Great Intros
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During a storm, a classroom door blows open knocking out the teacher. A small student named Melissa answers the door and is blown outside by strong winds. The other students are left wondering what to do with their unconscious teacher and classmate in danger outside.
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This document defines and provides examples for common English idioms and phrases including "all in your head", "all ears", "born with a silver spoon in your mouth", "by heart", "cry your eyes out", "give someone a hand", "hold your tongue", "in one ear and out the other", "keep your fingers crossed", "on the tip of your tongue", "pick someone's brains", "pull someone's leg", "blow your mind", "cost somebody an arm and a leg", "behind somebody's back", and "neck and neck".
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The more you give, the more you receive.
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This document contains lecture notes on exponential growth and decay from a Calculus I class at New York University. It begins with announcements about an upcoming review session, office hours, and midterm exam. It then outlines the topics to be covered, including the differential equation y=ky, modeling population growth, radioactive decay including carbon-14 dating, Newton's law of cooling, and continuously compounded interest. Examples are provided of solving various differential equations representing exponential growth or decay. The document explains that many real-world situations exhibit exponential behavior due to proportional growth rates.
Lesson 17: Indeterminate Forms and L'Hôpital's Rule
This document is from a Calculus I class lecture on L'Hopital's rule given at New York University. It begins with announcements and objectives for the lecture. It then provides examples of limits that are indeterminate forms to motivate L'Hopital's rule. The document explains the rule and when it can be used to evaluate limits. It also introduces the mathematician L'Hopital and applies the rule to examples introduced earlier.
Lesson 21: Curve Sketching
The document provides an overview of curve sketching in calculus including objectives, rationale, theorems for determining monotonicity and concavity, and a checklist for graphing functions. It then gives examples of graphing cubic and quartic functions step-by-step, demonstrating how to analyze critical points, inflection points, and asymptotic behavior to create the curve. The examples illustrate applying differentiation rules to determine monotonicity from the derivative sign chart and concavity from the second derivative test.
Lesson18 -maximum_and_minimum_values_slides
This document is a section from a Calculus I course at New York University covering maximum and minimum values. It begins with announcements about exams and assignments. The objectives are to understand the Extreme Value Theorem and Fermat's Theorem, and use the Closed Interval Method to find extreme values. The document then covers the definitions of extreme points/values and the statements of the Extreme Value Theorem and Fermat's Theorem. It provides examples to illustrate the necessity of the hypotheses in the theorems. The focus is on using calculus concepts like continuity and differentiability to determine maximum and minimum values of functions on closed intervals.
Lesson 19: The Mean Value Theorem
This document is the notes from a Calculus I class at New York University covering Section 4.2 on the Mean Value Theorem. The notes include objectives, an outline, explanations of Rolle's Theorem and the Mean Value Theorem, examples of using the theorems, and a food for thought question. The key points are that Rolle's Theorem states that if a function is continuous on an interval and differentiable inside the interval, and the function values at the endpoints are equal, then there exists a point in the interior where the derivative is 0. The Mean Value Theorem similarly states that if a function is continuous on an interval and differentiable inside, there exists a point where the average rate of change equals the instantaneous rate of
Lesson 25: The Definite Integral
This document discusses the definite integral and its properties. It begins by stating the objectives of computing definite integrals using Riemann sums and limits, estimating integrals using approximations like the midpoint rule, and reasoning about integrals using their properties. The outline then reviews the integral as a limit of Riemann sums and how to estimate integrals. It also discusses properties of the integral and comparison properties. Finally, it restates the theorem that if a function is continuous, the limit of Riemann sums is the same regardless of the choice of sample points.
Lesson22 -optimization_problems_slides
The document summarizes the steps to solve optimization problems using calculus. It begins with an example of finding the rectangle with maximum area given a fixed perimeter. It works through the solution, identifying the objective function, variables, constraints, and using calculus techniques like taking the derivative to find critical points. The document then outlines Polya's 4-step method for problem solving and provides guidance on setting up optimization problems by understanding the problem, introducing notation, drawing diagrams, and eliminating variables using given constraints. It emphasizes using the Closed Interval Method, evaluating the function at endpoints and critical points to determine maximums and minimums.
Lesson 24: Area and Distances
The document is about calculating areas and distances using calculus. It discusses approximating areas of curved regions by dividing them into rectangles and letting the number of rectangles approach infinity. It provides examples of calculating areas of basic shapes like rectangles, parallelograms, and triangles. It then discusses Archimedes' work approximating the area under a parabola by inscribing sequences of triangles. The objectives are to compute areas using limits of approximating rectangles and to compute distances as limits of approximating time intervals.
Lesson 23: Antiderivatives
This document is from a Calculus I class at New York University and covers antiderivatives. It begins with announcements about an upcoming quiz. The objectives are to find antiderivatives of simple functions, remember that a function whose derivative is zero must be constant, and solve rectilinear motion problems. It then outlines finding antiderivatives through tabulation, graphically, and with rectilinear motion examples. The document provides examples of finding antiderivatives of power functions by using the power rule in reverse.
Lesson 26: Evaluating Definite Integrals
- The document is about evaluating definite integrals and contains sections on: evaluating definite integrals using the evaluation theorem, writing antiderivatives as indefinite integrals, interpreting definite integrals as net change over an interval, and examples of computing definite integrals.
- It discusses properties of definite integrals such as additivity and comparison properties, and provides examples of definite integrals that can be evaluated using known area formulas or by direct computation of antiderivatives.
Lesson 27: The Fundamental Theorem of Calculus
Here are the key points about g given f:
- g represents the area under the curve of f over successive intervals of the x-axis
- As x increases over an interval, g will increase if f is positive over that interval and decrease if f is negative
- The concavity (convexity or concavity) of g will match the concavity of f over each interval
In summary, the area function g, as defined by the integral of f, will have properties that correspond directly to the sign and concavity of f over successive intervals of integration.
Introduction
This document provides information about a Calculus I course taught by Professor Matthew Leingang at the Courant Institute of Mathematical Sciences at NYU. The course will include weekly lectures, recitations, homework assignments, quizzes, a midterm exam, and a final exam. Grades will be determined based on exam, homework, and quiz scores. The required textbook is available in hardcover, looseleaf, or online formats through the campus bookstore or WebAssign. Students are encouraged to contact the professor or TAs with any questions.
Lesson 28: Integration by Subsitution
The document is a section from a Calculus I course at NYU from June 22, 2010. It discusses using the substitution method to evaluate indefinite integrals. Specifically, it provides an example of using the substitution u=x^2+3 to evaluate the integral of (x^2+3)^3 4x dx. The solution transforms the integral into an integral of u^3 du and evaluates it to be 1/4 u^4 + C.
Introduction
This document outlines information about a Calculus I course taught by Professor Matthew Leingang at the Courant Institute of Mathematical Sciences. It provides details on the course staff, contact information for the professor, an overview of assessments including homework, quizzes, a midterm and final exam. Grading breakdown is also included, as well as information on purchasing the required textbook and accessing the course on Blackboard. The document aims to provide students with essential logistical information to succeed in the Calculus I course.
Lesson 3: Limits (Section 21 slides)
This document contains lecture notes from a Calculus I class at New York University on September 14, 2010. The notes cover announcements, guidelines for written homework, a rubric for grading homework, examples of good and bad homework, and objectives for the concept of limits. The bulk of the document discusses the heuristic definition of a limit using an error-tolerance game approach, provides examples to illustrate the game, and outlines the path to a precise definition of a limit.
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Lesson 14: Derivatives of Logarithmic and Exponential Functions
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Hordes Germany will look to triumph on home soil at Euro Cup 2024 this seasonal. The three-time Euro Cup Germany champions have disappointed at recent major tournaments, exiting the last two World Cups in the group epochs and only reaching last-16 of Euro 2020, where they lost to England at Wembley three years before.
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But Julian Nagelsmann will be out to recuperate the spirits of the home nation and recent victories over France and the Netherlands in friendly contests was a sign that Germany will be among the competitors for the title this summer.
Scotland, Switzerland and Hungary delay in Group A, with Germany kicking off the UEFA Euro 2024 against the Scots in Munich on June 13. Nagelsmann’s crew has been bolstered by Bayer Leverkusen’s remarkable unbeaten Bundesliga accomplishment, with star Florian Wirtz named player of the year in the German top-flight.
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Euro Cup 2024: Julian Nagelsmann Announces Euro Cup Germany's 27-Player Preliminary Squad
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Defenders: Waldemar Anton (Stuttgart), David Raum (RB Leipzig), Antonio Rudiger (Real Madrid). Moreover Nico Schlotterbeck (Borussia Dortmund), Jonathan Tah (Bayer Leverkusen). Benjamin Henrichs (RB Leipzig), Joshua Kimmich (Bayern Munich), Robin Koch (Eintracht Frankfurt), Maximilian Mittelstadt (Stuttgart)
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Midfielders: Toni Kroos (Real Madrid), Jamal Musiala (Bayern Munich), Aleksandar Pavlovic. Although, Robert Andrich (Bayer Leverkusen), Chris Fuhrich (Stuttgart), Pascal Gross (Brighton and Hove Albion). Florian Wirtz (Bayer Leverkusen), Ilkay Gundogan (Barcelona), (Bayern Munich), Leroy Sane (Bayern Munich)
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一比一原版美国休斯敦大学毕业证如何办理
原版一模一样【微信：741003700 】【美国休斯敦大学毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
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办理美国休斯敦大学毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国休斯敦大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国休斯敦大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国休斯敦大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(uofc学位证书)美国芝加哥大学毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(uofc学位证书)美国芝加哥大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(uofc学位证书)美国芝加哥大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(uofc学位证书)美国芝加哥大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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The Indian Premier League (IPL) is one of the most prominent and lucrative Twenty20 (T20) cricket leagues in the world. Since its inception in 2008, the IPL has revolutionized the landscape of cricket by blending sports, entertainment, and commerce. This summary provides an overview of the IPL's history, structure, notable performances, controversies, and its impact on cricket and beyond.
History and Formation
The IPL was launched by the Board of Control for Cricket in India (BCCI) in 2008, inspired by the success of domestic T20 leagues like the English T20 Cup and the now-defunct Indian Cricket League (ICL). Lalit Modi, the then Vice-President of BCCI, played a crucial role in conceptualizing and launching the league. The inaugural season kicked off in April 2008 with eight franchises representing different cities in India.
Structure and Format
The IPL follows a franchise-based model, where teams are owned by a mix of corporations, Bollywood stars, and other high-profile individuals. The league originally started with eight teams, although the number has fluctuated over the years due to various reasons including expansions and terminations. As of the latest seasons, the IPL features ten teams.
The tournament format includes a double round-robin stage, where each team plays the others twice, followed by playoffs. The top four teams from the round-robin stage qualify for the playoffs, which consist of two qualifiers, an eliminator, and the final. This format ensures a highly competitive and engaging tournament, culminating in a grand finale to crown the champion.
Teams and Their Evolution
The founding teams of the IPL were:
Chennai Super Kings (CSK)
Delhi Daredevils (now Delhi Capitals)
Kings XI Punjab (now Punjab Kings)
Kolkata Knight Riders (KKR)
Mumbai Indians (MI)
Rajasthan Royals (RR)
Royal Challengers Bangalore (RCB)
Deccan Chargers (now defunct, replaced by Sunrisers Hyderabad)
Over the years, the league has seen new teams such as Pune Warriors India, Kochi Tuskers Kerala, Gujarat Lions, and Rising Pune Supergiant. The most recent additions are the Gujarat Titans and Lucknow Super Giants, introduced in the 2022 season.
Iconic Players and Performances
The IPL has attracted the best talent from around the world, with numerous iconic players making significant contributions. Some of the standout performers include:
Sachin Tendulkar (MI): The "Little Master" brought his legendary status to the IPL, winning the Orange Cap (top run-scorer) in 2010.
Chris Gayle (RCB, KXIP): Known for his explosive batting, Gayle holds the record for the highest individual score in an IPL match (175*).
MS Dhoni (CSK): Dhoni's leadership has been instrumental in CSK's success, leading them to multiple titles.
AB de Villiers (RCB): Renowned for his innovative stroke play, de Villiers has been a consistent match-winner.
Virat Kohli (RCB): The highest run-scorer in IPL history, Kohli's batting prowess is unmatched.
La
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This is an exciting platform game called Geometry Dash
This is an exciting platform game called Geometry Dash
Great Intros
- 1. Making a Good Impression “Hooking” a Reader
- 2. How NOT to make a good impression. • The Limp Handshake/Zero Eye Contact • The Never-Ending Small Talk Intro • The Stick-to-the-Facts Intro • The Cliche Intro • The TELL-ALL-ABOUT-ME Intro
- 3. The Limp Handshake Zero Eye Contact Intro • It was a nice day to do something outside. I wondered what I could do, but couldn’t think of anything around the house that seemed fun. I was feeling bored and asked my mother what I should do. She didn’t have any ideas either.
- 4. The Never-Ending Small Talk Intro • One bright sunny July day I woke up. I got dressed and went down for breakfast. Dad had made me waffles with syrup and bacon on the side. It was delicious. I thought it was a fun day to go to the beach, so I asked mom. She said fine, so I called Susan, but Susan had to go the dentist. So I called Kate, and she couldn’t either.
- 5. The Stick-to-the-Facts Introduction •This story is about the day that I went to the beach and met a mermaid. I saw the mermaid and went up to her. We talked, etc. etc.
- 6. The Cliche Introduction •Once upon a time my mother brought me to the beach. We parked over near the hot dog stand and got out. I walked along until I saw something weird by the rocks. It was a mermaid!
- 7. The Tell-All-About-Me Introduction • Hi, my name is Tiffany. I am eight years old and I live in Stratford. I have brown hair and green eyes. I have a dog an two cats who I love a lot. I am in third grade. I love the beach, which is why I am going to tell you about my adventure there last summer.
- 8. Six Great Ways to Start
- 10. Six Great Ways • With a QUESTION
- 11. Six Great Ways • With a QUESTION • With DIALOGUE
- 12. Six Great Ways • With a QUESTION • With DIALOGUE • With an INTERESTING FACT
- 13. Six Great Ways • With a QUESTION • With DIALOGUE • With an INTERESTING FACT • With a STRONG OPINION/FEELING
- 14. Six Great Ways • With a QUESTION • With DIALOGUE • With an INTERESTING FACT • With a STRONG OPINION/FEELING • With a SINGLE WORD or SENTENCE FRAGMENT
- 15. Six Great Ways • With a QUESTION • With DIALOGUE • With an INTERESTING FACT • With a STRONG OPINION/FEELING • With a SINGLE WORD or SENTENCE FRAGMENT • With something that leaves the reader WONDERING
- 16. The Situation
- 17. The Situation • During a storm and very windy
- 18. The Situation • During a storm and very windy • The door always blows open
- 19. The Situation • During a storm and very windy • The door always blows open • Mr. Alfonso is knocking on the door
- 20. The Situation • During a storm and very windy • The door always blows open • Mr. Alfonso is knocking on the door • Melissa, a very petite student, opens the door
- 21. The Six...
- 22. The Six... • QUESTION - What would you do if your teacher was knocked out and your classmate was blown out the door?
- 23. The Six... • QUESTION - What would you do if your teacher was knocked out and your classmate was blown out the door? • DIALOGUE - “Arghhhh, somebody help meeeee!” screamed Melissa.
- 24. The Six... • QUESTION - What would you do if your teacher was knocked out and your classmate was blown out the door? • DIALOGUE - “Arghhhh, somebody help meeeee!” screamed Melissa. • INTERESTING FACT -
- 25. The Six...
- 26. The Six... • STONG OPINION/FEELING - Seeing my teacher lying on the floor and Melissa being blown out the door like a kite was the most terrifying thing I’ve ever seen.
- 27. The Six... • STONG OPINION/FEELING - Seeing my teacher lying on the floor and Melissa being blown out the door like a kite was the most terrifying thing I’ve ever seen. • SINGLE WORD - Click, whoosh, bang, thud.
- 28. The Six... • STONG OPINION/FEELING - Seeing my teacher lying on the floor and Melissa being blown out the door like a kite was the most terrifying thing I’ve ever seen. • SINGLE WORD - Click, whoosh, bang, thud. • WONDERING - The click of the door, a loud bang, a girl screaming; our classroom had a crisis in its hands.
Editor's Notes
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