art problem solving olympiad resources

About the Art of Problem Solving Initiative

Founded in 2004, the Art of Problem Solving Initiative, Inc. was created by people who love math and love teaching to help students access the study of advanced mathematics.

The Initiative began by running the USA Mathematical Talent Search , a nationwide math contest sponsored by the National Security Agency which continues to run to this day. In each round, this contest gives students a full month to work on five challenging proof-based problems. Students then get individual feedback on their work, including comments on their mathematical reasoning and on their proof-writing skills. By taking away the usual time pressures seen in many math contests, students have the opportunity to go more deeply and to explore.

For many years, the Initiative also ran the Local Programs Initiative which provided fiscal sponsorship to math circles and clubs across the country.

Now, the main project of the Initiative is Bridge to Enter Advanced Mathematics (BEAM) , a project to help underserved students find a realistic pathway towards becoming scientists, mathematicians, engineers, and programmers. During the summer after 7th grade, students are invited to participate in a free three-week residential program on a college campus where they gain the academic and social/emotional preparation to succeed in future programs for advanced study. They then receive academic advising throughout 8th grade and high school to help them and their families find the best opportunities for their educations.

The Art of Problem Solving Initiative receives support from Art of Problem Solving (AoPS) , which develops resources for high-performing middle and high school students including the largest online community of avid math students in the English-speaking world. The AoPS online school has trained many winners of major national mathematics competitions, including several gold medalists at the International Math Olympiad, Davidson Fellows, and winners of the Intel and Siemens Talent Search competitions.

The Art of Problem Solving Initiative is a 501(c)(3) charitable organization. It continues to be led by expert mathematicians and educators to this day. Please consider joining our contributors by donating to support advanced math education.

Financial Information

The Art of Problem Solving Initiative, Inc. makes its financial statements available for public inspection in the interest of greater transparency. Please see below to learn more about the organization.

• Tax return (Form 990)
• Audited financial statements
• Tax return (Form 990) (Note that due to a change in fiscal year these cover a shortened period.)

Art of Problem Solving

Art of Problem Solving textbooks have been used by outstanding students since 1993. The AoPS website launched in 2003, and its online community now has over 300,000 members. Many of the winners of each year’s International Math Olympiad use the AoPS site as a primary training resource. The AoPS online school has over 15,000 enrollments annually in courses specifically designed for high-performing math students. Most of the winners of major American national math competitions are AoPS alumni, and thousands of our alumni enroll in top universities each year.

With AoPS Academy, Art of Problem Solving brings its curriculum and pedagogical techniques to the classroom.

FESTIVAL EVENT(S):

2019 festival.

2019 Festival Make or Take Spiral

Hall D and Hallways of Level 2, Walter E. Washington Convention Center

2019 Festival: The Art of Problem Solving

Learning Resources

Global Olympiads Academy team is on the look out for best learning resources available on the web form the children.

Some of our recommendations are

Singapore Math Source

Singapore Math Resource is great website based out of the United States where two passionate educators Cassandra Turner and Beth Curran have put together a repository of resources for learning and teaching Singapore Math. What is Singapore Math? There is nothing Singaporean about Singapore Math but it is way of teaching Mathematics fundamentals to primary kids in a way which is more effective for deeper understanding and retention. The approach is called CPA approach where kindergarten age-group students are introduced to Math with the use of concrete ( C ) objects first as models for counting, shapes etc. Then the relational aspects (application) of Mathematics and numbers with real life situations (word problems etc.) are taught using Pictorial (P) or Visual methods like the famous Singapore Math Bar Model and finally primary students are graduated to learn advanced school level concepts like Algebra etc. which is the Abstract (A) way of handling Math, expressions and equations. This gradual transition of teaching and learning way from Concrete (C) to Pictorial to Abstract is very smooth and more apt for kids interest and understanding.

This website is about understanding what is Singapore Math? How it is different and how it can help children develop better critical thinking skills. This website has got various resources related to Singapore Math can be very useful for parents and teachers who want to explore the Singapore Way of teaching Math specially to Primary Kids.

Keep visiting this section or Bookmark it for new and interesting learning resources.

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I was born and raised in a working-class city, Elektrostal, Moscow region. I received a higher education in television in Moscow. I studied to be a documentary photographer. My vision of the aesthetics of the frame was significantly influenced by the aesthetics of my city – the endless forests and swamps of the Moscow region with endless factories, typical architecture and a meagre color palette. In this harsh world, people live and work, raise children, grow geranium, throw parties and live trouble, run a ski cross. They are the main characters of my photo projects.

I study a person in a variety of circumstances. We blog with friends with stories of such people. We are citizen journalists. In my works, I touch upon the topics of homelessness, people’s attitude to their bodies, sexual objectification, women’s work, alienation and living conditions of different people. The opportunity to communicate with my characters gives me a sense of belonging and modernity of life.

My photos create the effect of presence, invisible observation of people. I don’t interfere with what’s going on, I’m taking the place of an outside observer. I’m a participant in exhibitions in Rome (Loosenart Gallery), Collaborated with the Russian Geographical Community.

30 Under 30 Women Photographers 2021

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• --> --> Allan Sekula: Fish Story Aug 24, 2023 – Jun 21, 2024 Walker Art Center Minneapolis, USA Photographer, theorist, and critic Allan Sekula (US, 1951–2013) is known for photographs and essays that blend researched, descriptive realism with emotionally impactful narrative. His photography actively engages ideas around labor, capitalism, and Marxist theory, providing complex and poignant critiques about social reality. (more…) Show Post >
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• --> --> The Second Glance: Women Oct 31, 2021 – Extended Bode-Museum Berlin, Germany Women is the second integrated exhibition in the series The Second Glance , and was produced in collaboration with the organisation Frauentreff Olga, a drop-in and counselling centre for drug-using women, trans women, and sex workers. The show analyses the traditional gender roles and challenges the functions ascribed to women in society (more…) Show Post >
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MIL-OSI Russian Economy News: 3D Technology Olympiad: Preparing Future Leaders

MIL OSI Translation. Region: Russian Federation –

Source: Peter the Great St Petersburg Polytechnic University – Peter the Great St. Petersburg Polytechnic University –

The Polytechnic University hosted a practical conference for teaching staff “All-Russian Olympiad in 3D technologies: engineering education in solving problems of personnel shortages in the high-tech industry” and the final stage of the IX All-Russian Olympiad in 3D technologies. The event was organized by the Association for the Implementation of Innovations in the Field of 3D Education with the support of the Advanced Engineering School of St. Petersburg Polytechnic University “Digital Engineering” and the Russian State Pedagogical University named after. A. I. Herzen.

More than 260 schoolchildren in grades 5-11 from 32 regions of Russia took part in the IX All-Russian Olympiad in 3D technologies. Teams that won the regional stages of the Olympiad in traditional areas were invited to participate in the competition: “Digital technologies in creative industries. 3D-ART: Volumetric drawing”, “3D modeling and prototyping” and new – “Industrial design”.

Over the course of two competition days, participants solved the most complex engineering and creative problems using advanced digital technologies for design, modeling and creation of three-dimensional objects. To achieve success, they needed to demonstrate their engineering, inventive, design, entrepreneurial and creative competencies.

Winners of the IX All-Russian Olympiad in 3D technologies in the main categories

“Industrial design, grades 9-11”

I place – Artem Malyuga and Matvey Surkov, Center for Technical Creativity of the Kirov Region. Team leader – Olga Georgievna Mamaeva II place – Timur Snegirev and Fedor Torutanov, Ramenskaya secondary school No. 9, Moscow region. Team leader – Kuznetsov Vladimir Nikolaevich III place – Kuznetsova Elizaveta and Bezborodova Yulia, secondary school No. 215 Constellation, Yekaterinburg. Team leader – Cherkashina Alla Sergeevna

“3D modeling, grades 5–6”

I place – Kira Mamentyeva and Arina Zinina, Center for the Development of Creativity of Children and Youth, Gelendzhik. Team leader – Ambulance Alexandra Vladimirovna 2nd place – Dautov Shamil and Sherstnev Kirill, Station for Young Technicians, Norilsk. Team leader – Dautova Ilsia Renatovna III place – Mukhin Denis and Sakharov Alexander, Youth Center Unity, Vologda region. Team leader – Dmitry Vitalievich Karkov

“3D modeling, grades 7-8”

I place – Nikita Chegerev and Dmitry Ryabov, secondary school No. 9, Elektrostal, Moscow region. Team leader Mikhail Nikolaevich Lepilov II place – Vladislav Dmitriev and Tikhon Shestakov, Lodeynopolskaya secondary school No. 2, Leningrad region. Team leader – Dmitriev Vladimir Gennadievich III place – Kardashin Alexey and Toropov Timofey, gymnasium No. 144, Yekaterinburg. Team leader – Nikiforov Dmitry Vladimirovich

“3D modeling, grades 9–11”

I place – Konstantin Golubev and Mark Kremlev, Computer Center in Luga, Leningrad region. Team leader – Sergey Viktorovich Golubev 2nd place – Arina Ushakova and Oleg Zaitsev, Center for the Development of Creativity of Children and Youth in Gelendzhik. Team leader – Ambulance Alexandra Vladimirovna III place – Nikita Spivakov, secondary school No. 61 named after. P. A. Mikhina, Kursk and Vladimir Ishkin, student of the Regional Center for Identification and Support of Gifted Children “Success”. Team leader – Yakina Irina Aleksandrovna

“Digital technologies in creative industries. 3D-ART. Volumetric drawing, grades 5-6″

I place – Urianskaya Maria, secondary school No. 1, Moscow region, Elektrostal and Frolova Vera, Lyceum No. 14, Elektrostal, Moscow region. Team leader – Larisa Yuryevna Gurova, 2nd place – Kira Mamleeva and Maria Semonenko, Rylskaya secondary school No. 4, Rylsk, Kursk region. Team leader – Natalya Aleksandrovna Mamleeva III place – Polina Kovalenko and Sadirdin Askaraliev, secondary school No. 43, Murmansk. Team leader – Popova Svetlana Vladimirovna

“Digital technologies in creative industries. 3D-ART. Three-dimensional drawing, grades 7-8″

I place – Karina Krivolapova and Victoria Boldyreva, Regional Center for Identification and Support of Gifted Children “Success”, Kursk region. Team leader – Svetlana Vladimirovna Evstratova, 2nd place – Sofya Yoltysheva and Karina Krasilnikova, Children and Youth Center “Impulse”, Frolovskaya Secondary School “Navigator”, Perm Territory. Team leader – Shulyatiev Andrey Fedorovich III place Novik Lyubov and Vishnyakov Grigory, Creative studio 3 D-Class Sakhalin region. The team leader is Anna Nikolaevna Novik. Pokalyuk Vasily, Lyceum No. 8 and Maslakova Ulyana, Center for the Development of Creativity of Children and Youth “Dialogue”, Moscow region. Team leader – Gurova Larisa Yurievna

“Digital technologies in creative industries. 3D-ART. Three-dimensional drawing, grades 9-11″:

I place – Snezhana Andreevna Dotsenko and Valentina Landysheva, Center for Additional Education Nizinskaya School, Leningrad Region. Team leaders – Dotsenko Nadezhda Fedorovna and Landysheva Yulia Anatolyevna II place – Lenshin Maxim and Faikova Daria, Lyceum No. 7, Elektrostal, Moscow region, Team leader – Gurova Larisa Yuryevna III place – Minakova Tatyana and Yargina Anna, Gymnasium No. 77, Togliatti. Team leader – Yatsula Lyudmila Viktorovna

The advanced engineering school of SPbPU “Digital Engineering” congratulates the winners and prize-winners of the IX All-Russian Olympiad in 3D technologies on their well-deserved victory!

The list of all finalists and winners of the IX All-Russian Olympiad in 3D technologies is posted on website Advanced engineering school of SPbPU “Digital Engineering”.

Note; This information is raw content directly from the source of the information. This is exactly what the source states and does not reflect the position of MIL-OSI or its clients.

Please note; This information is raw content directly from the information source. It is accurate to what the source is stating and does not reflect the position of MIL-OSI or its clients.

EDITOR’S NOTE: This article is a translation. Apologies should the grammar and or sentence structure not be perfect.

MIL OSI News (multilanguage service) –

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Victor Mukhin

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Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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research framework explanation

Developing a conceptual framework in research. Step 1: Choose your research question. Step 2: Select your independent and dependent variables. Step 3: Visualize your cause-and-effect relationship. Step 4: Identify other influencing variables. Frequently asked questions about conceptual models.

A research framework provides an underlying structure or model to support our collective research efforts. Up until now, we've referenced, referred to and occasionally approached research as more of an amalgamated set of activities. But as we know, research comes in many different shapes and sizes, is variable in scope, and can be used to ...

Definition: A conceptual framework is a structured approach to organizing and understanding complex ideas, theories, or concepts. It provides a systematic and coherent way of thinking about a problem or topic, and helps to guide research or analysis in a particular field. A conceptual framework typically includes a set of assumptions, concepts ...

Frameworks are important research tools across nearly all fields of science. They are critically important for structuring empirical inquiry and theoretical development in the environmental social sciences, governance research and practice, the sustainability sciences and fields of social-ecological systems research in tangent with the associated disciplines of those fields (Binder et al. 2013 ...

A conceptual framework in research is used to understand a research problem and guide the development and analysis of the research. It serves as a roadmap to conceptualize and structure the work by providing an outline that connects different ideas, concepts, and theories within the field of study. A conceptual framework pictorially or verbally ...

The conceptual framework helps you cultivate research questions and then match . the methodological aspects of the study with these questions. In this sense, the con-ceptual framework helps align the analytic tools and methods of a study with the focal topics and . core constructs. as they are embedded within the research questions. This

Developing a conceptual framework in research. A conceptual framework is a representation of the relationship you expect to see between your variables, or the characteristics or properties that you want to study. ... Definition & Examples An independent variable is the cause while a dependent variable is the effect in a causal research study. 38.

A conceptual framework is defined as a network or a "plane" of linked concepts. Conceptual framework analysis offers a procedure of theorization for building conceptual frameworks based on grounded theory method. The advantages of conceptual framework analysis are its flexibility, its capacity for modification, and its emphasis on ...

A conceptual framework helps researchers create a clear research goal. Research projects often become vague and lose their focus, which makes them less useful. However, a well-designed conceptual framework helps researchers maintain focus. It reinforces the project's scope, ensuring it stays on track and produces meaningful results.

International Journal of Qualitative Methods 2009, 8(4) 51 Redefining conceptual framework Current usage of the terms conceptual framework and theoretical framework are vague and imprecise. In this paper I define conceptual framework as a network, or "a plane," of interlinked concepts that together provide a comprehensive understanding of a phenomenon or phenomena.

Research framework. Overview of Research Framework. The study is divided into three phases and each phase's output is an input to the next phase. Phase-1 is based on dataset processing and feature extraction. Phase-2 is based on evaluating individual reference classifiers that involve training and testing using precision, recall, accuracy ...

The need for an expanded discussion about the research area can result in the inclusion of new studies that support the explanation of a potential finding. The literature review may also prove to be too broad. ... Mertz, N. T. (eds.), Theoretical frameworks in qualitative research (pp. 1-22). Sage. [Google Scholar] Barnes, M. E., Brownell, S ...

The Importance of Research Frameworks. Researchers may draw on several elements to frame their research. Generally, a framework is regarded as "a set of ideas that you use when you are forming your decisions and judgements"13 or "a system of rules, ideas, or beliefs that is used to plan or decide something."14 Research frameworks may consist of a single formal theory or part thereof ...

The explicit definition of what a conceptual framework is and its application can therefore vary. Conceptual frameworks are beneficial as organizing devices in empirical research. One set of scholars has applied the notion of a conceptual framework to deductive, empirical research at the micro- or individual study level.

A research framework guides the researcher in developing research questions, refining their hypotheses, selecting interventions, defining and measuring variables. ... A theory in contrast represents a set of defined concepts that offers a systematic explanation about how two or more concepts are interrelated. Theories can be used to describe ...

The theoretical framework is the structure that can hold or support a theory of a research study. The theoretical framework encompasses not just the theory, but the narrative explanation about how the researcher engages in using the theory and its underlying assumptions to investigate the research problem.

A theoretical framework guides the research process like a roadmap for the study, so you need to get this right. Theoretical framework 1,2 is the structure that supports and describes a theory. A theory is a set of interrelated concepts and definitions that present a systematic view of phenomena by describing the relationship among the variables for explaining these phenomena.

Theoretical Framework. Definition: Theoretical framework refers to a set of concepts, theories, ideas, and assumptions that serve as a foundation for understanding a particular phenomenon or problem.It provides a conceptual framework that helps researchers to design and conduct their research, as well as to analyze and interpret their findings.. In research, a theoretical framework explains ...

The framework may actually be a theory, but not necessarily. This is especially true for theory driven research (typically quantitative) that is attempting to test the validity of existing theory. However, this narrow definition of a theoretical framework is commonly not aligned with qualitative research paradigms that are attempting to develop ...

Using this conceptual framework implies that your research provides empirical evidence to prove the relationship between variables. This is the type of conceptual framework that is usually used in research studies. ... Provide a brief explanation of your conceptual framework. State the essential variables, their relationship, and the research ...

Researchers have developed a promising new framework for studying the link between social disconnection and poor physical health in people living with serious mental illnesses (SMI). Drawing on published research from animal models and data from the general population, this framework builds on existing social isolation and loneliness models by integrating insights from evolutionary and ...

Biological processes are framed by the context they take place in. A new tool developed by the Stegle Group from EMBL Heidelberg and the German Cancer Research Center (DKFZ) helps put molecular ...

Drawing on Freeden, Footnote 13 Mudde describes populism as a 'thin-centered' ideology. Footnote 14 Accordingly, it contains few core concepts, acquiring substance when combined with other ideologies like socialism or nationalism. For Mudde and Rovira Kaltwasser, the conceptual core of populism comprises 'the pure people', 'the corrupt elite', and the general will.

The paper titled "Theoretical Framework for a Polymorphic Network Environment," addresses a fundamental challenge in network design—achieving global scalability while accommodating the diverse needs of evolving services.. For decades, the quest for an ideal network capable of seamlessly scaling across various dimensions has remained elusive.

The reproducibility and transparency of large language models are crucial for advancing open research, ensuring the trustworthiness of results, and enabling investigations into data and model biases, as well as potential risks. To this end, we release OpenELM, a state-of-the-art open language model. OpenELM uses a layer-wise scaling strategy to efficiently allocate parameters within each layer ...

The integration of Large Language Models (LLMs) into healthcare promises to transform medical diagnostics, research, and patient care. Yet, the progression of medical LLMs faces obstacles such as complex training requirements, rigorous evaluation demands, and the dominance of proprietary models that restrict academic exploration. Transparent, comprehensive access to LLM resources is essential ...

The following outline provides a high-level overview of the FTC's proposed final rule:. The final rule bans new noncompetes with all workers, including senior executives after the effective date.

Academic Olympiads

The following is a guide to Academic Olympiads , which are typically the most rigorous of academic competitions .

• Astronomy Olympiads
• Biology Olympiads
• Chemistry Olympiads
• Informatics Olympiads
• Linguistic Olympiads
• Mathematics Olympiads
• Physics Olympiads
• Academic scholarships

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