In this presentation we learn about the Squeeze Theorem. We first try to get the intuition behind it, why it must be true. Then we apply it to solve the Fundamental Trigonometric Limit. This limit is very important for solving other trigonometric limits.
To solve this limit we use a little bit of geometry and then apply the Squeeze Theorem.
We solve limits by rationalizing. This is the second technique you may learn after limits by factoring. We solve two examples step by step.
Watch video: http://www.youtube.com/watch?v=8CtpuojMJzA
More videos and lessons: http://www.intuitive-calculus.com/solving-limits.html
In this video we learn how to solve limits that involve trigonometric functions. It is all based on using the fundamental trigonometric limit, which is proved using the squeeze theorem.
For more lessons: http://www.intuitive-calculus.com/solving-limits.html
Watch video: http://www.youtube.com/watch?v=1RqXMJWcRIA
Day 3 of Free Intuitive Calculus Course: Limits by FactoringPablo Antuna
Today we focus on limits by factoring. We solve limits by factoring and cancelling. This is one of the basic techniques for solving limits. We talk about the idea behind this technique and we solve some examples step by step.
In this second day we solve the most basic limits we could find, like the limit of a constant. Then we find the limit of the sum, the product and the quotient of two functions. We solve two simple examples.
In this video we learn how to solve limits by factoring and cancelling. This is one of the most simple and powerful techniques for solving limits.
Watch video: http://www.youtube.com/watch?v=r0Qw5gZuTYE
For more videos and lessons: http://www.intuitive-calculus.com/solving-limits.html
We solve limits by rationalizing. This is the second technique you may learn after limits by factoring. We solve two examples step by step.
Watch video: http://www.youtube.com/watch?v=8CtpuojMJzA
More videos and lessons: http://www.intuitive-calculus.com/solving-limits.html
In this video we learn how to solve limits that involve trigonometric functions. It is all based on using the fundamental trigonometric limit, which is proved using the squeeze theorem.
For more lessons: http://www.intuitive-calculus.com/solving-limits.html
Watch video: http://www.youtube.com/watch?v=1RqXMJWcRIA
Day 3 of Free Intuitive Calculus Course: Limits by FactoringPablo Antuna
Today we focus on limits by factoring. We solve limits by factoring and cancelling. This is one of the basic techniques for solving limits. We talk about the idea behind this technique and we solve some examples step by step.
In this second day we solve the most basic limits we could find, like the limit of a constant. Then we find the limit of the sum, the product and the quotient of two functions. We solve two simple examples.
In this video we learn how to solve limits by factoring and cancelling. This is one of the most simple and powerful techniques for solving limits.
Watch video: http://www.youtube.com/watch?v=r0Qw5gZuTYE
For more videos and lessons: http://www.intuitive-calculus.com/solving-limits.html
In this presentation we learn to solve limits using the limit definition of number e.
For more lessons and videos: http://www.intuitive-calculus.com/solving-limits.html
Application of partial derivatives with two variablesSagar Patel
Application of Partial Derivatives with Two Variables
Maxima And Minima Values.
Maximum And Minimum Values.
Tangent and Normal.
Error And Approximation.
Lesson 8: Derivatives of Polynomials and Exponential functionsMatthew Leingang
Some of the most famous rules of the calculus of derivatives: the power rule, the sum rule, the constant multiple rule, and the number e defined so that e^x is its own derivative!
In this presentation we learn to solve limits using the limit definition of number e.
For more lessons and videos: http://www.intuitive-calculus.com/solving-limits.html
Application of partial derivatives with two variablesSagar Patel
Application of Partial Derivatives with Two Variables
Maxima And Minima Values.
Maximum And Minimum Values.
Tangent and Normal.
Error And Approximation.
Lesson 8: Derivatives of Polynomials and Exponential functionsMatthew Leingang
Some of the most famous rules of the calculus of derivatives: the power rule, the sum rule, the constant multiple rule, and the number e defined so that e^x is its own derivative!
This is meant for university students taking either information technology or engineering courses, this course of differentiation, Integration and limits helps you to develop your problem solving skills and other benefits that come along with it.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
3. The Squeeze Theorem
Let’s say f and g are two functions such that one is always below
the other. Let’s say that g is always above:
4. The Squeeze Theorem
Let’s say f and g are two functions such that one is always below
the other. Let’s say that g is always above:
f (x) ≤ g(x)
5. The Squeeze Theorem
Let’s say f and g are two functions such that one is always below
the other. Let’s say that g is always above:
f (x) ≤ g(x)
Also, let’s say that their limits are equal in some point:
6. The Squeeze Theorem
Let’s say f and g are two functions such that one is always below
the other. Let’s say that g is always above:
f (x) ≤ g(x)
Also, let’s say that their limits are equal in some point:
lim
x→a
f (x) = lim
x→a
g(x) = L
45. The Fundamental Trigonometric Limit
The area of a circular sector is:
A =
θr2
2
A simple proof is the following:
A(2π) = πr2
46. The Fundamental Trigonometric Limit
The area of a circular sector is:
A =
θr2
2
A simple proof is the following:
A(2π) = πr2
If we multiply both sides of this equation by θ
2π :
47. The Fundamental Trigonometric Limit
The area of a circular sector is:
A =
θr2
2
A simple proof is the following:
A(2π) = πr2
If we multiply both sides of this equation by θ
2π :
θ
2π
A(2π)
48. The Fundamental Trigonometric Limit
The area of a circular sector is:
A =
θr2
2
A simple proof is the following:
A(2π) = πr2
If we multiply both sides of this equation by θ
2π :
θ
2π
A(2π) = A(
θ2π
2π
)
49. The Fundamental Trigonometric Limit
The area of a circular sector is:
A =
θr2
2
A simple proof is the following:
A(2π) = πr2
If we multiply both sides of this equation by θ
2π :
θ
2π
A(2π) = A(
訨2π
¨¨2π
)
50. The Fundamental Trigonometric Limit
The area of a circular sector is:
A =
θr2
2
A simple proof is the following:
A(2π) = πr2
If we multiply both sides of this equation by θ
2π :
θ
2π
A(2π) = A(
訨2π
¨¨2π
) = A(θ) =
51. The Fundamental Trigonometric Limit
The area of a circular sector is:
A =
θr2
2
A simple proof is the following:
A(2π) = πr2
If we multiply both sides of this equation by θ
2π :
θ
2π
A(2π) = A(
θ2π
2π
) = A(θ) =
θπr2
2π
52. The Fundamental Trigonometric Limit
The area of a circular sector is:
A =
θr2
2
A simple proof is the following:
A(2π) = πr2
If we multiply both sides of this equation by θ
2π :
θ
2π
A(2π) = A(
θ2π
2π
) = A(θ) =
θ&πr2
2&π
53. The Fundamental Trigonometric Limit
The area of a circular sector is:
A =
θr2
2
A simple proof is the following:
A(2π) = πr2
If we multiply both sides of this equation by θ
2π :
θ
2π
A(2π) = A(
θ2π
2π
) = A(θ) =
θ&πr2
2&π
=
θr2
2