Leibniz System Manual

Total Page:16

File Type:pdf, Size:1020Kb

Leibniz System Manual Copyright c 2015 by Leibniz Company ° All rights reserved. Permission is herewith granted to distribute electronic copies of this book, or to print and distribute paper copies, for any commercial or noncommercial purpose, as long as distribution is done at no charge. Cover Art: The author gratefully acknowledges permission to use photos 3,65:28 / 3,65:35 / 3,65:59 of the book Das letzte Original, Die Leibniz-Rechenmaschine der Gottfried Wilhelm Leibniz Bibliothek (The Last Original, the Leibniz Calculator of the Gottfried Wilhelm Leibniz Library) by Ariane Walsdorf, Klaus Badur, Erwin Stein, and Franz Otto Kopp, with preface by Georg Ruppelt. Photographs: Maike Kandziora. c 2014 Gottfried Wilhelm Leibniz Bibliothek - Nieders¨achsische ° Landesbibliothek, Hannover, Germany. The book covers the history of the Leibniz calculator, technical construction, and mathematical aspects of the invention. The book includes about 150 photos, diagrams, and sketches of the calculator and related material. Cover Design: Ingrid Truemper Library of Congress Cataloging-in-Publication Data Truemper, Klaus, 1942– Leibniz System: Development Tool for Logic-based Intelligent Systems / Klaus Truemper. Includes bibliographical references and subject index. ISBN 0-9663554-7-4 1. Software. 2. Intelligent Systems I. Title. Leibniz System Development Tool for Logic-based Intelligent Systems Table of Contents Preface .................................................. 15 Chapter 1 Overview ................................. 20 License 21 Citation 22 Disclaimer of Warranty of Any Kind 22 Summary of System 23 lbcc Compiler 25 qallsatcc Program for solving Q-ALL SAT 27 lsqcc Program for Learning Logic Formulas 28 cutcc Program for Transformation of Data 30 subcc Module for Subgroup Discovery 31 matchcc Program for Data Estimation 32 redcc Module for Reduction of Dimension 33 decc Program for Decomposition of Graphs and Matrices 34 prpcc Module for Data Preparation 35 multicc Module for Optimization 36 Chapter 2 Getting Started .......................... 37 Installation 37 Copyright 1992-2015 by Leibniz Company, Plano, Texas Version 16.0 1 July 2015 4 Table of Contents Linux/Unix Installation 39 All Other Installations 40 The First Time 41 lbcc Compiler 41 qallsatcc Program 43 lsqcc Program 46 cutcc Program 47 subcc Program 48 sub2cc Program 49 suballcc Program 49 matchcc Program 50 redcc Program 53 decc Program 56 prpcc Module 59 multicc Module 60 Chapter 3 lbcc Compiler ............................ 62 Introduction 62 Example of Logic Formulation 64 leibnizparams.dat 71 Logic Formulation – Overview 79 Reserved Words and Special Symbols 79 User-defined Names 82 INCLUDE Statement 83 Comments and Blank Lines 83 Declaration Sections 83 Changing Formulations During Execution 84 SETS 85 Subsets 86 File z1to1000 86 Version 16.0 1 July 2015 Table of Contents 5 Restrictions 87 PREDICATES 88 Options – Overview 89 Options – Rules 90 Restrictions 92 VARIABLES 93 Options 93 Restrictions 94 FACTS 95 Fact Forms 95 Quantification 96 Conditional Quantification 98 Likelihood Terms and Levels 99 Clause Name and Clause Deletion 100 Likelihood Terms and Clause Deletion 101 Goals and GOAL Variable 102 Error Messages 105 Warnings 105 Nonfatal Errors 108 Fatal Errors 115 System Errors 118 Chapter 4 Logic Reasoning ......................... 119 Introduction 119 makefile.machine 120 .prg File 122 machine.c 124 Transfer Process for Several .prg Files 132 Execution of Several Solution Programs 136 Procedure Summary 138 Version 16.0 1 July 2015 6 Table of Contents Assign Devices 138 Begin Problem 138 Delete Problem 138 Execute lbcc Compiler 138 Free Devices 139 Get Clause Name or Goal Name 139 Get Dimension 139 Get Dual Value 139 Get Goal 139 Get Primal Classification 140 Get Value of Variable 140 Initialize Problems 140 Limit Warnings and Errors 140 Maximal Subset of Satisfied Clauses 140 Minimal Subset of Unsatisfied Clauses 141 Modify Status of All Variables 141 Modify Status of Clause 141 Modify Status of Goal 141 Modify Status of Current Problem 142 Modify Status of Variable 142 Restore Problem 142 Retrieve Problem 142 Solve Current Problem 142 Status of Clause 143 Status of Element 143 Status of Current Problem 143 Status of Storage 143 Status of Variable 143 Store Current Problem 144 Procedure Hierarchy and General Rules 145 Version 16.0 1 July 2015 Table of Contents 7 assign device 146 begin problem 150 delete problem 152 execute lbcc 153 free device 155 get clsname 156 get dimension 158 get dual 161 get goal 164 get primal 166 get value 168 initialize problem 170 limit error 173 maxcls sat 175 mincls unsat 178 modify allvar 181 modify clause 184 modify goal 188 modify problem 191 modify variable 192 restore problem 195 retrieve problem 197 solve problem 199 status clause 202 status element 205 status problem 207 status storage 209 status variable 211 store problem 213 Error Messages 215 Version 16.0 1 July 2015 8 Table of Contents Warnings 216 Nonfatal Errors 216 Fatal Errors 225 System Errors 225 Chapter 5 Compiler Learning Process ............ 227 Introduction 227 Learn Option 228 User-directed Learning 228 Compiler-selected Learning 229 Limit on Learning Cases 229 Output 230 Chapter 6 qallsatcc for Solving Q-ALL SAT . 231 Introduction 231 Execution 232 Input File 232 Applications 234 Chapter 7 lsqcc for Learning Logic ................ 235 Introduction 235 Program optcc 236 Program pyrcc 236 Program tstcc 237 Alternate Execution of Programs 237 Training File 239 Testing File 246 lsqccparams.dat 247 Training 256 Separation File 256 Version 16.0 1 July 2015 Table of Contents 9 Size of Formula 258 Value of Formula 258 Vote and Vote Total 259 Distribution File 260 Testing 264 Vote File 264 optcc Program 268 Optimal Records 273 Optimal Formulas 275 pyrcc Program 278 Pyramid File 280 Consistency Check 284 tstcc Program 287 Chapter 8 cutcc for Data Transformation ........ 288 Introduction 288 Alternate Execution of cutcc 289 Rational Training File 290 Rational Data Versus Set Data 293 Rational Testing File 295 lsqccparams.dat 296 Output Files 301 Cutpoint File 301 Visualization File 304 Partial Data File 306 Logic Training File 308 Logic Testing File 309 Error File 311 Prior Knowledge 313 Version 16.0 1 July 2015 10 Table of Contents Chapter 9 subcc for Discovery ..................... 316 Introduction 316 Alternate Execution of subcc 317 Master and Alternate Testing Files 318 Master File 319 Types of Attribute Records 320 Target Option (1) 320 Target Options (2) and (3) 321 Class Option 321 Alternate Testing File 323 Sort and Split Option 324 Target File 325 lsqccparams.dat 326 Additional Options of lsqccparams.dat 333 Computation and Selection of Subgroups 334 Output Subgroup Files of Program subcc 334 Program sub2cc 335 Program suballcc 339 Chapter 10 matchcc for Matching ................. 340 Introduction 340 Execution 341 Input Training and Testing Files 342 Output Files 344 match.result File 344 match.error File 346 match.learn File 346 match.solution File 347 average.error File 348 Version 16.0 1 July 2015 Table of Contents 11 Chapter 11 redcc for Reduction ................... 349 Introduction 349 Mathematical Background 349 Input Files 351 Execution 353 Parameter file 354 Output File 357 Estimation for Additional Records 359 Chapter 12 decc for Decomposition ............... 360 Introduction 360 Alternate Execution of decc 361 Example of Input Matrix 362 deccparams.dat 364 Tree Decomposition 369 Linear Decomposition 370 Graph Decomposition 371 Chapter 13 prpcc for Preparation ................. 372 Introduction 372 Execution 374 Chapter 14 multicc for Optimization ............. 375 Introduction 375 Problem Specification 377 Explicit Problem Specification 377 Black Box Problem Specification 379 Parallelization 381 Screen Output 384 Input, Initsol, Blackbox Files 387 Version 16.0 1 July 2015 12 Table of Contents Input File 388 Handling of Integer Variables 390 Processor File 391 Initsol File 393 Blackbox File 394 params.multi, final.multi Output Files 395 params File 397 Auxiliary Files 398 inbox and outbox Files 398 nomad.params File 398 runprocess File 398 nomad Transfer Files 399 Multicc Options: Files and Directories 400 -input 401 -initsol 401 -output 401 -blackbox 402 -inbox 402 -outbox 402 -params 402 -processor 403 -leibnizpath 403 -nomadpath 403 -tempdir 404 Multicc Options: Computations 405 -singleminout 405 -accuracy 406 -sequenceminone 406 -stopcriterion 409 -minall 410 Version 16.0 1 July 2015 Table of Contents 13 -maxeval 410 -maxiter 410 -maxitereval 411 Advanced Multicc Options 412 -maxfirstitereval 412 -minsingleonly 413 -minallonly 413 -ignoreconstraint 414 -gradualconstraint 414 -scaleconstraint 414 -objfactor 415 -objtolerance 415 -constrtolerance 415 -objgoal 416 -objbound 416 -objrange 417 -cutout 418 -dynamiclimit 420 -convergetesteval 421 -paretosize 421 -plotdetail 422 -printdetail 422 -slowmotion 423 -seednsga 424 -seednomad 424 -initialmesh 424 -finalmesh 425 -maxproctime 425 -denconcoordinate 425 Version 16.0 1 July 2015 14 Table of Contents References .............................................. 426 Subject Index .......................................... 429 Version 16.0 1 July 2015 Leibniz System Development Tool for Logic-based Intelligent Systems Preface In 1989, we embarked on the creation of a toolbox for the design and implementation of intelligent systems. The Name ‘Leibniz System’ The toolbox is named the Leibniz System in honor of the mathe- matician, engineer, inventor, and philosopher Gottfried Wilhelm Leib- niz (1646 - 1716). He invented calculus,
Recommended publications
  • "Computers" Abacus—The First Calculator
    Component 4: Introduction to Information and Computer Science Unit 1: Basic Computing Concepts, Including History Lecture 4 BMI540/640 Week 1 This material was developed by Oregon Health & Science University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number IU24OC000015. The First "Computers" • The word "computer" was first recorded in 1613 • Referred to a person who performed calculations • Evidence of counting is traced to at least 35,000 BC Ishango Bone Tally Stick: Science Museum of Brussels Component 4/Unit 1-4 Health IT Workforce Curriculum 2 Version 2.0/Spring 2011 Abacus—The First Calculator • Invented by Babylonians in 2400 BC — many subsequent versions • Used for counting before there were written numbers • Still used today The Chinese Lee Abacus http://www.ee.ryerson.ca/~elf/abacus/ Component 4/Unit 1-4 Health IT Workforce Curriculum 3 Version 2.0/Spring 2011 1 Slide Rules John Napier William Oughtred • By the Middle Ages, number systems were developed • John Napier discovered/developed logarithms at the turn of the 17 th century • William Oughtred used logarithms to invent the slide rude in 1621 in England • Used for multiplication, division, logarithms, roots, trigonometric functions • Used until early 70s when electronic calculators became available Component 4/Unit 1-4 Health IT Workforce Curriculum 4 Version 2.0/Spring 2011 Mechanical Computers • Use mechanical parts to automate calculations • Limited operations • First one was the ancient Antikythera computer from 150 BC Used gears to calculate position of sun and moon Fragment of Antikythera mechanism Component 4/Unit 1-4 Health IT Workforce Curriculum 5 Version 2.0/Spring 2011 Leonardo da Vinci 1452-1519, Italy Leonardo da Vinci • Two notebooks discovered in 1967 showed drawings for a mechanical calculator • A replica was built soon after Leonardo da Vinci's notes and the replica The Controversial Replica of Leonardo da Vinci's Adding Machine .
    [Show full text]
  • Analysis of Functions of a Single Variable a Detailed Development
    ANALYSIS OF FUNCTIONS OF A SINGLE VARIABLE A DETAILED DEVELOPMENT LAWRENCE W. BAGGETT University of Colorado OCTOBER 29, 2006 2 For Christy My Light i PREFACE I have written this book primarily for serious and talented mathematics scholars , seniors or first-year graduate students, who by the time they finish their schooling should have had the opportunity to study in some detail the great discoveries of our subject. What did we know and how and when did we know it? I hope this book is useful toward that goal, especially when it comes to the great achievements of that part of mathematics known as analysis. I have tried to write a complete and thorough account of the elementary theories of functions of a single real variable and functions of a single complex variable. Separating these two subjects does not at all jive with their development historically, and to me it seems unnecessary and potentially confusing to do so. On the other hand, functions of several variables seems to me to be a very different kettle of fish, so I have decided to limit this book by concentrating on one variable at a time. Everyone is taught (told) in school that the area of a circle is given by the formula A = πr2: We are also told that the product of two negatives is a positive, that you cant trisect an angle, and that the square root of 2 is irrational. Students of natural sciences learn that eiπ = 1 and that sin2 + cos2 = 1: More sophisticated students are taught the Fundamental− Theorem of calculus and the Fundamental Theorem of Algebra.
    [Show full text]
  • Variables in Mathematics Education
    Variables in Mathematics Education Susanna S. Epp DePaul University, Department of Mathematical Sciences, Chicago, IL 60614, USA http://www.springer.com/lncs Abstract. This paper suggests that consistently referring to variables as placeholders is an effective countermeasure for addressing a number of the difficulties students’ encounter in learning mathematics. The sug- gestion is supported by examples discussing ways in which variables are used to express unknown quantities, define functions and express other universal statements, and serve as generic elements in mathematical dis- course. In addition, making greater use of the term “dummy variable” and phrasing statements both with and without variables may help stu- dents avoid mistakes that result from misinterpreting the scope of a bound variable. Keywords: variable, bound variable, mathematics education, placeholder. 1 Introduction Variables are of critical importance in mathematics. For instance, Felix Klein wrote in 1908 that “one may well declare that real mathematics begins with operations with letters,”[3] and Alfred Tarski wrote in 1941 that “the invention of variables constitutes a turning point in the history of mathematics.”[5] In 1911, A. N. Whitehead expressly linked the concepts of variables and quantification to their expressions in informal English when he wrote: “The ideas of ‘any’ and ‘some’ are introduced to algebra by the use of letters. it was not till within the last few years that it has been realized how fundamental any and some are to the very nature of mathematics.”[6] There is a question, however, about how to describe the use of variables in mathematics instruction and even what word to use for them.
    [Show full text]
  • A Quick Algebra Review
    A Quick Algebra Review 1. Simplifying Expressions 2. Solving Equations 3. Problem Solving 4. Inequalities 5. Absolute Values 6. Linear Equations 7. Systems of Equations 8. Laws of Exponents 9. Quadratics 10. Rationals 11. Radicals Simplifying Expressions An expression is a mathematical “phrase.” Expressions contain numbers and variables, but not an equal sign. An equation has an “equal” sign. For example: Expression: Equation: 5 + 3 5 + 3 = 8 x + 3 x + 3 = 8 (x + 4)(x – 2) (x + 4)(x – 2) = 10 x² + 5x + 6 x² + 5x + 6 = 0 x – 8 x – 8 > 3 When we simplify an expression, we work until there are as few terms as possible. This process makes the expression easier to use, (that’s why it’s called “simplify”). The first thing we want to do when simplifying an expression is to combine like terms. For example: There are many terms to look at! Let’s start with x². There Simplify: are no other terms with x² in them, so we move on. 10x x² + 10x – 6 – 5x + 4 and 5x are like terms, so we add their coefficients = x² + 5x – 6 + 4 together. 10 + (-5) = 5, so we write 5x. -6 and 4 are also = x² + 5x – 2 like terms, so we can combine them to get -2. Isn’t the simplified expression much nicer? Now you try: x² + 5x + 3x² + x³ - 5 + 3 [You should get x³ + 4x² + 5x – 2] Order of Operations PEMDAS – Please Excuse My Dear Aunt Sally, remember that from Algebra class? It tells the order in which we can complete operations when solving an equation.
    [Show full text]
  • Get Ready— TASC Test Readiness Assessment
    Get Ready— TASC Test Readiness Assessment Prepare Learners with the TASC Test Readiness Assessment Content Areas The TASC Test Readiness Assessment is structured around the five content areas assessed by the TASC test: Reading, Writing, Mathematics, Science, and Social Studies. Like the TASC test, content is aligned to the College and Career Readiness Standards, Next Generation Science Standards, and National Curriculum Standards for Social Studies. The Readiness Assessment questions mirror those on the TASC test, so examinees can get an accurate prediction of their expected performance on the actual test. Designed to mimic the TASC test, the Readiness Assessment What is the TASC Test? contains the same types of question formats that The TASC Test Assessing Secondary Completion™ are used on the official TASC test. All subtests are is a state-of-the-art, affordable national high school composed primarily of multiple-choice questions, equivalency assessment that assesses five subject the mathematics test includes gridded response questions, areas: Reading, Writing, Mathematics, Science, and the Writing test contains a written essay question and Social Studies. It measures examinees’ levels of that requires examinees to write a persuasive essay achievement relative to that of graduating high school after reading two informational passages. seniors, and readiness for college and the workforce, • Like the TASC test, the multiple-choice questions as outlined by the College and Career Readiness on the Readiness Assessment require examinees to Standards. select the best answer from among four possible answer choices. Why take the Readiness Assessment? • The gridded-response questions require examinees By completing the Readiness Assessment, examinees to calculate a numerical response to the question receive a percentage score that indicates the likelihood and record it in a gridded-response area.
    [Show full text]
  • Test Scores Explanation for Parents and Teachers: Youtube Video Script by Lara Langelett July 2019 1
    Test Scores Explanation for Parents and Teachers: YouTube Video Script By Lara Langelett July 2019 1 Introduction: Hello Families and Teachers. My name is Lara Langelett and I would like to teach you about how to read your child’s or student’s test scores. The purpose of this video message is to give you a better understanding of standardized test scores and to be able to apply it to all normed assessment tools. First I will give a definition of what the bell curve is by using a familiar example. Then I will explain the difference between a percentile rank and percentage. Next, I will explain Normed-Referenced Standard test scores. In addition, the MAPs percentile rank and the RIT scores will be explained. Finally, I will explain IQ scores on the bell curve. 2 Slide 1: Let’s get started: here is a bell curve; it is shaped like a bell. 3 Slide 2: To understand the Bell Curve, we will look at a familiar example of basketball players in the U.S.A. Everyone, on this day, who plays basketball fits into this bell curve around the United States. I’m going to emphasis “on this day” as this is important piece information of for explaining standardized scores. 4 Slide 3: On the right side of the bell curve we can section off a part of the bell curve (2.1 % blue area). Inside this section are people who play basketball at the highest skill level, like the U.S. Olympic basketball team. These athletes are skilled athletes who have played basketball all their life, practice on a daily basis, have extensive knowledge of the game, and are at a caliber that the rest of the basketball population have not achieved.
    [Show full text]
  • INTERNATIONAL MEDICAL ADMISSIONS TEST (IMAT) Frequently Asked Questions (Faqs) 2019
    INTERNATIONAL MEDICAL ADMISSIONS TEST (IMAT) Frequently asked questions (FAQs) 2019 General information Q: How do I make a test booking? A: Candidates register via the UniversItaly website and then book the test through our payment system. Find out more on our web page How to register. Q: When do I register? A: Registration opens on 17 June 2019 and closes on 09 July 2019 at 3pm (Italian time). Q: What does the test involve? A: Details of the test can be found on our web page About IMAT. Q: How many universities can I select? A: You must select a first-choice university. For information about selecting further universities, visit the UniversItaly website How to modify your first choice of university, or where you wish to take the test: - If you have not yet paid the registration fee, you need to click on the "Delete IMAT registration" button. Immediately after this you will be able to change your first choice. You may do this until 09 July 2019 at 3pm (Italian time). - If you have already paid the registration fee, you need to click on the "Delete IMAT registration" button and wait for the confirmation that the refund is being processed. We will attempt to do this as quickly as possible but this may take several working hours. Once this has happened, you will be able to re-book. Because you need to have this process completed by 09 July (3pm Italian time), we recommend you do not start the cancellation and rebooking process after 10am on that day. For information about cancelling your booking, please visit our support site.
    [Show full text]
  • Leibniz and the Infinite
    Quaderns d’Història de l’Enginyeria volum xvi 2018 LEIBNIZ AND THE INFINITE Eberhard Knobloch [email protected] 1.-Introduction. On the 5th (15th) of September, 1695 Leibniz wrote to Vincentius Placcius: “But I have so many new insights in mathematics, so many thoughts in phi- losophy, so many other literary observations that I am often irresolutely at a loss which as I wish should not perish1”. Leibniz’s extraordinary creativity especially concerned his handling of the infinite in mathematics. He was not always consistent in this respect. This paper will try to shed new light on some difficulties of this subject mainly analysing his treatise On the arithmetical quadrature of the circle, the ellipse, and the hyperbola elaborated at the end of his Parisian sojourn. 2.- Infinitely small and infinite quantities. In the Parisian treatise Leibniz introduces the notion of infinitely small rather late. First of all he uses descriptions like: ad differentiam assignata quavis minorem sibi appropinquare (to approach each other up to a difference that is smaller than any assigned difference)2, differat quantitate minore quavis data (it differs by a quantity that is smaller than any given quantity)3, differentia data quantitate minor reddi potest (the difference can be made smaller than a 1 “Habeo vero tam multa nova in Mathematicis, tot cogitationes in Philosophicis, tot alias litterarias observationes, quas vellem non perire, ut saepe inter agenda anceps haeream.” (LEIBNIZ, since 1923: II, 3, 80). 2 LEIBNIZ (2016), 18. 3 Ibid., 20. 11 Eberhard Knobloch volum xvi 2018 given quantity)4. Such a difference or such a quantity necessarily is a variable quantity.
    [Show full text]
  • Assessment Integrity Guide
    Assessment Integrity Guide MICHIGAN DEPARTMENT OF EDUCATION OFFICE OF EDUCATIONAL ASSESSMENT AND ACCOUNTABILITY Michigan Standards for Professional and Ethical Conduct in Test Administration and Reporting 2021-22 MICHIGAN DEPARTMENT OF EDUCATION Office of Educational Assessment and Accountability The Michigan State Board of Education approved this guide on April 12, 2016 with updates on 7/28/20. This document pertains to the expected professional and ethical conduct of all assessment programs administered by the Michigan Department of Education (MDE), Office of Educational Assessment and Accountability (OEAA). This includes all Michigan summative, interim, and formative assessments. If you have questions or wish to report suspected test administration irregularities on any statewide educational assessments or accountability issues in Michigan, contact: Michigan Department of Education Office Educational Assessment and Accountability 608 West Allegan Street PO Box 30008 Lansing, MI 48915 toll-free phone: 877-560-8378 email: [email protected] fax: 517-335-1186 Copies of this guide may be obtained on the Assessment Integrity and Security web page ASSESSMENT INTEGRITY GUIDE (https://www.michigan.gov/ mde/0,1607,7-140-22709---,00.html). STATE BOARD OF EDUCATION Michael F. Rice, Ph.D., State Superintendent Jason Strayhorn • Tom McMillin Judith Pritchett • Pamela Pugh Ellen Cogen Lipton • Nikki Snyder Tiffany D. Tilley • Dr. Casandra E. Ulbrich 2 3 Table of Contents Introduction. 4 Case Review .................................27 Importance of Assessment Security ................5 Monitoring. 27 Assessment Security Goals for the State of Michigan District and School Internal Assessment Monitoring .....27 Assessment System ...............................6 OEAA Assessment Monitoring ...................28 Common Assessment Irregularities ...................6 OEAA Targeted and Random Assessment Monitoring 28 Communication Protocol .........................8 Targeted Assessment Monitoring .
    [Show full text]
  • DEFENSE Test and Evaluation
    TREATIES AND OTHER INTERNATIONAL ACTS SERIES 06-1107.1 ________________________________________________________________________ DEFENSE Test and Evaluation Memorandum of Understanding Between the UNITED STATES OF AMERICA and the UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND Signed at Washington and London October 18 and November 7, 2006 with Annexes NOTE BY THE DEPARTMENT OF STATE Pursuant to Public Law 89—497, approved July 8, 1966 (80 Stat. 271; 1 U.S.C. 113)— “. .the Treaties and Other International Acts Series issued under the authority of the Secretary of State shall be competent evidence . of the treaties, international agreements other than treaties, and proclamations by the President of such treaties and international agreements other than treaties, as the case may be, therein contained, in all the courts of law and equity and of maritime jurisdiction, and in all the tribunals and public offices of the United States, and of the several States, without any further proof or authentication thereof.” UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND Defense: Test and Evaluation Memorandum of understanding signed at Washington and London October 18 and November 7, 2006; Entered into force November 7, 2006. With annexes. MEMORANDUM OF UNDERSTANDING BETWEEN THE DEPARTMENT OF DEFENSE OF THE UNITED STATES OF AMERICA AND THE SECRETARY OF STATE FOR DEFENCE OF THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND FOR TEST AND EVALUATION PROGRAM (TEP COOPERATION (SHORT TITLE: TEP MOU) DATE: October 16, 2006 THIS DOCUMENT IS CERTIFIED
    [Show full text]
  • Calculus Terminology
    AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential
    [Show full text]
  • Calculus Formulas and Theorems
    Formulas and Theorems for Reference I. Tbigonometric Formulas l. sin2d+c,cis2d:1 sec2d l*cot20:<:sc:20 +.I sin(-d) : -sitt0 t,rs(-//) = t r1sl/ : -tallH 7. sin(A* B) :sitrAcosB*silBcosA 8. : siri A cos B - siu B <:os,;l 9. cos(A+ B) - cos,4cos B - siuA siriB 10. cos(A- B) : cosA cosB + silrA sirrB 11. 2 sirrd t:osd 12. <'os20- coS2(i - siu20 : 2<'os2o - I - 1 - 2sin20 I 13. tan d : <.rft0 (:ost/ I 14. <:ol0 : sirrd tattH 1 15. (:OS I/ 1 16. cscd - ri" 6i /F tl r(. cos[I ^ -el : sitt d \l 18. -01 : COSA 215 216 Formulas and Theorems II. Differentiation Formulas !(r") - trr:"-1 Q,:I' ]tra-fg'+gf' gJ'-,f g' - * (i) ,l' ,I - (tt(.r))9'(.,') ,i;.[tyt.rt) l'' d, \ (sttt rrJ .* ('oqI' .7, tJ, \ . ./ stll lr dr. l('os J { 1a,,,t,:r) - .,' o.t "11'2 1(<,ot.r') - (,.(,2.r' Q:T rl , (sc'c:.r'J: sPl'.r tall 11 ,7, d, - (<:s<t.r,; - (ls(].]'(rot;.r fr("'),t -.'' ,1 - fr(u") o,'ltrc ,l ,, 1 ' tlll ri - (l.t' .f d,^ --: I -iAl'CSllLl'l t!.r' J1 - rz 1(Arcsi' r) : oT Il12 Formulas and Theorems 2I7 III. Integration Formulas 1. ,f "or:artC 2. [\0,-trrlrl *(' .t "r 3. [,' ,t.,: r^x| (' ,I 4. In' a,,: lL , ,' .l 111Q 5. In., a.r: .rhr.r' .r r (' ,l f 6. sirr.r d.r' - ( os.r'-t C ./ 7. /.,,.r' dr : sitr.i'| (' .t 8. tl:r:hr sec,rl+ C or ln Jccrsrl+ C ,f'r^rr f 9.
    [Show full text]