In this issue of Math in the News we look at applications of math from the Sochi Olympics. Specficially we look at ski jumping and develop a quadratic model based on given data.
In this presentation, you will see examples of finding the image when given an element of the domain and finding an element of the domain for a given image.
3. We will discuss 3 types of graphs
>BASIC TERMINOLOGIES
>REPRESENTATION OF GRAPH
>OPERATIONS ON GRAPH
4. BASIC TERMINOLOGIES
A directed graph G is defined as an ordered pair (V, E) where, V is a set of vertices and the ordered pairs in E are called edges on V. A directed graph can be represented geometrically as a set of marked points (called vertices) V with a set of arrows (called edges) E between pairs of points (or vertex or nodes) so that there is at most one arrow from one vertex to another vertex.
5. BASIC
TERMINOLOGIES
For example, Figure shows a directed graph, where G = {a, b, c, d }, {(a, b),
(a, d), (d, b), (d, d), (c, c)}
6. which shows the distance in km between four metropolitan cities in India. Here V = {N, K, M, C,} E = {(N, K), (N,M,), (M,K), (M,C), (K,C)} We
= {55,47, 39, 27, 113} and Wv = {N, K, M, C} The weight at the vertices is not necessary to maintain have become the set Wv and V are same.
An undirected graph is said to be connected if there exist a path from any vertex to any other vertex. Otherwise it is said to be disconnected
7.shows the disconnected graph, where the vertex c is not connected to the graph
8.The graph is a mathematical structure and finds its application in many areas, where the problem is to be solved by computers. The problems related to graph G must be represented in computer memory using any suitable data structure to solve the same. There are two standard ways of maintaining a graph G in the memory of a computer.
9.Sequential representation of a graph using adjacent
Linked representation of a graph using linked list
10.In this representation (also called
adjacency list representation), we store
a graph as a linked structure. First we
store all the vertices of the graph in a list
and then each adjacent vertices will be
represented using linked list node. Here terminal vertex of an edge is stored in a structure node and linked to a corresponding initial vertex in the list
11.The weighted graph can be represented using a linked list by storing the corresponding weight along with the terminal vertex of the edge. Consider a weighted graph in Figure, it can be represented using a linked list as in Figure
12. Input the total number of vertices in the graph, say n
Allocate the memory dynamically for the vertices to store in list array
Input the first vertex and the vertices through which it has edge(s) by linking the node from list array through nodes.
Repeat the process by incrementing the list array to add other vertices and edges.
Exit.
13.Input an edge to be searched
Search for an initial vertex of edge in list arrays by incrementing the array
index.
Once it is found, search through the link list for the terminal vertex of the edge.
If found display “the edge is present in the graph”.
Then delete the node where the terminal vertex is found and rearrange the link list.
Exit
In this presentation, you will see examples of finding the image when given an element of the domain and finding an element of the domain for a given image.
3. We will discuss 3 types of graphs
>BASIC TERMINOLOGIES
>REPRESENTATION OF GRAPH
>OPERATIONS ON GRAPH
4. BASIC TERMINOLOGIES
A directed graph G is defined as an ordered pair (V, E) where, V is a set of vertices and the ordered pairs in E are called edges on V. A directed graph can be represented geometrically as a set of marked points (called vertices) V with a set of arrows (called edges) E between pairs of points (or vertex or nodes) so that there is at most one arrow from one vertex to another vertex.
5. BASIC
TERMINOLOGIES
For example, Figure shows a directed graph, where G = {a, b, c, d }, {(a, b),
(a, d), (d, b), (d, d), (c, c)}
6. which shows the distance in km between four metropolitan cities in India. Here V = {N, K, M, C,} E = {(N, K), (N,M,), (M,K), (M,C), (K,C)} We
= {55,47, 39, 27, 113} and Wv = {N, K, M, C} The weight at the vertices is not necessary to maintain have become the set Wv and V are same.
An undirected graph is said to be connected if there exist a path from any vertex to any other vertex. Otherwise it is said to be disconnected
7.shows the disconnected graph, where the vertex c is not connected to the graph
8.The graph is a mathematical structure and finds its application in many areas, where the problem is to be solved by computers. The problems related to graph G must be represented in computer memory using any suitable data structure to solve the same. There are two standard ways of maintaining a graph G in the memory of a computer.
9.Sequential representation of a graph using adjacent
Linked representation of a graph using linked list
10.In this representation (also called
adjacency list representation), we store
a graph as a linked structure. First we
store all the vertices of the graph in a list
and then each adjacent vertices will be
represented using linked list node. Here terminal vertex of an edge is stored in a structure node and linked to a corresponding initial vertex in the list
11.The weighted graph can be represented using a linked list by storing the corresponding weight along with the terminal vertex of the edge. Consider a weighted graph in Figure, it can be represented using a linked list as in Figure
12. Input the total number of vertices in the graph, say n
Allocate the memory dynamically for the vertices to store in list array
Input the first vertex and the vertices through which it has edge(s) by linking the node from list array through nodes.
Repeat the process by incrementing the list array to add other vertices and edges.
Exit.
13.Input an edge to be searched
Search for an initial vertex of edge in list arrays by incrementing the array
index.
Once it is found, search through the link list for the terminal vertex of the edge.
If found display “the edge is present in the graph”.
Then delete the node where the terminal vertex is found and rearrange the link list.
Exit
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/playgrounds
A hands-on activity for explore a variety of math topics, including:
* Circumference and Diameter
* Linear functions and slope
* Ratios
* Data gathering and scatterplot
For more math resources, go to www.media4math.com.
Tutorials--The Language of Math--Variable Expressions--Multiplication and Sub...Media4math
This set of tutorials provides 32 examples of converting verbal expressions into variable expressions that involve multiplication and subtraction. Note: The download is a PPT file.
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/playgrounds
A hands-on activity for explore a variety of math topics, including:
* Circumference and Diameter
* Linear functions and slope
* Ratios
* Data gathering and scatterplot
For more math resources, go to www.media4math.com.
Tutorials--The Language of Math--Variable Expressions--Multiplication and Sub...Media4math
This set of tutorials provides 32 examples of converting verbal expressions into variable expressions that involve multiplication and subtraction. Note: The download is a PPT file.
Tutorials--The Language of Math--Numerical Expressions--Multiplication Media4math
This set of tutorials provides 40 examples of converting verbal expressions into numerical expressions that involve multiplication. Note: The download is a PPT file.
Tutorials--The Language of Math--Numerical Expressions--Division Media4math
This set of tutorials provides 40 examples of converting verbal expressions into numerical expressions that involve division. Note: The download is a PPT file.
Tutorials--The Language of Math--Numerical Expressions--SubtractionMedia4math
This set of tutorials provides 40 examples of converting verbal expressions into numerical expressions that involve subtraction. Note: The download is a PPT file.
Tutorials--Language of Math--Numerical Expressions--AdditionMedia4math
This set of tutorials provides 40 examples of converting verbal expressions into numerical expressions that involve addition. The verbal expressions include these terms:
Plus
Increased by
In addition to
Added to
More than
In this issue of Math in the News we explore logarithmic functions to model the thawing of frozen turkeys. We look at USDA guidelines to determine data points and use a graphing calculator to create mathematical models.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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!
2. #Sochi2014
Math abounds in the Olympics, whether it’s
data around Olympic records, medals won, or
other statistics. In this issue we will look at the
dramatic sport of ski jumping, and its
application to quadratics and other non-linear
models. Take a look at this interactive to learn
more about ski jumping (Source: NY Times).
http://www.nytimes.com/newsgraphics/2014/so
chi-olympics/ski-jumping.html
3. #Sochi2014
The path of the ski
jumper can be
approximated with a
parabola. From the
NY Times interactive
we learn that the skier
starts her jump 15 ft
off the ground and
can cover the length
of a football field. We
can sketch out a
model for this.
4. #Sochi2014
We get three
points: (0, 15), the
starting point,
(h, k), the vertex of
the parabola, and
(x, y) where the
skier lands. The
slant distance
covered is 300 ft.
and is the
hypotenuse of a
right triangle.
7. #Sochi2014
We now have two coordinates and can
conceive of the vertex of the parabola, (h, k).
From the video we see that the skier elevates
by about 3 ft. We can then assign a value to k.
8. #Sochi2014
The equation for a parabola in vertex form has
two variables, a and k, that are unknown. But
we do have two coordinates and can solve for
these two values.
9. #Sochi2014
Here is the solution using the first set of
coordinates. We end up with an equation that
shows a as a function of k.
10. #Sochi2014
Here is the solution using the second set of
coordinates. We end up with a second equation
that shows a as a function of k.
14. #Sochi2014
Now that you’ve seen how to construct a
quadratic model using curve-fitting techniques,
expand on your work:
• Try different values for k to see what impact
it has on how far the ski jumper jumps.
• Try a longer slant height to see what the
equation is for different values of k.