Difference between revisions of "Linear combination 01"
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I frequently add to our conversations involving the concept of a basis set, or a linear combination of basis functions to describe just about any situation. As a faculty member, my job “wavefunction” includes teaching, scholarship/research, and service. To students, teaching is a clear job function; research in the sciences should also be a clear job function; service is less well defined, but most of you have involvement in running student organizations and this is not too different from a faculty member who serves on, for example, the “curriculum” or “personnel” committee. Mathematically; | I frequently add to our conversations involving the concept of a basis set, or a linear combination of basis functions to describe just about any situation. As a faculty member, my job “wavefunction” includes teaching, scholarship/research, and service. To students, teaching is a clear job function; research in the sciences should also be a clear job function; service is less well defined, but most of you have involvement in running student organizations and this is not too different from a faculty member who serves on, for example, the “curriculum” or “personnel” committee. Mathematically; | ||
| − | [[File:Teach res ser lc.png| | + | [[File:Teach res ser lc.png|600px|thumb|center|]] |
Revision as of 13:46, 2 May 2016
I frequently add to our conversations involving the concept of a basis set, or a linear combination of basis functions to describe just about any situation. As a faculty member, my job “wavefunction” includes teaching, scholarship/research, and service. To students, teaching is a clear job function; research in the sciences should also be a clear job function; service is less well defined, but most of you have involvement in running student organizations and this is not too different from a faculty member who serves on, for example, the “curriculum” or “personnel” committee. Mathematically;
