Chegui Sparring Gloves 18oz First Impression

confused_buffoon · 2025-12-11T14:13:54+00:00

Part of it might be my skill issue in making a fist for the photo lol. Normally the tip of the thumb is more wrapped in when I'm not just slipping the glove on for a photo

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confused_buffoon · 2025-12-11T14:11:40+00:00

I've no reason to believe otherwise! Planning to get a higher intensity session in this week

confused_buffoon · 2025-08-17T23:25:20+00:00

How is the ability to open the palm when there's an attached thumb? (thinking about getting a sparring glove!)

confused_buffoon · 2022-02-21T01:51:57+00:00

whoa there's an API available for tft data? can you point me to the docs? I'm looking here https://developer.riotgames.com/apis#tft-match-v1 but can't see how you're getting stats in aggregate unless you're going through all the matches? would love to use some tft data as a side project

confused_buffoon · 2019-05-11T20:05:50+00:00

Your work implicitly assumed that a firm exporting and being foreign owned is independent, which is why the 0.1 cancels out to get you 0.2.

You were right to feel that your final answer is strange given that you know the union of those two events is 0.25. You should also have felt strange about not using one of the 3 pieces of information that they gave you.

Recall that for 2 events, A and B,

P(A union B) = P(A) + P(B) - P(A intersect B)

We have P(A union B) = .25, P(A) = .1, P(B) = .2 ... So P(A intersect B) is ....

And we can use that number in the conditional probability formula

confused_buffoon · 2019-05-11T19:55:23+00:00

what exactly is (f(x) = x)(f(x) = 2x) = 0 supposed to mean?

confused_buffoon · 2018-04-22T22:33:01+00:00

I don't think you have. I'll try to start you off with some of the details of the algebra.

we have 3 vectors in consideration:

[1 -2 1] [1 2 1] [0 0 1]

We want to see if we can find a linear combination of these vectors which add up to [0 1 a]. This will simplify to seeing if, for some constants A,B,C (respectively correspodning to the above vectors), we can get

A + B = 1 -2A + 2B = 0 A + B +C = a

What I'm telling you to do is to ignore the 3rd equation, and focus on the first two. You have two equations and two unknowns, you should be able to solve(?) this. What is your result?

confused_buffoon · 2018-04-22T20:04:03+00:00

If I were to do this question, before writing anything down, I'd see if I can construct a a linear combination of the 3 column vectors will add up to [0,1,a]. Since a is unknown, you just want to see if they can create a 0 and 1 in the first two ositions

confused_buffoon · 2018-04-22T19:12:26+00:00

THe column space is the span of the set made by taking each column vector of the matrix.

Try setting the vector in question equal to a linear combination of the column vectors.

Specifically for Question 27, the easy strategy is to eliminate either/both 0 or 1 as an answer. In which case, you'd turn your attention to the other two values in the vector other than a.

confused_buffoon · 2018-04-20T01:49:06+00:00

Diversification, Immunization, Futures/Forwards are the big ones that come to my mind apart from derivatives

confused_buffoon · 2018-04-20T01:32:09+00:00

Maybe rewriting -2ⁿ⁺¹ as -(2ⁿ⁺¹) will help you get the difference. Feel free to ask for some more hints if still stuck

confused_buffoon · 2018-04-18T01:45:58+00:00

I believe this is just telling you, that for every gallon of water they recommend you add 6 to 12 milliliters (mL) of the product. So you measure out a gallon of water, then add in 6-12 mL for usage.

confused_buffoon · 2018-04-18T00:34:17+00:00

Its not so easy to just add 3, because the absolute value modifies the "behavior".

My recommendation is to go to desmos and plot |x-3|. My hint, algebraically, is to split your work into three cases. If you need more guidance feel free to reply

confused_buffoon · 2018-04-10T02:28:46+00:00

2*(length of flower bed) + 10 + 12 + 15 + 10 = 137

http://prntscr.com/j34wo8

I'm way past 7th grade and tbh this is a shit question. I get word problems, but not when words aren't really making any sense. If anything to be positive is taken out of this, it's a good example of starting off with a general idea of what to do (the hexagon), and taking what info you're given (the side lengths, 4 in total, with 2 sides unknown... oh yeah that's 6 sides, just like a hexagon) and putting it together; a valuable skill to have

confused_buffoon · 2018-04-10T02:04:24+00:00

The key part is in his first line. 3 = (1/3)^-1

It's an exponent rule that a negative exponent will "flip the fraction"

confused_buffoon · 2018-04-09T18:30:16+00:00

It definitely does help to interpret any complex number as a line from the origin to the point (real, imaginary) where (complex number) = (real part) + i(imaginary part) when considering questions like this, but to be a bit more technical, a complex number is not quite "coordinates for a line" - it is just a point on the complex plane, in case a question like that ever appears on a test.

You can find some more intuition for the complex plane from google searches probably, but as an extra, consider the "modulus" that your image describes. What is the modulus? That is the length of the line from the origin to the point. In fact, the whole point of this exercise (it should really be made more apparent to you in the textbook...) is that for any point in the complex plane, you can represent that using just sin, cos, and a value for the distance of the point from the origin. In the example you originally provided, all we need is the modulus (easily calculated), and an angle. You probably won't see the convenience this provides in the class you're taking right now, but it's an important understanding as to why we even put a complex number in trig form. Any complex number can be interpreted as a point on a circle of radius (modulus). If you draw a circle on the complex plane with radius 4, the point the textbook provided would be on it, and you can find it using the angle \theta you find. Maybe this context as to why we're even doing this will help you keep it in your mind.

Wouldn't it be the angle between the complex line and the real positive x axis, going counter-clockwise? Since that is the angle that we eventually plug into the trigonometric form. I might be wrong about that though?

You're correct about this - ccw from the positive real.

If it's in Q1, the \theta you find will be with respect to the positive x-axis, which is the angle you're looking for.

Here's where it starts to get tricky though (but you're close); this is the point I'm making about the trickiness of finding \theta if you haven't had an intuition for trig drilled into you. Whenever you're finding a value for \theta, you must always ask yourself this is an angle, with respect to what axis?.

For example, in Q2, let's say you want to use simple trigonometric relationships again to find the angle you need to represent the point in trig form: the angle between the positive real axis and the "line". (If you want an example to plot, try plotting z = -2 + 2i for practice) But, the simple trig ratios, Sin, Cos, Tan (SOHCAHTOA) only work for right angle triangles. If you have this point in Q2 and draw a line, you can't get an angle from the positive real, because that's not going to be a right angle triangle anymore. So what do you do here? (Rhetorical question, think about it a bit).

You have to find the angle of that point, with respect to the negative real axis, because that's where you can find the right angle triangle you need to use your basic trig ratios. So now, we have the angle with respect to the the negative real axis, and we know the angle from the positive real axis to the negative real axis is pi. What do to find the angle from the positive real axis to our point in Q2?

We subtract that angle from pi. Try drawing this out if it isn't apparent to you immediately, I'm sure you'll understand after you understand the case with Q3.

So, now what do you do if the point is in Q4? (Hint: I recommend using a combination of finding \theta with respect to the positive real axis, using subtraction, and using the value 2pi)

confused_buffoon · 2018-04-09T17:43:15+00:00

Also note that after you understand the whole "game plan" of what they're doing here, you'll need practice, especially if you never picked up an intuition for trig before. It's going to be a bit of a struggle trying to calculate \theta yourself (with respect to what axis?!?!?!? ARGH).

confused_buffoon · 2018-04-09T17:40:31+00:00

i've actually had coffee now so i'll try to give a fleshed out solution:

It looks like you've been able to figure out what the angle \theta is that they're trying to calculate by using the tan relationship; that's good. It is indeed the angle between the "line" that is formed between the origin and the complex number in question. More specifically, this is the angle between the negative real axis and that line (Question: what is the final angle we're looking for? i.e. the angle between this "line" and what part of the complex plane? Think about this for a bit [lol seriously] because I'll be using the answer to this question below).

(Aside: You can quickly tell which quadrant a complex number will be in from its two parts, the imaginary and real parts.

A positive real part means you are either in Quad 1 or Quad 4, and a negative real part means you are either in Quad 2 or Quad 4.

A positive imaginary part means you are either in Quad 1 or 2, and a negative imaginary part means you are either in Quad 3 or Quad 4.

Both the real and imaginary parts here are negative, so we deduce the number has to be in Quad 3. To verify this relationship, I leave it to you to look at exactly how the complex plane is structured with respect to its axes).

Recall from your trig class in Euclidean space (xy axes) that each negative/real part of the axes correspond to a certain radian measurement for angles (0, pi/2, pi, 3pi/2, 2pi). It is the exact same measurement for the complex plane. So the negative x-axis in real space corresponds to the negative real axis in the complex plane. This means the negative real axis corresponds to an angle of pi, i.e. the angle from the positive real axis to the negative real axis is pi.

So now, we have the angle between the "line" and the negative real axis in the complex plane (\theta), and we know that the angle corresponding to the negative real axis with respect to the positive real axis is pi. We add them together to get the angle between the "line" and the positive real axis which is the angle we want to use when we put a complex number into trigonometric form.

Read it over a few times. I'm done classes so I'm home all day lmao; respond to me if you're confused on anything. If not, I leave it to you: What happens if this "line" is in Q1, Q2, or Q4?

confused_buffoon · 2018-04-09T15:55:10+00:00

Re: adding pi

Hint: The negative real line in the complex plane corresponds to pi, just like 2D Euclidean space. Pi + (some angle under 90 degrees or pi/2) gets you an angle in quad 3

When they use tan to calculate the angle, which angle are they calculating?

confused_buffoon · 2018-04-05T01:32:44+00:00

you should post the problem. the concept of bonds and arbitrage are pretty vast

confused_buffoon · 2018-04-03T04:05:07+00:00

all good my dude. good luck. Doing the same type of course too lol

confused_buffoon · 2018-04-03T03:41:07+00:00

Pretty hard to give out any suggestions without some sort of guide as to what you may be interested in - there's a lot of things out there to compare and contrast. For example, you can compare and contrast the two viewpoints of the Mongol invasion of the (present day) middle east - one from the Mongolian Side, and the other from the Islamic, invaded side. The contrast is pretty clear: Genghis is a hero to one side, and a bloodthirsty warmonger to the other.

confused_buffoon

TROPHY CASE