This document discusses how to convert binary numbers to decimal numbers. It explains that binary uses only the digits 0 and 1 to represent on/off states, while decimal uses 0-9. The project takes any 4-digit binary number as input and outputs both its decimal equivalent and a .wav file for the corresponding decimal digit. As an example, it shows that the 4-bit binary number 0101 converts to the decimal number 5 using the place value method.
On the use of continued fraction for mutual authenticationksecurit
This document outlines a presentation on using continued fractions for mutual authentication. It discusses continued fractions and their properties. It then reviews existing authentication protocols like Needham-Schroeder and their vulnerabilities. It proposes a new authentication protocol that uses generalized continued fractions of square roots of nonces and public keys. The protocol aims to avoid attacks by removing identities and is summarized along with preliminary steps to derive parameters from keys.
This document summarizes continued fractions and their applications in number theory and combinatorial game theory. It defines general and simple continued fractions and explains how they can represent rational and irrational numbers. Finite simple continued fractions uniquely represent rational numbers, while infinite simple continued fractions represent irrational numbers. Continued fractions can be used to solve Pell's equation and find integer solutions. The document provides examples of representing numbers like π and√2 as continued fractions and using convergents of the continued fraction of √2 to solve the Pell equation x2 - 2y2 = 1.
Life of π: Continued Fractions and Infinite SeriesDaniel Hermes
This document outlines the presentation "Life of π: Continued Fractions and Infinite Series" which will discuss the history of approximating π. The outline summarizes that Part I will provide introductory facts on π, including how it was once incorrectly defined by the Indiana legislature to be 22/7, approximations found by ancient mathematicians like Archimedes and Zu Chongzhi, and the Taylor series for arctan discovered by James Gregory which led to a method for approximating π. Part II will then focus on representing π as infinite continued fractions and series.
On the use of continued fraction for stream ciphersksecurit
We present a new approach to stream ciphers. This method draws its strength from public key algorithms such
as RSA and the development in continued fractions of certain irrational numbers to produce a pseudo-random stream. Although the encryption scheme proposed in this paper is based on a hard mathematical problem, its use is fast
The project presentation discusses a cryptography project for providing security. The objective is to securely send confidential files and documents to recipients using encryption algorithms like MD5, SHA1, and RSA. The proposed system aims to securely transmit data over networks using HTTPS and restrict access to authorized users only. The cryptography system has five modules: administrator, user, cryptic messages, cryptic files, and image transformation to allow various encrypted data transmission. The project will use Java web application architecture like MVC2 for development.
In this i tried to explain about under water communication.
Introduction of underwater communication.
Problem due to Multipath Propagation
Techniques used for underwater communication
1. Single Carrier Systems
2. MCM Techniques
3. Space-Time Modulation Techniques
Applications
Limitations
Conclusion
This document discusses various methods for crystal growth, including growing crystals from solution and vapor phase. It describes how crystallization occurs as atoms or molecules arrange in a repeating pattern. There are multiple techniques for obtaining crystals depending on the material, such as growing from molten solid, solution, or vapor phase. A common method is growing from solution, which involves precipitating crystals from a saturated solution by techniques like cooling or evaporation to reduce solubility in a controlled manner. Proper conditions like solvent choice, temperature control, and supersaturation levels are important for successful crystal growth.
This document discusses how to convert binary numbers to decimal numbers. It explains that binary uses only the digits 0 and 1 to represent on/off states, while decimal uses 0-9. The project takes any 4-digit binary number as input and outputs both its decimal equivalent and a .wav file for the corresponding decimal digit. As an example, it shows that the 4-bit binary number 0101 converts to the decimal number 5 using the place value method.
On the use of continued fraction for mutual authenticationksecurit
This document outlines a presentation on using continued fractions for mutual authentication. It discusses continued fractions and their properties. It then reviews existing authentication protocols like Needham-Schroeder and their vulnerabilities. It proposes a new authentication protocol that uses generalized continued fractions of square roots of nonces and public keys. The protocol aims to avoid attacks by removing identities and is summarized along with preliminary steps to derive parameters from keys.
This document summarizes continued fractions and their applications in number theory and combinatorial game theory. It defines general and simple continued fractions and explains how they can represent rational and irrational numbers. Finite simple continued fractions uniquely represent rational numbers, while infinite simple continued fractions represent irrational numbers. Continued fractions can be used to solve Pell's equation and find integer solutions. The document provides examples of representing numbers like π and√2 as continued fractions and using convergents of the continued fraction of √2 to solve the Pell equation x2 - 2y2 = 1.
Life of π: Continued Fractions and Infinite SeriesDaniel Hermes
This document outlines the presentation "Life of π: Continued Fractions and Infinite Series" which will discuss the history of approximating π. The outline summarizes that Part I will provide introductory facts on π, including how it was once incorrectly defined by the Indiana legislature to be 22/7, approximations found by ancient mathematicians like Archimedes and Zu Chongzhi, and the Taylor series for arctan discovered by James Gregory which led to a method for approximating π. Part II will then focus on representing π as infinite continued fractions and series.
On the use of continued fraction for stream ciphersksecurit
We present a new approach to stream ciphers. This method draws its strength from public key algorithms such
as RSA and the development in continued fractions of certain irrational numbers to produce a pseudo-random stream. Although the encryption scheme proposed in this paper is based on a hard mathematical problem, its use is fast
The project presentation discusses a cryptography project for providing security. The objective is to securely send confidential files and documents to recipients using encryption algorithms like MD5, SHA1, and RSA. The proposed system aims to securely transmit data over networks using HTTPS and restrict access to authorized users only. The cryptography system has five modules: administrator, user, cryptic messages, cryptic files, and image transformation to allow various encrypted data transmission. The project will use Java web application architecture like MVC2 for development.
In this i tried to explain about under water communication.
Introduction of underwater communication.
Problem due to Multipath Propagation
Techniques used for underwater communication
1. Single Carrier Systems
2. MCM Techniques
3. Space-Time Modulation Techniques
Applications
Limitations
Conclusion
This document discusses various methods for crystal growth, including growing crystals from solution and vapor phase. It describes how crystallization occurs as atoms or molecules arrange in a repeating pattern. There are multiple techniques for obtaining crystals depending on the material, such as growing from molten solid, solution, or vapor phase. A common method is growing from solution, which involves precipitating crystals from a saturated solution by techniques like cooling or evaporation to reduce solubility in a controlled manner. Proper conditions like solvent choice, temperature control, and supersaturation levels are important for successful crystal growth.
In-Class Activities for MTH 201 Calculus Module 1ARobert Talbert
This document outlines the agenda for an online calculus class module on measuring velocity. The module will include a review of assignments, an activity to calculate instantaneous velocity by taking the limit of average velocity as the time interval approaches zero, a minilecture explaining this graphically, and further practice problems. Students will complete follow-up exercises on their own time and prepare for the next module.
This talk explores some of the properties of the columnar transposition cipher, a classical encryption technique that uses a rectangular grid structure to shuffle the characters of the plaintext. This means that the columnar transposition cipher is a permutation, and the group theoretic structure of the cipher admits some interesting features.
The inverted classroom and peer instruction: designing classes for meaningful...Robert Talbert
(Keynote presentation given at the annual conference of the Michigan Mathematical Association of Two-Year Colleges, Detroit, MI on October 5, 2013.)
The way we traditionally design college classes -- with lecture front and center in class and homework outside of class -- suffers from two serious flaws: There is no natural way to find and repair student misconceptions by the end of class, and students' access to expert help is inversely proportional to their need for help. The inverted or "flipped" classroom is a solution to those design flaws. In this presentation we discuss flipped course design, best practices for designing a flipped lesson, and lessons learned from flipping.
Better Learning Through Voting: Using classroom response systems to improve s...Robert Talbert
Slides from the first portion of a workshop on classroom response systems (clickers) given to faculty at Ferris State University, 23 August 2013. Facilitated by Robert Talbert, PhD., Department of Mathematics, Grand Valley State University.
Teaching and learning in the inverted classroomRobert Talbert
Slides from a presentation for a faculty workshop at Lindsey Wilson College, 14 August 2013.
The inverted or "flipped" classroom is a way to design classes so that students have all the time they need in class to engage with the most challenging material *and* get the help they need at the same time. This presentation breaks down the issues with the traditional classroom model, explains what's involved with the inverted classroom, goes through two case studies, and gives some ideas for best practices.
Learning matlab in the inverted classroom Robert Talbert
A look at a use of the inverted classroom model to teach introductory scientific programming to freshmen using MATLAB. (Talk delivered to the Computers in Education Division, American Society for Engineering Education conference, 13 June 2012, San Antonio, TX USA.)
Classroom response systems in mathematics: Learning math better through votingRobert Talbert
This document summarizes a presentation about using classroom response systems, also known as clickers, to improve student conceptual understanding in mathematics courses. The presentation discusses the benefits of clickers for inclusivity, gathering formative assessment data, and increasing student engagement. It provides examples of how clickers can be used for polling, focusing questioning, and motivating group work. A significant portion of the presentation focuses on implementing peer instruction, a pedagogical technique where students teach each other concepts through multiple choice questions designed to address common misconceptions. Attendees worked in groups to design sample peer instruction sessions for calculus topics. The presentation emphasizes that focusing on conceptual learning improves problem-solving skills even if less class time is spent
Making proofs click: Classroom response systems in transition-to-proof coursesRobert Talbert
[Presentation given at the AMS/MAA Joint Meetings, Boston, MA on 1/4/2012.]
Transition-to-proof courses, designed to prepare students from calculus and other lower-level courses for the methodology
of upper-level mathematics, are often dicult for students in several ways. Students who are used to purely algorithmic
approaches to mathematics experience culture shock at the more open-ended and uncertain mathematical world that such
courses introduce. The elements of communication and writing often play a much larger role in these courses than in
earlier ones. And generally, these courses signal a major change in the way students conceive of the study of mathematics,
which can make further study of mathematics stressfully forbidding.
Technology can help students make this transition. In particular, classroom response systems, or "clickers", open
up the classroom to a range of pedagogical approaches that can help students learn mathematical abstraction and
good mathematical writing practice. In this talk, we discuss some instances of clicker-enabled pedagogy in the author's
Communicating in Mathematics class, including peer instruction, and peer review of writing samples.
Inverting the classroom, improving student learningRobert Talbert
The traditional classroom model has the transmission of information done in the class and the assimilation of that info done outside the class. But does that make sense? Shouldn't the instructor be the most available to the students when they are working on the hardest tasks? The inverted classroom model says "yes", and puts the lecture outside the class while freeing up time in class to be spent on hard, authentic problems to solve. This talk is all about this inverted model.
Examining the cycle structure and order of columnar transposition ciphers as elements of the symmetric group on L elements (L = length of message). Talk given at Ball State University Faculty Mathematics Colloquium, 2 April 2009.
Changes to Mathematics Programs at Franklin CollegeRobert Talbert
Presentation detailing the new, improved mathematics offerings at Franklin College.
A 32-minute movie of this presentation is available at http://blip.tv/file/1748299/ .
Using integer congruence and modular arithmetic to do shift ciphers on a spreadsheet. Day 2 of minicourse for MAT 140: Introduction to the Mathematical Sciences.
In-Class Activities for MTH 201 Calculus Module 1ARobert Talbert
This document outlines the agenda for an online calculus class module on measuring velocity. The module will include a review of assignments, an activity to calculate instantaneous velocity by taking the limit of average velocity as the time interval approaches zero, a minilecture explaining this graphically, and further practice problems. Students will complete follow-up exercises on their own time and prepare for the next module.
This talk explores some of the properties of the columnar transposition cipher, a classical encryption technique that uses a rectangular grid structure to shuffle the characters of the plaintext. This means that the columnar transposition cipher is a permutation, and the group theoretic structure of the cipher admits some interesting features.
The inverted classroom and peer instruction: designing classes for meaningful...Robert Talbert
(Keynote presentation given at the annual conference of the Michigan Mathematical Association of Two-Year Colleges, Detroit, MI on October 5, 2013.)
The way we traditionally design college classes -- with lecture front and center in class and homework outside of class -- suffers from two serious flaws: There is no natural way to find and repair student misconceptions by the end of class, and students' access to expert help is inversely proportional to their need for help. The inverted or "flipped" classroom is a solution to those design flaws. In this presentation we discuss flipped course design, best practices for designing a flipped lesson, and lessons learned from flipping.
Better Learning Through Voting: Using classroom response systems to improve s...Robert Talbert
Slides from the first portion of a workshop on classroom response systems (clickers) given to faculty at Ferris State University, 23 August 2013. Facilitated by Robert Talbert, PhD., Department of Mathematics, Grand Valley State University.
Teaching and learning in the inverted classroomRobert Talbert
Slides from a presentation for a faculty workshop at Lindsey Wilson College, 14 August 2013.
The inverted or "flipped" classroom is a way to design classes so that students have all the time they need in class to engage with the most challenging material *and* get the help they need at the same time. This presentation breaks down the issues with the traditional classroom model, explains what's involved with the inverted classroom, goes through two case studies, and gives some ideas for best practices.
Learning matlab in the inverted classroom Robert Talbert
A look at a use of the inverted classroom model to teach introductory scientific programming to freshmen using MATLAB. (Talk delivered to the Computers in Education Division, American Society for Engineering Education conference, 13 June 2012, San Antonio, TX USA.)
Classroom response systems in mathematics: Learning math better through votingRobert Talbert
This document summarizes a presentation about using classroom response systems, also known as clickers, to improve student conceptual understanding in mathematics courses. The presentation discusses the benefits of clickers for inclusivity, gathering formative assessment data, and increasing student engagement. It provides examples of how clickers can be used for polling, focusing questioning, and motivating group work. A significant portion of the presentation focuses on implementing peer instruction, a pedagogical technique where students teach each other concepts through multiple choice questions designed to address common misconceptions. Attendees worked in groups to design sample peer instruction sessions for calculus topics. The presentation emphasizes that focusing on conceptual learning improves problem-solving skills even if less class time is spent
Making proofs click: Classroom response systems in transition-to-proof coursesRobert Talbert
[Presentation given at the AMS/MAA Joint Meetings, Boston, MA on 1/4/2012.]
Transition-to-proof courses, designed to prepare students from calculus and other lower-level courses for the methodology
of upper-level mathematics, are often dicult for students in several ways. Students who are used to purely algorithmic
approaches to mathematics experience culture shock at the more open-ended and uncertain mathematical world that such
courses introduce. The elements of communication and writing often play a much larger role in these courses than in
earlier ones. And generally, these courses signal a major change in the way students conceive of the study of mathematics,
which can make further study of mathematics stressfully forbidding.
Technology can help students make this transition. In particular, classroom response systems, or "clickers", open
up the classroom to a range of pedagogical approaches that can help students learn mathematical abstraction and
good mathematical writing practice. In this talk, we discuss some instances of clicker-enabled pedagogy in the author's
Communicating in Mathematics class, including peer instruction, and peer review of writing samples.
Inverting the classroom, improving student learningRobert Talbert
The traditional classroom model has the transmission of information done in the class and the assimilation of that info done outside the class. But does that make sense? Shouldn't the instructor be the most available to the students when they are working on the hardest tasks? The inverted classroom model says "yes", and puts the lecture outside the class while freeing up time in class to be spent on hard, authentic problems to solve. This talk is all about this inverted model.
Examining the cycle structure and order of columnar transposition ciphers as elements of the symmetric group on L elements (L = length of message). Talk given at Ball State University Faculty Mathematics Colloquium, 2 April 2009.
Changes to Mathematics Programs at Franklin CollegeRobert Talbert
Presentation detailing the new, improved mathematics offerings at Franklin College.
A 32-minute movie of this presentation is available at http://blip.tv/file/1748299/ .
Using integer congruence and modular arithmetic to do shift ciphers on a spreadsheet. Day 2 of minicourse for MAT 140: Introduction to the Mathematical Sciences.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, 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.
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.
1. Cryptology
Day 3: First look at
computer ciphers
MAT 140: Introduction to the
Mathematical Sciences
19 September 2008
Robert Talbert, PhD
Associate Professor of Mathematics
and Computing Science
rtalbert@franklincollege.edu
2. Recap of Day 2
• Integer congruence modulo n
• Using integer congruence to make and break shift ciphers
• Idea: Representing text characters as numbers and then
using math to manipulate them
3. Unicode
Worldwide standard for
representing characters from the
keyboard and various languages
in numerical form