If not define a procedure

just pass day(hello(a,b), c)

as parameter how to get hello , this function name and day this function name

Hello everybody,

i'm searching for a data-structure similar to the C++ std::unordered_map, so that the access time is konstant O(1) and no matter about the order. What access time does a table() in Maple have, it seems to be not O(1).

If algebra use factorise method,

Which method do maple use to dsolve differential equation?

I am trying to perform the following integral:

Which spits the integral back out at me.

I've also tried

Which, again, spits the integral back out at me.

My last attempt was this

Which... Still spit back out the integral.

Is there something special I should be doing for functions I'm integrating with a natural log? I need to get an exact value for this, not an approximation (because I am trying to check the accuracy of an approximation with this!).

Thanks!

Hi

How call each column of matrix by loop?

Hello there, my first time posting in this forum and using Maple, so sorry if I make some mistakes.

I'm trying to read a wav audio file, but there's this weird error that I can't understand : 

with(AudioTools);

[Audio, Clip, Convolution, Create, Duration, Extract, FormatFromName, Formats, Modulate, Normalize, Play, Preview, Read, Record, Resample, Scale, ToMono, ToStereo, Write]


audio := Read("C:\\Users\\Simon\\Desktop\\Test\\440.wav");

Error, (in readbytes) WAVE Error: unexpected end of file

Do you know what it can mean ? I'm sure it's a wave file, so I don't really get it

hi,

i'am beginers in  the maple programmation, i want to solve the einstien equation in the spherical coordinate,

Dear All,

I am working on ODEs and have obtained the plot for "variable vs time". I would like to know if it is possible and how to analyze those data in the frequency domain.ODEs.mw

Thank you.

Very kind wishes,

Wang Zhe

When Maple 2017?. Are there anybody about the new features of this version?. I,m waiting for a special project.

Hello,

I am working with numerical function with two indices, such as f[i,j], where i,j run over 1 to N, where N is n integer number.

The resluts stored in vector colummn for each value of j. i.e.

for each j=1,     G1:=Vector[column](N,i-->f(i,1))

for each j=2,     G2:=Vector[column](N,i-->f(i,2))

and so on.

The procedure is working for the first value j=1.

for the second value the following message appear

{--> enter Terminate, args = 
{--> enter Terminate, args = 
<-- exit Terminate (now in Terminate) = }
<-- exit Terminate (now at top level) = }
 

 Update

We have moved to the next phase Commitment. Come and join us.

I have a nested for loop that iterates through a range of values for x and y coordinates to create a 3d surface for illustration of my research. after the x loop there is a y loop, and inside of that y loop is a series of commands to find some eigenvalues of a matrix (which become the z coordinates) and sort them into already open files. This isn't bad when the precision i require is more than .02, but some of my matrices require up to 0.005 or less. The latter precision costs hours of computation time on just one processor. However my laptop has an i7, so I want to see if i can get the for loop to send its next iteration to the next processor in line while it has the previous ones still calculating. Have any tips?

Ilias Kotsireas is a Professor and Director of the CARGO lab at Wilfrid Laurier University, in Waterloo Ontario.

Throughout my career as a teacher, I’ve had the opportunity to work with students from around the globe. I’ve been able to work with students in other countries, immersing myself in their culture and learning environment. This has allowed me to experience the differences in educational delivery first hand, and to assess how education is viewed in other parts of the world.

On more than one occasion, I’ve visited the city of Guangzhou, China, to teach summer and winter school courses, beginning in 2007 and most recently in 2015 and 2016. During this time, I have witnessed tremendous growth in the development of Chinese Universities, as well as Chinese culture as a whole.  For example, the two largest supercomputers in the world - according to the website www.top500.org  - are located in China.  Another indication of the scale of this extraordinary growth is the fact that China currently has more than 2,000 universities, government research facilities and laboratories.  Furthermore, China Central Television (CCTV) programs report that China is planning the creation of an additional 10 mega-cities, each comparable in size to Shanghai.

Ilias Kotserias stands with students and fellow professors at South China Normal University (SCNU) in Guangzhou, China.

Summer and winter school courses in China are incredibly intensive. Such courses can run for one or two weeks and include two lectures per day, one on the morning and one in the afternoon. A tremendous amount of material must be covered in a short amount of time to accommodate the entire course.

Overall, my experiences have shown that students in China are very enthusiastic about education. They are heavily engaged with the learning materials and often spend time with professors at the conclusion of a lecture to converse and ask questions about what they have just learned. Class sizes are significantly smaller and there is a lot of one-on-one time with students. Students in China take their studies very seriously; they are very focused and motivated to do well in their studies, and they bring a great deal of knowledge and curiosity to the classroom.  Professors cannot gloss over material or deliver a scripted lecture. Students hold professors accountable, and expect them to be knowledgeable and have a strong understanding of the material. They have a strong desire to learn and gain experiences and relevant skills that they can carry forward with them in their educational and professional careers.

Maplesoft graciously offered short term licenses to my students in China, so they could use Maple in the mathematics courses I was teaching. Using Maple allowed me to continue using an experimental approach to teaching that I use for my students back home in Canada.  This approach encourages students to start with simple experimentation that may also contain visual components, develop a plausible conjecture and subsequently attempt to solve it step by step.  This promotes a “learn by doing” paradigm that promotes active learning and helps students better understand key mathematical concepts. In a delightful episode, one Chinese student told me “I don’t understand your English accent,” but in teaching with Maple there are no accents I need to worry about!  Chinese students are inquisitive, respectful and conscientious; it is an absolutely gratifying experience working with them. 

I was first introduced to Maple when I was completing my Masters and Ph.D in France in the late 1990s. When I began teaching in 2001, I introduced Maple into my classrooms to improve my students’ ability to learn the materials, understand difficult concepts, and to create more sustainable engagement with them. Initially, it took some work to convince them to use Maple, as it was not among the conventional learning methods they were used to. Eventually students came to embrace Maple as a learning tool and I was able to use visual and interactive examples to engage them. With Maple, experimentation is at your fingertips and it allows me to incorporate an example-driven learning experience for my students.

It was a valuable experience to work with students from another culture and be able to engage them using the same method I use to engage my students back home. Maple is not only a powerful and convenient teaching tool, but it can also assist in bridging cultural gaps and creating a learning experience that is uniform across the globe.

I have to crypt and decrypt with vigenere.

(procedures need lists)

"In a Caesar cipher, each letter of the alphabet is shifted along some number of places; for example, in a Caesar cipher of shift 3, A would become D, B would become E, Y would become B and so on. The Vigenère cipher consists of several Caesar ciphers in sequence with different shift values.

To encrypt, a table of alphabets can be used, termed a tabula recta, Vigenère square, or Vigenère table. It consists of the alphabet written out 26 times in different rows, each alphabet shifted cyclically to the left compared to the previous alphabet, corresponding to the 26 possible Caesar ciphers. At different points in the encryption process, the cipher uses a different alphabet from one of the rows. The alphabet used at each point depends on a repeating keyword.[citation needed]

For example, suppose that the plaintext to be encrypted is:

ATTACKATDAWN
The person sending the message chooses a keyword and repeats it until it matches the length of the plaintext, for example, the keyword "LEMON":

LEMON
Each row starts with a key letter. The remainder of the row holds the letters A to Z (in shifted order). Although there are 26 key rows shown, you will only use as many keys (different alphabets) as there are unique letters in the key string, here just 5 keys, {L, E, M, O, N}. For successive letters of the message, we are going to take successive letters of the key string, and encipher each message letter using its corresponding key row. Choose the next letter of the key, go along that row to find the column heading that matches the message character; the letter at the intersection of [key-row, msg-col] is the enciphered letter.

For example, the first letter of the plaintext, A, is paired with L, the first letter of the key. So use row L and column A of the Vigenère square, namely L. Similarly, for the second letter of the plaintext, the second letter of the key is used; the letter at row E and column T is X. The rest of the plaintext is enciphered in a similar fashion:

Plaintext:	ATTACKATDAWN
Key:	LEMON
Ciphertext:	LXFOPVEFRNHR
Decryption is performed by going to the row in the table corresponding to the key, finding the position of the ciphertext letter in this row, and then using the column's label as the plaintext. For example, in row L (from LEMON), the ciphertext L appears in column A, which is the first plaintext letter. Next we go to row E (from LEMON), locate the ciphertext X which is found in column T, thus T is the second plaintext letter."

I think that it can be done with a for loop but I do not know where to start.

Thanks in advance!

My professor insists for a homework problem that we write down a number answer to this one problem which boils down to...

I'm aware that's incredibly small. So much so that when trying to get a value to display using the command

at its max, it's still 0.00000000000000..0 as an answer.

I might just give up and write down the exponential form. But I was just curious if there is a way to get a number in scientific notation.