Applications of a Fundamental Mathematical Equation to Ocular Refraction and Ophthalmic Lenses

1924 ◽  
Vol 7 (8) ◽  
pp. 597-602
Author(s):  
Charles Sheard
2012 ◽  
Vol 74 (2) ◽  
pp. 46
Author(s):  
Estefania Chriqui ◽  
Nathalie Champoux ◽  
Hélène Kergoat

Visual acuity is an important measurement taken during an eye exam for checking an individual’s ability to see properly and to guide the adjusting of ocular refraction. It is a routine test usually done in a few minutes and with no particularly difficulty. However, this measurement can be more difficult to do in seniors with cognition or communication disabilities. For example, this may be true for a senior with dementia or suffering from aphasia following a stroke. The purpose of this article is to present certain aspects of population aging, data connected with institutionalization of seniors, various conditions that are more prevalent with age, as well as specific factors demonstrating the importance of optimizing vision in seniors. Lastly, this article will provide an overview of various scales available for measuring visual acuity.


1978 ◽  
Vol 171 (3) ◽  
pp. 513-517 ◽  
Author(s):  
K J Ellis ◽  
R G Duggleby

In many problems of data analysis it is necessary to fit the data to a mathematical equation. Random errors of measurement will be responsible for deviations between the data and the equation, but superimposed on this there may be deviations that result from the equation being an inadequate description of the system from which the data were obtained. Plots of the residual (i.e. the difference between the experimental and calculated values of the dependent variable) against each of the experimental variables have been previously used to detect a misfit between the data and the equation. In the present paper, we show that the shape of the residual plots may be used as a guide in choosing a more appropriate equation. In addition, residual plots give useful information on the error structure of the data, and hence the weighting factors that should be used in the analysis.


2018 ◽  
Vol 10 (6) ◽  
pp. 24 ◽  
Author(s):  
Andrew Worsley ◽  
J.F. Peters

The electron magnetic moment anomaly is conventionally derived from the fine structure constant using a complex formula requiring over 13,000 evaluations. However, the charge of the electron is an important parameter of the Standard Model and could provide an enhanced basis for the derivation of the electron magnetic moment anomaly. This paper uses a geometric model to reformulate the equation for the electron’s charge, this is then used to determine a more accurate value for the electron magnetic moment anomaly from first geometric principles. This enhanced derivation uses a single evaluation, using a concise mathematical equation based on the natural log e^pi. This geometric model will lead to further work to theoretically improve the understanding of the electron.


1969 ◽  
Vol 37 (4) ◽  
pp. 249-264
Author(s):  
Bernardo G. Capó ◽  
George Samuels

Although much work has been done on the relation between the composition of a plant and its yield, very little specific information exists about the quantitative relationship between plant yields and plant composition. Using data from hegari sorghum grown at various nutrient levels on leading Puerto Rican soils, a general mathematical equation was established relating the sorghum yield to its nutrient composition.


2016 ◽  
Vol 16 (1) ◽  
pp. 1 ◽  
Author(s):  
Daniel Xerri

<p>This article considers the influence that assessment exerts on poetry education. By means of research conducted in a post-16 educational context in Malta, it shows that teachers’ and students’ practices in the poetry lesson are determined by the kind of examinations that candidates sit for. When the mode of assessment is constituted solely by the traditional essay test that excludes students’ personal response, their engagement with poetry might be impaired and teachers’ role becomes highly pronounced. The article demonstrates how assessment plays a key role in governing teachers’ and students’ practices in the classroom. However, it is also argued that other factors are equally responsible for their approach to poetry.</p>


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