except maybe 0, the degree of recursive sets. Furthermore, SFTs containing no recursive member have a particular structure: they always contain a cone of Turing degrees, ie. a Turing degree and all degrees above it. We then study the sets of periods of SFTs, for different notions of periodicity, reaching characterizations by means of computational complexity classes or computability classes for each notion introduced. Finally we look at the computable hardness of the factorization and conjugacy problems, the right notions of simulation and equivalence for SFTs
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Adabor, James Kofi. « An Investigation into Elementary School Teachers' and High School Mathematics Teachers' Attitudes Towards the Use of Calculators in Mathematics Instruction and Learning : A Study of Selected Schools in Ghana ». Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210367584.

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Thimbleby, Will. « Drawing from calculators ». Thesis, Swansea University, 2010. https://cronfa.swan.ac.uk/Record/cronfa43088.

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Two novel interactive systems, a new calculator and a new drawing program, are developed. The novel user interfaces derive from the application and development of design principles during the software development. It is the principles, their relationship to the development process, and their potential future role in interactive system development, that form the main contributions of the thesis. Each system was created using an iterative, principle-driven method, in which the principles and implementation built on each other. The principledriven design process led to original user interfaces and to refined principles. The design, development and underlying principles of each system form two complementary parts of the thesis: • The calculator is designed to work as though it is 'paper with answers'. The user can write any mathematical expression by hand, and the calculator recognises the written expression, then morphs the user's input to a neat typeset expression, corrects any syntax errors, and then provides an answer. The neat typeset expression can then be edited freely by direct manipulation or by adding further writing. • The vector graphics drawing program design follows a similar principledriven approach. It applies the principles developed with the calculator, but to a very different style of user interface. Both systems provide substantial examples of user interface design and development. Their design and development resulted in four key user interface principles: projection, continuity, what you see is what you edit, and declarative interaction. These four flow principles are, it is argued, the main reasons the user interfaces are effective. User studies, qualitative feedback, heuristic, and analytic evidence is provided for the user interfaces. Both systems have been well received by users and are commercially distributed. The design principles may support future user interface design and development. They provide further research opportunities, particularly in exploring exactly where they are applicable, and how and when they can be applied to future designs.
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Overall, Theresa Lynne. « One-to-one technology and mathematics achievement for eighth grade girls and boys in the state of Maine ». Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3632/.

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This study analyzed the eighth grade mathematics portion of the spring 2004 Maine Educational Assessment (MEA) achievement test and the survey questions that were also administered. The analysis was on a school-wide level (n = 182). The two survey questions used were: “Which statement best describes the use of calculators in your mathematics classes?” and "Which statement best describes how you use your laptop in mathematics class: getting data from the Web, finding mathematics problems online, creating graphs?" Correlational analysis, partial correlation, and regression were used to determine if there was any association between calculator usage, laptop usage, and mathematics achievement for girls and for boys in the first state-wide group of students to have one-to-one laptops in Maine. Calculator usage was found to be positively associated with mathematics achievement for both girls (partial correlation coefficient of .189 (p = .011)) and for boys (partial correlation coefficient of .193 (p = .010)) even after controlling for school size and socio-economic status. Though no significant association between laptop usage and mathematics achievement for either girls or boys was found, this may be more a reflection on the survey question being a weak measure than the usage of laptops. In a post-hoc analysis of findings, schools were rank ordered based on the average mathematics achievement score regardless of gender; the top 25% (n = 45) and the lower 25% (n = 45) of the schools were evaluated. In the top 25%, there was no statistically significant difference between school-wide girls' and boys' mathematics achievement scores. However, in the lower 25% of the schools, there was a statistically significant difference (p = .01) between the school-wide average of girls' and boys' mathematics achievement scores, with the girls' score being 1.49 points higher (p = .01, d = .447) than the boys'. Recommendations for refinement of MEA survey questions as well as future studies are provided.
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Koutsos, Adrien. « Preuves symboliques de propriétés d’indistinguabilité calculatoire ». Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLN029/document.

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Notre société utilise de nombreux systèmes de communications. Parce que ces systèmes sont omniprésents et sont utilisés pour échanger des informations sensibles, ils doivent être protégés. Cela est fait à l'aide de protocoles cryptographiques. Il est crucial que ces protocoles assurent bien les propriétés de sécurité qu'ils affirment avoir, car les échecs peuvent avoir des conséquences importantes. Malheureusement, concevoir des protocoles cryptographiques est notoirement difficile, comme le montre la régularité avec laquelle de nouvelles attaques sont découvertes. Nous pensons que la vérification formelle est le meilleur moyen d'avoir de bonnes garanties dans la sécurité d'un protocole: il s'agit de prouver mathématiquement qu'un protocole satisfait une certaine propriété de sécurité.Notre objectif est de développer les techniques permettant de vérifier formellement des propriétés d'équivalence sur des protocoles cryptographiques, en utilisant une méthode qui fournit de fortes garanties de sécurités, tout en étant adaptée à des procédures de preuve automatique. Dans cette thèse, nous défendons l'idée que le modèle Bana-Comon pour les propriétés d'équivalences satisfait ces objectifs. Nous soutenons cette affirmation à l'aide de trois contributions.Tout d'abord, nous étayons le modèle Bana-Comon en concevant des axiomes pour les fonctions usuelles des protocoles de sécurités, et pour plusieurs hypothèses cryptographiques. Dans un second temps, nous illustrons l'utilité de ces axiomes et du modèle en réalisant des études de cas de protocoles concrets: nous étudions deux protocoles RFID, KCL et LAK, ainsi que le protocole d'authentification 5G-AKA, qui est utilisé dans les réseaux de téléphonie mobile. Pour chacun de ces protocoles, nous montrons des attaques existentes ou nouvelles, proposons des versions corrigées de ces protocoles, et prouvons que celles-ci sont sécurisées. Finalement, nous étudions le problème de l'automatisation de la recherche de preuves dans le modèle Bana-Comon. Pour cela, nous prouvons la décidabilité d'un ensemble de règles d'inférences qui est une axiomatisation correcte, bien que incomplète, de l'indistingabilité calculatoire, lorsque l'on utilise un schéma de chiffrement IND-CCA2. Du point de vue d'un cryptographe, cela peut être interprété comme la décidabilité d'un ensemble de transformations de jeux
Our society extensively relies on communications systems. Because such systems are used to exchange sensitive information and are pervasive, they need to be secured. Cryptographic protocols are what allow us to have secure communications. It is crucial that such protocols do not fail in providing the security properties they claim, as failures have dire consequences. Unfortunately, designing cryptographic protocols is notoriously hard, and major protocols are regularly and successfully attacked. We argue that formal verification is the best way to get a strong confidence in a protocol security. Basically, the goal is to mathematically prove that a protocol satisfies some security property.Our objective is to develop techniques to formally verify equivalence properties of cryptographic protocols, using a method that provides strong security guarantees while being amenable to automated deduction techniques. In this thesis, we argue that the Bana-Comon model for equivalence properties meets these goals. We support our claim through three different contributions.First, we design axioms for the usual functions used in security protocols, and for several cryptographic hypothesis. Second, we illustrate the usefulness of these axioms and of the model by completing case studies of concrete protocols: we study two RFID protocols, KCL et LAK, as well as the 5G-AKA authentication protocol used in mobile communication systems. For each of these protocols, we show existing or new attacks against current versions, propose fixes, and prove that the fixed versions are secure. Finally, we study the problem of proof automation in the Bana-Comon model, by showing the decidability of a set of inference rules which is a sound, though incomplete, axiomatization of computational indistinguishability when using an IND-CCA2 encryption scheme. From a cryptographer's point of view, this can be seen as the decidability of a fixed set of cryptographic game transformations
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Mäkivierikko, Aram. « CTG Carbon Calculator ». Thesis, Uppsala University, Department of Information Technology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-101181.

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A carbon dioxide emission calculator for buildings created by the U.S.-based company CTG Energetics, Inc. and based on a Excel file has been converted to a ASP.NET / SQL Server web application. Carbon dioxide emissions are calculated using data given by the user (i.e. floor area, workdays per year) in combination with statistical data used in user-selectable presets (i.e. building type, climate zone, type of water-using fixtures). In most cases a custom value can be inserted instead of using a preset. Emissions attributable both directly and indirectly to the building such as building energy use, domestic water use, landscape/irrigation, transportation, materials used for the building/parking lot and the disposal of solid waste are calculated. The emissions can be compared with a national average and/or emissions from alternate scenarios created for the same building. The web application contains some upgrades and extra functionality that would not have been possible in Excel such as user handling.

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Berg, Eirik. « Relative Motion Calculator ». Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for marin teknikk, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-19200.

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AbstractThe wind power business has in recent times changed its focus from land-based installations to offshore installations. This has presented challenges both technological and financial, mainly related to construction and maintenance. To optimize the availability of the offshore wind turbines it is important to have support vessels and boarding systems that can handle as rough sea conditions as possible, and the relative motions between these vessels and the wind turbines become increasingly important to predict, as the offshore wind business expands.For this purpose, a need has been expressed for a simple tool for quick estimation of such motions. In this thesis, a MATLAB program has been developed for this purpose. It takes various input from the user, such as information on the sea state and the physical situation to be considered, as well as limiting criteria. The program provides the user with information on the local vessel motions and the relative motions between a point on the vessel and a fixed point on the wind turbine, and then compares it to the given criteria. It also gives out various plots to illustrate the motions and the relevant transfer functions.The final version of Relative Motion Calculator, RMC 2.3, features the following options:•Two types of wave spectra•Arbitrary placement of the moving coordinate system•Arbitrary placement of the considered points•Long- or short-crested wave theoryRMC 2.3 has undergone thorough testing to prove its validity, and all test results are reasonable and according to expectation. Although the program is a bit difficult to use, it can be used as intended, for calculating relative motions between a moving point on a vessel and a fixed point. Furthermore, the program might provide a good platform for further development.
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Stiles, Nancy L. Hathway Robert G. « Graphing calculators and calculus ». Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510432.

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Thesis (D.A.)--Illinois State University, 1994.
Title from title page screen, viewed March 31, 2006. Dissertation Committee: Robert G. Hathway (chair), Lynn H. Brown, John A. Dossey, Arnold J. Insel, Patricia H. Klass. Includes bibliographical references (leaves 33-34) and abstract. Also available in print.
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Taveneaux, Antoine. « Puissance logique et calculatoire de l'aléa algorithmique ». Paris 7, 2013. http://www.theses.fr/2013PA077217.

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La théorie de l'aléa effective étudie l'absence de structure qui caractérise l'aléa. La complexité de Kolmogorov est un outil fondamental de cette théorie et nous étudions les propriétés caractéristiques de cette fonctions. Dans un second temps noùs nous intéressons à la possibilité d'étendre l'étude de l'aléa aux suites de bits biaisés en nous demandant si la connaissance précise du biais ou non modifie la qualité de l'aléa que nous décrivons. Nous nous intéressons ensuite à la puissance logique de l'aléa: que peut on déduire du fait (non prouvable) qu'une suite est dénué de structure ? Enfin on s'intéresse a la possibilité de calculer une complétion de l'arithmétique à partir d'un algorithme utilisant de l'aléa
Theory of algorithmic randomness theory studies the Jack of structure that characterizes random objects Kolmogorov complexity is a fimdamental tool of this theory and we study the characteristic properties of this fonction. In a second step we investigate the possibility of extending the study of the biased random bit sequences wondering if precise knowledge of using or not changes the quality of randomness we describe, We then focus on the logic power of the random object: What can be inferred from the fact (non provable) that a sequence has no structure? Finally we look a the possibility of calculating a completion of arithmetic from an randomized algorithm
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Livres sur le sujet "Calculatoare"

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Kokoska, Stephen. TI-83 plus graphing calculator manual for Johnson and Kuby's Just the essentials of elementary statistics, third edition. Pacific Grove, Calif : Brooks/Cole, 2003.

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Henry, Barbara Muncaster. South-western computer calculator : Macintosh & IBM. Cincinnati, Ohio : South-Western Pub. Co., 1994.

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Incorporated, Texas Instruments, dir. TI-83 graphing calculator guidebook. [Dallas?], Tex : Texas Instruments Inc., 1996.

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Incorporated, Texas Instruments. TI-83 plus graphing calculator guidebook. Dallas, TX : Texas Instruments, 2002.

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Incorporated, Texas Instruments, dir. TI-83 plus graphing calculator guidebook. Dallas, TX : Texas Instruments, 2003.

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6

Getting started with the TI-86/85 graphing calculator. New York : Wiley, 1998.

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Rich, Nelson G. The TI-86/85 reference guide. Cincinnati, Ohio : Gilmar Publishing, 1997.

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Rich, Nelson G. The TI-86/85 reference guide. Cincinnati, Ohio : Gilmar Publishing, 1997.

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Nicholson, James H. Calculator enhancement for single variable calculus : A manual of applications using the HP-48S and HP-28S calculators. Fort Worth : Saunders College Pub., 1992.

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Nicholson, James H. Calculator enhancement for single-variable calculus : A manual of applications using the HP-28S calculator. San Diego : Harcourt Brace Jovanovich, 1991.

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Chapitres de livres sur le sujet "Calculatoare"

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Penketh, F. E. « Electronic Calculators ». Dans Work Out Numeracy, 211–26. London : Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-08605-4_14.

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Penketh, F. E. « Electronic Calculators ». Dans Confidence Mathematics, 110–25. London : Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07069-5_7.

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Haines, Betty, Roger Haines et Andrew May. « Graphic calculators ». Dans Mathematics A Level, 7–26. London : Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13850-0_2.

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Yrjönsuuri, Mikko, et Edith D. Sylla. « Oxford Calculators ». Dans Encyclopedia of Medieval Philosophy, 903–8. Dordrecht : Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9729-4_366.

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Sylla, Edith D. « Oxford Calculators ». Dans Encyclopedia of Medieval Philosophy, 1366–73. Dordrecht : Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-024-1665-7_366.

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Chapman, W. Arthur. « The calculator ». Dans Mastering C Programming, 153–65. London : Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-11015-5_7.

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Stull, Edward. « Calculator Research ». Dans UX Fundamentals for Non-UX Professionals, 243–45. Berkeley, CA : Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3811-0_34.

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Weik, Martin H. « nonprogrammable calculator ». Dans Computer Science and Communications Dictionary, 1109. Boston, MA : Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_12454.

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Weik, Martin H. « pocket calculator ». Dans Computer Science and Communications Dictionary, 1289. Boston, MA : Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_14213.

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Weik, Martin H. « powered calculator ». Dans Computer Science and Communications Dictionary, 1310. Boston, MA : Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_14406.

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Actes de conférences sur le sujet "Calculatoare"

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Bongard, Stefan, et Moritz Main. « Application and Comparison of Online Calculators for Calculating the Economic Efficiency and Sustainability of Vehicles ». Dans 7th FEB International Scientific Conference. University of Maribor, University Press, 2023. http://dx.doi.org/10.18690/um.epf.3.2023.8.

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The aim of this work is to use different online comparison calculators in order to compare the results and to work out limitations and potentials for improvement. The research hypothesis is that due to uniform initial data of the case study, the different calculators provide approximately the same results. To investigate this hypothesis, four steps are carried out: first research and categorization of online calculators; second creating a case study and scenarios; third application of online calculators and fourth comparing the results of the calculations, also with the benchmark calculator DIPO-tool, for a critical evaluation. Generally, one can say that only a small number of the reviewed calculators can provide a functionality that is necessary for a professional and proper comparison of economic efficiency and sustainability. For the economic comparison, one can state, that in some cases, the calculation results deviate strongly from each other, contrary to the formulated hypothesis. When considering sustainability, it becomes very clear that tankto-wheel and well-to-wheel considerations fall far short of the mark and must be supplemented by a holistic approach that includes the manufacturing phase and the after-use phase (recovery and recycling).
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Machalík, Stanislav. « Overview of Emission Calculators to Support Transport Sustainability ». Dans 7th FEB International Scientific Conference. University of Maribor, University Press, 2023. http://dx.doi.org/10.18690/um.epf.3.2023.14.

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The increase in both passenger and freight transport has been enormous during last years and the situation will not change in the near future. This growth can be attributed to many factors, such as the increase in global trade or the rise of ecommerce which led to more goods and cargo movement and the amount of passenger traffic in all modes of transport. The consequence is increasing emissions, resulting in massive environmental degradation. Emission calculators are used to estimate the amount of greenhouse gases that are emitted into the atmosphere from various sources. They help better understanding of the process of emission formation to take steps to reduce them. This article's aim lies in comparing available free emission calculators in transport. The comparison is oriented on various transport modes, input and output parameters, and methodologies used to calculate emissions. On the basis of this research review own emission calculator has been designed.
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Ammouri, Ali H., Issam Srour et Ramsey F. Hamade. « Carbon Footprint Calculator for Construction Projects ». Dans ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63366.

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With the advent of awareness regarding carbon emissions and desirable reduction, this paper provides a calculator for the estimation of carbon footprint resulting from construction projects. For this purpose, we developed a software toolkit dubbed ‘Carbon Footprint Calculator for Construction Projects (CFCCP)’ capable of building a complete construction material database of carbon emissions. This is accomplished by accounting for wide range variables including construction size, landscape, and material construction. This calculator yields more accurate estimates as compared with other recently introduced calculators which consider only the general inputs of a certain project and produce estimates within ±25% accuracy. In this paper, the cost of the accuracy is accomplished via quality library variables such as project design plan, detailed bill of quantities (BOQ), and schedule timeline. The tool automatically outputs a detailed report describing the tasks and their associated carbon emissions which enables managers to take corrective measures to minimize these emissions before the onset of the project. Although the focus of this paper is on construction projects, the utilization of CFCCP may also be extended to other project types if database files for the project material can be built. For example, potential applications may involve the design of green buildings given that these kinds of buildings typically utilize materials from distant sources resulting in noticeable increase in their initial carbon footprint.
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Bai, Felix, Jeremy Taraba et Fangzhou Sun. « A Mobile Application to Assist in Tracking Alcohol Consumption using Machine Learning and Object Detection ». Dans 5th International Conference on Networks, Blockchain and Internet of Things. Academy & Industry Research Collaboration Center, 2024. http://dx.doi.org/10.5121/csit.2024.140509.

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Statistics show that excessive alcohol consumption has been a problem and remains a problem in many countries. This paper proposes an application that encompasses a solution which allows users to log and track their alcohol intake over time. It leverages features such as object recognition for drink identification, a history calendar for reflective analysis, and a real time blood alcohol level indicator for health measurements. During experimentation we found that the accuracy of the AI to be exceptional when used on drinks that it has been trained on. Furthermore, the blood alcohol calculator demonstrated a level of accuracy comparable to, if not surpassing, that of online calculators. This heightened accuracy is attributed to its real-time updating capability, ensuring precision in the calculations throughout the user's engagement with the application. The ultimate goal of this initiative is to create a user-friendly, technologydriven solution that empowers individuals to make informed decisions about their alcohol consumption. It promotes responsible drinking behavior and contributes to overall health and well-being.
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Abadayev, G. N. « Probability Calculator ». Dans XX Anniversary All-Russian Scientific and Practical Conference of Young Scientists, Postgraduates and Students. Technical Institute (BRANCH) of NEFU, 2019. http://dx.doi.org/10.18411/s-2019-84.

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Misina, Sigita. « Financial Web Calculators ». Dans 2019 60th International Scientific Conference on Information Technology and Management Science of Riga Technical University (ITMS). IEEE, 2019. http://dx.doi.org/10.1109/itms47855.2019.8940761.

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Idreos, Stratos, Kostas Zoumpatianos, Brian Hentschel, Michael S. Kester et Demi Guo. « The Data Calculator ». Dans SIGMOD/PODS '18 : International Conference on Management of Data. New York, NY, USA : ACM, 2018. http://dx.doi.org/10.1145/3183713.3199671.

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Hidayati, Shintami Chusnul, et Yeni Anistyasari. « Body Shape Calculator ». Dans ICMR '21 : International Conference on Multimedia Retrieval. New York, NY, USA : ACM, 2021. http://dx.doi.org/10.1145/3460426.3463582.

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Wellner, Pierre. « The DigitalDesk calculator ». Dans the 4th annual ACM symposium. New York, New York, USA : ACM Press, 1991. http://dx.doi.org/10.1145/120782.120785.

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Mahmood, Aamer, et Ron Reger. « Microfabrication Process Cost Calculator ». Dans 2010 18th Biennial University/ Government/Industry Micro/Nano Symposium (UGIM). IEEE, 2010. http://dx.doi.org/10.1109/ugim.2010.5508855.

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Rapports d'organisations sur le sujet "Calculatoare"

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Abadayev, G. N. Probability Calculator. Technical institute (branch) Federal State Autonomous Educational Institution of Higher Professional Education «North-Eastern Federal University named after M.K. Ammosov» in Nerungry, 2019. http://dx.doi.org/10.18411/s-2019-15-a.

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Dahlke, Garland R. Feed Efficiency Calculator. Ames (Iowa) : Iowa State University, janvier 2015. http://dx.doi.org/10.31274/ans_air-180814-1267.

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Corona, Edmundo, et Carter Fietek. Mass Property Calculator. Office of Scientific and Technical Information (OSTI), juillet 2022. http://dx.doi.org/10.2172/1874633.

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Heidrich, Brenden, et Kelley Verner. Neutron Damage Calculator. Office of Scientific and Technical Information (OSTI), août 2018. http://dx.doi.org/10.2172/1968150.

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Wooten, Hasani Omar. PAGOSA Mesh Block Calculator. Office of Scientific and Technical Information (OSTI), février 2020. http://dx.doi.org/10.2172/1601368.

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Vankuik B., C. Gardner, S. Bellavia, A. Rusek et K. Brown. NSRL Energy Loss Calculator. Office of Scientific and Technical Information (OSTI), août 2006. http://dx.doi.org/10.2172/1061842.

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Miller, James D., Weimin Wang et Srinivas Katipamula. RTU Comparison Calculator Enhancement Plan. Office of Scientific and Technical Information (OSTI), mars 2014. http://dx.doi.org/10.2172/1133994.

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Devine, M., et E. I. Baring-Gould. Alaska Village Electric Load Calculator. Office of Scientific and Technical Information (OSTI), octobre 2004. http://dx.doi.org/10.2172/15011687.

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Miller, James D., Weimin Wang et Srinivas Katipamula. RTU Comparison Calculator Enhancement Plan. Office of Scientific and Technical Information (OSTI), juillet 2015. http://dx.doi.org/10.2172/1236336.

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Riley, Daniel M., Jeffrey E. Fleming et Gerald R. Gallegos. A Photovoltaic System Payback Calculator. Office of Scientific and Technical Information (OSTI), juin 2016. http://dx.doi.org/10.2172/1259560.

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