The document discusses deriving the inverse of a composite function. It provides examples of composite functions and their inverses. Specifically:
- It defines a composite function as first applying one function, then another, denoted fg. The inverse of a composite function is found by first deriving the composite function, then taking its inverse.
- An example problem finds the inverses of (fg), (gf), and (hg), where f, g, and h are functions of x. The composite functions are derived then their inverses are obtained by swapping x and y.
- The inverse of (fg) is (3x+16)/3. The inverse of (gf) is (3x+
The Sum of Two Functions
The Difference of Two functions
The Product of Two Functions
The Quotient of Two Functions
The Product of A constant and a Function
The Sum of Two Functions
The Difference of Two functions
The Product of Two Functions
The Quotient of Two Functions
The Product of A constant and a Function
This powerpoint presentation gives information regarding functions. Designed or grade 11 studens studying general mathematics 11. You can use this presentation to present your lessons in grade 11 general mathematics or even use this on your lesson in grade 10 mathematics about polynomial functions
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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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.
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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!
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. Objectives of the Lesson
• Identify the steps involved in deriving the inverse of a composite
function
• Demonstrate how the inverse of a composite function is found.
3. The Concept
The function f (x) = 2x +5 maps the domain elements to the range
elements in the diagram shown.
i.e. 𝑓 1 = 2 1 + 5 = 7
You substitute the domain (input) elements into the function in order
to obtain the range (output) elements.
If, however, we were to map the range elements to the domain
elements then we would need another function that reverses the first
function. That function is known as the inverse function.
4. 𝑓−1
𝑥 =
𝑥 − 5
2
e.g. 𝑓−1 7 =
7 −5
2
=
2
2
= 1
In the inverse function, the range elements become the
domain elements and vice versa.
Such a fact is very important when determining the inverse
function of a given function
5. Inverse of Composite Functions
When finding the inverse of a composite function, we first derive the composite
function then find its inverse. For example, the notation (𝑓𝑔)−1 means, derive the
composite function fg then find its inverse.
𝑁𝑒𝑣𝑒𝑟 𝑐𝑜𝑛𝑓𝑢𝑠𝑒 𝑡ℎ𝑒 𝑖𝑛𝑣𝑒𝑟𝑠𝑒 𝑜𝑓 𝑎 𝑐𝑜𝑚𝑝𝑜𝑠𝑖𝑡𝑒 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛 𝑤𝑖𝑡ℎ 𝑡ℎ𝑒
composition of inverse functions denoted 𝑓−1 𝑔−1.
𝑇ℎ𝑒 𝑛𝑜𝑡𝑎𝑡𝑖𝑜𝑛𝑠 𝑎𝑟𝑒 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡.
A clear understanding of the concepts related to inverse and composition will
aid any student to distinguish between the two. The student would also be able
to manipulate any given variation whether related to composition, inverse
𝑜𝑟 𝑜𝑡ℎ𝑒𝑟𝑤𝑖𝑠𝑒.
6. Example
𝐺𝑖𝑣𝑒𝑛 𝑡ℎ𝑒 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛𝑠, 𝑓 𝑥 =
3𝑥 + 5
3
, g 𝑥 = 2𝑥 − 7 𝑎𝑛𝑑 ℎ 𝑥 =
13𝑥
𝑥 + 2
𝑑𝑒𝑡𝑒𝑟𝑚𝑖𝑛𝑒 𝑡ℎ𝑒 𝑓𝑜𝑙𝑙𝑜𝑤𝑖𝑛𝑔:
a) (𝑓𝑔)−1
b) (𝑔𝑓)−1
c) (ℎ𝑔)−1