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In mathematics, the logarithm is the inverse function to exponentiation. That means that the logarithm of a number x to the base b is the exponent to which b must be raised to produce x. For example, since 1000 = 103, the logarithm base of 1000 is 3, or log10 (1000) = 3.
The history of logarithms is the story of a correspondence (in modern terms, a group isomorphism) between multiplication on the positive real numbers and addition on the real number line that was formalized in seventeenth century Europe and was widely used to simplify calculation until the advent of the digital computer.
Definitions. The super-logarithm, written is defined implicitly by. and. This definition implies that the super-logarithm can only have integer outputs, and that it is only defined for inputs of the form and so on. In order to extend the domain of the super-logarithm from this sparse set to the real numbers, several approaches have been pursued.
The decimal value of the natural logarithm of 2 (sequence A002162 in the OEIS ) is approximately. The logarithm of 2 in other bases is obtained with the formula. The common logarithm in particular is ( OEIS : A007524 ) The inverse of this number is the binary logarithm of 10: ( OEIS : A020862 ). By the Lindemann–Weierstrass theorem, the ...
Logarithmically concave function. In convex analysis, a non-negative function f : Rn → R+ is logarithmically concave (or log-concave for short) if its domain is a convex set, and if it satisfies the inequality. for all x,y ∈ dom f and 0 < θ < 1. If f is strictly positive, this is equivalent to saying that the logarithm of the function, log ...
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- But because the representations of E and F with p = 5 have exactly the same structure, and we know that ρ(F, 5) is modular, ρ(E, 5) must be modular as well. 8.3 Therefore, if ρ(E, 3) is reducible, we have proved that ρ(E, 5) will always be modular. But if ρ(E, 5) is modular, then the modularity lifting theorem shows that E itself is modular.
It was first published in 1908, and went through many editions. It was intended to help reform mathematics teaching in the UK, and more specifically in the University of Cambridge, and in schools preparing pupils to study mathematics at Cambridge. As such, it was aimed directly at "scholarship level" students – the top 10% to 20% by ability.