The document discusses finding the greatest term in polynomial expansions. It provides an example of finding the greatest coefficient in the expansion of (2 + 3x)^20. Through algebraic steps, it is shown that the greatest coefficient is T13 = 20C12 * 2831^2. It then gives an example of finding the greatest term in the expansion of (3x - 4)^15 when x = 1/2. After setting up expressions for the terms Tk+1 and Tk, it derives an inequality to determine the value of k that makes Tk+1 the greatest term.
The document discusses key concepts in Euclidean geometry including definitions, notation, terminology, naming conventions, angle theorems, and constructing proofs. It defines parallel lines, perpendicular lines, congruent lines, and similar lines using notation symbols. It provides examples of naming angles, polygons, and parallel lines in a consistent cyclic order. It also outlines the steps and logical structure required to properly construct geometric proofs.
The document discusses tests for determining if triangles are similar. There are three tests: (1) corresponding sides are in proportion (SSS), (2) two pairs of corresponding sides are in proportion and included angles are equal (SAS), (3) all three angles are equal (AA). An example problem finds the length of side AD using the properties of similar triangles. The side lengths are in the same ratio as the corresponding sides between the two triangles.
11 x1 t05 04 point slope formula (2013)Nigel Simmons
The document discusses the point slope formula and provides examples of its use. Specifically, it contains:
1) The point slope formula: y - y1 = m(x - x1)
2) An example that finds the equation of the line passing through (-3,4) and (2,-6).
3) A second example that finds the equation (3x + 4y + 6 = 0) of the line passing through (2,-3) and parallel to the given line (3x + 4y - 5 = 0).
The document discusses congruent triangles and the different tests that can be used to prove triangles are congruent. There are four main tests: side-side-side (SSS), side-angle-side (SAS), angle-angle-side (AAS), and right angle-hypotenuse-side (RHS). It also provides examples of applying the SAS test to prove corresponding sides and angles of two triangles are congruent. Additionally, it defines different types of triangles such as isosceles and equilateral triangles based on their side lengths and angle measures.
11 x1 t07 04 quadrilateral family (2012)Nigel Simmons
The document presents a diagram showing the hierarchical classification of quadrilaterals. It begins with quadrilateral as the parent shape and branches down to more specific shapes such as squares, rectangles, rhombi, parallelograms, trapezoids, and kites. The text explains that quadrilaterals can be classified based on their properties, and moving down the hierarchy, the shapes become more specialized. It also notes that any property of the parent shapes also applies to the child shapes.
The document discusses several triangle and polygon theorems:
- The sum of the interior angles of any triangle is 180 degrees.
- The exterior angle of a triangle is equal to the sum of the two opposite interior angles.
- The sum of the interior angles of any quadrilateral is 360 degrees.
- The sum of the interior angles of any pentagon is 540 degrees.
Proofs of these theorems are presented using angle properties, parallel lines, and adding individual triangle angle sums.
11 x1 t05 06 line through pt of intersection (2013)Nigel Simmons
The document provides steps to find the equation of a line passing through the intersection of two other lines and a given point. It first finds the intersection point of the two initial lines as (-2,3). It then calculates the slope of the line between this point and the given point (1,2) as -3. Finally, it derives the equation of the line as 7x + 21y - 49 = 0.
The document discusses key concepts in Euclidean geometry including definitions, notation, terminology, naming conventions, angle theorems, and constructing proofs. It defines parallel lines, perpendicular lines, congruent lines, and similar lines using notation symbols. It provides examples of naming angles, polygons, and parallel lines in a consistent cyclic order. It also outlines the steps and logical structure required to properly construct geometric proofs.
The document discusses tests for determining if triangles are similar. There are three tests: (1) corresponding sides are in proportion (SSS), (2) two pairs of corresponding sides are in proportion and included angles are equal (SAS), (3) all three angles are equal (AA). An example problem finds the length of side AD using the properties of similar triangles. The side lengths are in the same ratio as the corresponding sides between the two triangles.
11 x1 t05 04 point slope formula (2013)Nigel Simmons
The document discusses the point slope formula and provides examples of its use. Specifically, it contains:
1) The point slope formula: y - y1 = m(x - x1)
2) An example that finds the equation of the line passing through (-3,4) and (2,-6).
3) A second example that finds the equation (3x + 4y + 6 = 0) of the line passing through (2,-3) and parallel to the given line (3x + 4y - 5 = 0).
The document discusses congruent triangles and the different tests that can be used to prove triangles are congruent. There are four main tests: side-side-side (SSS), side-angle-side (SAS), angle-angle-side (AAS), and right angle-hypotenuse-side (RHS). It also provides examples of applying the SAS test to prove corresponding sides and angles of two triangles are congruent. Additionally, it defines different types of triangles such as isosceles and equilateral triangles based on their side lengths and angle measures.
11 x1 t07 04 quadrilateral family (2012)Nigel Simmons
The document presents a diagram showing the hierarchical classification of quadrilaterals. It begins with quadrilateral as the parent shape and branches down to more specific shapes such as squares, rectangles, rhombi, parallelograms, trapezoids, and kites. The text explains that quadrilaterals can be classified based on their properties, and moving down the hierarchy, the shapes become more specialized. It also notes that any property of the parent shapes also applies to the child shapes.
The document discusses several triangle and polygon theorems:
- The sum of the interior angles of any triangle is 180 degrees.
- The exterior angle of a triangle is equal to the sum of the two opposite interior angles.
- The sum of the interior angles of any quadrilateral is 360 degrees.
- The sum of the interior angles of any pentagon is 540 degrees.
Proofs of these theorems are presented using angle properties, parallel lines, and adding individual triangle angle sums.
11 x1 t05 06 line through pt of intersection (2013)Nigel Simmons
The document provides steps to find the equation of a line passing through the intersection of two other lines and a given point. It first finds the intersection point of the two initial lines as (-2,3). It then calculates the slope of the line between this point and the given point (1,2) as -3. Finally, it derives the equation of the line as 7x + 21y - 49 = 0.
The document discusses properties of transversals and ratios of intercepts formed when a transversal cuts parallel lines. It includes examples of calculating lengths of intercepts using given ratios and applying the ratio property that the ratio of corresponding intercepts is equal to the ratio of distances from the transversal to the parallel lines.
The document discusses the slope (gradient) of a line and how to calculate it. It provides four methods to calculate slope:
(1) The rise over the run between two points (vertical change over horizontal change)
(2) The change in y-values over the change in x-values between two points using a formula
(3) The slope of a line is equal to the tangent of the angle of inclination
(4) The relationship between slopes of parallel and perpendicular lines. Two lines are parallel if their slopes are equal, and perpendicular if the product of their slopes is -1. An example problem demonstrates finding the value of a that results in two lines being parallel or perpendicular.
All straight lines can be written in the form of y = mx + b, where m is the slope and b is the y-intercept. Alternatively, lines can be written in the general form of Ax + By + C = 0, where A, B, and C are integers or surds. Lines parallel to the x-axis have the form y = c, where c is a constant. Lines parallel to the y-axis have the form x = k, where k is a constant. The example shows finding the equation of a line perpendicular to another line in general form.
11 x1 t05 01 division of an interval (2013)Nigel Simmons
The document discusses division of intervals in coordinate geometry. It states that for a 2 unit math exam, interval division questions are restricted to finding the midpoint, which divides an interval in a 1:1 ratio. For Extension 1 exams, intervals can be divided in any ratio internally or externally. The midpoint formula averages the x- and y-coordinates of two points to find the midpoint, while the distance formula calculates the length of the hypotenuse between two points using Pythagoras' theorem.
The document discusses several key concepts about triangles:
- The sum of the angles of any triangle is always 180 degrees.
- It defines different types of triangles based on angle measures, such as acute, obtuse, right, isosceles, equilateral, and scalene triangles.
- Parallel lines and auxiliary lines are used to help prove theorems about triangles. The exterior angle theorem states that the measure of an exterior angle is equal to the sum of the remote interior angles.
11 x1 t08 03 angle between two lines (2013)Nigel Simmons
This document describes how to find the acute angle between two lines given their slopes m1 and m2. The method is to take the tangent of both sides of the equation m1/
The document discusses calculating the acute angle between two lines with slopes m1 and m2. It provides an example problem that asks to find the possible values of m for the acute angle between the lines y=3x+5 and y=mx+4.
The document discusses trigonometric functions and radian measure. It states that 360 degrees equals 2 pi radians. It then provides a table with common conversions between degrees and radians for angles from 30 to 360 degrees. Examples are also given of converting degrees to radians and radians to degrees.
Slideshare is discontinuing its Slidecast feature as of February 28, 2014. Existing Slidecasts will be converted to static presentations without audio by April 30, 2014. The document informs users that new slidecasts can be found on myPlick.com or the author's blog starting in 2014. However, myPlick proved unreliable, so future slidecasts will instead be hosted on the author's YouTube channel.
The document discusses different methods for factorising expressions:
1) Looking for a common factor and dividing it out of all terms
2) Using the difference of two squares formula (a2 - b2 = (a - b)(a + b))
3) Factorising quadratic trinomials into two binomial factors by identifying the values that multiply to give the constant term and sum to give the coefficient of the linear term.
The document provides information on index laws and the meaning of indices in algebra:
- Index laws state that am × an = am+n, am ÷ an = am-n, and (am)n = amn. Exponents can be added or subtracted when multiplying or dividing terms with the same base.
- Positive exponents indicate a term is raised to a power. Negative exponents indicate a root is being taken. Terms with exponents are evaluated from left to right.
- Examples demonstrate how to simplify expressions using index laws and interpret different types of indices.
12 x1 t01 03 integrating derivative on function (2013)Nigel Simmons
The document discusses integrating derivatives of functions. It states that the integral of the derivative of a function f(x) is equal to the natural log of f(x) plus a constant. It then provides examples of integrating several derivatives: (i) ∫(1/(7-3x)) dx = -1/3 log(7-3x) + c, (ii) ∫(1/(8x+5)) dx = 1/8 log(8x+5) + c, and (iii) ∫(x5/(x-2)) dx = 1/6 log(x6-2) + c. It also discusses techniques for integrating fractions by polynomial long division and finds
The document discusses properties of transversals and ratios of intercepts formed when a transversal cuts parallel lines. It includes examples of calculating lengths of intercepts using given ratios and applying the ratio property that the ratio of corresponding intercepts is equal to the ratio of distances from the transversal to the parallel lines.
The document discusses the slope (gradient) of a line and how to calculate it. It provides four methods to calculate slope:
(1) The rise over the run between two points (vertical change over horizontal change)
(2) The change in y-values over the change in x-values between two points using a formula
(3) The slope of a line is equal to the tangent of the angle of inclination
(4) The relationship between slopes of parallel and perpendicular lines. Two lines are parallel if their slopes are equal, and perpendicular if the product of their slopes is -1. An example problem demonstrates finding the value of a that results in two lines being parallel or perpendicular.
All straight lines can be written in the form of y = mx + b, where m is the slope and b is the y-intercept. Alternatively, lines can be written in the general form of Ax + By + C = 0, where A, B, and C are integers or surds. Lines parallel to the x-axis have the form y = c, where c is a constant. Lines parallel to the y-axis have the form x = k, where k is a constant. The example shows finding the equation of a line perpendicular to another line in general form.
11 x1 t05 01 division of an interval (2013)Nigel Simmons
The document discusses division of intervals in coordinate geometry. It states that for a 2 unit math exam, interval division questions are restricted to finding the midpoint, which divides an interval in a 1:1 ratio. For Extension 1 exams, intervals can be divided in any ratio internally or externally. The midpoint formula averages the x- and y-coordinates of two points to find the midpoint, while the distance formula calculates the length of the hypotenuse between two points using Pythagoras' theorem.
The document discusses several key concepts about triangles:
- The sum of the angles of any triangle is always 180 degrees.
- It defines different types of triangles based on angle measures, such as acute, obtuse, right, isosceles, equilateral, and scalene triangles.
- Parallel lines and auxiliary lines are used to help prove theorems about triangles. The exterior angle theorem states that the measure of an exterior angle is equal to the sum of the remote interior angles.
11 x1 t08 03 angle between two lines (2013)Nigel Simmons
This document describes how to find the acute angle between two lines given their slopes m1 and m2. The method is to take the tangent of both sides of the equation m1/
The document discusses calculating the acute angle between two lines with slopes m1 and m2. It provides an example problem that asks to find the possible values of m for the acute angle between the lines y=3x+5 and y=mx+4.
The document discusses trigonometric functions and radian measure. It states that 360 degrees equals 2 pi radians. It then provides a table with common conversions between degrees and radians for angles from 30 to 360 degrees. Examples are also given of converting degrees to radians and radians to degrees.
Slideshare is discontinuing its Slidecast feature as of February 28, 2014. Existing Slidecasts will be converted to static presentations without audio by April 30, 2014. The document informs users that new slidecasts can be found on myPlick.com or the author's blog starting in 2014. However, myPlick proved unreliable, so future slidecasts will instead be hosted on the author's YouTube channel.
The document discusses different methods for factorising expressions:
1) Looking for a common factor and dividing it out of all terms
2) Using the difference of two squares formula (a2 - b2 = (a - b)(a + b))
3) Factorising quadratic trinomials into two binomial factors by identifying the values that multiply to give the constant term and sum to give the coefficient of the linear term.
The document provides information on index laws and the meaning of indices in algebra:
- Index laws state that am × an = am+n, am ÷ an = am-n, and (am)n = amn. Exponents can be added or subtracted when multiplying or dividing terms with the same base.
- Positive exponents indicate a term is raised to a power. Negative exponents indicate a root is being taken. Terms with exponents are evaluated from left to right.
- Examples demonstrate how to simplify expressions using index laws and interpret different types of indices.
12 x1 t01 03 integrating derivative on function (2013)Nigel Simmons
The document discusses integrating derivatives of functions. It states that the integral of the derivative of a function f(x) is equal to the natural log of f(x) plus a constant. It then provides examples of integrating several derivatives: (i) ∫(1/(7-3x)) dx = -1/3 log(7-3x) + c, (ii) ∫(1/(8x+5)) dx = 1/8 log(8x+5) + c, and (iii) ∫(x5/(x-2)) dx = 1/6 log(x6-2) + c. It also discusses techniques for integrating fractions by polynomial long division and finds
The document discusses logarithms and their properties. Logarithms are defined as the inverse of exponentials. If y = ax, then x = loga y. The natural logarithm is log base e, written as ln. Properties of logarithms include: loga m + loga n = loga mn; loga m - loga n = loga(m/n); loga mn = n loga m; loga 1 = 0; loga a = 1. Examples of evaluating logarithmic expressions are provided.
The document discusses relationships between the coefficients and roots of polynomials. It states that for a polynomial P(x) = axn + bxn-1 + cxn-2 + ..., the sum of the roots equals -b/a, the sum of the roots taken two at a time equals c/a, and so on for higher order terms. It also provides examples of using these relationships to find the sums of roots for a given polynomial.
P
4
3
2
The document discusses properties of polynomials with multiple roots. It first proves that if a polynomial P(x) has a root x = a of multiplicity m, then the derivative of P(x), P'(x), will have a root x = a of multiplicity m-1. It then provides an example of solving a cubic equation given it has a double root. Finally, it examines a quartic polynomial and shows that its root α cannot be 0, 1, or -1, and that 1/
The document discusses factorizing complex expressions. The main points are:
- If a polynomial's coefficients are real, its roots will appear in complex conjugate pairs.
- Any polynomial of degree n can be factorized into a mixture of quadratic and linear factors over real numbers, or into n linear factors over complex numbers.
- Odd degree polynomials must have at least one real root.
- Examples of factorizing polynomials over both real and complex numbers are provided.
The document describes the Trapezoidal Rule for approximating the area under a curve between two points. It shows that the area A is estimated by dividing the region into trapezoids with height equal to the function values at the interval endpoints and bases equal to the intervals. In general, the area is approximated as the sum of the areas of each trapezoid, which is equal to the average of the endpoint function values multiplied by the interval length.
The document discusses methods for calculating the volumes of solids of revolution. It provides formulas for finding volumes when an area is revolved around either the x-axis or y-axis. Examples are given for finding volumes of common solids like cones, spheres, and others. Steps are shown for using the formulas to calculate volumes based on given functions and limits of revolution.
The document discusses different methods for calculating the area under a curve or between curves.
(1) The area below the x-axis is given by the integral of the function between the bounds, which can be positive or negative depending on whether the area is above or below the x-axis.
(2) To calculate the area on the y-axis, the function is solved for x in terms of y, then the bounds are substituted into the integral of this new function with respect to y.
(3) The area between two curves is calculated by taking the integral of the upper curve minus the integral of the lower curve, both between the same bounds on the x-axis.
The document discusses 8 properties of definite integrals:
1) Integrating polynomials results in a fraction.
2) Constants can be factored out of integrals.
3) Integrals of sums are equal to the sum of integrals.
4) Splitting an integral range results in the sum of the integrals.
5) Integrals of positive functions over a range are positive, and negative if the function is negative.
6) Integrals can be compared based on the relative values of the integrands.
7) Changing the limits of integration flips the sign of the integral.
8) Integrals of odd functions over a symmetric range are zero, and integrals of even functions are twice the integral over
0
The document discusses the relationship between integration and calculating the area under a curve. It shows that the area under a curve from x=a to x=b can be calculated as the integral from a to b of the function f(x) dx. This is equal to the antiderivative F(x) evaluated from b to a. The area under a curve can also be estimated using rectangles, and as the width of the rectangles approaches 0, the estimate becomes the exact area. The derivative of the area function A(x) gives the equation of the curve f(x). Examples are given to calculate the exact area under curves.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
3. Greatest Coefficients and
Greatest Terms
If Tk 1 Tk then Tk 1 is the greatest term
e.g . For the expansion 2 3 x find the greatest coefficient
20
4. Greatest Coefficients and
Greatest Terms
If Tk 1 Tk then Tk 1 is the greatest term
e.g . For the expansion 2 3 x find the greatest coefficient
20
Tk 1 20Ck 2 3 x
20 k k
5. Greatest Coefficients and
Greatest Terms
If Tk 1 Tk then Tk 1 is the greatest term
e.g . For the expansion 2 3 x find the greatest coefficient
20
Tk 1 20Ck 2 3 x
20 k k
Tk 20Ck 1 2 3x k 1
21 k
6. Greatest Coefficients and
Greatest Terms
If Tk 1 Tk then Tk 1 is the greatest term
e.g . For the expansion 2 3 x find the greatest coefficient
20
Tk 1 20Ck 2 3 x
20 k k
Tk 20Ck 1 2 3x k 1
21 k
If Tk 1 Tk then Tk 1 is the greatest term
7. Greatest Coefficients and
Greatest Terms
If Tk 1 Tk then Tk 1 is the greatest term
e.g . For the expansion 2 3 x find the greatest coefficient
20
Tk 1 20Ck 2 3 x
20 k k
Tk 20Ck 1 2 3x k 1
21 k
If Tk 1 Tk then Tk 1 is the greatest term
Ck 2 3 20Ck 1 2 3
20 20 k k 21k k 1
8. Greatest Coefficients and
Greatest Terms
If Tk 1 Tk then Tk 1 is the greatest term
e.g . For the expansion 2 3 x find the greatest coefficient
20
Tk 1 20Ck 2 3 x
20 k k
Tk 20Ck 1 2 3x k 1
21 k
If Tk 1 Tk then Tk 1 is the greatest term
Ck 2 3 20Ck 1 2 3
20 20 k k 21k k 1
Ck 2 3
20 20k k
1
Ck 1 2 3
20 21k k 1
9. Ck 2 3
20 20k k
1
Ck 1 2 3
20 21k k 1
10. Ck 2 3
20 20k k
1
Ck 1 2 3
20 21k k 1
20! k 1!21 k ! 3
1
k!20 k ! 20! 2
11. Ck 2 3
20 20k k
1
Ck 1 2 3
20 21k k 1
20! k 1!21 k ! 3
1
k!20 k ! 20! 2
21 k 3
1
k 2
12. Ck 2 3
20 20k k
1
Ck 1 2 3
20 21k k 1
20! k 1!21 k ! 3
1
k!20 k ! 20! 2
21 k 3
1
k 2
63 3k 2k
13. Ck 2 3
20 20k k
1
Ck 1 2 3
20 21k k 1
20! k 1!21 k ! 3
1
k!20 k ! 20! 2
21 k 3
1
k 2
63 3k 2k
5k 63
63
k
5
14. Ck 2 3
20 20k k
1
Ck 1 2 3
20 21k k 1
20! k 1!21 k ! 3
1
k!20 k ! 20! 2
21 k 3
1
k 2
63 3k 2k
5k 63
63
k
5
k 12
15. Ck 2 3
20 20k k
1
Ck 1 2 3
20 21k k 1
20! k 1!21 k ! 3
1
k!20 k ! 20! 2
21 k 3
1
k 2
63 3k 2k
5k 63
63
k
5
k 12
T13 20C12 28312 is the greatest coefficient
16. 1
ii Find the greatest term of 3x 4
15
when x
2
17. 1
ii Find the greatest term of 3x 4 when x
15
15k 2
Tk 1 15Ck 4
3 k
2
18. 1
ii Find the greatest term of 3x 4 when x
15
15k 2
Tk 1 15Ck 4 (Ignore the negative as only
3 k
2 concerned with magnitude)
19. 1
ii Find the greatest term of 3x 4 when x
15
15k 2
Tk 1 15Ck 4 (Ignore the negative as only
3 k
2 concerned with magnitude)
16k
3 4 k 1
Tk Ck 1
15
2
20. 1
ii Find the greatest term of 3x 4 when x
15
15k 2
Tk 1 15Ck 4 (Ignore the negative as only
3 k
2 concerned with magnitude)
16k
3 4 k 1
Tk Ck 1
15
2
If Tk 1 Tk then Tk 1 is the greatest term
21. 1
ii Find the greatest term of 3x 4 when x
15
15k 2
Tk 1 15Ck 4 (Ignore the negative as only
3 k
2 concerned with magnitude)
16k
3 4 k 1
Tk Ck 1
15
2
If Tk 1 Tk then Tk 1 is the greatest term
15 k 16k
Ck 4 15Ck 1 4
3 k 3 k 1
15
2 2
22. 1
ii Find the greatest term of 3x 4 when x
15
15k 2
Tk 1 15Ck 4 (Ignore the negative as only
3 k
2 concerned with magnitude)
16k
3 4 k 1
Tk Ck 1
15
2
If Tk 1 Tk then Tk 1 is the greatest term
15 k 16k
Ck 4 15Ck 1 4
3 k 3 k 1
15
2 2
15 k
C k 4
3 k
15
2 1
16k
15 3 4 k 1
Ck 1
2
23. 1
ii Find the greatest term of 3x 4 when x
15
15k 2
Tk 1 15Ck 4 (Ignore the negative as only
3 k
2 concerned with magnitude)
16k
3 4 k 1
Tk Ck 1
15
2
If Tk 1 Tk then Tk 1 is the greatest term
15 k 16k
Ck 4 15Ck 1 4
3 k 3 k 1
15
2 2
15 k
C k 4
3 k
15
2 1
16k
15 3 4 k 1
Ck 1
2
15! k 1!16 k ! 4
1
k!15 k ! 15! 3
2
24. 15! k 1!16 k ! 4
1
k!15 k ! 15! 3
2
25. 15! k 1!16 k ! 4
1
k!15 k ! 15! 3
2
16 k 8
1
k 3
26. 15! k 1!16 k ! 4
1
k!15 k ! 15! 3
2
16 k 8
1
k 3
128 8k 3k
27. 15! k 1!16 k ! 4
1
k!15 k ! 15! 3
2
16 k 8
1
k 3
128 8k 3k
11k 128
128
k
11