I noticed Mapleprime have entries of users who clearly create an account just to put a bad website URL in there and they are just spam.

Why do not the moderators of Mapleprime purge these out? Mapleprime is full of these spam marketing users.   Here are just few I found in few clicks

http://www.mapleprimes.com/users/Frenettees8d
http://www.mapleprimes.com/users/Ingegneriaq7r
http://www.mapleprimes.com/users/Inabinetaq6s
http://www.mapleprimes.com/users/Bruggemanse5l
http://www.mapleprimes.com/users/vito5854
http://www.mapleprimes.com/users/deblogepa
http://www.mapleprimes.com/users/organicjunk80

There are hundereds of these spam URLS in there. They make an account, only to add their infected web site URL there so if someone clicks on it they get virus.

Moderators of mapleprime should do better job and remove these cleary spam entries from Mapleprime.

The is and coulditbe commands of Maple are known to be buggy.
Here are some math inventions done by these commands in Maple 2016.2.

restart; assume(x::real, y::real);
is(exp(x+I*y) <> 0);
                             false
coulditbe(exp(x+I*y) = 0);
                              true
coulditbe(exp(x+I*y) = infinity);
                              true
coulditbe((x+I*y)^2 = infinity);
                              true

It should be noticed that

is((-infinity)::real);
                             false

though

exp(-infinity+0*I);
                               0

The latter means

limit(exp(x),x=-infinity);
                                   0

, no more and no less.

This worksheet is designed to develop engineering exercises with Maple applications. You should know the theory before using these applications. It is designed to solve problems faster. I hope you use something that is fully developed with embedded components.

In Spanish

Vector_Force.mw

Vector_Force_updated.mw

Lenin Araujo Castillo

Ambassador Of Maple

I am very pleased to announce a new user community centered around Maplesoft's online testing and assessment and courseware products. The new site is specifically for instructors and administrators currently using Maple T.A. or Möbius. This community of users are a small, specialised group who we want to bring together so they can share ideas and best practices. To find the community, go to either mapletacommunity.com or mobiuscommunity.com.

"The Maple T.A. Community has grown organically to support new developers as they pool their knowledge and queries. This has resulted in a fluid searchable structure, with answers available for all levels of question - from beginner to pushing the frontiers of what Maple T.A. has been designed to do. Our summer student interns rely on the Community as they become proficient in their question writing skills - and many have become contributors as they realise that they are in a position to teach others. Opening it out more broadly will be great in sharing good practice on a 'need to know now' basis.”

----Professor Nicola Wilkin, University of Birmingham

What content is in the community?

The community has many posts from active Maple T.A. and Möbius users from beginners to advanced users. The site is broken down into categories like 'Best Practices' - longer form posts that cover a broader concept in more detail and 'Quick Code snippets' that are small piece of code that you can drop straight into your question algorithms.

Much of the content is openly available and can be found by google, however there is additional content that can only be accessed by members of the community, such as the Maple T.A. school material which teaches you how to author content in Maple T.A. and Möbius.

Who runs the community

The community is jointly run by users based at the University of Birmingham, TU Wien, The University of Turin and TU Delft.

How does this fit into Mapleprimes?

It began as an offshoot of a private, internal customer forum. As this community grows, the ultimate goal is to eventually roll it into MaplePrimes proper. But this alternative site gave us the quickest way to get up and running. Maple T.A. and Möbius questions and posts are still welcome on MaplePrimes, and will continue to be monitored by Maplesoft.

How do I access the community?

You can find the community by going to either mapletacommunity.com or mobiuscommunity.com.

Where else can I get support for Maple T.A. and Mobiüs?

Official support for Maple T.A. and Möbius is provided by the wonderful Customer Success Team at Maplesoft. You can contact them at help@maplesoft.com. For other contact methods see www.maplesoft.com/support/.

I am pleased to announce the public release of Möbius, the online courseware environment that focuses on science, technology, engineering, and mathematics education. After months of extensive pilot testing at select leading academic institutions around the world, Möbius is now available to everyone for your online learning needs.

We are very excited about Möbius. As you can imagine, many of us here at Maplesoft have backgrounds in STEM fields, and we are truly excited to be working on a project that gives students a hands-on approach to learning math-based content.  You can’t learn math (or science, or engineering, or …) just by reading about it or listening to someone talk about it. You have to do it, and that’s what Möbius lets students do, online, with instant feedback.  Not only can students explore concepts interactively, but they can find out immediately what they’ve understood and what they haven’t - not a few hours after the lecture as they are reviewing their notes, not two weeks later when they get their assignments back, but while they are in the middle of learning the lesson.

During its pilot phase, Möbius was used by multiple institutions around the world for a variety of projects, such as preparing students in advance for their first year math and engineering courses, and for complete online courses.  Over one hundred thousand students have already used Möbius, and the experiences of these students and their instructors has fed back into the development process, resulting in this public release.  You can read about the experiences of the University of Waterloo, the University of Birmingham, and the Perimeter Institute for Theoretical Physics on our web site.

We are also happy to announce that Maplesoft has partnered with the University of Waterloo, one of the largest institutions in the world for STEM education, to provide institutions and professors with rich online courses and materials that enable students to learn by doing.  These Möbius courses are created by experts at the University of Waterloo for use by their own students and for their outreach programs, and will be made available to other Möbius users.  Course materials range from late high school to the graduate level, with initial offerings available soon and many more to follow.

Visit the Möbius section of our web site for lots more information, including videos, whitepapers, case studies, and upcoming user summits.

Let us consider 

sol := pdsolve({diff(u(x, t), t)-(diff(v(x, t), x))+u(x, t)+v(x, t) = (1+t)*x+(x-1)*t^2, diff(v(x, t), t)-(diff(u(x, t), x))+u(x, t)+v(x, t) = (1+t)*x*t+(2*x-1)*t}, {u(0, t) = 0, u(x, 0) = 0, v(0, t) = 0, v(x, 0) = 0}, time = t, numeric, timestep = 0.1e-1, spacestep = 0.1e-1, range = 0 .. 1); 
sol:-plot3d(v(x, t), x = 0 .. 1, t = 0 .. 1);

A nice plot similar to the one produced by Mma (see the  attached pdf file pdesystem.pdf) is expected. 
The exact solutions u(x,t)=x*t,v(x,t)=x*t^2 are known

pdetest({u(x, t) = x*t, v(x, t) = x*t^2}, {diff(u(x, t), t)-(diff(v(x, t), x))+u(x, t)+v(x, t) =
(1+t)*x+(x-1)*t^2, diff(v(x, t), t)-(diff(u(x, t), x))+u(x, t)+v(x, t) = (1+t)*x*t+(2*x-1)*t});
                              {0}

But the wrong result

               module() ... end module         
Error, (in pdsolve/numeric/plot3d) unable to compute solution for t>HFloat(0.26000000000000006):
solution becomes undefined, problem may be ill posed or method may be ill suited to solution

is obtained. Also 

sol:-plot3d(v(x, t), x = 0 .. 1, t = 0 ..0.1);

The plot 

sol:-plot3d(v(x, t), x = 0 .. .5, t = 0 .. .1);

is not better.

Hi everybody,

The Collatz conjecture can be used to give students a taste of a topic in Number Theory.  See the Wikipedia article for a good explaination.

https://en.wikipedia.org/wiki/Collatz_conjecture

Also, a conjecture is something that is probrably true.  Enjoy my little Maple procedure.  (in .mw and .pdf forms)

Collatz_third_time.mw

Collatz_third_time.pdf

Comments are appreciated.

Matt

Here is a problem from SEEMOUS 2017 (South Eastern European Mathematical Olympiad for University Students)
which Maple can solve (with a little help).

For k a fixed nonnegative integer, compute:

Sum( binomial(i,k) * ( exp(1) - Sum(1/j!, j=0..i) ), i=k..infinity );

(It is the last one, theoretically the most difficult.)

Application that allows us to measure the reliability of a group of data through a row and columns called cronbach alpha at the same time to measure the correlation of items through the pearson correlation of even and odd items. It can run on maple 18 to maple 2017. This will be useful when we are developing a thesis in the statistical part.

In Spanish

StatisticsSocialCronbachPearson.zip

Lenin Araujo Castillo

Ambassador of Maple

Let us consider the help to RectangleWindow SignalProcessing-RectangleWindow.pdf SignalProcessing-RectangleWindow.mw.
Let us execute the example, taking N:=4 (in order to display the outputs).

with(SignalProcessing):
N := 4;
a := GenerateUniform(N, -1, 1);
         Matrix(1, 4, [[.396167882718146, -.826878267806025, -0.908376742154361e-2, .324899681378156]])         
RectangleWindow(a);
         Vector[row](4, [.396167882718146, -.826878267806025, -0.908376742154361e-2, .324899681378156])      
c := Array(1 .. N, 'datatype' = 'float'[8], 'order' = 'C_order'):
RectangleWindow(Array(1 .. N, 'fill' = 1, 'datatype' = 'float'[8], 'order' = 'C_order'), 'container' = c);
              Vector[row](4, [1., 1., 1., 1.])
u := `~`[log](FFT(c)):
plots:-display(Array([plots:-listplot(Re(u)), plots:-listplot(Im(u))]));

We see an uncommented code which (intentionally or unintentionally) produces two empty plots.
The questions arise:

• What is the aim of the RectangleWindow command which does nothing 
  but the conversion of a Matrix(1,N,...) /Array(1..N,...) to a Vector[row](N,...)? 
• Could such help be called friendly to Maple users?

There are many questions to Maplesoft and there are no answers from them: strategic silence.
RectangleWindow.mw

Here's a little procedure to fish out data from the Simbad database.  Some star names may not work if the page Simbad brings up is not completely filled, but it should work for most queries.

Download star_database_-_simbad.mw

I found this http://www.atlasoftheuniverse.com/50lys.html and wondered how to do it in Maple. With a bit of data file editing I came up with this.  All stars within 50 light years that are visible to the naked eye.

The modified data file and the maple worksheet below

stars3.txt

Download Stars50LY.mw

 Update

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

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.