The document discusses Pascal's triangle and the binomial theorem. It notes that Zhu Shijiei first wrote about the binomial theorem in 1261 and that Pascal expanded on it in 1653 by adding more rows to the triangle. The document then lists five patterns that can be found in Pascal's triangle and the binomial theorem, such as the coefficient of each term and the exponents of a and b relating to the overall exponent n.
JEE Mathematics/ Lakshmikanta Satapathy/ Inverse Trigonometry QA part 5/ Question on sin inverse cosine inverse and tan inverse solved with the related concepts
JEE Mathematics/ Lakshmikanta Satapathy/ Inverse Trigonometry QA part 5/ Question on sin inverse cosine inverse and tan inverse solved with the related concepts
Stress your brain to search the innumerable patterns hidden in numbers which we usually overlook in Maths.From Sierpinski Triangle to Pandiagonal Magic Square, Fibonnaci Numbers to Hockey Stick Pattern.Explore how they are used in daily life, in espionage.....?? technology and glare at the inventories.
THE BINOMIAL THEOREM shows how to calculate a power of a binomial –
(x+ y)n -- without actually multiplying out.
For example, if we actually multiplied out the 4th power of (x + y) --
(x + y)4 = (x + y) (x + y) (x + y) (x + y)
-- then on collecting like terms we would find:
(x + y)4 = x4 + 4x3y + 6x2y2 + 4xy3 + y4 . . . . . (1)
1 Assignment #2 MAC 1140 – Spring 2020 – Due Apr.docxkarisariddell
1
Assignment #2
MAC 1140 – Spring 2020 – Due: April 7, 2020
1. We are given the polynomial 𝑓(𝑥) = 𝑥7 − 𝑥6 − 11𝑥5 + 11𝑥4 + 19𝑥3 − 19𝑥2 − 9𝑥 + 9.
(a) What is the degree of this polynomial? How many zeros does it have? Do these zeros have
to be real and/or distinct?
(b) What is the behavior of the polynomial as 𝑥 → +∞ and 𝑥 → −∞? Explain your answer.
(c) Describe, in your own words, the rational zero theorem. Taking into account the form of the
polynomial, can we use the rational zero theorem to find if the polynomial has rational
zeros? If yes, what are the possible zeros?
(d) Describe in your own words Descartes’ rule of signs. Using this rule, what is the possible
number of positive zeros of the polynomial, and what is the possible number of negative
zeros?
(e) Calculate the following values:
𝑓(−3) = ________ 𝑓(−2) = ________ 𝑓(−1) = ________ 𝑓(0) = ________
𝑓(1) = ________ 𝑓(2) = ________ 𝑓(3) = ________
𝑓(−4) = ________ 𝑓(4) = ________
2
(f) Describe in your own words the Factor Theorem. Using this theorem show that 𝑓(𝑥) =
(𝑥 + 3)(𝑥 + 1)(𝑥 − 1)(𝑥 − 3) ⋅ 𝑔(𝑥).
(g) Using long division, find 𝑔(𝑥). Show all your work.
(h) Calculate the following values:
𝑔(−1) = ________ 𝑔(1) = ________
(i) Using the Factor Theorem and synthetic division, factor 𝑔(𝑥). Show all your work.
(j) Describe the multiplicity of all the zeros of 𝑓(𝑥), and describe the behavior of the graph of
𝑓(𝑥) at these zeros (i.e., is the graph crossing the 𝑥-axis at these zeros or touches and turns
around?).
3
(k) What is the maximum number of turning points of 𝑓(𝑥)?
(l) Graph 𝑓(𝑥).
4
2. We are given the polynomial 𝑓(𝑥) = 4𝑥5 + 4𝑥4 + 𝑥3 − 2𝑥2 − 2𝑥 + 1.
(a) What is the degree of this polynomial? How many zeros does it have? Do these zeros have
to be real and/or distinct?
(b) What is the behavior of the polynomial as 𝑥 → +∞ and 𝑥 → −∞? Explain your answer.
(c) Describe, in your own words, the rational zero theorem. Taking into account the form of the
polynomial, can we use the rational zero theorem to find if the polynomial has rational
zeros? If yes, what are the possible zeros?
(d) Describe in your own words Descartes’ rule of signs. Using this rule, what is the possible
number of positive zeros of the polynomial, and what is the possible number of negative
zeros?
(e) Calculate the following values:
𝑓(−2) = ________ 𝑓(−1) = ________ 𝑓(0) = ________
𝑓(1) = ________ 𝑓(2) = ________
(f) Describe in your own words the Intermediate Value Theorem. Based on the results in (e)
above, and the possible rational zeros described in (c), show that 𝑥 −
1
2
is a factor of 𝑓(𝑥).
Clearly describe your reasoning.
5
(g) Describe in your own words the Factor Theorem. Using this theorem show that 𝑓(𝑥) =
(𝑥 + 1)(2𝑥 − 1) ⋅ 𝑔(𝑥
Behind Their Eyes - making thinking visible is not enough
Walk into any classroom and watch the breakneck pace at which teachers are working hard to help students learn. Mind you, if we don’t uncover what students are thinking while learning, they may be running down the wrong path. OK, so we need ways to make student thinking visible. Seeing their thinking is important, but we also need to create the time and space for teachers to absorb, reflect, and act on what their students thinking reveals. This workshop shares strategies both for making student thinking visible and for creating time and space for teachers to meaningfully act on what they learn about what’s going on behind their eyes.
“If you really want to understand something, try changing it.” - Kurt Lewin
As the Director of Learning for a school division made up of 18 schools, my job is to help lead the largest change initiative ever undertaken in our school community. One of the most important, difficult, messy things any school leader does is lead change. While we can learn from the change leadership of others, copying their work most often leads to failure. Success is more likely to come from adapting others work to our own context. In this workshop I share the journey we’ve undertaken collectively in our schools; how we developed a shared vision, cultivated collaborative cultures, maintained a focus on deep learning, and wrestle with the nuances of accountability. Informed by the latest research on change management in education, we also model strategies for fostering deep learning conversations in your schools. We’ll engage in some deeper learning conversations together and take back a wealth of ideas you can adapt to your own context. Developing collaborative cultures is careful and precise work that has profound impact when carried out well. So how do you do that? Come, let’s learn together. Good people are important, but good cultures are moreso.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore inquiry as a pedagogical stance and the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants will leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
This participatory session will engage attendees in some meaningful dialogue around several aspects of digital citizenship. We'll explore some hot-button topics and consider their impact on the work we do as educators. This session will provide clarification around a number of key digital citizenship issues and will also highlight a valuable model for engaging your students in classroom conversations. There’s a fair bit of fear mongering disguised as digital citizenship online. Our kids need more models of empathy and empowerment – so do we. We’ll share some of those models too.
Presented at the Riding the Wave Conference in Gimli, Manitoba. May 2017.
In two words, you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than facts, you recall relationships & deeper connections between characters. Some of the powerful ways we leverage digital for deeper learning includes challenging sources of information (fake news), exploring bias (developing empathy through multiple perspectives), and creating powerful feedback loops that foster deeper learning.
Powerful narratives, in a word or two, bring to mind a wealth of ideas & relationships; more than just facts. How can we find stories that make our teaching sticky and help kids find, and more importantly tell, stories that make learning stick? This workshop will equip teachers with the skills & knowledge to foster deeper learning across the curriculum by intentionally leveraging digital tools to foster deeper learning.
Tales of Learning and the Gifts of Footprints v4.2Darren Kuropatwa
Presented at the Richmond District Conference, Feb 2017.
Why does digital learning matter? In a society that is increasingly technophilic what are the new literacies we need to be aware of for our own learning and that of our students? How does this impact the way we think about and teach our children to become empowered and empathetic responsible citizens? Answers to these questions and more are shared through a series of powerful tales of learning.
Presented at the Richmond District Conference, Feb 2017.
A series of stories woven together to start a conversation with middle and high school students, teachers, and parents about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning. Held at the BYTE Conference 2017 in Portage la Prairie, Manitoba.
A group of educators from the BYTE Conference 2017 (Build Your Teaching Experience) share their ideas about learning as a series of visual metaphors they found on their phones.
Slides to support a master class at the PRIZMAH Conference in Chicago, IL. 5 Feb 2017.
How can we make learning sticky using powerful storytelling frameworks that tap into peoples' emotions? How do we involve all students in creating digital content that doesn't also create hours of content for teachers to assess? This interactive session will showcase Digital Storytelling activities teachers can use in class tomorrow! Document student learning & foster reflective ways for students to share their learning. 1st: we play! Then we'll discuss how to practically adapt these ideas, make them your own, and figure out what sort of infrastructure needs to be in place to support these kinds of powerful learning experiences. We’ll learn how to exercise your students' & your own creativity muscles and share simple strategies for collecting & publishing student work.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
A series of stories woven together to start a conversation with middle and high school students about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning.
A group of educators from the Anderson Union High School & Redding School Districts and share their ideas about learning as a series of visual metaphors.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
A series of stories woven together to start a conversation with middle and high school students about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
Slides to support a master class at the Building Learning Communities Conference in Boston, MA. 18 July 2016.
How can we make learning sticky using powerful storytelling frameworks that tap into peoples' emotions? How do we involve all students in creating digital content that doesn't also create hours of content for teachers to assess? This interactive session will showcase Digital Storytelling activities teachers can use in class tomorrow! Document student learning & foster reflective ways for students to share their learning. 1st: we play! Then we'll discuss how to practically adapt these ideas, make them your own, and figure out what sort of infrastructure needs to be in place to support these kinds of powerful learning experiences. We’ll learn how to exercise your students' & your own creativity muscles and share simple strategies for collecting & publishing student work.
Slides in support of a professional learning day for administrators in Hanover School Division focused on developing a common language & understanding of Deep Learning Design.
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
5. Pascal's Triangle
How many different patterns can you find in the triangle?
SYMMETRY
Counting Numbers
Sum of COUNTING numbers
triangular numbers
Sum of Triangular numbers
6. Pascal's Triangle
How many different patterns can you find in the triangle?
7. Pascal's Triangle
How many different patterns can you find in the triangle?
8.
9. The Binomial Theorem ...
Algebraically
Combinatorically
Notice the patterns ...
(1) The coefficient of the term is:
(2) The exponent on a is given by: [n - (i - 1)]
(3) The exponent on b is given by: i
(4) This relation holds for each term in the expansion:
[exponent on a] + [exponent on b] = n
(5) The number of terms in any binomial expansion is: n + 1